Young Goodman Brown
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Student Services
STUDENT SERVICES STUDENT SUPPORT SERVICES Student Support Services (SSS) is a collaborative program between the U.S. Department of Education and Holmes Community College. The goal of SSS is to increase the retention and graduation rates of its students and facilitate their transfer process to 4-year institutions. SSS serves 200 students on the Goodman campus and is committed to providing a supportive environment where participants will receive academic, personal, financial, transfer, and career counseling. To receive assistance students must be a U.S. citizen or permanent resident, enrolled at the Goodman Campus of HCC in a degree-seeking transfer program, and meet at least ONE of the following criteria: Be a first- generation college student (neither parent with whom you reside has a four-year degree; Have documented financial need (determined by federal guidelines); and/or Have a documented disability. All services are free to students. Those who are interested should complete an application. SSS is located in the lower level of McDaniel Hall on the Goodman Campus. DISABILITY SUPPORT SERVICES Holmes Community College through the Office of Disability Support Services (DSS) provides reasonable accommodations for students with disabilities. DSS verifies eligibility for accommodations and works with eligible students to develop and coordinate plans to provide those accommodations. DSS is committed to ensuring equal access to a quality education for qualified students with disabilities through the provision of reasonable academic accommodations and auxiliary aids which support the College standards and academic integrity. The Office of Disability Support Services is committed to creating a positive campus environment where students with disabilities are encouraged to pursue careers on the basis of personal interest and ability. -
Cross-Cultural Pragmatics: Honorifics in British English, Peninsular
DEPARTAMENT DE FILOLOGIA ANGLESA I DE GERMANÍSTICA Cross-Cultural Pragmatics: Honorifics in British English, Peninsular Spanish and Ukrainian Treball de Fi de Grau/ BA dissertation Author: Kateryna Koval Supervisor: Sònia Prats Carreras Grau d’Estudis Anglesos/Grau d’Estudis d’Anglès i Francès June 2019 ACKNOWLEDGEMENTS I would first like to thank my tutor, Sònia Prats Carreras, who helped me to choose the topic for my dissertation as well as to develop it. Additionally, I would like to acknowledge Yolanda Rodríguez and Natalya Dychka, who both provided me with valuable advices concerning the use of honorifics in Spanish and Ukrainian, respectively. TABLE OF CONTENTS Abstract ........................................................................................................................ 1 1. Introduction .............................................................................................................. 2 2. Cross-cultural and Politeness pragmatics ................................................................... 4 2.1. The cultural approach to pragmatics................................................................... 4 2.2. Characteristics of politeness ............................................................................... 5 3. Pronouns of address and honorific titles .................................................................... 8 4. Hofstede’s Cultural Dimensions Theory .................................................................. 11 5. Comparison ............................................................................................................ -
Name Change Guidance
Changing your name and title A factsheet for trans and non-binary people Table of Contents 1 Do I need a Gender Recognition Certificate to change my name and/or title? .................................................................. 1 2 How do I change my title? ................................................................................................................................................... 2 3 What can I change my name to? ......................................................................................................................................... 2 4 Can I change my name if I am under 16 years old? ............................................................................................................. 2 4.1 If you live in England, Wales or Northern Ireland: ........................................................................................................ 2 4.2 If you live in Scotland: ................................................................................................................................................... 3 5 Can I change my name if I am 16 or 17 years old? .............................................................................................................. 3 6 Can I change my name if I am not a British Citizen? ............................................................................................................ 3 7 What are the best ways to change my name? .................................................................................................................... -
Book Title Author Reading Level Approx. Grade Level
Approx. Reading Book Title Author Grade Level Level Anno's Counting Book Anno, Mitsumasa A 0.25 Count and See Hoban, Tana A 0.25 Dig, Dig Wood, Leslie A 0.25 Do You Want To Be My Friend? Carle, Eric A 0.25 Flowers Hoenecke, Karen A 0.25 Growing Colors McMillan, Bruce A 0.25 In My Garden McLean, Moria A 0.25 Look What I Can Do Aruego, Jose A 0.25 What Do Insects Do? Canizares, S.& Chanko,P A 0.25 What Has Wheels? Hoenecke, Karen A 0.25 Cat on the Mat Wildsmith, Brain B 0.5 Getting There Young B 0.5 Hats Around the World Charlesworth, Liza B 0.5 Have you Seen My Cat? Carle, Eric B 0.5 Have you seen my Duckling? Tafuri, Nancy/Greenwillow B 0.5 Here's Skipper Salem, Llynn & Stewart,J B 0.5 How Many Fish? Cohen, Caron Lee B 0.5 I Can Write, Can You? Stewart, J & Salem,L B 0.5 Look, Look, Look Hoban, Tana B 0.5 Mommy, Where are You? Ziefert & Boon B 0.5 Runaway Monkey Stewart, J & Salem,L B 0.5 So Can I Facklam, Margery B 0.5 Sunburn Prokopchak, Ann B 0.5 Two Points Kennedy,J. & Eaton,A B 0.5 Who Lives in a Tree? Canizares, Susan et al B 0.5 Who Lives in the Arctic? Canizares, Susan et al B 0.5 Apple Bird Wildsmith, Brain C 1 Apples Williams, Deborah C 1 Bears Kalman, Bobbie C 1 Big Long Animal Song Artwell, Mike C 1 Brown Bear, Brown Bear What Do You See? Martin, Bill C 1 Found online, 7/20/2012, http://home.comcast.net/~ngiansante/ Approx. -
Description of Elizabethan England, 1577
Description Of Elizabethan England, 1577 William Harrison Description Of Elizabethan England, 1577 Table of Contents Description Of Elizabethan England, 1577.............................................................................................................1 William Harrison............................................................................................................................................1 Chapter I: Of Degrees Of People In The Commonwealth Of Elizabethan England......................................1 Chapter II: Of Cities And Towns In England................................................................................................7 Chapter III: Of Gardens And Orchards..........................................................................................................9 Chapter IV: Of Fairs And Markets..............................................................................................................12 Chapter V: Of The Ancient And Present Estate Of The Church Of England..............................................15 Chapter VI: Of The Food And Diet Of The English....................................................................................23 Chapter VII: Of Our Apparel And Attire.....................................................................................................30 Chapter VIII: Of The Manner Of Building And Furniture Of Our Houses.................................................31 Chapter IX: Of Provision Made For The Poor.............................................................................................34 -
"G" S Circle 243 Elrod Dr Goose Creek Sc 29445 $5.34
Unclaimed/Abandoned Property FullName Address City State Zip Amount "G" S CIRCLE 243 ELROD DR GOOSE CREEK SC 29445 $5.34 & D BC C/O MICHAEL A DEHLENDORF 2300 COMMONWEALTH PARK N COLUMBUS OH 43209 $94.95 & D CUMMINGS 4245 MW 1020 FOXCROFT RD GRAND ISLAND NY 14072 $19.54 & F BARNETT PO BOX 838 ANDERSON SC 29622 $44.16 & H COLEMAN PO BOX 185 PAMPLICO SC 29583 $1.77 & H FARM 827 SAVANNAH HWY CHARLESTON SC 29407 $158.85 & H HATCHER PO BOX 35 JOHNS ISLAND SC 29457 $5.25 & MCMILLAN MIDDLETON C/O MIDDLETON/MCMILLAN 227 W TRADE ST STE 2250 CHARLOTTE NC 28202 $123.69 & S COLLINS RT 8 BOX 178 SUMMERVILLE SC 29483 $59.17 & S RAST RT 1 BOX 441 99999 $9.07 127 BLUE HERON POND LP 28 ANACAPA ST STE B SANTA BARBARA CA 93101 $3.08 176 JUNKYARD 1514 STATE RD SUMMERVILLE SC 29483 $8.21 263 RECORDS INC 2680 TILLMAN ST N CHARLESTON SC 29405 $1.75 3 E COMPANY INC PO BOX 1148 GOOSE CREEK SC 29445 $91.73 A & M BROKERAGE 214 CAMPBELL RD RIDGEVILLE SC 29472 $6.59 A B ALEXANDER JR 46 LAKE FOREST DR SPARTANBURG SC 29302 $36.46 A B SOLOMON 1 POSTON RD CHARLESTON SC 29407 $43.38 A C CARSON 55 SURFSONG RD JOHNS ISLAND SC 29455 $96.12 A C CHANDLER 256 CANNON TRAIL RD LEXINGTON SC 29073 $76.19 A C DEHAY RT 1 BOX 13 99999 $0.02 A C FLOOD C/O NORMA F HANCOCK 1604 BOONE HALL DR CHARLESTON SC 29407 $85.63 A C THOMPSON PO BOX 47 NEW YORK NY 10047 $47.55 A D WARNER ACCOUNT FOR 437 GOLFSHORE 26 E RIDGEWAY DR CENTERVILLE OH 45459 $43.35 A E JOHNSON PO BOX 1234 % BECI MONCKS CORNER SC 29461 $0.43 A E KNIGHT RT 1 BOX 661 99999 $18.00 A E MARTIN 24 PHANTOM DR DAYTON OH 45431 $50.95 -
Student, Esquire?: the Practice of Law in the Collaborative Classroom
\\jciprod01\productn\N\NYC\20-2\NYC202.txt unknown Seq: 1 24-MAR-14 11:00 STUDENT, ESQUIRE?: THE PRACTICE OF LAW IN THE COLLABORATIVE CLASSROOM NANTIYA RUAN* Law faculty and non-profit lawyers are working together in a variety of partnerships to offer students exposure to “real life” clients in the first year of law school, as well as in advanced courses in sub- stantive areas. Teachers engaged in this client-centered advocacy through experiential frameworks have broken out of their isolated silos in the law school (e.g., legal writing, clinical, externship, and doctrinal) and begun to work together. To help students develop a sense of professional identity, cultivate professional values, and tap into key intrinsic motivations for lawyering, such as serving the pub- lic good, collaborative classrooms have an important role in meeting the needs of twenty-first century law schools. But implementing inno- vation without planning and forethought spells disaster. These part- nerships amongst faculty, students, and lawyers have not yet seriously engaged with the ongoing conversation about ethical representation in student legal work for real clients. For collaborative classrooms to remain within ethical boundaries, teachers creating innovative class- room experiences with clients need to define the legal tasks being completed by students early on and examine local unauthorized prac- tice of law (UPL) rules to determine whether students’ work impli- cates these ethics rules. By engaging in this conversation, we model the ethical professional behavior that modern learning initiatives challenge us to address: how to be innovative, creative, justice-seeking lawyers within the ethical contours of our profession. -
Guidelines on Gender-Sensitive Language
GENDER-SENSITIVE LANGUAGE Guidelines ______________________________ Note: These guidelines were developed by Nouhad Hayek, Reviser at the Conference Services Section of ESCWA, on the basis of the following references: United Nations Educational, Scientific and Cultural Organization (UNESCO), Guidelines on Gender- Neutral Language, 1987; Service-Growth Consultants Inc., Examples of gender-sensitive language, May 2003; National Council of Teachers of English (NCTE), Guidelines for Gender-fair Use of Language, 1975, Revised 2002, United States of America; and George F. Simons and G. Deborah Weisman, Men and Women: Partners at Work, Crisp Publications, Inc., 1990. 14-00199 CONTENTS Page Introduction .......................................................................................................................................... 1 Chapter I. SEX AND GENDER .............................................................................................................. 1 II. UNITED NATIONS INSTRUCTIONS ON THE USE OF GENDER-SENSITIVE LANGUAGE .......................................................................................................................... 1 III. ALTERNATIVES AND SOLUTIONS TO GENDER-BIASED LANGUAGE ............... 2 A. FOR THE ENGLISH LANGUAGE ......................................................................................... 2 1. The use of pronouns ................................................................................................. 2 Examples and proposed alternatives ................................................................ -
Mistresses and Marriage: Or, a Short History of the Mrs
1 Mistresses and marriage: or, a short history of the Mrs Amy Louise Erickson ([email protected]) The word 'mistress' has a multi-layered history. Today, it generally refers either to a woman an illicit sexual relationship, or, more rarely, to someone who is in perfect control of her art. Both the sexual connotation and the inference of complete competencei date back to at least the later middle ages. All of the meanings ascribed by Samuel Johnson in his Dictionary of 1755-6ii can also be found in fourteenth or fifteenth-century sources, according to the Oxford English Dictionary (OED). Johnson defined a mistress as: 1. A woman who governs; correlative to subject or servant; 2. A woman skilled in anything; 3. A woman teacher; 4. A woman beloved and courted; 5. A term of contemptuous address; 6. A whore or concubine. Johnson’s definitions may be the best example of the astounding variability in words of female address, so many of which (dame, madam, miss, hussy (from housewife), wife and queen, as well as mistress) can mean whore at any time.iii But today the most common use of the word 'mistress' is of course in its abbreviated form as the title 'Mrs', used almost universally in the English-speaking world today to designate a married woman. For Dr Johnson, one of the few female conditions that 'mistress' did not signify was marriage. In the middle of the eighteenth century, 'Mrs' did not describe a married woman: it described a woman who governed subjects (i.e., employees or servants or apprentices) or a woman who was skilled or who taught. -
A SURVEY of OPINIONS ABOUT ENGLISH USAGE HELD by SECONDARY LANGUAGE ARTS TEACHERS by LOREN FERRIS MCKEOWN Bachelor of Arts Unive
A SURVEY OF OPINIONS ABOUT ENGLISH USAGE HELD BY SECONDARY LANGUAGE ARTS TEACHERS By LOREN FERRIS MCKEOWN /j Bachelor of Arts University of Oklahoma Norman, Oklahoma 1958 Master of Education University of Oklahoma Norman, Oklahoma 1963 Submitted to the faculty of the Graduate College of the Oklahoma State University in partial fulfillment of" the requirements for the D~gree of DOCTOR OF .. EDUCATION July, 1968 OKLAHOMA STATE UNIVERSllY LIBRARY JAN 301969 '~ A SURVEY OF OPINIONS ABOUT ENGLISH~USAGE ,!,".lf't;"•·:'.r··.,, "'l°.°' ~.· .., ... , •• ,.~., .;:· ..,.... ... ,~,.~.,.-.:··-.),. ···."~·. HELD BY SECONDARY LANGUAGE ARTS TEACHERS Thesis Approved: \ C ..A . u. nn~-·Dean of the Graduate College 69636H ii PREFACE The purpose of this study was to determine (1) the influence of certain factors concerning teaching assignment and preparation for teaching on opinions about standards for English usage, (2) the effect of context upon judgments of certain items of usage, and (3) the re lationship between judgments of usage and opinions concerning standards for English usage. I am especially grateful for the advice and encouragement given me by Dr, Loyd Douglas during the planning of this study, and for the unflagging support of Dr. D. Judson Milburn, Chairman of the Advisory Committee, throughout my period of study and research at Oklahoma State University. My appreciation is also extended to the other members of the advisory committee: Dr. Darrel Ray and Dr. John Susky. I owe special thanks to my wife Rebecca, without whose continued aid and optimism this study would not have been completed. iii TABLE OF CONTENTS• Chapter Page I, INTRODUCTION 1 Usage and the Problem of Standards . -
GSDCA BREED SURVEY INDEX 1978-2012 (Dogs)
GSDCA BREED SURVEYED DOGS - 1978 to 2012 BY NAME EandOE NAME CLASSHD ED Year PAGE SURVEYOR SIRE DAM H NEG ABBSU WILD WIZARD I A Normal (0:0) Z Normal (0:0) 1997 5257 O'Rourke, D Aimsway Kansas (95/4732) Aimsway Raw Deal ABDRUCKEN KARL CD II 1983* 1168 O'Rourke, B Bedwins Quorum (82/777) Prinzhund Afra ABELARA AUSSIE RULES II A (3:3) Z Normal (0:0) 2010 8201 Yuen Gollo Leinder Land (07/7624) Debbar Dark Crystal ABGOTT HEIKOE II 1986 2036 Pettenhofer Bratara Saro (83*/1159) Lochin Heidi ABHABEN FANTO I 1986 2089 Bonifacio Boy schwarzen Gold (83*/1197) Santalina Fellos Irina ACIS EURIPEDES II 1979 213 Schwab Ingo Hafenlohrtal (78/22) Santalina Lelani ADALRIC BULLETS N BALLS I A Near Normal (3:2) Z Normal (0:0) 1999 5785 Green Hagenstolz Joni Be Good (96/5084) Schwartzlic Jaffa Hneg ADASHAD MORDOR II A (0:2) Z Normal (0:0) 2006 7373 Fenner Saarbachtal Pure Zambo (02/6694) Friedental Beaux Star ADASHAD THE FUGITIVE ET I A Near Normal (3:1) Z Normal (0:0) 1998 5532 Stokes, M Prima Zorba (87/2390) Tobarenny Vinka Hneg ADASHAD ZORBAS PRYDE II A Borderline (6:7) Z Grade 2 (0:2) 1997 5259 Rodger Prima Zorba (87/2390) Tobarenny Vinka ADELORA CARO I A Normal 1991 3584 West Zaffo schwarzen Zwinger (88/2663) Kramoor Royal Dallas Hneg ADELORA INDIGO I 1979 215 Bonello Phal Aegidiendamm (78/17) Adelora Abbey ADELORA MARCUS I A Near Normal Z Normal (0:0) 2000 6049 Garvican Karlrach Rum Ball (97/5387) Gretelheim Yana ADELORA MEIK II 1981 581 Pettenhofer Ingo Hafenlohrtal (78/22) Cora Lembachtal ADELORA MOSS II 1980 382 Doyle Ingo Hafenlohrtal (78/22) Cora -
Saint Paul's, Chestnut Hill, Salisbury, North Carolina : an Historical Sketch
CP283.09 S16S5 THE ONE HUNDREDTH ANNIVERSARY OE THE ORGANIZATION OE ST. PAUL'S PARISH Allen Webster Joslin THE LIBRARY OF THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL THE COLLECTION OF NORTH CAROLINIANA PRESENTED BY William S. Powell Cp283.09 S16s5 The One Hundredth Anniversary Of The Organization of §t. Paul's Partslf Feast of Pentecost June 7, 1987 The One Hundredth Anniversary Of The Organization of t. Paul's Parish ^ So' & + O <5«. § e<ic^ SAINT PAUL'S CHESTNUT HILL Salisbury, North Carolina An Historical Sketch by Allen Webster Joslin, BA, STM, MA, Vicar This booklet is dedicated to RUTH KESLER BECKOM 1912 - 1987 Without whose devotion to her Church, much of this history would not have been possible. A.W.J. AN HISTORICAL SKETCH OF ST. PAUL'S EPISCOPAL CHURCH Salisbury, North Carolina No one could possibly write an historical sketch of St. Paul's, Salisbury, without first writing of the Founder of the Mission, The Reverend Francis Johnstone Murdoch. Certainly Dr. Murdoch was one of the most vital and fascinating figures in the Episcopal Church in North Carolina in the 19th and 20th centuries. His evangelical fervour and enthusiasm knew no bounds and though I am sure he was offered many positions and honours in other places, it is to his great credit that he remained in Salisbury and Rowan County for his lifetime. Mrs Hope Chamberlain in her reminiscences, "This Was Home" (1972) writes: "There were two sorts of mild bigotry rife in Salisbury: that of the Puritans, and that of the pre- determined never to allow themselves to be so classed.