Historic Huntley to Open at Last Debutante Ball
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MT VERNON SQUARE Fairfax County
Richmond Highway (Route 1) & Arlington Drive Alexandria, VA 22306 MT VERNON SQUARE Fairfax County SITE MT. VERNON SQUARE ( 5 2 0 3 1 ,00 8 A D T 0 ) RETAIL FOR SUBLEASE JOIN: • Size: 57,816 SF (divisible). • Term: Through 4/30/2026 with 8, five-year options to renew. • Uses Considered: ALL uses considered including grocery. • Mt. Vernon Square is located on heavily traveled Richmond Highway (Route 1) with over 53,000 vehicles per day. ( 5 2 • This property has0 3 a total of 70,617 SF of retail that includes: M&T Bank, Ledo Pizza, and Cricket Wireless. 1 ,00 8 A MT. VERNON D T 0 PLAZA ) Jake Levin 8065 Leesburg Pike, Suite 700 [email protected] Tysons, VA 22182 202-909-6102 klnb.com Richmond Hwy Richmond 6/11/2019 PROPERTY CAPSULE: Retail + Commercial Real Estate iPad Leasing App, Automated Marketing Flyers, Site Plans, & More 1 Mile 3 Miles 5 Miles 19,273 115,720 280,132 Richmond Highway (Route 1) & Arlington6,689 Drive43,290 Alexandria,115,935 VA 22306 $57,205 $93,128 $103,083 MT VERNON SQUARE Fairfax County DEMOGRAPHICS | 2018: 1-MILE 3-MILE 5-MILE Population 19,273 115,720 280,132 Daytime Population 15,868 81,238 269,157 Households 6,689 43,290 15,935 Average HH Income SITE $84,518 $127,286 $137,003 CLICK TO DOWNLOAD DEMOGRAPHIC REPORT 1 MILE TRAFFIC COUNTS | 2019: Richmond Hwy (Route 1) Arlington Dr. 53,000 ADT 3 MILE 5 MILE LOCATION & DEMOGRAPHICS Jake Levin 8065 Leesburg Pike, Suite 700 [email protected] Tysons, VA 22182 202-909-6102 klnb.com https://maps.propertycapsule.com/map/print 1/2 Richmond Highway (Route 1) & Arlington Drive -
SOCIAL CLASS in AMERICA TRANSCRIPT – FULL Version
PEOPLE LIKE US: SOCIAL CLASS IN AMERICA TRANSCRIPT – FULL Version Photo of man on porch dressed in white tank top and plaid shorts MAN: He looks lower class, definitely. And if he’s not, then he’s certainly trying to look lower class. WOMAN: Um, blue collar, yeah, plaid shorts. MAN: Lower middle class, something about the screen door behind him. WOMAN ON RIGHT, BROWN HAIR: Pitiful! WOMAN ON LEFT, BLOND HAIR, SUNGLASSES: Lower class. BLACK WOMAN, STANDING WITH WHITE MAN IN MALL: I mean, look how high his pants are up–my god! Wait a minute–I’m sorry, no offense. Something he would do. Photo of slightly older couple. Man is dressed in crisp white shirt, woman in sleeveless navy turtle neck with pearl necklace. WOMAN: Upper class. MAN: Yeah, definitely. WOMAN: Oh yeah. WOMAN: He look like he the CEO of some business. OLD WOMAN: The country club set- picture of smugness. GUY ON STREET: The stereotypical “my family was rich, I got the money after they died, now we’re happily ever after.” They don’t really look that happy though. Montage of images: the living situations of different social classes Song: “When you wish upon a star, makes no difference who you are. Anything your heart desires will come to you. If your heart is in your dream, no request is too extreme.” People Like Us – Transcript - page 2 R. COURI HAY, society columnist: It’s basically against the American principle to belong to a class. So, naturally Americans have a really hard time talking about the class system, because they really don’t want to admit that the class system exists. -
History of the Prom Istory of the Prom
HHHistoryHistory of the Prom (difference between a formal and a prom) There’s lots of speculation and myth about where the phenomenon started and what it’s really supposed to be. Both Australian and American culture and society originated in Britain. It goes to follow that many of the traditions and social experiences we retain today were handed down from there. In Victorian and Edwardian culture, it was customary for families of higher society to send their 16 year old daughters to finishing school. This is where they would learn to walk, talk, dance and behave like a lady. Upon completion, they would be presented to the wider community as a group in a special function known as the “Debut”. A debutante is a girl making her “Debut” or otherwise being presented to society as a new lady for the first time. The purpose of the debut (or Deb Ball as it’s known today) was to present eligible girls to young and wealthy bachelors for the purpose of matchmaking for society marriages. The debutante girls would wear white gowns, which looked almost like bridal gowns, and be escorted by formally dressed boys, all in the same tuxedos. These were usually boys considered too young to marry but able to show off the girls well enough. They would form a huge circle and the debutantes, with escorts, would promenade around the circle, almost as if they were models on a catwalk. With any luck, a debutante would catch the eye of a wealthy bachelor watching from the audience and the courtship may begin thereafter. -
7 August 2020 1 History 499 (Spring 2021) Senior Research Seminar On
History 499 (Spring 2021) Senior Research Seminar on “The Founders: Past and Present” George D. Oberle III, Ph.D. Assistant Professor (Term) Department of History and Art History and History Librarian University Libraries Email: [email protected] Office hours: Monday 4:00 p.m.-6:00 p.m. or by appointment. Class meets on Monday 7:20 p.m-10:00 p.m. via zoom. (see linK in BlacKboard) This course is the capstone of the History major. Students are required to produce a substantial research paper based on their reading of primary and secondary sources focused on the ongoing legacy of our University’s namesake, George Mason, to the region and our nation. As such, the course is broadly defined to allow students to select topics from the colonial era through the modern era. Students may focus on local history, political or military topics of their choice or on subjects relating to women, slavery, education, religion, or culture more generally. After completing some readings about George Mason and the generation of the “Founders,” students, with the assistance of the instructor, will focus their attention on the various stages of researching and writing the research paper. In other words, this seminar offers you the opportunity to pull together the results of your educational experience by demonstrating mastery of research, analytical, and communication skills by applying those skills to a particular historical project. This course also counts toward the writing- intensive requirement for the History major. History 499 is: *RS-Designated course: This class is designated as a Research and Scholarship Intensive Course, which means that students are given the opportunity to actively participate in the process of scholarship. -
Jennifer Jones 17
The Journal of the European Association of Studies on Australia, Vol.3. No.1 2012, ISSN 2013-6897 under the auspices of Coolabah Observatori: Centre d’Estudis Australians, Australian Studies Centre, Universitat de Barcelona Dancing with the Prime Minister Jennifer Jones Copyright © Jennifer Jones 2012. This text may be archived and redistributed both in electronic form and in hard copy, provided that the author and journal are properly cited and no fee is charged Abstract: When Ruby Langford Ginibi and her daughter Pearl prepared for the Foundation for Aboriginal Affairs Debutante Ball in 1968, they contributed to development of a significant new expression of Aboriginal identity and community belonging. Debutante balls were traditionally staged as a rite of passage that introduced a select group of young ladies to British high society. They went into decline in the UK in the late 1950s, under pressure from anti-establishment and sexual revolutions. The tradition remained popular in Australia, as the debutante ball had developed important status as fundraising events for local organisations. This article examines the history of Aboriginal girls ‘coming out’ at a debutante ball. While the inclusion of Aboriginal girls in debutante balls was encouraged as a means to achieve assimilation, proud celebration at all-Aboriginal events provoked controversy. Ruby Langford Ginibi’s reflection upon her daughter’s dance with the Australian Prime Minister at the 1968 Foundation for Aboriginal Affairs Debutante Ball is instructive. It explains how an exclusive, sexist British ritual has been transformed into a vital, inclusive Aboriginal rite of passage and challenges non-Aboriginal readers to re-evaluate their assessment of the tradition. -
The Development of Femininity and Womanhood in the Veiled Prophet Debutante Ball of St. Louis, Missouri: a Critical Analysis
Chambers 1 The Development of Femininity and Womanhood in the Veiled Prophet Debutante Ball of St. Louis, Missouri: A Critical Analysis Nora Chambers Senior Honors Thesis, Women’s Studies, 2010 - 2011 Advisors: Sarah Pinto and Carol Flynn Chambers 2 Acknowledgements I would like to thank my advisors, Sarah Pinto and Carol Flynn, for their support with this project. Professor Pinto, this thesis would not have happened without you. Thank you so much for your insightful comments and ideas, your dedication and for your excitement about this project. Professor Flynn, thank you so much for agreeing to be my second reader, you don’t know how much I appreciate it. A big thank you goes out to Claire Schub for her never-ending support and her interest in my success with this. Obviously, this project would not be what it is without my interviewees. Thanks to you all for being willing to help me out, and for your openness and candidness. Lastly, a big thanks to my friends, for their endless questions about this project, their encouragement of my ideas and their support when things got tough! Chambers 3 I. Introduction “I know people talk in terms of rite of passage. But that bow to the guy in the pointy hat was obeisance.” - Lucy Ferriss, 1972 debutante and author of “Unveiling the Prophet: The Misadventures of a Reluctant Debutante.1” “The Veiled Prophet was always an old white corporate guy who wore robes and covered his noggin with a funny-looking crowned veil. But nobody laughed at this getup. Young society women in white dresses actually had to bow down before him. -
Descendants of ROBERT FRENCH I 1 Generation No. 1 1. ROBERT1
Descendants of ROBERT FRENCH I Generation No. 1 1. ROBERT1 FRENCH I was born in PERSHORE, WORCESTERSHIRE, ENGLAND. Child of ROBERT FRENCH I is: 2. i. ROBERT2 FRENCH II, b. PERSHORE, WORCESTERSHIRE, ENGLAND. Generation No. 2 2. ROBERT2 FRENCH II (ROBERT1) was born in PERSHORE, WORCESTERSHIRE, ENGLAND. He married MARGARET CHADWELL. Child of ROBERT FRENCH and MARGARET CHADWELL is: 3. i. EDWARD3 FRENCH, b. cir 1540, PERSHORE, WORCESTERSHIRE, ENGLAND. Generation No. 3 3. EDWARD3 FRENCH (ROBERT2, ROBERT1) was born cir 1540 in PERSHORE, WORCESTERSHIRE, ENGLAND. He married SUSAN SAVAGE cir 1570. She was born cir 1550 in ENGLAND. More About EDWARD FRENCH: Residence: OF PERSHORE More About EDWARD FRENCH and SUSAN SAVAGE: Marriage: cir 1570 Children of EDWARD FRENCH and SUSAN SAVAGE are: 4. i. DENNIS4 FRENCH, b. cir 1585, PERSHORE, WORCESTERSHIRE, ENGLAND; d. PERSHORE, WORCESTERSHIRE, ENGLAND. ii. WILLIAM FRENCH. 5. iii. GEORGE FRENCH I, b. cir 1570, ENGLAND; d. cir 1647. Generation No. 4 4. DENNIS4 FRENCH (EDWARD3, ROBERT2, ROBERT1) was born cir 1585 in PERSHORE, WORCESTERSHIRE, ENGLAND, and died in PERSHORE, WORCESTERSHIRE, ENGLAND. Child of DENNIS FRENCH is: 1 Descendants of ROBERT FRENCH I 6. i. ANN5 FRENCH, b. cir 1610, ENGLAND; d. 1674, ENGLAND. 5. GEORGE4 FRENCH I (EDWARD3, ROBERT2, ROBERT1) was born cir 1570 in ENGLAND, and died cir 1647. He married CECILY GRAY. She was born cir 1575 in ENGLAND. Child of GEORGE FRENCH and CECILY GRAY is: i. GEORGE5 FRENCH II, d. 1658; m. GRACE BAUGH; d. 1660. Generation No. 5 6. ANN5 FRENCH (DENNIS4, EDWARD3, ROBERT2, ROBERT1) was born cir 1610 in ENGLAND, and died 1674 in ENGLAND. -
Madelines Rescue Pdf, Epub, Ebook
MADELINES RESCUE PDF, EPUB, EBOOK Bemelmans Ludwig | 64 pages | 22 Nov 2007 | Penguin Putnam Inc | 9780140566512 | English | New York, NY, United States Madelines Rescue PDF Book He is most noted today for his Madeline books, six of which were published from Video Audio icon An illustration of an audio speaker. The first drawing of the girls fighting over who would get to sleep with the dog; Madeline looking out the window onto darkened Paris streets wishing for the dog Genevieve to return; and the entire sequence of the girls and Ms. More filters. Miss Clavel shines here, taking care of the girls' needs ahead of the commands of the out of touch trustees. I One of the few Caldecott winners that I actually read quite a bit as a child. Clavel quickly defuses it by announcing that should there be another fight over Genevieve, she will be given away. Download for print-disabled. So for that, 3 stars. Advanced Search Links. The pages with paintings are very well done, but the line art on the alternating pages looks sloppy to me. Help Learn to edit Community portal Recent changes Upload file. Ludwig Bemelmans was a painter, illustrator, and writer for both children and adults. But all is not well for Miss Clavel, since the twelve little girls all want a dog like Genevieve. In the original special, Madeline's Rescue , Cucuface steals Genevieve causing Miss Clavel and the girls to look for her in vain. Madeline's Rescue is a children's picture book by Ludwig Bemelmans , the second in the Madeline series. -
ELEMENTS of LESSON DESIGN Madeline Hunter Meets Direct Explicit Instruction and Gradual Release of Responsibility
Professional Learning Community ELEMENTS OF LESSON DESIGN Madeline Hunter meets Direct Explicit Instruction and Gradual Release of Responsibility Element Description Objective (Learning Target, What, specifically, should the student be able to do, understand, and care goals) and Purpose about as a result of learning. *Rooted in Content • The teacher should have a clear idea of what the learning objective is for Standards each lesson. *Targeted and narrow in • The objective is rooted in the content standards and is appropriately difficult Focus for students. Note: Content standards are complex and several learning *Sufficiently challenging targets may be embedded in any single standard. without being overly • Teachers must also be clear on what standards of performance are to be difficult expected and when and how students will be held accountable for what is *understood by all expected. students • The objective should be the same for each student; however, how students are taught, scaffolds applied to draw connections, materials used and activities structured may be differentiated to meet the needs of various students. • Not only do students learn more effectively when they know what they’re supposed to be learning, how their learning will be measured, and why that learning is important to them, but teachers teach more effectively when they have that same information. Anticipatory Set or The Anticipatory Set or Orientation serves to put students into a receptive Orientation frame of mind. *Students actively • An introduction, model, example, question, key vocabulary term or activity participate engages students and focus on the objective/learning target. *Relevant to the learning • The “set” may draw upon students’ prior knowledge regarding a skill or objective concept, previous experience or universal understanding in connecting them *Tap into experience or to what is to be learned. -
MADELINE Ludwig Bemelmans
MADELINE Ludwig Bemelmans A Study Guide Written by Garrett Christopher MADELINE TABLE OF CONTENTS For the Teacher. 1 Suggestions For Using Activities . 1 - 2 Synopsis . 3 Author / Illustrator Information . 3 Pre-Reading Activities . 4 Word Study . 5 Understanding the Story . 6 - 7 Understanding Pictures . 8 Story Frame . 9 Extension Activity. 10 - 13 Follow-Up Activities . 14 Suggestions For Further Reading . 15 Answer Key. 16 Notes . 17 Little Novel-Ties® are printed on recycled paper. The purchase of this study guide entitles an individual teacher to reproduce pages for use in a classroom. Reproduction for use in an entire school or school system or for commercial use is prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal or retrieval of this work is prohibited without written permission from the publisher. Copyright © 1992 by LEARNING LINKS MADELINE For the Teacher This reproducible Little Novel-Ties study guide consists of activities to use in conjunction with the book Madeline. The picture book and its corresponding guide can become an important element in your whole language reading program. The guide contains a synopsis; background information on the author and illustrator; suggested pre-reading activities; exercises that focus on vocabulary; visual literacy, story comprehension, and critical thinking skills; and extension activities that link the story to other curriculum areas. Suggestions For Using Activities Pre-Reading Activities – Before You Read These activities are designed to activate children’s prior knowledge and build concepts or background information. They will motivate children to read and help them to understand the story better. Children can discuss answers to the questions with a partner, in a small cooperative learning group or with the entire class. -
Fairfax County Park Authority Board Agenda
FAIRFAX COUNTY PARK AUTHORITY BOARD AGENDA May 27, 2020 5:00 PM Electronic Meeting ADMINISTRATIVE ITEMS (CW) ADMIN-1 Adoption of Minutes – April 29, 2020, Park Authority Board Meeting ACTION ITEMS (CW) A-1 Request to Use the Revenue and Operating Fund Stabilization Reserve (CW) A-2 Approval - Transfer FY 2020 Telecommunications Revenue from the Park Improvement Fund, Fund 800-C80300 to the Park Revenue and Operating Fund, Fund 800-C80000 and Expand the Use of the Park Revenue Capital Sinking Fund in Fund 800-C80300 to Include Operating Expenses to Cover Unplanned/Emergency Situations (D) A-3 Scope Approval – Colvin Run Mill – Wheel & Flume Replacement INFORMATION ITEMS (CW) I-1 COVID-19 RECenter Reopening Model (with presentation) (CW) I-2 FY 2020 Third Quarter Budget Review, Fund 10001, General Fund (with presentation) (CW) I-3 FY 2020 Third Quarter Budget Review, Fund 80000, Revenue and Operating Fund (with presentation) CLOSED SESSION ADJOURNMENT If ADA accommodations are needed, please call (703) 324-8563. TTY (703) 803-3354 703-324-8700 TTY: 703-803-3354 Online: www.fairfaxcounty.gov/parks e-mail:[email protected] Board Agenda Item May 27, 2020 ADMINISTRATIVE – 1 Adoption of Minutes – April 29, 2020, Park Authority Board Meeting ISSUE: Adoption of the minutes of the April 29, 2020, Park Authority Board meeting. RECOMMENDATION: The Park Authority Executive Director recommends adoption of the minutes of the April 29, 2020, Park Authority Board meeting. TIMING: Board action is requested on May 27, 2020. FISCAL IMPACT: None ENCLOSED DOCUMENTS: Attachment 1: Minutes of the April 29, 2020, Park Authority Board Meeting STAFF: Kirk W. -
Mount Vernon Woods Park Master Plan Revision
MOUNT VERNON WOODS PARK MASTER PLAN REVISION MOUNT VERNON WOODS PARK Master Plan Revision December 16, 2015 Fairfax County Park Authority Page MOUNT VERNON WOODS PARK MASTER PLAN REVISION ACKNOWLEDGEMENTS FAIRFAX COUNTY PARK AUTHORITY BOARD William G. Bouie, Chairman, Hunter Mill District Ken Quincy, Vice Chairman, Providence District Harold L. Strickland, Treasurer, Sully District Walter Alcorn, At-Large Member Edward R. Batten, Sr., Lee District Mary Cortina, At-Large Member Linwood Gorham, Mount Vernon District Faisal Khan, At-Large Member Michael Thompson, Jr., Springfield District Frank S. Vajda, Mason District Anthony J. Vellucci, Braddock District Grace Han Wolf, Dranesville District SENIOR STAFF Kirk W. Kincannon, CPRP, Director Sara Baldwin, Deputy Director/Chief Operating Officer Aimee Long Vosper, Deputy Director/Chief of Business Development David Bowden, Director, Planning & Development Division Barbara Nugent, Director, Park Services Division Cindy Walsh, Director, Resource Management Division Todd Johnson, Director, Park Operations Division Judith Pedersen, Public Information Officer PROJECT TEAM Andrea Dorlester, AICP, Project Manager, Park Planning Branch, PDD Sandy Stallman, AICP, Manager, Park Planning Branch, PDD Andy Galusha, Park Planner, Park Planning Branch, PDD Philip Hager, Area 3 Manager, POD Karen Lindquist, Historic Preservation Program Coordinator, RMD Kristin Sinclair, Natural Resource Specialist, RMD Lloyd Tucker, Region 1 Manager, Department of Neighborhood and Community Services Samantha Wangsgard, Urban