Power Outage and the Sheer Enjoyment of Being October 11Th, 2020 Rev
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Number 70, 09/10/2015
No. 70 STATE OF MICHIGAN JOURNAL OF THE House of Representatives 98th Legislature REGULAR SESSION OF 2015 House Chamber, Lansing, Thursday, September 10, 2015. 12:00 Noon. The House was called to order by the Speaker. The roll was called by the Clerk of the House of Representatives, who announced that a quorum was present. Afendoulis—present Gamrat—present Kosowski—present Potvin—present Banks—present Garcia—present LaFontaine—present Price—present Barrett—present Garrett—present Lane—present Pscholka—present Bizon—present Gay-Dagnogo—present Lauwers—present Rendon—present Brinks—present Geiss—present LaVoy—present Roberts, B.—present Brunner—present Glardon—present Leonard—present Roberts, S.—present Bumstead—present Glenn—present Leutheuser—present Robinson—present Byrd—present Goike—present Liberati—present Runestad—present Callton—present Graves—present Love—present Rutledge—present Canfield—present Greig—present Lucido—present Santana—present Chang—present Greimel—present Lyons—present Schor—present Chatfield—present Guerra—present Maturen—present Sheppard—present Chirkun—present Heise—present McBroom—present Singh—present Clemente—excused Hoadley—present McCready—present Smiley—present Cochran—present Hooker—present Miller, A.—present Somerville—present Cole—present Hovey-Wright—present Miller, D.—present Talabi—present Cotter—present Howrylak—present Moss—present Tedder—present Courser—present Hughes—present Muxlow—present Theis—present Cox—present Iden—present Neeley—present Townsend—present Crawford—present Inman—present Nesbitt—present -
Unit 8 New: Bug, Flower • Picture Cards 61–65 • a Jar of Ants (Optional) Review: 2 (Two), Blue, Yellow, Big, Small, It’S [Yellow/Small]
Resources Materials Language • Video: Routine, Getting • blue and yellow 8 Look at the Bug! Ready SC 6, and SC 1–2 crayons (optional) • Audio: TR 2–4, 66–67 • scissors (optional) Unit 8 New: bug, flower • Picture Cards 61–65 • a jar of ants (optional) Review: 2 (two), blue, yellow, big, small, It’s [yellow/small]. • Teacher’s Resource • white paper (optional) LESSON 1 CD-ROM: Worksheet Receptive: Look!; What color is the bug?; What are these?; What is • paint (optional) the sun a tree a flower 1.8.1 (optional), Home- Theme Introduction • a black pen (optional) this?; How many bugs are there?; [Flowers] are outside, too.; School Connection Student Book pp. 62–63 grass a bug These things are all outside.; Let’s learn about things outside!; Letter Let’s say the words.; Let’s be [bugs].; Let’s listen to a chant. • Big Book 4 Objective Color the [bug] blue and yellow.; Now let’s watch and listen Identify and name: bug, as children sing a song about nature! They are from Mexico.; flower Now we are outside! 62 Vocabulary Presentation 63 70625_L1U8_062-069_PDF.indd 62 11/19/13 3:11 PM 70625_L1U8_062-069_PDF.indd 63 11/19/13 3:11 PM • Show children p. 62 again. This a bug a bug NOTE: Repeat each line two times. • Have children color the bug. Move Warm Up time, point to the flower and say around the room, reminding End the Lesson a flower a flower A bug, a bug. A small, small bug. 4 1 This is a flower. -
Fantastic Flowers Guided Program for Grades K-4
Pre and post visit material for Teachers Fantastic Flowers Guided Program for Grades K-4 Pre-trip Information for Teachers Program Description As students enjoy the beauty and fragrance of flowers throughout VanDusen, they investigate the parts of a flower, their role in pollination, and how pollination fits in the life cycle of flowering plants. Students will search for pollinators in action - including a visit to our active beehives - while exploring the connections between pollinators, plants, and food production. Learning Objectives Students will: 1. Search for a variety of flowers and pollinators and observe them in action 2. Learn about the parts of a flower and how each part is involved in the pollination process 3. Link pollination to the life cycle of flowering plants 4. Begin to understand the interdependence between pollinators and plants and how they are linked to the everyday needs of human beings Curriculum Connections Kindergarten BIG IDEAS Plants and animals have observable features Daily and seasonal changes affect all living things CURICULAR COMPETENCIES Demonstrate curiosity and a sense of wonder about the world Observe objects and events in familiar contexts Ask simple questions about familiar objects and events Make exploratory observations using their senses Experience and interpret the local environment Discuss observations; Share observations and ideas orally CONTENT Basic needs of plants and animals Adaptations of local plants and animals Seasonal changes Living things make changes to accommodate daily -
2018 – Volume 6, Number
THE POPULAR CULTURE STUDIES JOURNAL VOLUME 6 NUMBER 2 & 3 2018 Editor NORMA JONES Liquid Flicks Media, Inc./IXMachine Managing Editor JULIA LARGENT McPherson College Assistant Editor GARRET L. CASTLEBERRY Mid-America Christian University Copy Editor KEVIN CALCAMP Queens University of Charlotte Reviews Editor MALYNNDA JOHNSON Indiana State University Assistant Reviews Editor JESSICA BENHAM University of Pittsburgh Please visit the PCSJ at: http://mpcaaca.org/the-popular-culture- studies-journal/ The Popular Culture Studies Journal is the official journal of the Midwest Popular and American Culture Association. Copyright © 2018 Midwest Popular and American Culture Association. All rights reserved. MPCA/ACA, 421 W. Huron St Unit 1304, Chicago, IL 60654 Cover credit: Cover Artwork: “Bump in the Night” by Brent Jones © 2018 Courtesy of Pixabay/Kellepics EDITORIAL ADVISORY BOARD ANTHONY ADAH PAUL BOOTH Minnesota State University, Moorhead DePaul University GARY BURNS ANNE M. CANAVAN Northern Illinois University Salt Lake Community College BRIAN COGAN ASHLEY M. DONNELLY Molloy College Ball State University LEIGH H. EDWARDS KATIE FREDICKS Florida State University Rutgers University ART HERBIG ANDREW F. HERRMANN Indiana University - Purdue University, Fort Wayne East Tennessee State University JESSE KAVADLO KATHLEEN A. KENNEDY Maryville University of St. Louis Missouri State University SARAH MCFARLAND TAYLOR KIT MEDJESKY Northwestern University University of Findlay CARLOS D. MORRISON SALVADOR MURGUIA Alabama State University Akita International -
Leading the Walking Dead: Portrayals of Power and Authority
LEADING THE WALKING DEAD: PORTRAYALS OF POWER AND AUTHORITY IN THE POST-APOCALYPTIC TELEVISION SHOW by Laura Hudgens A Thesis Submitted to the Faculty of the Graduate School at Middle Tennessee State University in Partial Fulfillment of the Requirements for the Degree of Master of Science in Mass Communication August 2016 Thesis Committee: Dr. Katherine Foss, Chair Dr. Jane Marcellus Dr. Jason Reineke ii ABSTRACT This multi-method analysis examines how power and authority are portrayed through the characters in The Walking Dead. Five seasons of the show were analyzed to determine the characteristics of those in power. Dialogue is important in understanding how the leaders came to power and how they interact with the people in the group who have no authority. The physical characteristics of the leaders were also examined to better understand who was likely to be in a position of power. In the episodes in the sample, leaders fit into a specific demographic. Most who are portrayed as having authority over the others are Caucasian, middle-aged men, though other characters often show equivalent leadership potential. Women are depicted as incompetent leaders and vulnerable, and traditional gender roles are largely maintained. Findings show that male conformity was most prevalent overall, though instances did decrease over the course of five seasons. Instances of female nonconformity increased over time, while female conformity and male nonconformity remained relatively level throughout. ii iii TABLE OF CONTENTS LIST OF TABLES ..............................................................................................................v -
Paul Parent Garden Club News - February 9, 2012
From: Paul Parent Garden Club <[email protected]> Sent: Thursday, February 9, 2012 1:38 PM To: [email protected] Subject: Paul Parent Garden Club News - February 9, 2012 Please click here to read newsletter if not displayed below: http://paulparentclub.com/news/12/06 Edition 12.06 Paul Parent Garden Club News February 9, 2012 Featured Quote : Gifts for the Gardener "I once had a rose named after me and I was very flattered. But I was not pleased to read the description in the catalogue: no good in a bed, but fine up against a Here are some great ideas for wall." gifts your favorite gardener will ~ Eleanor Roosevelt just love! Contact Information: E-Mail: Click to contact us. The type of flowers you select does not matter, it's the quality of the flower that does! This weekend, as you look at the flowers for your special Valentine (for her and yes for him, as men Telephone: love flowers too), let me tell you about them. We all have our favorites, we all have a budget to (207) 985-6972 think of, and we want them to last as long as possible. Begin by selecting a florist, garden center, (800) 259-9231 (Sunday 6 AM to or nursery you are acquainted with for quality. You may pay a bit more--but in the long run it will 10 AM) be worth the extra expense. Avoid flowers that will be finished blooming in just a couple of days or drooping over the day after Valentine's Day. Fax: (207) 985-6972 The number one Valentine's Day flower is, of course, the rose--and the growers of roses know this. -
Office Space
1 EXT. DR. SWANSON'S OFFICE - NIGHT Peter and Anne sit in chairs along with another couple about the same age as Peter and Anne. It's a group-therapy type situation. They are in a small semicircle around DR. SWANSON, an extremely overweight, unhealthy-looking, middle aged psychologists. Peter is "opening up." PETER ...and I was sitting in my cubicle this morning and I thought -- this is as good as it's ever going to get. I'm probably gonna spend the next forty years of my life at a job like this. In fact, ever since I started working, every single day of my life has been the worse than the day before it. So that means that every single day you see me, it's the worse day of my life. DR. SWANSON So what about today? Is today the worse day of your life? PETER Yep. DR. SWANSON Wow, that's messed up. (Catching himself) I'm sorry. Go on. PETER So I was hoping that maybe you could sort of zonk me out so that I'm not aware that I'm even at work -- like I come home and I think I've been fishing all day or something. DR. SWANSON Well, that's not really what I do Peter. (Looking over his notes) What this sounds like to me is a typical mid-life crisis... ANNE But he's only 26. DR. SWANSON Yes that is a little young, but nowadays mid-life crises have been (MORE) 2 DR. SWANSON (CONT'D) known to happen as early as nineteen. -
Decisions and Ph Al:Out the Careers They Will Pursue
DOCUMENT RESUME ED 214 004 CE 031 946 TITLE Arranging. CAP Job Function. INSTITUTION Ohio State Univ., Columbus. National Center for Research in Vocational Education. SPONS AGENCY Employment and Training Administration (DOL), Washington, D.C. Office of Youth Programs. PUB DATE 81 CONTRACT DOL-99-0-2297-33-52 NOTE 95p.; For related documents see CE 031 933-972. EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Architects; *Career Awareness; Career Choice; Career Counseling; Career Development; Career Education; Career Exploration; Career Guieance; *Cosmetology; *Floriculture; Individualized Instruction; *Interior Design; Learning Activities; Learning Modules; *Occupational Information; Postsecondary Education; Programed Instructional Materials; Secondary Education; Self Evaluation (Individuals); Values Clarification IDENTIFIERS *Career Alert Planning Program ABSTRACT This Job Function Booklet (Arranging) is one of the 14 components (see note) of the Career Alert Planning (CAP) program, a set of individualized materials designed to help participants find out about themselves and about the kind of work for which they are suited. In this program, participants become acquainted with occupations that are representative of 10 basic job functions. They. learn how these occupations relate to personal interests, abilities, skills, educational goals, experiences, and training. They consider the working conditions, salary, add employment outlook for each occupation. participants use this information to Make decisions and ph al:out the careers they -
Jo Ellis (Completed 12/13/20) Page 1 of 15 Transcript by Rev.Com
This transcript was exported on Dec 18, 2020 - view latest version here. Speaker0 (00:12): You're listening to the journey on podcast with Warwck Schiller. Warwick is a horseman trainer, international clinician and author, whose mission is to help people achieve a deeper connection with their horses through his transformational training program. Warwick (00:35): G'day everybody it's Warwick Schiller and welcome back to another episode of the journey on podcast. You know, you might've heard at the start of this episode and the previous episodes, there's this catchy little song that plays that the lyrics started out journey on the magic laws within the trials we ride. And I want to tell you a little bit about that, uh, that song as a whole song, we'll play it for you here in a minute. But I was contacted a couple of years ago. Well, maybe a year or so ago by a fellow named Joe Ellis from South Africa. And he sent me an email and he said that he is a, uh, a music producer and he's also a subscriber to my online videos. And he had some epiphanies after to, after watching the online videos and going through the work with his own horses and, uh, that he used to be a musician and used to read a lot of songs and had not written or recorded for quite a while since he's been just doing that, the music producing. Warwick (01:29): And, uh, so he, he said he he'd written this song and he actually sent me a, um, an acoustic version of that song and I listened to it and I just absolutely loved it. -
Boas Feministas, Enquanto Para Madonna, Expressar Sua Sexualidade Era Algo Que Deveria Ser Natural a Todos
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Madonna's Postmodern Revolution
Journal of Literature and Art Studies, January 2021, Vol. 11, No. 1, 26-32 doi: 10.17265/2159-5836/2021.01.004 D DAVID PUBLISHING The Rebel Madame: Madonna’s Postmodern Revolution Diego Santos Vieira de Jesus ESPM-Rio, Rio de Janeiro, Brazil The aim is to examine Madonna’s revolution regarding gender, sexuality, politics, and religion with the focus on her songs, videos, and live performances. The main argument indicates that Madonna has used postmodern strategies of representation to challenge the foundational truths of sex and gender, promote gender deconstruction and sexual multiplicity, create political sites of resistance, question the Catholic dissociation between the physical and the divine, and bring visual and musical influences from multiple cultures and marginalized identities. Keywords: Madonna, postmodernism, pop culture, sex, gender, sexuality, politics, religion, spirituality Introduction Madonna is not only the world’s highest earning female entertainer, but a pop culture icon. Her career is based on an overall direction that incorporates vision, customer and industry insight, leveraging competences and weaknesses, consistent implementation, and a drive towards continuous renewal. She constructed herself often rewriting her past, organized her own cult borrowing from multiple subaltern subcultures, and targeted different audiences. As a postmodern icon, Madonna also reflects social contradictions and attitudes toward sexuality and religion and addresses the complexities of race and gender. Her use of multiple media—music, concert tours, films, and videos—shows how images and symbols associated with multiracial, LGBT, and feminist groups were inserted into the mainstream. She gave voice to political interventions in mass popular culture, although many critics argue that subaltern voices were co-opted to provide maximum profit.