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Neoformalistická Analýza Televizního Seriálu Community
Univerzita Palackého v Olomouci Filozofická fakulta Neoformalistická analýza televizního seriálu Community Bakalářská diplomová práce Studijní program: Teorie a dějiny dramatických umění Vedoucí práce: Mgr. Jakub Korda, Ph.D. Autorka práce: Martina Smékalová OLOMOUC 2013 Prohlášení Prohlašuji, že jsem tuto bakalářskou práci vypracovala samostatně pod odborným dohledem vedoucího diplomové práce a uvedla jsem všechny použité podklady a literaturu. V Olomouci dne ………… Podpis ………….. Na tomto místě bych ráda poděkovala Mgr. Jakubu Kordovi, Ph.D., za odborné vedení a konzultování práce. 1. ÚVOD….………………………………………………………………………...…6 1. 1. Struktura práce……………………………………………………………....8 2. TEORETICKÁ ČÁST…………………………………………………………....9 2. 1. Metodologický postup práce………………………………………………..9 2. 2. Použitá literatura a prameny……………………………………………...10 2. 2. 1. Odborná literatura……………………………………………………10 2. 2. 2. Populární literatura…………………………………………………..11 2. 3. Intermedialita a Intertextualita…………………………………...………12 2. 4. Fikční světy podle Mgr. Radomíra Kokeše……………………………....13 2.5. Poznámka k seriálové terminologii a formě seriality…………………….16 3. ANALYTICKÁ ČÁST…………………………………………………………..18 3. 1. Pozadí vzniku seriálu Community………………………………………...18 3. 2. Ocenění a nominace seriálu………………………………………………..20 3. 3. Žánr a forma seriality……………………………………………………..23 3. 4. Analýza postav……………………………………………………………...26 3. 5. Analýza vybraných fikčních světů seriálu Community………………….29 3. 5. 1. Aletický subsvět……………………………………………………...29 3. 5. 2. Alternativní subsvět………………………………………………….32 -
Mt. San Jacinto Community College Dual Enrollment Program
Mt. San Jacinto Community College Dual Enrollment Program An Opportunity for you! Created by Tammy Kinney What is Dual Enrollment? Allows qualified juniors & seniors to earn college and high school credit while meeting high school graduation requirements For some this is an additional option other than AP courses Courses are offered here on TVHS campus Fast paced, rigorous courses A college semester course equals a full year high school course Space is limited by the MSJC class size caps. More Dual Enrollment information No tuition fees TVHS students save thousands of dollars by completing DE courses. (Tuition rates vary between community college, state schools, & private universities) There is a $6 RTA bus fee that all MSJC students have to pay each semester. No AP test fees You must have a 3.0 GPA in order to take the Dual Enrollment courses. Dual Enrollment Objectives Increases college credits awarded to high school students. Reduces college costs for students and families. Reduces the length of time it takes for students to obtain their academic and/or career goals. Why should I take Dual Enrollment courses? Begin college early Save money Easier transition to college What courses are offered? English 101/Freshman Composition & 103/Critical Thinking & Writing. Math 105/College Algebra & 110/Pre-Calculus (Priority placement will be given to students who have not completed courses above Pre Calculus.) Spanish 101/Elementary Spanish I & 102/Elementary Spanish II (It is recommended that students complete high school -
Spanish 101 in the Virtual World
Spanish 101 in the Virtual World Professor: James T. Abraham, Ph.D. E-mail: [email protected] Homepage: http://web.gccaz.edu/~jamtc53471 Phone: 623.239.1202 Office Hours: BY APPOINTMENT Please arrange to meet with me in-person or virtually if you would like to go over the ¡Hola! I´m Calisto Encinal. I´ll be material covered in this class. your professor this semester. Course Description Basic grammar, pronunciation, and vocabulary of the Spanish language. Includes the study of the Spanish- speaking cultures. Practice of listening, speaking, reading, and writing skills. Prerequisites: None. Course Competencies 1. Demonstrate comprehension of written and oral passages that include biographical information, basic questions and descriptions, short narratives, brief dialogues, survival vocabulary, and current events. 2. Compose written passages that include biographical information, basic questions and descriptions, short narratives, brief dialogues, survival vocabulary, and current events. 3. Ask and answer oral questions to satisfy basic needs, express biographical information, provide short descriptions, and participate in very simple conversations. 4. Identify cultural aspects of the target language. For a complete list, see http://www.maricopa.edu/curriculum/M-Z/116spa101.html. Textbook & Class Materials No textbook required. All content will be delivered on the web. Class sessions and activities will be conducted in Second Life. See the Start Guide. Spanish Dictionary (recommended) Statement on Online Learning This class is being offered as an online class. The class will not meet at the GCC campus. All instruction will be delivered through World Wide Web (WWW) materials. This class will require self-motivation and discipline. -
(ITEP) Application for Admission in 2020
Integrated Teacher Education Program (ITEP) Application For Admission in 2020 Name: Last First Middle Former Address: Number and Street City Zip Code Telephone: Cell Home Email: Date of Birth: Semester you expect to complete Associate’s degree: Semester that you expect to start at CSUF: Accepted Early Childhood Special CSUF Applied, no response yet Credential Education (ECSE) application Applied, waitlisted Sought: Mild/Moderate status: Not yet applied Moderate/Severe Please indicate your completion status for the following classes (see equivalents on next page): Equivalents to Required Your Equivalent CSUF Classes Community College Course Status CAS 101: Intro to Child Completed Development (required for In Progress all applicants) Not Yet Enrolled CAS 201: Child Family Completed Community (required for In Progress all applicants) Not Yet Enrolled SPED 371: Exceptional Completed Individual (required for all In Progress applicants) Not Yet Enrolled CAS 250: Intro to EC Completed Curriculum (required for In Progress ECSE) Not Yet Enrolled CAS 306: Health, Safety, & Completed Nutrition (required for In Progress ECSE) Not Yet Enrolled MATH 303A: Math for Completed Elementary (required for In Progress Mild/Mod & Mod/Severe) Not Yet Enrolled ENGL 341: Children’s Completed Literature (required for In Progress Mild/Mod & Mod/Severe) Not Yet Enrolled Completed GE Certification In Progress Not Yet Enrolled Please attach an unofficial transcript from all community colleges and/or universities that you have attended. Submit materials to EC 503 at CSUF or [email protected] Integrated Teacher Education Program (ITEP) Application For Admission in 2020 Credential Early Childhood (ECSE) Mild/Moderate Moderate/Severe Core Classes: Core Classes: Core Classes: 1. -
1 Department of Modern and Classical Languages College of Arts And
Modern and Classical Languages Self-Study, 2016 Department of Modern and Classical Languages College of Arts and Sciences University of San Francisco Self-Study (Spring 2016) 1 Modern and Classical Languages Self-Study, 2016 Table of Contents Mission ..................................................................................................................................................... 6 Governance ............................................................................................................................................ 6 History ..................................................................................................................................................... 8 Adjunct Faculty ..................................................................................................................................... 8 Courses and Enrollment .................................................................................................................... 9 Foreign Language Requirement .................................................................................................... 10 Staff ......................................................................................................................................................... 11 Technology and LCC .......................................................................................................................... 12 Student and Faculty Statistics ....................................................................................................... -
Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam
77 Heritage Language Journal, 9(1) https://doi.org/10.46538/hlj.9.1.5 Spring, 2012 Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam Sara Beaudrie University of Arizona Cynthia Ducar Bowling Green State University Abstract This paper outlines the design, implementation, and analysis of a computerized Spanish heritage language (SHL) placement exam. The exam created by the authors exemplifies how to design a simple yet effective placement exam with limited resources. It is suggested that an SHL placement exam should be developed in-house due not only to the diversity of student populations but also to the unique structure and content of distinct SHL programs. The paper contends that SHL placement should be a fluid process that allows for the input of students, instructors and administrators. The paper concludes by reminding readers that an essential component of the SHL placement examination process is a strong and well thought out recruitment and promotion program that needs to both precede and follow placement. Background Hispanics continue to be the fastest growing segment of the U.S. population; according to 2010 census data, the Hispanic/Latino population in the United States reached 50.5 million, more than double the 1990 population (U.S. Census Bureau, 2011). By 2050, the U.S. Hispanic population is expected to more than double again, reaching 132.8 million people, or 30% of the total U.S. population. In the fall of 2008, 12% of college students and 20% of K-12 students were Hispanic (U.S. -
Page 01 May 15.Indd
ISO 9001:2008 CERTIFIED NEWSPAPER Home | 3 Business | 13 Sport | 19 SCH surveillance Qatar Exchange Lekhwiya face system to detect index crosses Al Sadd test communicable 12,500 mark; today in rare diseases soon. market cap rises. treble bid. FRIDAY 15 MAY 2015 • 26 Rajab 1436 • Volume 20 Number 6431 www.thepeninsulaqatar.com [email protected] | [email protected] Editorial: 4455 7741 | Advertising: 4455 7837 / 4455 7780 US, Gulf states to deepen military ties Emir participates in Camp David summit; Obama to back allies against any ‘external attack’ CAMP DAVID: The United States and its Gulf allies yesterday agreed to deepen their military partnership and jointly counter external threats, in the face of Iran’s growing role in the region. US President Barack Obama, hosting leaders from the six- nation Gulf Cooperation Council for a rare summit at the Camp David presidential retreat, pledged that the US would coop- erate with them to address what he called Iran’s “destabilising activities in the region”. Qatar’s Emir H H Sheikh Tamim bin Hamad Al Thani took part in the summit. “As we’ve declared in our joint statement, the United States is prepared to work jointly with GCC member states to deter and confront an external threat to any GCC state’s territorial integrity that is inconsistent with the UN charter,” Obama told reporters, with Gulf leaders standing by his side at the end of the talks. Obama vowed to back Gulf allies against any “external attack”. Obama promised a “concrete series of steps” from the one-day summit as he sought to allay Gulf Emir H H Sheikh Tamim bin Hamad Al Thani and leaders and heads of GCC states attending the summit with US President Barack Obama at Camp David in Maryland yesterday. -
Francis Marion University CATALOG
Francis Marion University CATALOG 2016-2017 TELEPHONE Undergraduate Admissions – 843-661-1231 Toll Free – 1-800-368-7551 [email protected] www.fmarion.edu/fmuadmissions Graduate Admissions – 843-661-1284 [email protected] www.fmarion.edu/academics/graduateprograms Registrar – 843-661-1175 [email protected] www.fmarion.edu POST OFFICE BOX 100547 FLORENCE, SOUTH CAROLINA 29502-0547 ATTENTION INDIVIDUALS WITH DISABILITIES: Effort will be made to ensure that classes offered will be accessible to individuals with disabilities. If you plan to enroll and require assistance relating to a disability, contact the Office of Counseling and Testing, 843-661-1840, at least 10 days prior to the beginning of the semester. In accordance with the Equity in Athletics Disclosure Act of 1994, Section 360B of Publication L. 103-382, Francis Marion University’s Report of Institutional Information Concerning Intercollegiate Athletics Programs is available in the office of the Director of Athletics. Francis Marion University follows all federal and state laws banning discrimination in public institutions of higher learning. Francis Marion adheres to all Title IX policies, and does not discriminate on the basis of race, color, sex, religion, ethnicity, national origin, age, sexual orientation, gender identity, veteran status or any other protected category under applicable local, state, or federal law. General questions regarding Title IX can be directed to the Office of Civil Rights (www. ed.gov/ocr). Specific questions may be referred to the University’s Title IX Coordinator ([email protected]). Vice President for Administration PO Box 100547, Florence, SC 29502-0547 105 Stokes Administration Building, Tel. No. 843-661-1146 Francis Marion University Catalog 1 2 Francis Marion University Catalog TABLE of CONTENTS UNIVERSITY CALENDAR .................................. -
Nursing Student Guidebook 2020-2021
NURSING STUDENT GUIDEBOOK 2020/2021 Santa Ana College Revised: May 2020 Contents W E L C O M E ................................................................................................................................................ 4 RSCCD Administrative Organizational Chart ............................................................................................... 5 Nursing Program Organizational Chart ....................................................................................................... 6 Nursing Department Committee Structure Chart ....................................................................................... 7 Clinical Affiliations Chart .............................................................................................................................. 8 History of Nursing at Santa Ana College ..................................................................................................... 9 Mission, College Institutional Learning Outcomes, and Program Learning Outcomes ........................... 10 Responsibilities of Director of the R.N. Program....................................................................................... 14 Responsibilities of Assistant Director of the R.N. Program....................................................................... 16 Responsibilities of Department Chair ........................................................................................................ 18 Administration ........................................................................................................................................... -
Rancho Santiago Community College District Sustainability Plan
Rancho Santiago Community College District Sustainability Plan Produced by February 2015 ACKNOWLEDGMENTS Trustees Claudia C. Alvarez Arianna P. Barrios John R. Hanna Lawrence R. “Larry” Labrado Jose Solorio Nelida Mendoza Yanez Phillip E. Yarbrough Alana V. Voechting, Student Trustee Chancellor Raúl Rodríguez, Ph.D. Presidents Erlinda Martinez, Ed.D., – Santa Ana College John Weispfenning, Ph.D., – Santiago Canyon College Sustainable RSCCD Committee Members Delmis Alvarado, Classified Staff Kelsey Bain, Classified Staff Michael Collins, Ed.D., Vice President – Santa Ana College Douglas Deaver, Ph.D., Associate Professor Philosophy Leah Freidenrich, Professor Library & Information Science Peter Hardash, Vice Chancellor – Business Operations & Fiscal Services Judy Iannaccone, Director – Public Affairs & Publications Steve Kawa, Vice President – Santiago Canyon College James Kennedy, Vice President – Centennial Education Center Laurene Lugo, Classified Staff Carri Matsumoto, Assistant Vice Chancellor – Facilities Lisa McKowan-Bourguignon, Asst. Professor Mathematics Kimo Morris, Ph.D., Asst. Professor Biology Kyle Murphy, Student Representative – Santa Ana College Elisabeth Pechs – Orange County SBDC Jose Vargas, Vice President – Orange Education Center Nathan Sunderwood, Student Representative – Santiago Canyon College Other Contributors Matt Sullivan, Consultant – Newcomb Anderson McCormick Danielle Moultak, Project Manager – Newcomb Anderson McCormick Sustainability Plan i TABLE OF CONTENTS SECTION 1. EXECUTIVE -
1966-1967 1 General Psychology (3) a Survey of the Facts, Principles, and Methods in the Study of Human Behav.Ior
UNIVERSITY OF MISSOURI AT ST. LOUIS Offers Work in the Following Divisions: Business Education and Teacher Training Humanities Mathematics Modern Foreign Languages Science Social Science All statements in this publication are announcements of present i···pOlic.ies only and are subject to change at any time without prior notice. IThey are not to be regarded as offers to contract. P1'(l1'(lquisites may be waived by consent 01 the department. THE UNIVERSITY OF MISSOURI 1 Elementary Spanish (4) Acquisition of basic Spanish vocabulary, grammar, and syntax. AT ST. LOUIS 2 Elementary Spanish (4) Prerequisite: Spanish 1 or equiv. Contin. of 1. 101 Intermediate Spanish (3) Prerequisite: Spanish 2 or equiv. Grammar review and cultivation of skills through the study of moderately difficult selections of prose. 102 Intermediate Spanish (3) Prerequisite: Spanish 101 or Contino of Spanish 101. Further development of language skills through rhe use texts. 106 Spanish Composition (2) Prerequisite: Spanish 2 or equiv. Grammar review and composition. May be taken concurrently with Spanish 101 or 102. GENERAL CATALOG 107 Advanced Composition (3) Prerequisite: Spanish 106 or equiv. Contino of Spanish 106. May be taken concurrently with Spanish 102. INCLUDING 121 Conversation (3) Pre:reqruisite: Spanish 2 or equiv. Practice jn speaking and understanding May be taken DESCRIPTION OF COURSES* concurrently with Spanish 101, 102, 106 or 107. 122 Advanced Conversation (3) Prerequisite: Spanish 121 or equivalent. Continuation of Spanish 121. May be taken concur 1966-67 rentlv with Soanish 107. 190 Readings in'Spanish (3) Prerequisite: Consent of instr. Readings on a topic mutually acceptable to student and instr. -
ANT 202 Syllabus (Spring 2011).Pdf
ANT 202 (Klein), 1 Spring 2011 OAKTON COMMUNITY COLLEGE ANT 202 SPRING SEMESTER, 2011 COURSE SYLLABUS Instructor: Megan Klein Office Hours: Mondays 6:35-7:25 P.M. Office Room: B200 RHC Office Phone: (847) 635-1435 Email: [email protected] I. Course Information Course Course Course Prefix Number Name Credit Lecture Lab Intro to ANT 202 Social / 3 3 0 Cultural Anthropology II. Prerequisite None! III. Course Description Course introduces subfield of social and cultural anthropology, which studies living cultures. Content includes cultural behavior, language, kinship and social structure, political and economic anthropology, religion and worldview, and topics related to applied anthropology and modern cultures. IV. Learning Objectives General education objectives The student will: A. gather and analyze anthropological data using appropriate research methods and / or secondary analysis, and use theory to interpret these data. B. critically read anthropological materials in order to compare and evaluate alternative explanations of cultural behavior. C. communicate anthropological research and theory effectively in written assignments. Course Objectives The student will: A. use the anthropological perspective to explain the concept of culture, its components, and significance. B. demonstrate familiarity with the specific cultures studied in the course. C. identify the basic processes involved in ethnographic fieldwork methods. D. understand a culture’s historical context. E. write about current cultural issues and evaluate solutions to problems