Letters to S the Chronicles
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Construction Trifolds
Preventing Pollution: Painting and Concrete, Masonry, and Tile Work Paint Cleanup Don’t mix up more fresh concrete or cement than you need for each project. It’s Up to Us All paints, solvents, and adhesives contain chemicals In the Santa Clara Valley, storm drains transport that are harmful to aquatic animals and other wildlife Cover and protect bags of cement and plaster water directly to local creeks and San Francisco Bay, in our creeks and Bay. Toxic chemicals may come after they are open. Be sure to keep wind-blown without treatment. Stormwater pollution is a serious from liquid or solid products or from cleaning residues cement powder away from gutters, storm drains, problem for wildlife dependent on our waterways and on rags. It is especially important not to clean rainfall, and runoff. for people who live near polluted streams or brushes or painting equipment (buckets, pans, hoses, Wash down exposed aggregate concrete only baylands. Some common sources of this pollution etc.) in an area where paint or paint cleanup water when wash water can flow onto a dirt area, or be include spilled oil, fuel, and fluids from vehicles and can flow to a gutter, street, or storm drain. collected, pumped, and disposed of properly. heavy equipment; construction debris; sediment Paint Cleanup Make sure runoff does not reach gutters or created by erosion, landscaping runoff containing storm drains. pesticides or weed killers; and materials such as Never clean brushes or rinse paint Never wash excess material from bricklaying or used motor oil, antifreeze, and paint products that conta i ners into a street, gutter, storm patio or driveway construction into a street or people pour or spill into streets or storm drains. -
TRANSCRIPT: U.S. SECRET SERVICECOMMAND POST RADIO TRAFFIC from MARCH 30, 1981 the Following Is a Transcript of the Command Post
U.S Department of Homeland Security United States Secret Service TRANSCRIPT: U.S. SECRET SERVICECOMMAND POST RADIO TRAFFIC FROM MARCH 30, 1981 The following is a transcript of the command post radio traffic on March 30, 1981, immediately before and after the assassination attempt on President Ronald Reagan. The transcript was prepared by the U.S. Secret Service and is being released in conjunction with the audio of the incident, which is available on http://www.secretservice.gov. Due to the nature of radio communications and the increased traffic following the incident, portions of the audio are unable to be accurately transcribed. These sections are noted. The names of individual speakers are included when identifiable and in accordance with federal regulation. In addition, the code names for several Secret Service command posts and locations are used throughout the transcript. Time code referenced is from beginning of audio clip. Monday, March 30, 1981, 2:27 p.m. EST: 00:08 SPECIAL AGENT WILLIAM GREEN: “[Inaudible] Green. Coming out.” 00:16 ASSISTANT TO THE SPECIAL AGENT IN CHARGE RAY SHADDICK: “Horsepower, Shaddick.” 00:18 HORSEPOWER: “[inaudible]” 00:19 SHADDICK: “Advise, we’ve had shots fired. Shots fired. There are some injuries, uh, lay one on.” 00:26 SHADDICK: “Parr, Shaddick.” 00:29 VOICE: [Inaudible] 00:32 SHADDICK: “Stagecoach, Shaddick.” 00:35 SPECIAL AGENT IN CHARGE JERRY PARR: “Rawhide is okay, Follow-up. Rawhide is okay.” -more- www.secretservice.gov -2- 00:40 VOICE: [Inaudible] [OVERLAPPING} 00:41 SHADDICK: “Halfback, roger” 00:46 SHADDICK: “You wanna go to the hospital or back to the White House?” 00:50 PARR: “We’re going right… we’re going to Crown.” 00:52 SHADDICK: “Okay” 00:56 VOICE: [Inaudible] 00:58 SHADDICK: “Back to the White House. -
The College Student in the American Novel: 1930-1939 and 1964-1967
THE COLLEGE STUDENT IN THE AMERICAN NOVEL: 1930-1939 AND 1964-1967 Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY HERMAN C. KISSIAH 1969 J :11 /2 4111141112117; 91/ 171 "’L LIBMRY “J“ 99 Michiganme University i; m This is to certify that the thesis entitled THE COLLEGE STUDENT IN THE AMERICAN NOVEL: 1930-1939 AND 1964-1967 presented by Herman C. Kissiah has been accepted towards fulfillment of the requirements for Ph.D. degree in Education 5,214“ f? MM Major professor Date October 14, 1969 0-169 "31'1”? SONS' "' ' 300K mung! _mc_ LI...“ ABSTRACT THE COLLEGE STUDENT IN THE AMERICAN NOVEL: 1930-1939 AND 1964-1967 BY Herman C. Kissiah Purpose of the Study The purpose of this study is to investigate the image of the college student and his environment presented by the novel to the public. This image, or those images projected by the current novel, are then compared with the perceptions presented during a different period of time. The images of these two Periods are then examined to determine whether or not the novels within a given period present similar characterizations 01‘ themes in dealing with the college student, and whether or not the novels reflect the concerns of society of that period. Ethod of Study Works chosen for this study will include the significant novels that have dealt with the college student in his environ- ment. Inclusion of a college novel in the Book Review Digest is uSed as the index of significance. Excluded from the selections are comic novels, juveniles, murder mysteries, historical fiction, drama, and anthologies of short stories. -
The Route Towards the Shawshank Redemption: Mapping Set-Jetting with Social Media and Submitted in Partial Fulfillment of the Requirements for the Degree Of
The Route Towards The Shawshank Redemption: Mapping Set-jetting with Social Media Mengqian Yang A Thesis in The Department of Geography, Planning & Environment Presented in Partial Fulfillment of the Requirements for the Degree of Master of Science (Geography, Urban and Environmental Studies) at Concordia University Montreal, Quebec, Canada August 2015 © Mengqian Yang, 2015 CONCORDIA UNIVERSITY School of Graduate Studies This is to certify that the thesis prepared By: Mengqian Yang Entitled: The Route Towards The Shawshank Redemption: Mapping Set-jetting with Social Media and submitted in partial fulfillment of the requirements for the degree of Master of Science (Geography, Urban and Environmental 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: Dr. Pascale Biron Chair Dr. Thierry Joliveau Examiner Dr. Christian Poirier Examiner Dr. Sébastien Caquard Supervisor Approved by Chair of Department or Graduate Program Director Dean of Faculty 2015 Date ABSTRACT The Route Towards The Shawshank Redemption: Mapping Set-jetting with Social Media Mengqian Yang With the development of the Web 2.0, more and more geospatial data are generated via social media. This segment of what is now called “big data” can be used to further study human spatial behaviors and practices. This project aims to explore different ways of extracting geodata from social media in order to contribute to the growing body of literature dedicated to studying the contribution of the geoweb to human geography. More specifically, this project focuses on the potential of social media to explore a growing tourism phenomenon: set-jetting. -
Reading Stephen King: Issues of Censorship, Student Choice, and Popular Literature
DOCUMENT RESUME ED 414 606 CS 216 137 AUTHOR Power, Brenda Miller, Ed.; Wilhelm, Jeffrey D., Ed.; Chandler, Kelly, Ed. TITLE Reading Stephen King: Issues of Censorship, Student Choice, and Popular Literature. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-3905-1 PUB DATE 1997-00-00 NOTE 246p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 39051-0015: $14.95 members, $19.95 nonmembers). PUB TYPE Collected Works - General (020) Opinion Papers (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Censorship; Critical Thinking; *Fiction; Literature Appreciation; *Popular Culture; Public Schools; Reader Response; *Reading Material Selection; Reading Programs; Recreational Reading; Secondary Education; *Student Participation IDENTIFIERS *Contemporary Literature; Horror Fiction; *King (Stephen); Literary Canon; Response to Literature; Trade Books ABSTRACT This collection of essays grew out of the "Reading Stephen King Conference" held at the University of Mainin 1996. Stephen King's books have become a lightning rod for the tensions around issues of including "mass market" popular literature in middle and 1.i.gh school English classes and of who chooses what students read. King's fi'tion is among the most popular of "pop" literature, and among the most controversial. These essays spotlight the ways in which King's work intersects with the themes of the literary canon and its construction and maintenance, censorship in public schools, and the need for adolescent readers to be able to choose books in school reading programs. The essays and their authors are: (1) "Reading Stephen King: An Ethnography of an Event" (Brenda Miller Power); (2) "I Want to Be Typhoid Stevie" (Stephen King); (3) "King and Controversy in Classrooms: A Conversation between Teachers and Students" (Kelly Chandler and others); (4) "Of Cornflakes, Hot Dogs, Cabbages, and King" (Jeffrey D. -
Scary Movies at the Cudahy Family Library
SCARY MOVIES AT THE CUDAHY FAMILY LIBRARY prepared by the staff of the adult services department August, 2004 updated August, 2010 AVP: Alien Vs. Predator - DVD Abandoned - DVD The Abominable Dr. Phibes - VHS, DVD The Addams Family - VHS, DVD Addams Family Values - VHS, DVD Alien Resurrection - VHS Alien 3 - VHS Alien vs. Predator. Requiem - DVD Altered States - VHS American Vampire - DVD An American werewolf in London - VHS, DVD An American Werewolf in Paris - VHS The Amityville Horror - DVD anacondas - DVD Angel Heart - DVD Anna’s Eve - DVD The Ape - DVD The Astronauts Wife - VHS, DVD Attack of the Giant Leeches - VHS, DVD Audrey Rose - VHS Beast from 20,000 Fathoms - DVD Beyond Evil - DVD The Birds - VHS, DVD The Black Cat - VHS Black River - VHS Black X-Mas - DVD Blade - VHS, DVD Blade 2 - VHS Blair Witch Project - VHS, DVD Bless the Child - DVD Blood Bath - DVD Blood Tide - DVD Boogeyman - DVD The Box - DVD Brainwaves - VHS Bram Stoker’s Dracula - VHS, DVD The Brotherhood - VHS Bug - DVD Cabin Fever - DVD Candyman: Farewell to the Flesh - VHS Cape Fear - VHS Carrie - VHS Cat People - VHS The Cell - VHS Children of the Corn - VHS Child’s Play 2 - DVD Child’s Play 3 - DVD Chillers - DVD Chilling Classics, 12 Disc set - DVD Christine - VHS Cloverfield - DVD Collector - DVD Coma - VHS, DVD The Craft - VHS, DVD The Crazies - DVD Crazy as Hell - DVD Creature from the Black Lagoon - VHS Creepshow - DVD Creepshow 3 - DVD The Crimson Rivers - VHS The Crow - DVD The Crow: City of Angels - DVD The Crow: Salvation - VHS Damien, Omen 2 - VHS -
Reagan's Victory
Reagan’s ictory How HeV Built His Winning Coalition By Robert G. Morrison Foreword by William J. Bennett Reagan’s Victory: How He Built His Winning Coalition By Robert G. Morrison 1 FOREWORD By William J. Bennett Ronald Reagan always called me on my birthday. Even after he had left the White House, he continued to call me on my birthday. He called all his Cabinet members and close asso- ciates on their birthdays. I’ve never known another man in public life who did that. I could tell that Alzheimer’s had laid its firm grip on his mind when those calls stopped coming. The President would have agreed with the sign borne by hundreds of pro-life marchers each January 22nd: “Doesn’t Everyone Deserve a Birth Day?” Reagan’s pro-life convic- tions were an integral part of who he was. All of us who served him knew that. Many of my colleagues in the Reagan administration were pro-choice. Reagan never treat- ed any of his team with less than full respect and full loyalty for that. But as for the Reagan administration, it was a pro-life administration. I was the second choice of Reagan’s to head the National Endowment for the Humanities (NEH). It was my first appointment in a Republican administration. I was a Democrat. Reagan had chosen me after a well-known Southern historian and literary critic hurt his candidacy by criticizing Abraham Lincoln. My appointment became controversial within the Reagan ranks because the Gipper was highly popular in the South, where residual animosities toward Lincoln could still be found. -
Brady, James S.: Files
Ronald Reagan Presidential Library Digital Library Collections This is a PDF of a folder from our textual collections. Collection: Brady, James S.: Files Folder Title: [Press Conferences and Press Releases – Assassination Attempt] (3 of 3) Box: OA 16783 To see more digitized collections visit: https://reaganlibrary.gov/archives/digital-library To see all Ronald Reagan Presidential Library inventories visit: https://reaganlibrary.gov/document-collection Contact a reference archivist at: [email protected] Citation Guidelines: https://reaganlibrary.gov/citing THE WHITE HOUSE Office of the Press Secretary March 31, 1981 NOTICE TO THE PRESS At 6:15 this morning, the President left. the recovery room for the intensive care ward. Dr. Daniel Ruge, the President's personal physician, said, "The President's vital signs are all in the normal range. He's in exceptionally good condition." Dr. Ruge indicated that the President was talking and writing notes. On James Brady's condition, Dr. Ruge said, "It is serious, but improving. It's too early to make a prognosis. He is somewhat responsive." Dr. Ruge also said that Secret Service agent Time.thy McCarthy's condition is "very fine." Doctors at the Washington Hospital Center said the condition of D.C. policeman Thomas Delahanty is serious, but the prognosis is good. At 5:30 this morning, Michael Reagan, Maureen Reagan, and Patti Davis arrived. at the White House. Ron Reagan and his wife, Doria, arrived last night. All of the children will be staying at the White House.· ##t THE WHITE HOUSE Off ice of the Press Secretary MARCH 31, 1981 NOTICE TO THE PRESS Dr. -
All Exercises in This Workout Are Performed Breathing with the Nose Only
1 SCIENTIFICALLY PROVEN BREATHING TECHNIQUE TO IMPROVE PERFORMANCE Oxygen Advantage® 1–Hour Workout Instructor Script All exercises in this workout are performed breathing with the nose only. The mouth should be kept gently closed throughout. Benefits of Workout: • Delays the onset of fatigue and lactic acid • Improves aerobic performance • Improves VO2 max (maximal oxygen uptake) • Improves delivery of oxygen to organs and working muscles • Reduces breathlessness during physical exercise • Helps prevent exercise induced asthma • Helps maintain fitness during rest or injury • Helps maintain focus and concentration • Highlights the importance of alignment and relaxation Important: The Oxygen Advantage® Workout is perfectly safe for the vast majority of people, however it does include some powerful exercises similar to performing high-intensity interval training. Just as high-intensity exercise is suited only to those with reasonably good health and fitness, those with any medical issues should perform the workout only with the consent of your medical practitioner. Certain exercises, such as strong breath holds, should only be carried out if you have a minimum BOLT score of 20. Whilst some exercises are challenging they should never feel stressful. Elements of this workout are not suitable if you are pregnant. Copyright © 2017 Patrick McKeown 2 Overview: 1. Warm up with many small breath holds (2.5 minutes) 2. Breathe Light - hands on chest and tummy (2.5 minutes) 3. Preparation for simulation of altitude training (5 reps) 4. Simulation of altitude training (5 minutes) 5. Breathe Light - walking (5 minutes) 6. Breathe Light - walking, jogging/fast walking (5 minutes) 7. Slow squats (10 reps) 8. -
Markarian Final Paper, 9/14/11
Amy Markarian Final Paper, 9/14/11 Teaching American History A More Perfect Union: The Origins & Development of the U.S. Constitution Book Review: Rawhide Down: The Near Assassination of Ronald Reagan by Del Quentin Wilber I currently teach “Ancient Civilizations” at the middle school level. Therefore, when given the opportunity to choose a book to review that either assists my teaching or increases my content knowledge, it was an obvious choice for me to select something that will increase my general content knowledge (with the hope that it will someday assist my teaching). I am a child of the eighties, and Ronald Reagan is the first President I remember…vaguely. As we discussed this man and his Presidency in our class, I found myself remembering my childhood interpretations of his personal qualities and events that took place. I was fascinated to learn more about how those interpretations and memories compare with the more experienced perspectives of adults and historians who also remember this time. With the idea that the book that I chose would someday serve to shape my teaching of this President, I sought one that would provide me with an accurate historical perspective, but that would also somehow “personalize” the information in a way that makes it accessible and interesting to students. In much the same way that Frederick Lewis Allen’s, Only Yesterday, offers a detailed, microscopic view of life in the 1920s, Del Quentin Wilber’s, Rawhide Down, offers an intricate perspective of Ronald Reagan and those surrounding him on one particular day of his life. -
Univerzita Palackého V Olomouci Filozofická Fakulta
UNIVERZITA PALACKÉHO V OLOMOUCI FILOZOFICKÁ FAKULTA KATEDRA ANGLISTIKY A AMERIKANISTIKY Veronika Glaserová The Importance and Meaning of the Character of the Writer in Stephen King’s Works Diplomová práce Vedoucí práce: PhDr. Matthew Sweney, Ph.D. Olomouc 2014 Olomouc 2014 Prohlášení Prohlašuji, že jsem tuto diplomovou práci vypracovala samostatně pod odborným dohledem vedoucího práce a uvedla jsem předepsaným způsobem všechny použité podklady a literaturu. V Olomouci dne Podpis: Poděkování Děkuji vedoucímu práce za odborné vedení práce, poskytování rad a materiálových podkladů k práci. Contents Introduction ....................................................................................................................... 6 1. Genres of Stephen King’s Works ................................................................................. 8 1.1. Fiction .................................................................................................................... 8 1.1.1. Mainstream fiction ........................................................................................... 9 1.1.2. Horror fiction ................................................................................................. 10 1.1.3. Science fiction ............................................................................................... 12 1.1.4. Fantasy ........................................................................................................... 14 1.1.5. Crime fiction ................................................................................................. -
The Convergence of Morality and Aesthetics in Nabokov's Lolita
Georgia State University ScholarWorks @ Georgia State University English Theses Department of English 6-12-2006 Aesthetic Excuses and Moral Crimes: The Convergence of Morality and Aesthetics in Nabokov's Lolita Jennifer Elizabeth Green Follow this and additional works at: https://scholarworks.gsu.edu/english_theses Part of the English Language and Literature Commons Recommended Citation Green, Jennifer Elizabeth, "Aesthetic Excuses and Moral Crimes: The Convergence of Morality and Aesthetics in Nabokov's Lolita." Thesis, Georgia State University, 2006. https://scholarworks.gsu.edu/english_theses/9 This Thesis is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. AESTHETIC EXCUSES AND MORAL CRIMES: THE CONVERGENCE OF MORALITY AND AESTHETICS IN NABOKOV”S LOLITA by JENNIFER ELIZABETH GREEN Under the Direction of Paul Schmidt ABSTRACT This thesis examines the debate between morality and aesthetics that is outlined by Nabokov in Lolita’s afterword. Incorporating a discussion of Lolita’s critical history in order to reveal how critics have chosen a single, limited side of the debate, either the moral or aesthetic, this thesis seeks to expose the complexities of the novel where morality and aesthetics intersect. First, the general moral and aesthetic features of Lolita are discussed. Finally, I address the two together, illustrating how Lolita cannot be categorized as immoral, amoral, or didactic. Instead, it is through the juxtaposition of form and content, parody and reality, that the intersection of aesthetics and morality appears, subverting and repudiating the voice of its own narrator and protagonist, evoking sympathy for an appropriated and abused child, and challenging readers to evaluate their own ethical boundaries.