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Grindcore.Pdf
Obsah: 1. Úvod..........................................................................................................................2 1.1 Ideová východiska práce.............................................................................2 1.2 Stav bádání, primární a sekundární literatura.............................................3 1.3 Definice grindcore, důležité pojmy.............................................................3 1.4 Členění práce a metodologie.......................................................................6 1.5 Cíl práce......................................................................................................8 2. Historický úvod – žánrová typologie........................................................................9 2.1 Počátky žánru a dva hlavní proudy grindcoru............................................9 2.2 Další vývoj grindcoru................................................................................13 3. Grindcore – hledání extrémního hudebního projevu ….........................................17 3.1 Transformace zpěvu..................................................................................17 3.2 Vývoj rytmu, rytmické sekce....................................................................19 3.3 Vývoj hry na kytaru a baskytaru …..........................................................20 3.4 Vývoj formy a mikrostruktury..................................................................20 3.5 Goregrindové intro....................................................................................22 -
America the Beautiful American's Creed the First Five Bill of Rights
America The Beautiful O beautiful for spacious skies For amber waves of grain For purple mountains majesties Above the fruited plain America, America God shed his grace on thee And crown thy good With brotherhood From sea to shining sea Lyrics written by Katherine Lee Bates (1895) American’s Creed I believe in the United States of America as a government of the people, by the people, for the people; whose just powers are derived from the consent of the governed; a democracy in a Republic; a sovereign Nation of many sovereign States; a perfect Union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes. I therefore believe it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag; and to defend it against all enemies. Written in 1917 by William Tyler Page of MD The First Five Bill of Rights (Paraphrased) The first ten amendments added to the U.S. Constitution are called the Bill of Rights. The 4th Grade is doing first five Bill of Rights only. The second phrase is to give the students some more information; only the first phrase needs to be memorized, ie Freedom of Speech, Press, and Religion. However, the students must understand what that phrase means. A parent volunteer may ask you to explain the meaning. A student who explains the meaning without having the exact wording will get full credit also. Understanding of the bill is more important than exact memorization. -
Junior Red Cross News November-December 1919: Vol 1 Iss 3
Nimble little Russian hands give capital ideas to Santa Claus Archangel children say “WE WISH YOU COULD COME TO US . but we know you can't’ IND Sir, please tell us if By Douglas Mahanty on hand. There was beautifully this country ’way across carved furniture, and there were the mighty ocean is Amer- lifelike animals, useful boxes and ica?”” Grimy fingers pointed to a distant land on the baskets, dainty handkerchiefs and miniature Russian great map which hung in the bare Russian school- utensils of many kinds. It had taken many a play- room, and anxious faces turned inquiringly toward an hour to get these presents ready. What joy it was to officer in American uniform. give! If only they might have sent more It was winter in ice-bound Archangel. in order that the children in far-away The officer was Major Lively of the America could measure better their love American Red Cross, and the children and gratitude. were Russian boys and girls. They had “We wish you could come to us, little a good reason for plying the Major with Americans, and share with us the Christ- questions about America, for that very mas holidays, but we know that you day they had sent a large hamper of can’t,” wrote the children of Archangel. toys, the work of their own hands, to Then they said to themselves: ‘‘Because the children of the Junior Red Cross in the charming American boys and girls America. It was their Christmas present cannot slide from the ice hill, or come to the American friends who had done into our houses, we must give them a so much to help them. -
Information & Apply Online
SCHOLARSHIPS: February 6, 2020 (Highlighted Scholarships are NEW to the list) Name: Washington State Opportunity Scholarship Career & Technical Scholarship Award: Up to $1,500/quarter Deadline: Multiple Deadlines The Career and Technical Scholarship (CTS) supports Washington students on their path to high-demand trade, STEM and health care occupations. To be eligible, scholars must enroll in an approved program, such as welding, manufacturing or IT, at one of Washington’s 34 community and technical colleges. Scholars are eligible to receive up to $1,500 each quarter for the duration of their associate degree, certificate or apprenticeship program. Scholars that intend to earn their bachelor's degree after the completion of their program are not eligible for CTS and are instead encouraged to review the Baccalaureate Scholarship. These scholarship funds are flexible and can be used to cover tuition, fees and other costs of attendance such as housing, transportation, food and more. Application milestone Fall Quarter Dates Application opens May 2020 Application deadline July 2020 Transcripts/GED July 2020 FAFSA/WASFA July 2020 Selection notification August 2020 Information & Apply online: https://www.waopportunityscholarship.org/students/applicants/cts/ Name: Experience WSU Award: $1,000 Deadline: Until filled- so once you’ve been accepted, register ASAP Experience WSU is a fabulous hands-on experience for admitted students to learn more about WSU and its many opportunities. Take a closer look at our academic programs and check out our unique residential campus life. We can’t wait to meet you and show you around! Here’s a quick preview of what you’ll do at Experience WSU: Explore your area of interest in a personalized workshop led by WSU faculty and staff. -
Thomas Jefferson Day, 2006
Proc. 8001 Title 3—The President and online campaign to encourage teens to reject drug use and other nega- tive pressures. My Administration has also hosted a series of summits to educate community leaders and school officials on successful student drug testing. The struggle against alcohol abuse, drugs, and violence is a national, state, and local effort. Parents, teachers, volunteers, D.A.R.E. officers, and all those who help our young people grow into responsible, successful adults are strengthening our country and contributing to a future of hope for ev- eryone. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim April 11, 2006, as National D.A.R.E. Day. I call upon young people and all Americans to fight drug use and violence in our communities. I also urge our citizens to support the law enforcement officials, volunteers, teachers, health care professionals, and all those who work to help our children avoid drug use and violence. IN WITNESS WHEREOF, I have hereunto set my hand this seventh day of April, in the year of our Lord two thousand six, and of the Independence of the United States of America the two hundred and thirtieth. GEORGE W. BUSH Proclamation 8001 of April 13, 2006 Thomas Jefferson Day, 2006 By the President of the United States of America A Proclamation Today, we celebrate the birthday of Thomas Jefferson. Few individuals have shaped the course of human events as much as this proud son of Vir- ginia. -
MJC Media Guide
2021 MEDIA GUIDE 2021 PIMLICO/LAUREL MEDIA GUIDE Table of Contents Staff Directory & Bios . 2-4 Maryland Jockey Club History . 5-22 2020 In Review . 23-27 Trainers . 28-54 Jockeys . 55-74 Graded Stakes Races . 75-92 Maryland Million . 91-92 Credits Racing Dates Editor LAUREL PARK . January 1 - March 21 David Joseph LAUREL PARK . April 8 - May 2 Phil Janack PIMLICO . May 6 - May 31 LAUREL PARK . .. June 4 - August 22 Contributors Clayton Beck LAUREL PARK . .. September 10 - December 31 Photographs Jim McCue Special Events Jim Duley BLACK-EYED SUSAN DAY . Friday, May 14, 2021 Matt Ryb PREAKNESS DAY . Saturday, May 15, 2021 (Cover photo) MARYLAND MILLION DAY . Saturday, October 23, 2021 Racing dates are subject to change . Media Relations Contacts 301-725-0400 Statistics and charts provided by Equibase and The Daily David Joseph, x5461 Racing Form . Copyright © 2017 Vice President of Communications/Media reproduced with permission of copyright owners . Dave Rodman, Track Announcer x5530 Keith Feustle, Handicapper x5541 Jim McCue, Track Photographer x5529 Mission Statement The Maryland Jockey Club is dedicated to presenting the great sport of Thoroughbred racing as the centerpiece of a high-quality entertainment experience providing fun and excitement in an inviting and friendly atmosphere for people of all ages . 1 THE MARYLAND JOCKEY CLUB Laurel Racing Assoc. Inc. • P.O. Box 130 •Laurel, Maryland 20725 301-725-0400 • www.laurelpark.com EXECUTIVE OFFICIALS STATE OF MARYLAND Sal Sinatra President and General Manager Lawrence J. Hogan, Jr., Governor Douglas J. Illig Senior Vice President and Chief Financial Officer Tim Luzius Senior Vice President and Assistant General Manager Boyd K. -
The Story of the Stars & Stripes
The Story of the Stars & Stripes By the US Marine Corps The story of the origin of our national flag parallels the story of the origin of our country. As our country received its birthright from the peoples of many lands who were gathered on these shores to found a new nation, so did the pattern of the Stars and Stripes rise from several origins back in the mists of antiquity to become emblazoned on the standards of our infant Republic. The star is a symbol of the heavens and the divine goal to which man has aspired from time immemorial; the stripe is symbolic of the rays of light emanating from the sun. Both themes have long been represented on the standards of nations, from the banners of the astral worshippers of ancient Egypt and Babylon to the 12-starred flag of the Spanish Conquistadors under Cortez. Continuing in favor, they spread to the striped standards of Holland and the West Indian Company in the 17th century and to the present patterns of stars and stripes on the flags of several nations of Europe, Asia, and the Americas. The first flags adopted by our Colonial forefathers were symbolic of their struggles with the wilderness of a new land. Beavers, pine trees, rattlesnakes, anchors, and various like insignia with mottoes such as “Hope”, “Liberty”, “Appeal to Heaven” or “Don’t Tread on Me” were affixed to the different banners of Colonial America. The first flag of the colonists to have any resemblance to the present Stars and Stripes was the Grand Union flag, sometimes referred to as the “Congress Colors”. -
The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Richmond University of Richmond UR Scholarship Repository History Faculty Publications History 1993 The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory Edward L. Ayers University of Richmond, [email protected] Scot A. French Follow this and additional works at: http://scholarship.richmond.edu/history-faculty-publications Part of the Race and Ethnicity Commons, and the United States History Commons Recommended Citation Ayers, Edward L. and Scot A. French. "The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory." In Jeffersonian Legacies, edited by Peter S. Onuf, 418-456. Charlottesville: University Press of Virginia, 1993. This Book Chapter is brought to you for free and open access by the History at UR Scholarship Repository. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. CHAPTER I 4 The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J SCOT A. FRENCH AND EDWARD L. AYERS For generations, the memory of Thomas Jefferson has been inseparable from his nation's memory of race and slavery. Just as Jefferson's words are invoked whenever America's ideals of democracy and freedom need an elo quent spokesman, so are his actions invoked when critics level charges of white guilt, hypocrisy, and evasion. In the nineteenth century, abolitionists used Jefferson's words as swords; slaveholders used his example as a shield. -
Fifth Grade Patriot Program 2019-2020
Fifth Grade Patriot Program 2019-2020 Name ____________________ Teacher___________________ Fifth Grade Patriot Program Name____________________ Teacher_________________________ Testing will occur from 8:30 – 9:00 a.m. each morning in the Library. Timeline Actual of Completion Steps to Patriots Completion Date Anytime Between 1._________ 1. Name and label 50 states with 80% accuracy November and March 2._________ 2. Complete a Community Service Project November 3.Bill of Rights 1. Flag Etiquette quiz December 2. Memorize and recite versus 1 of the Star Spangled Banner January Presidential Report Choose any TWO of the following: Anytime • Landmarks & memorials between • Interview a Patriot February - • Timeline Revolution March • State poster • American Creed Work must be completed by April 3, 2020 2 Fifth Grade Patriot Program Requirement Details 1. Name and label 50 states with 80% accuracy. (Pages 6-10) • Must be completed in one sitting • May use any combination of spelling and postal codes • Test may be retaken as needed 2. Pictorial Representation of the Bill of Rights • Read the Bill of Rights. • Then create a legal size poster (8 ½ x 14), PowerPoint presentation (which is to be printed out), or booklet presenting the Bill of Rights in symbolic form. • Include an illustration as well as a brief summary of the each amendment artistically. • Use drawings, cut-out pictures, or photographs, and in your own words, explain what each amendment means to you. http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html 4. Flag -
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. -
February 29, 2020 East Kingdom Internal Letter of Decision East Iloi Dated 1/15/20
February 29, 2020 East Kingdom Internal Letter of Decision East ILoI dated 1/15/20 To the most noble members of the East Kingdom College of Heralds, greetings! You will find below the decisions rendered on the submissions for the Internal Letter of Intent issued on 1/15/20. If Muirenn Blue Tyger consulted on any submissions on this letter, decisions were made by Lilie Pantheon and Sláine Diademe. Many thanks to the following commenters who provided assistance this month: Alexandre Saint Pierre, Bruce Batonvert, Donato Favro, Drasma Dragomira, ffride wlffsdotter, Galefridus Peregrinus, Iago ab Adam, Liefr rella, Lilie Pantheon, Mathghamhain Elmet, Ryan Skunk, Seraphina Ragged Staff, Sláine Diademe, and Violet Mosaic. Your commentary and insights are always greatly appreciated. Assistance with artwork can be attained through reaching out to your local herald, or the EK Pallet Herald ([email protected].) 1. Arnleif the Red Submission Description Decision New Device Or, on a bear passant gules, a triskele argent Forwarded Notes: Iago ab Adam suggests the following reblazon, “Or, on a bear passant gules a triskele argent.” There is an SFPP for the use of a triskele (also known as a triskelion arrondi, reconfirmed http://heraldry.sca.org/loar/2019/03/19-03lar.html#81.) 2. Aurelia Alfaiata d'Alcaçova Submission Description Decision New Device Per chevron sable and vert, a chevron ermine Returned between two pairs of needles in saltire and an owl maintaining in its talon a carnation slipped and leaved Or Notes: This badge is returned for a redraw, for violating SENA A2C2 which states that elements must be drawn to be identifiable. -
Download History of the House Page Program
HISTORY OF THE HOUSE PAGE PROGRAM CONTENTS Introduction 1 Page Origins 2 Page Responsibilities 7 Representatives as Role Models and Mentors 10 Page Traditions 12 Breaking Down Racial and Gender Barriers 17 Pages and Publicity 19 Schools, Dorms, and Reforms 21 Pages and the Communications Revolution 26 The End of the House Page Program 28 Notes 30 Pages wore lapel pins to identify themselves during work or to affiliate themselves with the Page program. Left, a National Fraternity of Pages pin owned by Glenn Rupp, a House Page in the 1930s, includes the date 1912, which may indicate the founding date of the organization. Middle, a Page pin from 1930 is more elaborately designed than the average uniform lapel pin and features an enamel shield with links attaching a pendant that indicates the date of service. Right, a pin from 100th Congress (1987– 1989) has a House seal in the center and is similar to those worn by Members on their own lapels. Page Pins, Collection of the U.S. House of Representatives i House Pages pose for a class photo on the East Front of the Capitol. Class Photo from The Congressional Eagle Yearbook, 2007, Collection of the U.S. House of Representatives For more than two centuries, young people served as Pages in the U.S. House of Representatives and enjoyed an unparalleled opportunity to observe and participate in the legislative process in “the People’s House.” Despite the frequent and colossal changes to America’s national fabric over that period, the expectations and experiences of House Pages, regardless of when they served, have been linked by certain commonalities—witnessing history, interacting with Representatives, and taking away lifelong inspiration to participate in civic life.