How Women's Colleges Will Survive the Future
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Brenau Environmental Scanning Report
ENVIRONMENTAL SCANNING REPORT UPDATE Fall 2012 BRENAU ENVIRONMENTAL SCANNING REPORT PURPOSE AND PROCESS Definition By enabling decision makers to understand current and potential changes taking place in their institutions' external environments, Environmental Scanning provides strategic intelligence useful in determining organizational strategies. Some of the consequences of this activity include: better understanding of the effects of change on organizations, better forecasting skills, and enhanced expectations of change. Most environmental scans review demographics, political climate (e.g., as it impacts funding); technology trends and changes in course delivery, and other “existential” (survival) issues that might be responded to reflexively. Good environmental scanning does this, but also goes beyond and considers factors related to the best interests of society (needs of current students, the economy, job availability, etc) to get a sense of the role it ought to play as it operates under social contracts. Not only should environmental scans look broadly, but also deeply. Consideration of what motivates current and potential faculty and students may be essential to ensuring the institution stays strong. Environmental scanning has become a common practice in higher education, especially among larger institutions. (For a sample list, please see endnote i). It is helpful to understand the context of environmental scanning in an institution’s strategic planning process. By taking stock of emerging threats and opportunities, decision makers can better position an organization to achieve its academic, civic and societal objectives. But environmental scans should not be used to set goals and objectives. Institutions are already chartered to advance cultural and social missions and core visions that relate key aspects of the general welfare such as citizenship and pro-social norms. -
Here Comes Television
September 1997 Vol. 2 No.6 HereHere ComesComes TelevisionTelevision FallFall TVTV PrPrevieweview France’France’ss ExpandingExpanding ChannelsChannels SIGGRAPHSIGGRAPH ReviewReview KorKorea’ea’ss BoomBoom DinnerDinner withwith MTV’MTV’ss AbbyAbby TTerkuhleerkuhle andand CTW’CTW’ss ArleneArlene SherShermanman Table of Contents September 1997 Vol. 2, . No. 6 4 Editor’s Notebook Aah, television, our old friend. What madness the power of a child with a remote control instills in us... 6 Letters: [email protected] TELEVISION 8 A Conversation With:Arlene Sherman and Abby Terkuhle Mo Willems hosts a conversation over dinner with CTW’s Arlene Sherman and MTV’s Abby Terkuhle. What does this unlikely duo have in common? More than you would think! 15 CTW and MTV: Shorts of Influence The impact that CTW and MTV has had on one another, the industry and beyond is the subject of Chris Robinson’s in-depth investigation. 21 Tooning in the Fall Season A new splash of fresh programming is soon to hit the airwaves. In this pivotal year of FCC rulings and vertical integration, let’s see what has been produced. 26 Saturday Morning Bonanza:The New Crop for the Kiddies The incurable, couch potato Martha Day decides what she’s going to watch on Saturday mornings in the U.S. 29 Mushrooms After the Rain: France’s Children’s Channels As a crop of new children’s channels springs up in France, Marie-Agnès Bruneau depicts the new play- ers, in both the satellite and cable arenas, during these tumultuous times. A fierce competition is about to begin... 33 The Korean Animation Explosion Milt Vallas reports on Korea’s growth from humble beginnings to big business. -
In This Episode of the Flintstones, the Main Characters Are Shown to Seek Martial Arts Lessons
In this episode of the Flintstones, the main characters are shown to seek martial arts lessons. The judo master in the scene is depicted as a Japanese man who wears a sinister-looking smile throughout the scene. He offers the characters lessons at supposedly good prices. As he rattles off the offers by ensuring them that they could get "silver medal lessons" for "[a] big bargain, big bargain" and "for a few more measly dollars ... gold medals, diamond medals...," his pronunciations are exaggeratedly shown to be wrong by a mix up between r's and l's and by an obvious difference in the emphasis on syllables. The man's speech is set apart from the other characters' by juxtaposing his differently accented words to the others' SAE pronunciation. Also, the Flintstones and their friends bowed while imitating his accent as if attempting to fit that man's mannerisms. However, this can be seen as making light of the man's characteristics and manners as if they are silly. In this scene, the judo master portrays prevalent stereotypes about Asians. The man's inability to enunciate r's and l's reflect the struggle that many people face in differentiating between r's and l's in English because their native tongues do not make the same distinction. More importantly, the judo master's speech is used to indicate a lack of intelligence, as evidence by Fred's comment, "What does 'et cetera, et cetera' mean in Japanese? Sucker?" which is followed by Barney's response in a tone mocking the Japanese man's, "Oh, that's for sure!" Furthermore, prior to that, Fred had thrown in an unintelligible word in an attempt to imitate the man's Japanese accent. -
Retrofuture Hauntings on the Jetsons
City University of New York (CUNY) CUNY Academic Works Publications and Research Queens College 2020 No Longer, Not Yet: Retrofuture Hauntings on The Jetsons Stefano Morello CUNY Graduate Center How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/qc_pubs/446 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] de genere Rivista di studi letterari, postcoloniali e di genere Journal of Literary, Postcolonial and Gender Studies http://www.degenere-journal.it/ @ Edizioni Labrys -- all rights reserved ISSN 2465-2415 No Longer, Not Yet: Retrofuture Hauntings on The Jetsons Stefano Morello The Graduate Center, City University of New York [email protected] From Back to the Future to The Wonder Years, from Peggy Sue Got Married to The Stray Cats’ records – 1980s youth culture abounds with what Michael D. Dwyer has called “pop nostalgia,” a set of critical affective responses to representations of previous eras used to remake the present or to imagine corrective alternatives to it. Longings for the Fifties, Dwyer observes, were especially key to America’s self-fashioning during the Reagan era (2015). Moving from these premises, I turn to anachronisms, aesthetic resonances, and intertextual references that point to, as Mark Fisher would have it, both a lost past and lost futures (Fisher 2014, 2-29) in the episodes of the Hanna-Barbera animated series The Jetsons produced for syndication between 1985 and 1987. A product of Cold War discourse and the early days of the Space Age, the series is characterized by a bidirectional rhetoric: if its setting emphasizes the empowering and alienating effects of technological advancement, its characters and its retrofuture aesthetics root the show in a recognizable and desirable all-American past. -
Full-Time MBA Catalog 2020-2021
Full-time MBA Catalog 2020-2021 I CERTIFY THIS COPY TO BE TRUE AND CORRECT TO CONTENT AND POLICY _______________________________________ Goizueta Business School Full-time MBA Program One-Year and Two-Year formats Catalog About Goizueta Business School https://goizueta.emory.edu/about OUTLINING SUCCESS,WRITING NEW CHAPTERS Business education has been an integral part of Emory University's identity for more than 100 years. That kind of longevity and significance does not come without a culture built around success and service. Goizueta Advisory Board • Sarah Brown 89MBA, Global Account Director at The Coca-Cola Company (Marietta, GA) • Andrew J. Conway 92MBA, Managing Director at Credit Suisse (Scarsdale, NY) • H. James Dallas 94WEMBA (Atlanta, GA) • Jeffrey C. Denneen 97MBA, Leader, Americas Higher Education Practice at Bain & Company, Inc. (Atlanta, GA) • Robert K. Ehudin 86BBA, Managing Director at Goldman Sachs Group, Inc. (Rye Brook, NY) • Matthew H. Friedman 94BBA, Fidelity Investments (Boston, MA) • Gardiner W. Garrard III 99MBA, Co-Founder, Managing Partner, CEO of TTV Capital (Atlanta, GA) • Rebecca Morris Ginzburg 94BBA, Junto Capital Management, LP (New York, NY) • Michael M. Grindell 99WEMBA, EVP, Chief Administrative Officer, 22squared (Atlanta, GA) • Brian K. Howard, M.D. 15WEMBA, President, North Fulton Plastic Surgery (Atlanta, GA) • Omar A. Johnson 04MBA, Vice President-Marketing, Apple Computer • Mary Humann Judson, President, The Goizueta Foundation (Atlanta, GA) • Michael Marino 94MBA, Managing Director at JP Morgan Chase & Co. (Atlanta, GA) • Jonathan I. Mayblum 84BBA, Co-Founder & CEO of ARCTURUS (Armonk, NY) • Leslie D.J. Patterson 99MBA, EY, Growth Markets Leader (Atlanta, GA) • Olga Goizueta Rawls 77C, Chair & Director of The Goizueta Foundation (Atlanta, GA) • Matthew P. -
The Flintstones (1960-1966), About a “Modern Stone-Age Family,” Was The
Columbia Pictures) to develop a prime-time animated series. They worked out the concept of parodying current situation comedies, especially The Honeymooners and Father Knows Best, with the twist of setting them in a different historical era. Cartoonists Dan Gordon and Bill Benedict had the idea to use a Stone Age setting (although the Fleischer Studios pro- duced a similar series of Stone Age Cartoons back in 1940). The concept was bought by ABC, and premiered Sept. 30, 1960. Voiced by Alan Reed, Jr. (Fred Flintstone), Mel Blanc (Barney Rubble), Jean VanderPyl (Wilma Flintstone) and veteran actress Bea Benaderet (Betty Rubble), The Flintstones finished the season in the Nielsen ratings’ top 20, and won a number of industry awards, including the Golden Globe, and an [email protected] Emmy nomination for best comedy series of 1960-61. A clear appeal of the series lays in its parody of sitcom for- mula plots, and there are elements of satire in the way modern consumer conveniences are turned into sight gags. One of the show’s favorite gags was to have cameos by Stone Age versions of modern celebrities (Ann Margrock, Stony Curtis, etc.). The most popular gimmick was Wilma’s pregnancy, ending with the February 1963 “birth” of their little girl, Pebbles. The next season the Rubbles adopted Bamm-Bamm, a little boy of incredible strength and a one- word vocabulary. By the fifth and sixth seasons, the show began to use more storylines aimed at kids, with new neighbors the Grue- somes (a spin on The Munsters and The Addams Family), and magical space alien The Great Gazoo (Harvey Korman). -
Teaching the Media with Mouse Woman: Adventures in Imaginative Education
Teaching the Media with Mouse Woman: Adventures in Imaginative Education by Kymberley Stewart M.A., Simon Fraser University, 2004 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Curriculum Theory & Implementation Program Faculty of Education Kymberley Stewart 2014 SIMON FRASER UNIVERSITY Summer 2014 Approval Name: Kymberley Stewart Degree: Doctor of Philosophy (Education) Title: Teaching the Media with Mouse Woman: Adventures in Imaginative Education Examining Committee: Chair: Allan MacKinnon Associate Professor Mark Fettes Senior Supervisor Associate Professor Kieran Egan Supervisor Professor Michael Ling Supervisor Senior Lecturer Lynn Fels Internal/External Examiner Associate Professor Faculty of Education David Jardine External Examiner Professor Faculty of Education University of Calgary Date Defended: August 20, 2014 ii Partial Copyright Licence iii Ethics Statement iv Abstract Concerns have been expressed for decades over the impact of an increasingly media-saturated environment on young children. Media education, however, occupies a somewhat marginal place in compulsory schooling, and its theorists and practitioners have given relatively little attention to the question of how to teach the media to elementary school children. This question is explored through an auto-ethnography and métissage spanning more than twenty years of media use, media studies, and media education. Three shifts in emphasis are particularly central to the thesis. The first is a shift from a protectionist to a more open, albeit critical stance with respect to children‘s media use. The second is a shift from conceiving of media education in terms of a pre-packaged curriculum towards the co-construction of learning experiences with the students, guided by Egan‘s theory of imaginative education. -
Teachers Guide
Teachers Guide Exhibit partially funded by: and 2006 Cartoon Network. All rights reserved. TEACHERS GUIDE TABLE OF CONTENTS PAGE HOW TO USE THIS GUIDE 3 EXHIBIT OVERVIEW 4 CORRELATION TO EDUCATIONAL STANDARDS 9 EDUCATIONAL STANDARDS CHARTS 11 EXHIBIT EDUCATIONAL OBJECTIVES 13 BACKGROUND INFORMATION FOR TEACHERS 15 FREQUENTLY ASKED QUESTIONS 23 CLASSROOM ACTIVITIES • BUILD YOUR OWN ZOETROPE 26 • PLAN OF ACTION 33 • SEEING SPOTS 36 • FOOLING THE BRAIN 43 ACTIVE LEARNING LOG • WITH ANSWERS 51 • WITHOUT ANSWERS 55 GLOSSARY 58 BIBLIOGRAPHY 59 This guide was developed at OMSI in conjunction with Animation, an OMSI exhibit. 2006 Oregon Museum of Science and Industry Animation was developed by the Oregon Museum of Science and Industry in collaboration with Cartoon Network and partially funded by The Paul G. Allen Family Foundation. and 2006 Cartoon Network. All rights reserved. Animation Teachers Guide 2 © OMSI 2006 HOW TO USE THIS TEACHER’S GUIDE The Teacher’s Guide to Animation has been written for teachers bringing students to see the Animation exhibit. These materials have been developed as a resource for the educator to use in the classroom before and after the museum visit, and to enhance the visit itself. There is background information, several classroom activities, and the Active Learning Log – an open-ended worksheet students can fill out while exploring the exhibit. Animation web site: The exhibit website, www.omsi.edu/visit/featured/animationsite/index.cfm, features the Animation Teacher’s Guide, online activities, and additional resources. Animation Teachers Guide 3 © OMSI 2006 EXHIBIT OVERVIEW Animation is a 6,000 square-foot, highly interactive traveling exhibition that brings together art, math, science and technology by exploring the exciting world of animation. -
NSSE 2018 Selected Comparison Groups Brenau University
NSSE 2018 Selected Comparison Groups Brenau University IPEDS: 139199 NSSE 2018 Selected Comparison Groups About This Report Comparison Groups The NSSE Institutional Report displays core survey results for your students alongside those of three comparison groups. In May, your institution was invited to customize these groups via a form on the Institution Interface. This report summarizes how your comparison groups were constructed and lists the institutions within them. NSSE comparison groups may be customized by (a) identifying specific institutions from the list of all 2017 and 2018 NSSE participants, (b) composing the group by selecting institutional characteristics, or (c) a combination of these. Institutions that chose not to customize received default groupsa that provide relevant comparisons for most institutions. Institutions that appended additional question sets in the form of Topical Modules or through consortium participation were also invited to customize comparison groups for those reports. The default for those groups was all other 2017 and 2018 institutions where the questions were administered. Please note: Comparison group details for Topical Module and consortium reports are documented separately in those reports. Your Students' Comparison Comparison Comparison Report Comparisons Responses Group 1 Group 2 Group 3 Comparison groups are located in the institutional reports as illustrated in the mock report at right. In this example, the three groups are "Admissions Overlap," "Carnegie UG Program," and "NSSE 2017 & 2018." Reading This Report This report consists of Comparison Group Name three sections that The name assigned to the provide details for each comparison group is listed here. of your comparison groups, illustrated at How Group was Constructed right. -
ARCHE Annual Report
FY18 ARCHE Annual Report Summary of program status, activities, and finances of the Atlanta Regional Council for Higher Education ARCHE ANNUAL REPORT HISTORY The Atlanta Regional Council for Higher Education (ARCHE) was founded in 1938 as the University Center in Georgia. Founding members of the organization were Agnes Scott College, the Atlanta College of Art, Columbia Theological Center, Emory University, the Georgia Institute of Technology and the University of Georgia. They formed the University Center in Georgia to share resources, avoid duplication, and facilitate collegiality among faculty. Membership continued to grow and included 19 public and private institutions of higher learning in the greater Atlanta region. TODAY As of 2012, ARCHE has focused and continues to manage programs that were deemed priority value to member institutions. The current staff consists of a Sr. Program Coordinator that manages the day to day operations and corporate responsibilities of the organization. The mission of ARCHE remains to bring its members together to collaborate in these programs. Hundreds of students each year register for courses on other member campuses via ARCHE's cross registration program, which offers students the opportunity for expand their horizons in other fields of study or campus settings. ARCHE's Library Council and library programs include a interlibrary sharing program which allows members to share to the collective resources of all member libraries. ARCHE provides a van that transports library exchange items to campuses three days a week. In addition, students and faculty at ARCHE institutions may visit libraries at other members to gain immediate access to materials that do not circulate. -
Looking Back at the Creative Process
IATSE LOCAL 839 MAGAZINE SPRING 2020 ISSUE NO. 9 THE ANIMATION GUILD QUARTERLY SCOOBY-DOO / TESTING PRACTICES LOOKING BACK AT THE CREATIVE PROCESS SPRING 2020 “HAS ALL THE MAKINGS OF A CLASSIC.” TIME OUT NEW YORK “A GAMECHANGER”. INDIEWIRE NETFLIXGUILDS.COM KEYFRAME QUARTERLY MAGAZINE OF THE ANIMATION GUILD, COVER 2 REVISION 1 NETFLIX: KLAUS PUB DATE: 01/30/20 TRIM: 8.5” X 10.875” BLEED: 8.75” X 11.125” ISSUE 09 CONTENTS 12 FRAME X FRAME 42 TRIBUTE 46 FRAME X FRAME Kickstarting a Honoring those personal project who have passed 6 FROM THE 14 AFTER HOURS 44 CALENDAR FEATURES PRESIDENT Introducing The Blanketeers 46 FINAL NOTE 20 EXPANDING THE Remembering 9 EDITOR’S FIBER UNIVERSE Disney, the man NOTE 16 THE LOCAL In Trolls World Tour, Poppy MPI primer, and her crew leave their felted Staff spotlight 11 ART & CRAFT homes to meet troll tribes Tiffany Ford’s from different regions of the color blocks kingdom in an effort to thwart Queen Barb and King Thrash from destroying all the other 28 styles of music. Hitting the road gave the filmmakers an opportunity to invent worlds from the perspective of new fabrics and fibers. 28 HIRING HUMANELY Supervisors and directors in the LA animation industry discuss hiring practices, testing, and the realities of trying to staff a show ethically. 34 ZOINKS! SCOOBY-DOO TURNS 50 20 The original series has been followed by more than a dozen rebooted series and movies, and through it all, artists and animators made sure that “those meddling kids” and a cowardly canine continued to unmask villains. -
UGA Fact Book 2020 Admissions
Admissions UGA Fact Book 2020 GEORGIA COLLEGES AND UNIVERSITIES FROM WHICH UNDERGRADUATE GRADUATE SCHOOL ADMISSIONS STUDENTS TRANSFERRED TO THE UNIVERSITY OF GEORGIA FALL TERMS 2011-2020 FALL 2020 Fall % Applied % Applied % Accepted College/University Students College/University Students Terms Applied Accepted Accepted Enrolled Enrolled Enrolled 2011 8,624 3,283 38 1,693 20 52 2012 9,070 3,265 36 1,661 18 51 University of North Georgia 315 Oglethorpe University 5 2013 8,946 3,273 37 1,740 19 53 Georgia State University 206 Piedmont College 5 2014 8,825 3,727 42 1,889 21 51 Kennesaw State University 190 Brenau University 4 2015 8,824 3,899 44 1,988 23 51 Georgia College and State University 103 Gwinnett Technical College 4 2016 8,429 3,947 47 1,917 23 49 Georgia Southern University 67 Georgia Southwestern State University 3 2017 8,143 3,934 48 2,031 25 52 Georgia Gwinnett College 59 Savannah College of Art And Design 3 2018 8,084 4,075 50 2,082 26 51 Abraham Baldwin Agricultural College 29 Young Harris College 3 2019 8,403 4,121 49 2,131 25 52 Augusta University 26 Clayton State University 2 2020 9,049 4,616 51 2,252 25 49 University Of West Georgia 21 Truett McConnell University 2 Valdosta State University 21 Agnes Scott College 1 Georgia Military College 18 Atlanta Metropolitan State College 1 Columbus State University 16 Berry College 1 Middle Georgia State University 16 Clark Atlanta University 1 Dalton State College 13 East Georgia State College 1 South Georgia State College 13 Emory University 1 AVERAGE ENTRANCE TEST SCORES OF ACCEPTED