Visitor Guide 2006
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Death Valley Junior Ranger Book
How to be a Junior Ranger Complete the number of activities for the animal level i. you would like to achieve. Circle that animal below. Roadrunner Level: Chuckwalla Level: Bighorn Sheep Level: at least 4 activities at least 6 activities at least 9 activities Compare Death Valley to where you live. You can watch the park movie at the Furnace Creek Visitor Center for inspiration. How is Death Valley similar How is Death Valley different to your home? from your home? ~o Become an Official Junior Ranger! Go to a visitor center or ranger station in Death Valley National Park. Show a ranger this book, and tell them about your adventure. You will be sworn in as an official Junior Ranger and get a badge! Junior Ranger patches Books may also be are available for purchase mailed to: at the bookstore. Just show Death Valley National Park Junior Ranger Program the certificate on the PO Box 579 back of this book! Death Valley, CA 92328 Let's get started! Packing for Your Adventure Before we go out on our Junior Ranger adventure, we must make sure we are prepared! If we bring the right things, we can have a fun and safe adventure in Death Valley! First things first-bring plenty of water, and remind your family to drink it! Help me pack for my hike by circling what I should bring! How might summer visitors prepare differently than visitors in the winter? Map of Your Adventure This is a map of your adventure in Death Valley. Draw the path you traveled to explore the hottest, driest, and lowest national park in the United States! Circle the places that you visited, and fill in the names of the blank spaces on the map. -
Circle up Event Booklet
Thank You to Our Event Sponsors SUMMIT SPONSORS PATHFINDER SPONSORS CIRCLE UP! Northwest Outward Bound School Alumni & Friends Virtual Event October 22-24, 2020 TREK AMBASSADOR SPONSOR KEY IN-KIND SPONSOR Photo by Joel Reid NWOBS.ORG NORTHWEST NORTHWEST CIRCLEOUTW UP! ARD BOUND SCHOOL CIRCLE#NWO UP!BS OUTWARD BOUND SCHOOL Schedule of Activities CIRCLE UP! THURSDAY 10/22 5:30pm-7:00pm PT A year like no other. • Happy Hour with Breakouts by Decade Yet a year where the compassion, resilience, and leadership of our FRIDAY 10/23 students, staff and board has truly made a difference, both in their own 9:00–10:30 am PT (choose 1 of 3 options) lives and that of their families and communities. • From Spark to Flame: Conversations about Life After Outward As we’ve jointly steered NWOBS through this tumultuous time, we’ve Bound. spoken often about our organizational mission, the values our alumni • OB History: Re-examined hold and how so many of you all are out there, helping your families, • Recreating Responsibly: How to Improve Inclusion and communities and amplifying the good in the world. That thought has Diversity in the Outdoors kept us inspired. We know that each of us has personally benefitted from our Outward Bound experience in ways that have not only helped 1:00-2:30pm PT (choose 1 of 3 options) us persevere this year but has positively impacted those in our lives. • What is NWOBS doing to Improve Equity, Inclusion, and We are stronger because we have been Outward Bound. Diversity in our Organization This year has tested the limits of our organizational resiliency and found • White Privilege in Experiential Education a staff and board with the fortitude to fight for the students we will • OB in New Contexts: Partner Programs Showcase Through all those unrelenting serve this fall, next year and beyond. -
The Shawl by Cynthia Ozick
The Shawl by Cynthia Ozick 1 Table of Contents The Shawl “Just as you can’t About the Book.................................................... 3 grasp anything About the Author ................................................. 5 Historical and Literary Context .............................. 7 without an Other Works/Adaptations ..................................... 9 opposable thumb, Discussion Questions.......................................... 10 you can’t write Additional Resources .......................................... 11 Credits .............................................................. 12 anything without the aid of metaphor. Metaphor is the mind’s opposable thumb.” Preface What is the NEA Big Read? No event in modern history has inspired so many books as A program of the National Endowment for the Arts, NEA Big the Holocaust. This monumental atrocity has compelled Read broadens our understanding of our world, our thousands of writers to reexamine their notions of history, communities, and ourselves through the joy of sharing a humanity, morality, and even theology. None of these good book. Managed by Arts Midwest, this initiative offers books, however, is quite like Cynthia Ozick's The Shawl—a grants to support innovative community reading programs remarkable feat of fiction which starts in darkest despair and designed around a single book. brings us, without simplification or condescension, to a glimmer of redemption. A great book combines enrichment with enchantment. It awakens our imagination and enlarges our humanity. -
Death, Transition, and Resilience: a Narrative Study of the Academic Persistence of Bereaved College Students
DEATH, TRANSITION, AND RESILIENCE: A NARRATIVE STUDY OF THE ACADEMIC PERSISTENCE OF BEREAVED COLLEGE STUDENTS Cari Ann Urabe A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2020 Committee: Maureen E. Wilson, Committee Co-Chair D-L Stewart, Committee Co-Chair Paul Cesarini Graduate Faculty Representative Christina J. Lunceford © 2020 Cari Ann Urabe All Rights Reserved iii ABSTRACT Maureen E. Wilson, Committee Co-Chair D-L Stewart, Committee Co-Chair This study used narrative inquiry to focus on the lived experiences of undergraduate and graduate students who have experienced a significant death loss during their studies and have academically persisted in the face of adversity. The purpose of this research was to understand and describe how undergraduate and graduate students academically persist within higher education after a significant death loss. Providing this affirmative narrative illuminated the educational resilience that occurs following a death loss experience. Using educational resilience as the conceptual model and Schlossberg’s transition theory as the theoretical framework, the overarching research question that guided this study was: What are the narratives of bereaved college students who academically persist in the face of adversity? Participants included seven undergraduate and graduate students from three institutions of higher education across the United States. Participants engaged in two semi-structured interviews and an electronic journaling activity to share their death loss experience. Interviews were conducted face-to-face and virtually. Composite narratives were used to present the data from this study. The seven participants in this study were highlighted through four composite characters who met monthly at a Death Café. -
'The Whole Burden of Civilisation Has Fallen Upon Us'
‘The Whole Burden of Civilisation Has Fallen upon Us’. The Representation of Gender in Zombie Films, 1968-2013 Leon van Amsterdam Student number: s1141627 Leiden University MA History: Cities, Migration and Global Interdependence Thesis supervisor: Marion Pluskota 2 Contents Chapter 1: Introduction .............................................................................................................. 4 Theory ................................................................................................................................. 6 Literature Review ............................................................................................................... 9 Material ............................................................................................................................ 13 Method ............................................................................................................................. 15 Chapter 2: A history of the zombie and its cultural significance ............................................. 18 Race and gender representations in early zombie films .................................................. 18 The sci-fi zombie and Romero’s ghoulish zombie ............................................................ 22 The loss and return of social anxiety in the zombie genre .............................................. 26 Chapter 3: (Post)feminism in American politics and films ....................................................... 30 Protofeminism ................................................................................................................. -
DEPORTES EXTREMOS Horas Aula: 4 Clave: DIP2310C12
Universidad Estatal de Sonora Secuencia Didáctica Curso: DEPORTES EXTREMOS Horas aula: 4 Clave: DIP2310C12 Antecedentes: Horas plataforma: 0 Competencia del área: Competencia del curso: Diseñar programas de deportes extremos a partir de los elementos abordados a nivel técnico y de preparación física, con el propósito de ejecutarlos en los espacios públicos del entorno regional, considerando el enfoque de la sustentabilidad en el medio urbano y rural. Elementos de competencia: 1. Interpretar la legislación vigente de las disciplinas que conforman los deportes extremos en el ámbito nacional e internacional, para establecer las bases de referencia de la práctica de este tipo de deportes en espacios urbanos y al aire libre. 2. Analizar la historia y los elementos técnicos básicos de los deportes extremos urbanos y al aire libre mediante el estudio y ejecución de los mismos, a partir de la bibliografía vigente a nivel mundial, con la finalidad de ponerlos en práctica en los espacios públicos del entorno regional, mostrando respeto a las instalaciones y comunidad que en ellas se encuentren. 3. Elaborar una propuesta de programa de Deportes Extremos, con el fin de aplicarlo con población de diferentes edades en el entorno regional, conforme a criterios de sustentabilidad. Perfil del docente: Licenciado en Entrenamiento Deportivo o afín, preferentemente con certificaciones en actividades al aire libre o deportes extremos. Planifica los procesos de enseñanza y de aprendizaje atendiendo al enfoque por competencias y los ubica en contextos disciplinares, curriculares y sociales amplios. Elaboró: REYES LOPEZ JOSE HUMBERTO, LEON MADA JESUS HUMBERTO Mayo 2018 Revisó: DANITZA GASTELUM CELAYA Junio 2018 Última actualización: Autorizó: Coordinación de Procesos Educativos Junio 2018 Elemento de competencia 1: Interpretar la legislación vigente de las disciplinas que conforman los deportes extremos en el ámbito nacional e internacional, para establecer las bases de referencia de la práctica de este tipo de deportes en espacios urbanos y al aire libre. -
Daisen-Oki National Park Boasts Diverse Sceneries, Comprising a Mountainous Area Stretching from Mt
Mountains where the gods reside, and a series of volcanoes and islands that breathe with ancient memories Daisen-Oki National Park boasts diverse sceneries, comprising a mountainous area stretching from Mt. Daisen, the highest Daisen-Oki peak of the Chugoku region, to Mt. Hiruzen and Mt. Kenashi, the Mt. Mitoku area, the coastal portion of the Shimane 15 Peninsula, the Mt. Sanbe area and the Oki Islands. This Park and its surrounding areas include places of mountain worship National Park and stages of a number of Japanese myths such as the Kunibiki Shinwa (“land-pulling myth”), and retain culture and livelihood deeply connected to nature. In the Park’s mountainous region, volcanic topography, forests and grasslands are part of a varied landscape where each area possesses distinct scenery. Amidst this majesty, Mt. Daisen is revered as Japan’s oldest kami-yama —mountain of gods—while Mt. Mitoku is said to be sacred ground for mountain asceticism. On the Shimane Peninsula along with Izumo Grand Shrine, one of the most important shrines in Japan, you will find scenic and historic locations associated with myths in every direction. At Miho Shrine, situated on the eastern tip of the Shimane Peninsula, Shinto rituals associated with two ancient accounts of Japanese history, the Kojiki and the Nihon- Shoki, are passed down as regional events, while the main hall of Izumo Grand Shrine, constructed in the oldest style of Shinto shrine architecture, is a designated National Treasure. The Oki Islands are celebrated for their spectacular islands and coastal scenery. In acknowledgement of the geohistory that dynamic forces created them, their isolated and unique ecosystem, and the lifestyle and traditions that this environment nurtured, the Islands have been designated as a UNESCO Global Geopark. -
Representation of Social Realities of Latin America in Marquez's Literary
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 1; February 2015 Flourishing Creativity & Literacy Copyright © Australian International Academic Centre, Australia Representation of Social Realities of Latin America in Marquez’s Literary Discourse Mohammad B. Aghaei Department of English, Islamic Azad University, Tabriz Branch, Tabriz, Iran E-mail: [email protected] Doi:10.7575/aiac.alls.v.6n.1p.55 Received: 15/09/2014 URL: http://dx.doi.org/10.7575/aiac.alls.v.6n.1p.55 Accepted: 18/11/2014 Abstract Gabriel Garcia Marquez is always keen on presenting to the people the various facets of their history. His literary language acts as effective means for describing the critical historical aspects of Latin America because the legacy of colonialism had destroyed so many important traces of the native culture of that area. This has led him to search for his identity by looking at various periods, before and after colonization. Because of this, the historical and cultural issues were his main thematic subject matters; such as savagely fought wars of independence, bloody conflict between the political parties, massacre of banana workers, deplorable effects of Hispanic culture on the community. Keywords: colonialism, plagues, cultural values, power of love, skeptical rationalism. 1. Introduction Marquez’s literary discourse actually creates a microcosm of Latin America, portraying the essence of the continent with all its aspects such as ethnicity, social norms and conventions, economic problems, destructive domination of colonial and imperialistic powers and civil wars that led to a series of insecurities and poverty in the community. In fact, whatever he has presented in his works is related to the realities of the continent that have been portrayed in his fictional world. -
Sahara Desert Travel Information
Sahara Desert Travel Information Extending from Morocco to Egypt, Sahara is third largest desert in the world. “All sunshine makes the desert” says an Arabic proverb. Sahara Desert is a natural oven of biblical proportions in which every oasis is a refuge for intrepid travelers. From the coast of Casablanca to the Nile delta in Cairo, the transgressing sheet of sand fades out into infinity. In this fount of solitude where sand is as orange as it gets, the only god is water and night is the only deliverance. This uncharitable land, which is roughly as big as the United States, evokes an irresistible sense of antiquity and mystery. History The desert began to form as the land eroded after the water evaporated in the late Ice Age about 100,000 years ago. The fringes of the desert were inhabited by early human civilizations. The extensive rock art of Palaeolithic period, which stretches back at least 10,000 years, shows that nomadic tribes like Berber, Tuareg, and Bedouin have called this area home. Over the years, their culture and traditions evolved as they interacted with the Greeks, Romans, Egyptians, Vandals, Arabs, and most recently Europeans. Things to Do in Sahara Desert Contrary to popular notion, only about 25 percent of its area is blanketed with sand. Thus, activities in this otherworldly landscape can be as varied as the desert itself. Camel Safaris – Since our salad days, most of us dream of sitting on a camel, be it on the Atlas Mountains or in the Nile River Valley. Hop on the flat hump of a ‘ship of the desert' and slowly march into the Saharan countryside. -
Sample Material
unit 12 LESSON A LESSON B • Vacation activities LESSON C • Gerunds • Asking about LESSON D preferences • Extreme sports • Reading: “A Taste • Reminding someone • Modals for of Cairo” of something necessity and recommendations • Writing: A walking tour Warm-up A great day trip! O.K. Bus My favorite places Origen: Ciudad de México, TAPOO Destino: Puebla, Pue. Fecha: 29/05/2010 Hora de salida: 10:30 a.m. Precio:Precio: $130.00$1$1303 .00 What a bargain! Yum! The best! ThisThi f l! was useful! A Look at Julie’s scrapbook. Where did she go on her vacation? What do you think she did there? B What do you like to do on vacation? What kinds of things do you usually bring back with you? 4030_4C_SB3_U12_P05.1 113 113 12/14/10 12:25 PM A Travel preferences Vocabulary Vacation activities A Match the phrases and the pictures. Then listen and check your answers. a. buy handicrafts c. listen to live music e. speak a foreign language g. visit landmarks b. go to clubs d. see wildlife f. try local food h. volunteer 1. 2. 3. 4. 5. 6. 7. 8. B Pair work Which things in Part A have you never done on vacation? Tell your partner. Language in context Three types of tours A Read the ads for three tours. Which tour is best for someone who likes volunteering? someone who likes eating? someone who dislikes planning? Cuisine Adventures ENVIRONMENTAL EXPERIENCES NoNo WorriesWorries ToursTours Trying local foods is a great Are you concerned about Do you enjoy traveling by way to learn about a culture. -
The State of the American Obituary November 30, 2009
The State of the American Obituary November 30, 2009 Principal Writers and Editors: Ashley Bates [email protected] Ian Monroe [email protected] Ming Zhuang [email protected] Researchers: Jake Bressler [email protected] Alina Dain [email protected] Chris Deaton [email protected] Kate Goshorn [email protected] Tiffany Glick [email protected] Faculty Advisors: Rich Gordon [email protected] Owen Youngman [email protected] The State of the American Obituary Table of Contents I. INTRODUCTION 2 II. OBITUARIES: THE HISTORY 5 o Death Notices vs. Obituaries o Demographic Differences in Who Receives Obituaries o The Style of Historical Obituaries o Remembering the “Common Man” III. THE OBITUARY LANDSCAPE TODAY 11 o Why People Read Obituaries o How Newspapers Classify Obituaries o How Newsrooms Handle Obituaries IV. NEW OPPORTUNITIES FOR MEMORIALIZATION 18 o The Emergence of Online Memorials o The World Wide Web’s Subversion of the Print Media – and Implications for Obituaries V. CONCLUSIONS AND RECOMMENDATIONS 25 o What the Future Holds o Recommendations for Media Stakeholders o Conclusion VI. ABOUT THE AUTHORS 29 1 The State of the American Obituary I. INTRODUCTION The way a culture chooses to commemorate its dead reflects a great deal about the character and nature of that culture. At the beginning of the 21 st century, just as for much of the 20th, memorializing the dead in the United States very often means publication of the details of an individual’s life and accomplishments in the form of an obituary or death notice. In the mid- 1990s, obituaries began appearing online as well as in print, making individual obituaries easier to find and less restricted by the geography of either the reader or the deceased. -
Grade 8 English Language Arts/Literacy Test Booklet
Student Name P Grade 8 English Language Arts/Literacy Test Booklet Practice Test Large Print TEST BOOKLET SECURITY BARCODE BOOKLET SECURITY TEST 2 English Language Arts/Literacy Unit 1 Unit 1 Directions: Today, you will take Unit 1 of the Grade 8 English Language Arts/Literacy Practice Test. Read each passage and question. Then, follow the directions to answer each question. Circle the answer or answers you have chosen in your test booklet. If you need to change an answer, be sure to erase your first answer completely. One of the questions will ask you to write a response. Write your response in the space provided in your test booklet. Be sure to keep your response within the provided space. Only responses written within the provided space will be scored. If you do not know the answer to a question, you may go on to the next question. If you finish early, you may review your answers and any questions you did not answer in this unit ONLY. Do not go past the stop sign. 3 English Language Arts/Literacy Today you will analyze passages from two novels. As you read these texts, you will gather information and answer questions Unit 1 about the characters and points of view so you can write an analytical essay. Read the passage from the novel Confetti Girl. Then answer questions 1 and 2. from Confetti Girl by Diana López 1 Mom always had after-school projects waiting for me. “Can you help decorate cookies?” she’d say. Or, “Go outside and pick some flowers.” Or, “Fix my nails, please.” She loved to paint them, but since she wasn’t coordinated with her left hand, her right-hand nails looked like a preschooler’s coloring page.