HEROES HERALD Success Academy Newsletter
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Hero's Journey Narrative Unit
Hero’s Journey Narrative Unit English 1-2 Curriculum Guide Version 1.0: September 2009 Table of Contents: Hero’s Journey Narrative Unit Activity Page # Introduction to Unit 3 Unit Template with Learning Plan 4 Student Progress Monitoring 7 Academic Vocabulary 9 Pre-assessment 10 Reflection on Pre-Assessment 12 Quickwrites 14 Rites of Passage/Transitional Moments 16 Defining a Hero 18 Hero’s Journey through Film 19 Literature Circles (or Jig Saw) with Short Stories 28 Elements of an Effective Narrative 31 Additional Text Options 32 Introduction to Personal Narrative through “Mapping” 33 Culminating Assessment: Writing a Hero’s Journey 34 Narrative Scoring Guide for Narrative 37 Differentiation 40 Resources 41 2 Introduction This unit attempts to lay the groundwork for the quest narrative model to give ninth graders more comprehensive knowledge of an important literary style that they will—and have already—encountered often during the course of their English literature studies. The unit plan begins by covering and studying basic elements of the quest narrative model, and culminates with the students writing a personal narrative piece in the model of a quest narrative. In the middle of the unit, we have left the day-to-day lesson planning very open- ended. Since this unit does not contain a central text, it is up to the discretion of the instructor to choose a text (or texts) that can be used with this unit plan. The text(s) that you choose will depend on a couple of factors: how long you want to spend on this unit, and what texts you want your students to read. -
Heroic Individualism: the Hero As Author in Democratic Culture Alan I
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2006 Heroic individualism: the hero as author in democratic culture Alan I. Baily Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Political Science Commons Recommended Citation Baily, Alan I., "Heroic individualism: the hero as author in democratic culture" (2006). LSU Doctoral Dissertations. 1073. https://digitalcommons.lsu.edu/gradschool_dissertations/1073 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. HEROIC INDIVIDUALISM: THE HERO AS AUTHOR IN DEMOCRATIC CULTURE A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Political Science by Alan I. Baily B.S., Texas A&M University—Commerce, 1999 M.A., Louisiana State University, 2003 December, 2006 It has been well said that the highest aim in education is analogous to the highest aim in mathematics, namely, to obtain not results but powers , not particular solutions but the means by which endless solutions may be wrought. He is the most effective educator who aims less at perfecting specific acquirements that at producing that mental condition which renders acquirements easy, and leads to their useful application; who does not seek to make his pupils moral by enjoining particular courses of action, but by bringing into activity the feelings and sympathies that must issue in noble action. -
Epa 542-R-17-003
Oce of Land and Emergency Management EPA 542-R-17-003 Brownf ields Road Map to Understanding Options for Site Investigation and Cleanup Sixth Edition Site Reuse Design and Implement the Cleanup Assess and Select Cleanup Options Investigate the Site Assess the Site Learn the Basics www.epa.gov/brownfields/brownfields-roadmap [This page is intentonally left blank] Table of Contents Brownfields Road Map Table of Contents Introduction ........................................................................................................................ 1 Follow the Brownfields Road Map ...................................................................................... 6 Learn the Basics .................................................................................................................. 9 Assess the Site ................................................................................................................... 20 Investigate the Site ........................................................................................................... 26 Assess and Select Cleanup Options ................................................................................... 36 Design and Implement the Cleanup ................................................................................. 43 Spotlights 1 Innovations in Contracting ................................................................................... 18 2 Supporting Tribal Revitalization ........................................................................... 19 -
Black Heroes in the United States: the Representation of African Americans in Contemporary American Culture
Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari Corso di Laurea Magistrale in Lingue Moderne per la Comunicazione e la Cooperazione Internazionale Classe LM-38 Tesi di Laurea Black Heroes in the United States: the Representation of African Americans in Contemporary American Culture Relatore Laureando Prof.ssa Anna Scacchi Enrico Pizzolato n° matr.1102543 / LMLCC Anno Accademico 2016 / 2017 - 1 - - 2 - Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari Corso di Laurea Magistrale in Lingue Moderne per la Comunicazione e la Cooperazione Internazionale Classe LM-38 Tesi di Laurea The Representation of Black Heroism in American Culture Relatore Laureando Prof.ssa Anna Scacchi Enrico Pizzolato n° matr.1102543 / LMLCC Anno Accademico 2016 / 2017 - 4 - Table of Contents: Preface Chapter One: The Western Victimization of African Americans during and after Slavery 1.1 – Visual Culture in Propaganda 1.2 - African Americans as Victims of the System of Slavery 1.3 - The Gift of Freedom 1.4 - The Influence of White Stereotypes on the Perception of Blacks 1.5 - Racial Discrimination in Criminal Justice 1.6 - Conclusion Chapter Two: Black Heroism in Modern American Cinema 2.1 – Representing Racial Agency Through Passive Characters 2.2 - Django Unchained: The Frontier Hero in Black Cinema 2.3 - Character Development in Django Unchained 2.4 - The White Savior Narrative in Hollywood's Cinema 2.5 - The Depiction of Black Agency in Hollywood's Cinema 2.6 - Conclusion Chapter Three: The Different Interpretations -
The Summons of Death on the Medieval and Renaissance English Stage
The Summons of Death on the Medieval and Renaissance English Stage The Summons of Death on the Medieval and Renaissance English Stage Phoebe S. Spinrad Ohio State University Press Columbus Copyright© 1987 by the Ohio State University Press. All rights reserved. A shorter version of chapter 4 appeared, along with part of chapter 2, as "The Last Temptation of Everyman, in Philological Quarterly 64 (1985): 185-94. Chapter 8 originally appeared as "Measure for Measure and the Art of Not Dying," in Texas Studies in Literature and Language 26 (1984): 74-93. Parts of Chapter 9 are adapted from m y "Coping with Uncertainty in The Duchess of Malfi," in Explorations in Renaissance Culture 6 (1980): 47-63. A shorter version of chapter 10 appeared as "Memento Mockery: Some Skulls on the Renaissance Stage," in Explorations in Renaissance Culture 10 (1984): 1-11. Library of Congress Cataloging-in-Publication Data Spinrad, Phoebe S. The summons of death on the medieval and Renaissance English stage. Bibliography: p. Includes index. 1. English drama—Early modern and Elizabethan, 1500-1700—History and criticism. 2. English drama— To 1500—History and criticism. 3. Death in literature. 4. Death- History. I. Title. PR658.D4S64 1987 822'.009'354 87-5487 ISBN 0-8142-0443-0 To Karl Snyder and Marjorie Lewis without who m none of this would have been Contents Preface ix I Death Takes a Grisly Shape Medieval and Renaissance Iconography 1 II Answering the Summon s The Art of Dying 27 III Death Takes to the Stage The Mystery Cycles and Early Moralities 50 IV Death -
College Credit for Heroes Report to the Texas Legislature and Governor Greg Abbott
COLLEGE CREDIT FOR HEROES REPORT TO THE TEXAS LEGISLATURE AND GOVERNOR GREG ABBOTT 05640-070 (1217) Texas Workforce Commission Mission: To promote and support a workforce system that creates value and offers employers, individuals, and communities the opportunity to achieve and sustain economic prosperity. Table of Contents Introduction . 2 History . 2 Program Design . 2 Web Portal . 2 Network of College Credit for Heroes Partner Schools . .. 2 Acceleration Curricula . 2 Phase I . .. 3 Phase II . .. 3 Phase III . .. 4 Phase IV . .. 5 Phase V . .. 6 Phase VI . .. 6 Lessons Learned—Phases I, II, and III . .. 6 Best Practices . 7 Workforce Best Practices . 8 Accreditation and Certification Best Practices . 8 Military-Related Best Practices . 8 Education Best Practices. 8 Recommendations: Additional Measures Needed . 10 Attachments . .. 13 List of College Credit for Heroes Partner Schools .. 13 Curricula Developed under College Credit for Heroes . .. 14 Senate Bill 1736 . .. 18 Senate Bill 806. 19 House Bill 493 . .. 20 College Credit for Heroes 2017 Annual Report 1 Introduction Web Portal In April 2012, Central Texas College launched www . CollegeCreditforHeroes .org, an online application and History database through which veterans and service members Senate Bill (SB) 1736, passed by the 82nd Texas Legislature can receive an official evaluation of credit to be used in 2011, authorized the College Credit for Heroes at colleges and universities throughout the state . program to identify, develop, and support methods to As of August 1, 2017, the website has received over maximize college credit awarded to veterans and military 187,000 visits, with 94,543 veteran and service member service members for their military experience, education, account holders who have requested more than 32,900 and training . -
Becoming an Orientation Leader: a Catalyst For
BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Christopher J. Tankersley May, 2013 BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT Christopher J. Tankersley Dissertation Approved: Accepted: _______________________________ ______________________________ Advisor Interim Department Chair Dr. Denise Stuart Dr. Evonn Welton _______________________________ ______________________________ Committee Member/Methodologist Associate Dean of the College Dr. Susan Kushner Benson Dr. Susan Olson _______________________________ ______________________________ Committee Member Dean of the Graduate School Dr. Sandra Coyner Dr. George R. Newkome _______________________________ ______________________________ Committee Member Date Dr. Harold Foster _______________________________ Committee Member Dr. Lynne Pachnowski ii ABSTRACT Orientation Leaders (OLs) are current college students charged with helping to facilitate the college transition process for new students. This role has the potential to affect OLs, particularly as it relates to how they self-author. The purpose of this study was to explore the ways that serving as an OL affects self-authorship development and in particular, what aspects of the experience serve as a catalyst for self-authorship. This qualitative study investigated the experiences of four selected OLs working at the same institution during the same period of time. Data was collected from three sources, including individual interviews, field observations, and training course journals. The data were analyzed using a constant comparative process resulting in seven themes being identified. These themes included: understanding and respect for diversity, leadership and decision making, interdependence of the OLs, personal development and growth, training becomes real, community among the OLs, and purposeful experiences. -
Modes and Monikers
Modes and Monikers Presented in Partial Fulfillment of the Requirements for the Degree in Fine Arts the Graduate School of The Ohio State University By Zachary Podgorny Graduate Program in Art The Ohio State University 2011 Committee: Suzanne Silver- “Advisor” Laura Lisbon Ann Hamilton Michael Mercil Copyright by Zachary Podgorny Year of Graduation 2011 Abstract My work reflects the various modes of making in which I engage: painting and drawing, alongside playing of the violin, cooking, impromptu rhyming in English and Russian, the manipulation of recorded sounds, the movement of my body, and collaborating with other artists, musicians and dancers. I investigate the material narrative that takes place in my painting and drawing. This includes the marinating and cooking of different oils, pigments, and balsams as they are applied to different kinds of surfaces. Recently I have painted on linen, plastic shower curtains, window curtains, blankets, fencing, different types of paper, and most recently dry wall. I believe that an engagement with these surfaces inform the way I approach my painting. I believe that the kind of play, thinking, and processing that takes place in my painting is reflected in my other approaches to making. I have assumed different personae. These personas have been named. These monikers are attributed to each mode of making. ii Dedication This is dedicated to my Yelena Podgorny; my mother, Genya Vaks; my grandmother, and Anna Podgorny; my sister. They are the most important people in my life. I also dedicate this work to the memory of my grandfather Mendel Vaks. iii Acknowledgments Dear Suzanne Thank you so much for making me feel welcome. -
Thunderstorm at Michael’S House
TRUST AND TEAMWORK A 9/11 Story of Courage, Vision, and a Dog Named Roselle Michael Hingson with Susy Flory TRUST AND TEAMWORK – Hingson/Flory 2 TRUST AND TEAMWORK A 9/11 Story of Courage, Vision, and a Dog Named Roselle “We can do most anything we want to do.” Michael Hingson Go inside the stairwell of Tower One in TRUST AND TEAMWORK as Michael Hingson and his guide dog, Roselle, fight their way down 78 flights of stairs through the blistering heat of the fires and the smell of jet fuel to survive the World Trade Center bombing. Michael’s blindness didn’t stop him from shocking the neighbors by riding his bicycle through the streets of Palmdale, California as a child, and on September 11 his blindness became an asset as he successfully led a group of people to safety during the worst terrorist attack ever on American soil. 1. CONTENT A. The ten year anniversary of 9/11 is coming up! What’s new here? ~ Ten years later, the Michael Hingson story helps to bring some closure and make sense of the events of September 11. The time is right for an extraordinary story of an unlikely hero. ~ The events of 9-11 still haunt the American imagination, especially in light of the continued threat of terrorism and the recent attempted car bombing in Times Square. Michael Hingson’s story is an antidote; it’s positive, redemptive, compelling, and has a happy ending. In addition, the ~ Each chapter includes life lessons learned from Michael’s unique and heroic 9-11 experience, with additional material woven in related to growing up blind, working with a guide dog, his marriage to a woman in a wheelchair, and successfully functioning with a major disability. -
Freshman Student Orientation
Freshman Student Orientation Hialeah Campus 4425 W Jose Regueiro (20th) AVE Hialeah, FL 33012 Phone: (305) 821-3333 Fax: (305) 362-0595 South Campus 11865 SW 26 ST, UNIT H-3 Miami, FL 33175 Phone: (305) 226-9999 Fax: (305) 226-4439 Training Center 4206 W 12 Ave Hialeah, FL 33012 Phone: (305) 231-3326 Fax: (305) 819-9616 Online Learning 4425 W Jose Regueiro (20th) AVE Suite 143 Hialeah, FL 33012 Phone: (305) 821-3333 Fax: (305) 362- 0595 http://www.fnu.edu/distance-learning/ Index Page …………………………………………...………………………...………… Content 4…………………………………...……………………….……………... Mission Statement 5…………………………………………………...………………………...……… FNU History 6…………………………………………...………………………...…..……… Student Rights 7……………………………………...………………..…………… Student Responsibilities 8……………………………………………...………………………...………… Student Creed 9…………………………………………...………………………...………..……… Dress Code 10……………………………………………...………….………...….. Campus Safety Alert 11……………………….………………………...………………………...………….. F.E.R.P.A 12………………………………………………...………………………...……………... Title IX 14………………………………………...………………….……...…………….. The Clery Act 15…………………………………………………………..…...….. American Disability Act 16……………………………………………………………....….. Drug and Alcohol Policy 17……………………………………………………………....………...….. Code of Behavior 18…………………………………………………………………...….. Military Information 20……………………………………………………………….…...….. University Calendar 21……………………………………………………………….……...….. Academic Advising 22………………………………………….………………...……………...…. Bursar’s Office 23……………………………………………………………...……………...…. Financial Aid 26 ……………………………………………………...……………….……...… Scholarships -
Orientation Manual for Inis and Agris (Ominas)
IAEAINIS-18 (Rev.O) ORIENTATION MANUAL FOR INIS AND AGRIS (OMINAS) INTERNATIONAL ATOMIC ENERGY AGENCY, VIENNA, FEBRUARY 1979 Reports in the INIS Reference Series available in February 1979. 1AEA-1NIS-1 (Rev.4) INIS Descriptive Cataloguing Rules 1AEA-1NIS-2 (Rev.3) INIS Descriptive Cataloguing Samples IAEA-INIS-3 (Rev.5) INIS Subject Categories and Scope Descriptions IAEA-lNlS-4(Rev.l) INIS Instructions for Submitting Abstracts IAEA-IN1S-5 (Rcv.3) INIS Terminology and Codes for Countries and International Organizations IAEA-INIS-6(Rev.ll) INIS Authority List for Corporate Entries and Report Number Prefixes lAEA-lNIS-7(Rev.I) INIS Magnetic and Punched Paper Tape Codes and Character Sets lAEA-INIS-S(Rev.l) INIS Paper Tape Specifications and Record Format IAEA-1NIS-9 (Rev.2) INIS Magnetic Tape Specifications and Record Format lAEA-lNIS-lO(Rcv.l) 1NIS Transliteration Rules for Selected Non-Roman Characters 1AEA-1NIS-11 (Rev.7) INIS Authority List for Journal Titles IAEA-lNIS-12(Rev.2) INÏS Manual for Indexing- lAEA-IN!S-13(Rev.l6) INIS Thesaurus lAEA-INIS-13(Rev.l0)(F) INIS Thésaurus, version française IAEA-INIS-13(Rcv.lO)(D) INIS Thesaurus Deutsche Ausgabe IAEA-lNIS-14(Rev.l) INIS Description of Computer Prograpti IAEA-INIS-15 (Rev.O) INIS Self-Teaching Manual for Descriptive Cataloguers 1AEA-1NIS-16 (Rev.O) INIS Subject Indexing Samples IAEA-lNIS-17(Rev.O) First Steps on STAIRS IAEA-INIS-18 (Rev.O) Orientation Manual for INIS and AGRIS (OMINAS) Stocks of the following forms may be ordered by centres participating in INIS: INIS Form 1 (Rev.5) (INIS Worksheet: Bibliographic and Indexing Data) INIS Form 3 (Rev.O) (INIS Worksheet: Abstracts) Organizations participating in the INIS network may obtain forms and reasonable quantities of reports in the INIS Reference Series on application to: INIS Section International Atomic Energy Agency P.O. -
The Monument of the Eponymous Heroes in the Athenian Agora'
THE MONUMENT OF THE EPONYMOUS HEROES IN THE ATHENIAN AGORA' (PLATES 41-58) T175HE heroes who gave their names to the Athenian tribes provided the essential framework within which the Athenian democracy customarily functioned. In their persons, they linked historical present with immemorial past, the realities of government with the legends of remote antiquity. In their cults, they perpetuatedthat ancient marriage of ancestral religion and practical politics which formed so char- acteristic a feature of the Greek polis. The Athenian citizen enjoyed the privileges and responsibilities of his citizenship almost wholly under the protecting aegis of his tribal hero. It was by tribe that he voted in the annual elections, by tribe that he would be allotted to public office. As a representative of his tribe, he would serve in the Council and by rotation of the tribal delegations the Council formed its executive committee. On behalf of his tribe, the citizen competed in the sacred games or performed in the choral dances in the theater. As a youth he was mustered by tribe for military service. It was in the ranks of his tribal regiment that the Athenian drilled and marched to war, by tribe that he fought in battle, and by tribe that he listed the names of his comrades who fell fighting and did not return. The tribal structure of the Athenian state found its monumental embodiment in the precinct of the Eponymous Heroes in the Agora. Just as the neighboring Altar of the Twelve Gods was the central milestone from which the roads ran out to all parts of Athens, so the complex channels of civic authority ran out to every citizen from the monument of the Eponymoi.