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The Commercial & Artistic Viability of the Fringe Movement
Rowan University Rowan Digital Works Theses and Dissertations 1-13-2013 The commercial & artistic viability of the fringe movement Charles Garrison Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Theatre and Performance Studies Commons Recommended Citation Garrison, Charles, "The commercial & artistic viability of the fringe movement" (2013). Theses and Dissertations. 490. https://rdw.rowan.edu/etd/490 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. THE COMMERCIAL & ARTISTIC VIABLILITY OF THE FRINGE MOVEMENT By Charles J. Garrison A Thesis Submitted to the Department of Theatre & Dance College of Performing Arts In partial fulfillment of the requirement For the degree of Master of Arts At Rowan University December 13, 2012 Thesis Chair: Dr. Elisabeth Hostetter © 2012 Charles J. Garrison Dedication I would like to dedicate this to my drama students at Absegami High School, to my mother, Rosemary who’s wish it was that I finish this work, and to my wife, Lois and daughter, Colleen for pushing me, loving me, putting up with me through it all. Acknowledgements I would like to express my appreciation to Jason Bruffy and John Clancy for the inspiration as artists and theatrical visionaries, to the staff of the American High School Theatre Festival for opening the door to the Fringe experience for me in Edinburgh, and to Dr. Elisabeth Hostetter, without whose patience and guidance this thesis would ever have been written. -
Lovecraft's Terrestrial Terrors: Morally Alien Earthlings
7 ARTIGO http://dx.doi.org/10.12957/abusoes.2017.27816 01 LOVECRAFT’S TERRESTRIAL TERRORS: MORALLY ALIEN EARTHLINGS Greg Conley (EKU) Recebido em 05 mar 2017. Greg Conley is Adjunct Instructor of Humanities, Aprovado em 30 mar 2017 Ph.D. in Literary and Cultural Studies, MFA in Creative Writing, of the Department of Languages, Cultures, and Humanities. Expert Areas: Victorian Literature; Science Fiction/Fantasy/Horror. Email: gregory. [email protected]. Abstract: Lovecraft’s cosmic horror led him to create aliens that did not exist on the same moral spectrum as humanity. That is one of many ways Lovecraft’s work insists humans do not matter in the cosmos. However, most of the work on Lovecraft has focused on the space aliens, and how they are necessarily alien to humans, because they are from other worlds. Lovecraft’s terrestrial aliens, such as the Deep Ones, the Old Ones, and the Shoggoths, are less alien, but just as morally strange. Lovecraft used biological horror to create his terrestrial aliens, and in turn used them to claim that morality was a product of human evolution and history. A life form with a separate evolutionarily history would necessarily have a separate and incomprehensible morality. Lovecraft illustrates that point with narrators who are ultimately sympathetic with the aliens, despite the threat they pose to the narrators and to everything they have ever known. Keywords: Fiction; Cosmic horror; Biologic horror. REVISTA ABUSÕES | n. 04 v. 04 ano 03 8 ARTIGO http://dx.doi.org/10.12957/abusoes.2017.27816 Resumo: O horror cósmico de Lovecraft o conduziu a criar alienígenas que não existem no mesmo escopo moral da humanidade. -
Parental Kidnapping How to Prevent an 'Abduction and S
If you have issues viewing or accessing this file contact us at NCJRS.gov. -...... N(' , "j NATIONAL CENTER FOR III&4iINC; I~XI• .A)Ir"I~I) L....-l...----I CHILDREN Parental Kidnapping How to Prevent an 'Abduction and s. What to Do j If Your Child !i • II Is Abducted " :1 n ~ I ,! II'I f! II " \1 Ii i it 11 it IIIi I, : i I; ! \ ,~ \, ; ; I : I ' , j , ! i • , () I 1 $ : --~-, ..,...----- ," The National Center for Missing and Exploited Children "\ - provides training assistance to law-enforcement and child protection agencies to develop effective procedures to investigate and prosecute cases of missing and exploited children - assists individuals, groups, agencies, and state and local governments involved in inves tigating and prosecuting cases of criminally or sexually exploited children - provides information and advice on effective state legislation to assure the safety and protection of children - provides prevention and education programs for parents, schools, action groups, agencies, communities, volunteer organizations, law enforcement, and local, state, and federal institutions - distributes comprehensive instruction packages to aid communities in protecting children - organizes networks of information among school systems, school boards, parent-teacher organizations, and community organizations abollt proven techniques for implementing educational programs - conducts an outreach program to alert families, communities, the criminal justice system, and concerned organizations about the nature and extent of child victimization -
International Child Abduction: Implementa- Tion of the Hague Convention on Civil Aspects of International Child Abduc- Tion
INTERNATIONAL CHILD ABDUCTION: IMPLEMENTA- TION OF THE HAGUE CONVENTION ON CIVIL ASPECTS OF INTERNATIONAL CHILD ABDUC- TION HEARING BEFORE THE COMMITTEE ON INTERNATIONAL RELATIONS HOUSE OF REPRESENTATIVES ONE HUNDRED SIXTH CONGRESS FIRST SESSION Thursday, October 14, 1999 Serial No. 106±89 Printed for the use of the Committee on International Relations ( U.S. GOVERNMENT PRINTING OFFICE 63±699 CC WASHINGTON : 2000 VerDate 11-MAY-2000 12:44 Jul 17, 2000 Jkt 000000 PO 00000 Frm 00001 Fmt 5011 Sfmt 5011 63699.TXT HINTREL1 PsN: HINTREL1 COMMITTEE ON INTERNATIONAL RELATIONS BENJAMIN A. GILMAN, New York, Chairman WILLIAM F. GOODLING, Pennsylvania SAM GEJDENSON, Connecticut JAMES A. LEACH, Iowa TOM LANTOS, California HENRY J. HYDE, Illinois HOWARD L. BERMAN, California DOUG BEREUTER, Nebraska GARY L. ACKERMAN, New York CHRISTOPHER H. SMITH, New Jersey ENI F.H. FALEOMAVAEGA, American DAN BURTON, Indiana Samoa ELTON GALLEGLY, California MATTHEW G. MARTINEZ, California ILEANA ROS-LEHTINEN, Florida DONALD M. PAYNE, New Jersey CASS BALLENGER, North Carolina ROBERT MENENDEZ, New Jersey DANA ROHRABACHER, California SHERROD BROWN, Ohio DONALD A. MANZULLO, Illinois CYNTHIA A. MCKINNEY, Georgia EDWARD R. ROYCE, California ALCEE L. HASTINGS, Florida PETER T. KING, New York PAT DANNER, Missouri STEVE CHABOT, Ohio EARL F. HILLIARD, Alabama MARSHALL ``MARK'' SANFORD, South BRAD SHERMAN, California Carolina ROBERT WEXLER, Florida MATT SALMON, Arizona STEVEN R. ROTHMAN, New Jersey AMO HOUGHTON, New York JIM DAVIS, Florida TOM CAMPBELL, California EARL POMEROY, North Dakota JOHN M. MCHUGH, New York WILLIAM D. DELAHUNT, Massachusetts KEVIN BRADY, Texas GREGORY W. MEEKS, New York RICHARD BURR, North Carolina BARBARA LEE, California PAUL E. GILLMOR, Ohio JOSEPH CROWLEY, New York GEORGE RADANOVICH, California JOSEPH M. -
Peter the Great and His Changing Identity Emily Frances Pagrabs Wofford College
Wofford College Digital Commons @ Wofford Student Scholarship 5-2016 Peter the Great and His Changing Identity Emily Frances Pagrabs Wofford College Follow this and additional works at: http://digitalcommons.wofford.edu/studentpubs Part of the European History Commons, and the Slavic Languages and Societies Commons Recommended Citation Pagrabs, Emily Frances, "Peter the Great and His Changing Identity" (2016). Student Scholarship. Paper 17. http://digitalcommons.wofford.edu/studentpubs/17 This Honors Thesis is brought to you for free and open access by Digital Commons @ Wofford. It has been accepted for inclusion in Student Scholarship by an authorized administrator of Digital Commons @ Wofford. For more information, please contact [email protected]. Peter the Great and His Changing Identity Senior History Honors Thesis May 11, 2016 Emiley Pagrabs Pagrabs 1 Introduction Well aware of the perception that foreigners held of him, Peter the Great would never apologize for his nationality or his country. A product of his upbringing, Peter did have some qualities that many foreigners criticized as barbaric and harsh. Said Peter: They say that I am cruel; that is what foreigners think of me, but who are they to judge? They do not know what the situation was at the beginning of my reign, and how many were opposed to my plans, and brought about the failure of projects which would have been of great benefit to my country obliging me to arm myself with great severity; but I have never been cruel…I have always asked for the cooperation of those of my subjects in whom I have perceived intelligence and patriotism, and who, agreeing with my views, were ready to support them.1 Essentially, Peter I was simply a Russian. -
2020-22 GRADUATE CATALOG | Eastern New Mexico University
2020-22 TABLE OF CONTENTS University Notices..................................................................................................................2 About Eastern New Mexico University ...........................................................................3 About the Graduate School of ENMU ...............................................................................4 ENMU Academic Regulations And Procedures ........................................................... 5 Program Admission .............................................................................................................7 International Student Admission ...............................................................................8 Degree and Non-Degree Classification ......................................................................9 FERPA ................................................................................................................................. 10 Graduate Catalog Graduate Program Academic Regulations and Procedures ......................................................11 Thesis and Non-Thesis Plan of Study ......................................................................11 Graduation ..........................................................................................................................17 Graduate Assistantships ...............................................................................................17 Tuition and Fees ................................................................................................................... -
Minnesota FY 2021 Highway Safety Plan Annual Report
Office of TrafficSafety Minnesota Highway Safety Plan 2021 TO REDUCE FATATLITIES AND SERIOUS INJURIES ON MINNESOTA’S ROADS TO ZERO To prevent traffic deaths and serious injuries by changing human behavior in Minnesota through policy development and support, stakeholder engagement, program delivery, leadership, innovation, and research and evaluation. MinnesotaDepartmentof Public Safety/ Officeof TrafficSafety Director Mike Hanson 445 Minnesota Street 1620 St. Paul, Mn 55101 Phone: 651-201-7061 Email: [email protected] The Minnesota Department of Public Safety Office of Traffic Safety is pleased to submit our Federal Fiscal Year 2021 annual Highway Safety Plan. As we begin preparations for the new fiscal year we remain focused on our traffic safety mission while also acknowledging the many challenges that are currently facing our state and the county as a whole. The effects of the COVID-19 pandemic remain unknown and the societal changes that are taking place must be recognized and accounted for as we implement our programs in the comingmonths. One of the key pillars of our Highway Safety Plan is the recently completed 2020-2024 State Strategic Highway Safety Plan in cooperation with the Minnesota Department of Transportation and Department of Health. The SHSP sets out the strategies and tactics that are at the forefront of the HSP planning process. All projects and programs found in this HSP are designed to support the goals and objectives of the SHSP. This is a plan for all of Minnesota and is designed for all of our traffic safety partners at the state, county, and local levels as well as for all users of our transportation systems. -
2018 – Volume 6, Number
THE POPULAR CULTURE STUDIES JOURNAL VOLUME 6 NUMBER 2 & 3 2018 Editor NORMA JONES Liquid Flicks Media, Inc./IXMachine Managing Editor JULIA LARGENT McPherson College Assistant Editor GARRET L. CASTLEBERRY Mid-America Christian University Copy Editor KEVIN CALCAMP Queens University of Charlotte Reviews Editor MALYNNDA JOHNSON Indiana State University Assistant Reviews Editor JESSICA BENHAM University of Pittsburgh Please visit the PCSJ at: http://mpcaaca.org/the-popular-culture- studies-journal/ The Popular Culture Studies Journal is the official journal of the Midwest Popular and American Culture Association. Copyright © 2018 Midwest Popular and American Culture Association. All rights reserved. MPCA/ACA, 421 W. Huron St Unit 1304, Chicago, IL 60654 Cover credit: Cover Artwork: “Bump in the Night” by Brent Jones © 2018 Courtesy of Pixabay/Kellepics EDITORIAL ADVISORY BOARD ANTHONY ADAH PAUL BOOTH Minnesota State University, Moorhead DePaul University GARY BURNS ANNE M. CANAVAN Northern Illinois University Salt Lake Community College BRIAN COGAN ASHLEY M. DONNELLY Molloy College Ball State University LEIGH H. EDWARDS KATIE FREDICKS Florida State University Rutgers University ART HERBIG ANDREW F. HERRMANN Indiana University - Purdue University, Fort Wayne East Tennessee State University JESSE KAVADLO KATHLEEN A. KENNEDY Maryville University of St. Louis Missouri State University SARAH MCFARLAND TAYLOR KIT MEDJESKY Northwestern University University of Findlay CARLOS D. MORRISON SALVADOR MURGUIA Alabama State University Akita International -
CHAPTER 1 INTRODUCTION in the Period Immediately Following The
CHAPTER 1 INTRODUCTION In the period immediately following the close of the Civil War, philanthropic endeavors were undertaken to reconstruct secessionist states, establish wide-scale peace among still- hostile factions, and develop efforts to enact social, legal, and educational support. This philanthropic era is characterized by the activities of a number of individual, denominational, organizational, including state and federal supporters that were subsequently responsible for engendering a Negro College Movement, which established institutions for providing freed slaves, and later, Negroes with advanced educational degrees. This dissertation studied: the genesis, unfolding, contributions, and demise issues in conjunction with the social, economic, and political forces that shaped one such institution in Harper’s Ferry (Jefferson County), West Virginia: Storer College, which was founded in 1865 as an outgrowth of several mission schools. By an Act of Congress, in 1868, the founders of Storer College initially were granted temporary use of four government buildings from which to create their campus.1 Over the next 90 years, until its closure in 1955, the college underwent four distinct developmental phases: (a) Mission School [Elementary], (b) Secondary Division, (c) a Secondary Expansion, and (d) Collegiate. Even today—as a result of another Act of Congress—it continues to exist, albeit in altered form: in 1960, the National Park Service branch of the United States Department of the Interior was named the legal curator of the 1 United States. Congress. Legislative, Department of War. An Act Providing for the Sale of Lands, Tenements, and Water Privileges Belonging to the United States at or Near Harpers Ferry, in the County of Jefferson, West Virginia (1868). -
Homo Reciprocans: Survey Evidence on Behavioural Outcomes*
The Economic Journal, 119 (March), 592–612. Ó The Author(s). Journal compilation Ó Royal Economic Society 2009. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. HOMO RECIPROCANS: SURVEY EVIDENCE ON BEHAVIOURAL OUTCOMES* Thomas Dohmen, Armin Falk, David Huffman and Uwe Sunde This article complements the experimental literature that has shown the importance of reciprocity for behaviour in stylised labour markets or other decision settings. We use individual measures of reciprocal inclinations in a large, representative survey and relate reciprocity to real world labour market behaviour and life outcomes. We find that reciprocity matters and that the way in which it matters is very much in line with the experimental evidence. In particular, positive reciprocity is associated with receiving higher wages and working harder. Negatively reciprocal inclinations tend to reduce effort. Negative reciprocity increases the likelihood of being unemployed. Reciprocity is an in-kind response to friendly or hostile acts. Homo economicus would never engage in reciprocal behaviour, where it does not advance material self-interest. An alternative model is homo reciprocans, for whom reciprocal behaviour is driven by reciprocal motivations: direct utility value is placed on rewarding or punishing (Rabin, 1993; Falk and Fischbacher, 2006). Conceptually, one can distinguish between positive reciprocity, the degree to which an individual rewards kind actions, and negative reci- procity, the extent to which the individual punishes unkind actions. Positive reciprocity has been demonstrated in experimental settings where contracts are incomplete and workers reciprocate generous wages with high effort, even though there is no way to enforce contracts (Fehr et al., 1993; Brown et al., 2004). -
KENNY PERRY Friday, April 18, 2014
INTERVIEW TRANSCRIPT: KENNY PERRY Friday, April 18, 2014 DAVE SENKO: Kenny, thank you for joining us. Good start, 4-under 68 today. Just share some thoughts on your round and then we'll get -- looks like you had four birdies and no bogeys. KENNY PERRY: Yeah, just kind of played like the rain, very steady. You know, the rain was just more aggravating than anything. It actually wasn't -- I mean it was chilly out there a little bit and the rain was aggravating but yet, you know, it didn't allow good scores to be shot. So I drove the ball nicely, I hit my irons good and made some key putts at the right time. So all in all it was just, you know, just a normal day at the office. I just seemed to not make any big mistakes and was able to hit the golf ball. My misses wound up in good spots and I was able to recover from them, and then I took advantage of the few good irons I hit in there close and was able to make a couple birdies. DAVE SENKO: Your birdies, No. 7. KENNY PERRY: On the back nine first? DAVE SENKO: Yeah, start at No. 12. KENNY PERRY: Oh, 12, I hit a 3-wood and a hybrid, a 4-iron hybrid. Man, that hole was playing long, dead into the wind, it was raining, it was gusty and I had about a 20 footer and I rolled it in. I probably got the only birdie there of the day. -
Fringe Season 1 Transcripts
PROLOGUE Flight 627 - A Contagious Event (Glatterflug Airlines Flight 627 is enroute from Hamburg, Germany to Boston, Massachusetts) ANNOUNCEMENT: ... ist eingeschaltet. Befestigen sie bitte ihre Sicherheitsgürtel. ANNOUNCEMENT: The Captain has turned on the fasten seat-belts sign. Please make sure your seatbelts are securely fastened. GERMAN WOMAN: Ich möchte sehen wie der Film weitergeht. (I would like to see the film continue) MAN FROM DENVER: I don't speak German. I'm from Denver. GERMAN WOMAN: Dies ist mein erster Flug. (this is my first flight) MAN FROM DENVER: I'm from Denver. ANNOUNCEMENT: Wir durchfliegen jetzt starke Turbulenzen. Nehmen sie bitte ihre Plätze ein. (we are flying through strong turbulence. please return to your seats) INDIAN MAN: Hey, friend. It's just an electrical storm. MORGAN STEIG: I understand. INDIAN MAN: Here. Gum? MORGAN STEIG: No, thank you. FLIGHT ATTENDANT: Mein Herr, sie müssen sich hinsetzen! (sir, you must sit down) Beruhigen sie sich! (calm down!) Beruhigen sie sich! (calm down!) Entschuldigen sie bitte! Gehen sie zu ihrem Sitz zurück! [please, go back to your seat!] FLIGHT ATTENDANT: (on phone) Kapitän! Wir haben eine Notsituation! (Captain, we have a difficult situation!) PILOT: ... gibt eine Not-... (... if necessary...) Sprechen sie mit mir! (talk to me) Was zum Teufel passiert! (what the hell is going on?) Beruhigen ... (...calm down...) Warum antworten sie mir nicht! (why don't you answer me?) Reden sie mit mir! (talk to me) ACT I Turnpike Motel - A Romantic Interlude OLIVIA: Oh my god! JOHN: What? OLIVIA: This bed is loud. JOHN: You think? OLIVIA: We can't keep doing this.