Stifel Nicolaus Investor Meeting
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
GLAAD Media Institute Began to Track LGBTQ Characters Who Have a Disability
Studio Responsibility IndexDeadline 2021 STUDIO RESPONSIBILITY INDEX 2021 From the desk of the President & CEO, Sarah Kate Ellis In 2013, GLAAD created the Studio Responsibility Index theatrical release windows and studios are testing different (SRI) to track lesbian, gay, bisexual, transgender, and release models and patterns. queer (LGBTQ) inclusion in major studio films and to drive We know for sure the immense power of the theatrical acceptance and meaningful LGBTQ inclusion. To date, experience. Data proves that audiences crave the return we’ve seen and felt the great impact our TV research has to theaters for that communal experience after more than had and its continued impact, driving creators and industry a year of isolation. Nielsen reports that 63 percent of executives to do more and better. After several years of Americans say they are “very or somewhat” eager to go issuing this study, progress presented itself with the release to a movie theater as soon as possible within three months of outstanding movies like Love, Simon, Blockers, and of COVID restrictions being lifted. May polling from movie Rocketman hitting big screens in recent years, and we remain ticket company Fandango found that 96% of 4,000 users hopeful with the announcements of upcoming queer-inclusive surveyed plan to see “multiple movies” in theaters this movies originally set for theatrical distribution in 2020 and summer with 87% listing “going to the movies” as the top beyond. But no one could have predicted the impact of the slot in their summer plans. And, an April poll from Morning COVID-19 global pandemic, and the ways it would uniquely Consult/The Hollywood Reporter found that over 50 percent disrupt and halt the theatrical distribution business these past of respondents would likely purchase a film ticket within a sixteen months. -
'The Blank Page': Exhibitions As Feminist Community Adult Education
social sciences $€ £ ¥ Article Animating ‘The Blank Page’: Exhibitions as Feminist Community Adult Education Darlene E. Clover Leadership Studies, University of Victoria, Victoria, BC V8W 2Y2, Canada; [email protected] Received: 28 September 2018; Accepted: 15 October 2018; Published: 20 October 2018 Abstract: Public museums and art galleries in Canada are highly authoritative, and trusted knowledge and identity mobilising institutions, whose exhibitions are frequently a ‘blank page’ of erasure, silencing, and marginalisation, in terms of women’s histories, experiences, and contributions. Feminist exhibitions are a response to this, but few in Canada have been explored as practices of feminist community adult education. I begin to address this gap with an analysis of two feminist exhibitions: In Defiance: Indigenous Women Define Themselves, curated by Mohawk-Iroquois artist, Lindsay Katsitsakatste Delaronde, at the Legacy Gallery, University of Victoria; and Fashion Victims: The Pleasures & Perils of Dress in the 19th Century, curated by Ryerson Professor Alison Matthews David, at the Bata Shoe Museum, Toronto. Although dissimilar in form, focus, and era, these exhibitions act as powerful intentional pedagogical processes of disruption and reclamation, using images and storytelling to animate, re-write and reimagine the ‘blank pages’ of particular and particularised histories and identities. Through the centrality of women’s bodies and practices of violence, victimization, and women’s power, these exhibitions encourage the feminist oppositional imagination, dialogic looking, gender consciousness, and a visual literacy of hope and possibility. Yet, as women’s stories become audible through the very representational vehicles and institutional spaces used to silence them, challenges remain. Keywords: museums and art galleries; exhibitions; feminist community adult education; visual literacy; oppositional imagination 1. -
Archons (Commanders) [NOTICE: They Are NOT Anlien Parasites], and Then, in a Mirror Image of the Great Emanations of the Pleroma, Hundreds of Lesser Angels
A R C H O N S HIDDEN RULERS THROUGH THE AGES A R C H O N S HIDDEN RULERS THROUGH THE AGES WATCH THIS IMPORTANT VIDEO UFOs, Aliens, and the Question of Contact MUST-SEE THE OCCULT REASON FOR PSYCHOPATHY Organic Portals: Aliens and Psychopaths KNOWLEDGE THROUGH GNOSIS Boris Mouravieff - GNOSIS IN THE BEGINNING ...1 The Gnostic core belief was a strong dualism: that the world of matter was deadening and inferior to a remote nonphysical home, to which an interior divine spark in most humans aspired to return after death. This led them to an absorption with the Jewish creation myths in Genesis, which they obsessively reinterpreted to formulate allegorical explanations of how humans ended up trapped in the world of matter. The basic Gnostic story, which varied in details from teacher to teacher, was this: In the beginning there was an unknowable, immaterial, and invisible God, sometimes called the Father of All and sometimes by other names. “He” was neither male nor female, and was composed of an implicitly finite amount of a living nonphysical substance. Surrounding this God was a great empty region called the Pleroma (the fullness). Beyond the Pleroma lay empty space. The God acted to fill the Pleroma through a series of emanations, a squeezing off of small portions of his/its nonphysical energetic divine material. In most accounts there are thirty emanations in fifteen complementary pairs, each getting slightly less of the divine material and therefore being slightly weaker. The emanations are called Aeons (eternities) and are mostly named personifications in Greek of abstract ideas. -
Scholastic Corporation Notice Of
Scholastic 557 Broadway, New York, NY 10012-3999 (212) 343-6100 www.scholastic.com SCHOLASTIC CORPORATION NOTICE OF ANNUAL MEETING OF STOCKHOLDERS To Holders of Class A Stock and Common Stock: The Annual Meeting of Stockholders of Scholastic Corporation (the “Company”) will be held at the Company’s corporate headquarters located at 557 Broadway, New York, New York on Wednesday, September 21, 2016 at 9:00 a.m., local time, for the following purposes: Matters to be voted upon by holders of the Class A Stock 1. Electing seven directors to the Board of Directors Matters to be voted upon by holders of the Common Stock 1. Electing two directors to the Board of Directors and such other business as may properly come before the meeting and any adjournments thereof. A proxy statement describing the matters to be considered at the Annual Meeting of Stockholders is attached to this notice. Only stockholders of record of the Class A Stock and the Common Stock at the close of business on July 29, 2016 are entitled to notice of, and to vote at, the meeting and any adjournments thereof. We hope that you will be able to attend the meeting. Whether or not you plan to be present at the meeting, we urge you to vote your shares promptly. You can vote your shares in three ways: • via the Internet at the website indicated on your proxy card; • via telephone by calling the toll free number on your proxy card; or • by returning the enclosed proxy card. By order of the Board of Directors Andrew S. -
2018/2019 Annual Report
2018/2019 ANNUAL REPORT The central idea of Scholastic is to help every child develop the personal power to engage with issues, to understand themselves and become the best and most able person they can be, equipped with the thinking skills and the emotional resilience to navigate the mid-21st century world they will inherit. —Richard Robinson Chairman, President and Chief Executive Officer 557 Broadway, New York, NY 10012 • 212 343 6100 • scholastic.com Fellow Shareholders, As I write this, Scholastic author Dav Pilkey is embarking on a global “Do Good” tour encouraging young readers to make an impact in their communities, demonstrating the power of reading to inspire positive change. The tour reminds us that reading can inspire both action and reflection, which is central to our Scholastic mission–helping kids read so they can develop the thinking skills to understand how the world works and the inspiration to understand themselves and their place in that world. The stakes are certainly high. At best, only 30% of U.S. children read at grade level. As millions of students and teachers prepare to return to school this month, Scholastic will be there for them as we have been for generations, providing the support, educational materials and high-quality children’s books needed to help prepare students for success, now and in the future. As we remain dedicated to this mission, we are also taking actions that enable us to continue serving educators, families, and children for our next 100 years. In FY20, this includes improving operating profitability while preparing for longer term growth. -
Bstilldirrtywoohoolov
Christina Aguilera Songs - Free Printable Wordsearch BSTILLDIRRTYWO OHOOLOVINGMEME IMAKEMEHAPPY OURDAYWILLCOME O R EN BLESSED NIMAKEOVER VBLANKPAGE ITYCH ELLOE T WEOFAL LONMEN H IRUJUSTAF OOLAN EF LTPRNASTYNAUG HTYBOYAC I LOHOBP TMH G BBEBRTOR RY RSH EVCSASHDCIEC SDCIO T IIECIEYAGM HSNFRSE E ORXKEVNS AERADEUTM R UCFIMOOETR DCIEEZMO G SUOLLNRPMIPL OSTMLAT E SREITTLRXCE NATTTSI N MBLTSTLHEE EWINSMHSO I IRBTETE TWCAOAAION O RLEETHL DUEILLS NAA EBAAMSEE ARUTLMTG LRT FODKYORD PYOBHSOI ER LUYFGDEP RYYIM MJA ENMAIEAB EYNE UEP JDASRLORTE ADONM DA OTRTLFEH WLMIUTA ECD OMSIDM IOERRNE HO YANN OCVRRUSN A OLAU TEET IN UAL HYL DG D EL EE E RA THE CHRISTMAS SONG GENIO ATRAPADO PRIMA DONNA MY GIRLS STRONGER THAN EVER POR SIEMPRE TU JUST A FOOL OBVIOUS NASTY NAUGHTY BOY LITTLE DREAMER ALL I NEED EXPRESS LET THERE BE LOVE CHRISTMAS TIME MI REFLEJO TELL ME SEX FOR BREAKFAST LADY MARMALADE BLANK PAGE FIGHTER OUR DAY WILL COME MAKE ME HAPPY FALL ON ME BLESSED EL BESO DEL FINAL BY YOUR SIDE UNA MUJER WOOHOO FEEL THIS MOMENT STILL DIRRTY OH MOTHER BIONIC THE VOICE WITHIN BOUND TO YOU MAKE OVER DIRRTY UNDERAPPRECIATED SO EMOTIONAL YOUR BODY CHANGE ENTER THE CIRCUS CASTLE WALLS I WILL BE HELLO BACK IN THE DAY LOVING ME ME CANDYMAN TWICE YOU LOST ME CRUZ Free Printable Wordsearch from LogicLovely.com. Use freely for any use, please give a link or credit if you do. Christina Aguilera Songs - Free Printable Wordsearch MARIAJUSTBEFREE D STRIPPEDPART IFALSASES PERANZASEEAC MSLOWDOWNB ABYETHNSH AINTNOOTHERMAN TMAEIYOR BWUK HNDLATLNI MIENTI TURNTOYOUGOUBMIT IGS ORIRDH -
Fall 2012.Indd
Newsletter Fall 2012 A community where learners excel! More photos on back page. Board of Education: Don Edwards-President; Spyros Dimatos-Vice President; Amy O’Brien, Melissa Stephens, Judy Warner Superintendent of Schools-Joe Peck; Assistant Superintendent-Kathleen Dixon 2 DDistrictistrict Fall 2012 Welcome back Superintendent’s message he Chenango Forks Central School District is well into the 2012-2013 school year and Tthe board of education, administration, staff and I look forward to another successful year for the district. We remain thankful to the community for your continued support. I would like to take this opportunity to say how excited I am to join the Chenango Forks community, serving you as your new superintendent of schools. My experience encompasses more than eight years in administration, which includes time as a K-8 principal, 9-12 house principal and 9-12 principal. Front,F l-r:l RuthR h Beardsley-payrollB d l p ll clerk;l k KathyK h Blackman-businessBl k b ii executive; ShellySh ll My experience also includes six years in the classroom Callan-assistant superintendent secretary; Christine Kennicutt-district treasurer & as a 9-12 social studies teacher and two years teaching accountant. Back, l-r: Kathleen Dixon-assistant superintendent; Kathy Luke-electronic computers at the collegiate level. I am also fi nishing data management; Dawn Phoenix-district clerk & business offi ce secretary; Joe Peck-superintendent; Janice Darling-accounts payable & purchasing; Erin McMullen- my doctorate in administrative leadership for superintendent secretary. teaching. Th is experience and education, I believe, has prepared me for my new role as your superintendent. -
The Complete Stories
The Complete Stories by Franz Kafka a.b.e-book v3.0 / Notes at the end Back Cover : "An important book, valuable in itself and absolutely fascinating. The stories are dreamlike, allegorical, symbolic, parabolic, grotesque, ritualistic, nasty, lucent, extremely personal, ghoulishly detached, exquisitely comic. numinous and prophetic." -- New York Times "The Complete Stories is an encyclopedia of our insecurities and our brave attempts to oppose them." -- Anatole Broyard Franz Kafka wrote continuously and furiously throughout his short and intensely lived life, but only allowed a fraction of his work to be published during his lifetime. Shortly before his death at the age of forty, he instructed Max Brod, his friend and literary executor, to burn all his remaining works of fiction. Fortunately, Brod disobeyed. Page 1 The Complete Stories brings together all of Kafka's stories, from the classic tales such as "The Metamorphosis," "In the Penal Colony" and "The Hunger Artist" to less-known, shorter pieces and fragments Brod released after Kafka's death; with the exception of his three novels, the whole of Kafka's narrative work is included in this volume. The remarkable depth and breadth of his brilliant and probing imagination become even more evident when these stories are seen as a whole. This edition also features a fascinating introduction by John Updike, a chronology of Kafka's life, and a selected bibliography of critical writings about Kafka. Copyright © 1971 by Schocken Books Inc. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Schocken Books Inc., New York. Distributed by Pantheon Books, a division of Random House, Inc., New York. -
Wahoo! Climb Aboard the Magic School Bus™ and Buckle-Up for a Wild Ride with Newa Ll-In-One Game!
Wahoo! Climb aboard The Magic School Bus™ and Buckle-Up For a Wild Ride with Newa ll-in-one Game! With “The Magic School Bus,” the interactive new feature-packed, multi-touch, multiplayer game for Intel® powered All-in-One PCs: • Two-four players join Ms. Frizzle and set out on an exciting series of extraordinary field trips all around the world and through space, time—and beyond • Players are encouraged to “take chances, make mistakes, and get messy!” as they work together to solve problems and make incredible discoveries • Kids play each game as their favorite character from The Magic School Bus TV series – with eight options to choose from • The iconic yellow bus transforms into a submarine, space shuttle and other vehicles needed to make the journey to each exotic field trip location • Families experience a unique combination of adventures every time they play the game. And when players revisit a location, they encounter different animals, new sets of clues and more! • Kids ages 7 and up will actively engage in science, learning core concepts and tons of amazing facts all along the way • Players must work together to complete each mission— from piecing together a dinosaur skeleton and planting flags on planets, to killing germs and catching prey—to collect cool virtual stamps to fill their team passports Travel in the Magic School Bus and play cooperative games in 8 exciting locations! • Amazon Rainforest • Outer Planets • Great Barrier Reef • African Savanna • Jurassic Period • Inside the Human Body • Inner Planets • Cretaceous Period -
NVC Instruction Guide
NVC Instruction Guide (Note: Much of the information in this instruction guide draws extensively from the work of Marshall B. Rosenberg, Ph.D. as presented in his book, Nonviolent Communication: A Language of Life. We strongly recommend that the best way to learn about Nonviolent Communication is to read the book and use the workbook in combination with this guide, as well as find a group of people with whom to practice these important skills. Throughout each section of this guide you will find references to particular sections from the book or from Lucy Leu’s Companion Workbook. – Jiva Manske) Introduction: Nonviolence and NVC We live in a world in which violence has become more and more accepted as the norm. It’s all around us. From wars between nations to crime on the street, and even imposing on our everyday existence, violence manifests itself both explicitly and implicitly. Yet for many people, the very idea of violence seems foreign. They are not involved in physical confrontations or abuses, and thus they believe that violence is not present. But the reality is that whenever we become disconnected from our compassionate nature, whenever our hearts are not devoid of hatred in all of its forms, we have a tendency to act in ways that can cause pain for everyone in our lives, including ourselves. Nonviolence, then, does not refer to the mere absence of physical harm. It is a way of life that takes its lead from a compassionate and connected heart, and can guide us toward a more complete and happy way of being. -
Clifford Moves Online: the History and Future of Scholastic Reading Club
Clifford Moves Online: The History and Future of Scholastic Reading Club By Natassja Barry B.A. English, Thompson Rivers University, 2016 Project submitted in partial fulfillment of the requirements for the degree of Master of Publishing In the Faculty of Communication, Art, and Technology ©Natassja Barry Simon Fraser University Fall 2017 This work is licensed under the Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/) Approval Name Natassja Barry Degree Master of Publishing Project Title Clifford Moves Online: The History and Future of Scholastic Reading Club Supervisory Committee _______________________________ Hannah McGregor Senior Supervisor Assistant Professor Publishing Program _______________________________ Leanne Johnson Supervisor Lecturer Publishing Program _______________________________ Sarah Maniscalco Industry Supervisor Senior Manager Reading Club Marketing Scholastic Canada Ltd. Toronto, Ontario Date Approved: December 20, 2017 ii Abstract Scholastic Canada has been running Reading Club in Canadian schools for half a century. Until 1998, teachers were only able to place student orders by mail or over the phone. Then, the first Canadian Reading Club website was created with a web form for teachers to submit orders online. The online form marked the start of a major change that has been brewing for Reading Club over the last two decades, but it wouldn’t be until 2016 that this simple form would be replaced by a fully- functioning e-commerce website. As Scholastic Canada moves Reading Club online, the company must maintain its valued relationship with teachers and protect its unique place in Canadian classrooms, while at the same time seeking out opportunities to grow in its new digital context. -
Exemplar Texts for Grades
COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects _____ Appendix B: Text Exemplars and Sample Performance Tasks OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Exemplars of Reading Text Complexity, Quality, and Range & Sample Performance Tasks Related to Core Standards Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band.