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Plusinside Senti18 Cmufilmfest15
Pittsburgh Opera stages one of the great war horses 12 PLUSINSIDE SENTI 18 CMU FILM FEST 15 ‘BLOODLINE’ 23 WE-2 +=??B/<C(@ +,B?*(2.)??) & THURSDAY, MARCH 19, 2015 & WWW.POST-GAZETTE.COM Weekend Editor: Scott Mervis How to get listed in the Weekend Guide: Information should be sent to us two weeks prior to publication. [email protected] Send a press release, letter or flier that includes the type of event, date, address, time and phone num- Associate Editor: Karen Carlin ber of venue to: Weekend Guide, Pittsburgh Post-Gazette, 34 Blvd. of the Allies, Pittsburgh 15222. Or fax THE HOT LIST [email protected] to: 412-263-1313. Sorry, we can’t take listings by phone. Email: [email protected] If you cannot send your event two weeks before publication or have late material to submit, you can post Cover design by Dan Marsula your information directly to the Post-Gazette website at http://events.post-gazette.com. » 10 Music » 14 On the Stage » 15 On Film » 18 On the Table » 23 On the Tube Jeff Mattson of Dark Star City Theatre presents the Review of “Master Review of Senti; Munch Rob Owen reviews the new Orchestra gets on board for comedy “Oblivion” by Carly Builder,”opening CMU’s film goes to Circolo. Netflix drama “Bloodline.” the annual D-Jam show. Mensch. festival; festival schedule. ALL WEEKEND SUNDAY Baroque Coffee House Big Trace Johann Sebastian Bach used to spend his Friday evenings Trace Adkins, who has done many a gig opening for Toby at Zimmermann’s Coffee House in Leipzig, Germany, where he Keith, headlines the Palace Theatre in Greensburg Sunday. -
A Finding Aid to the Ellen Hale and Hale Family Papers in the Archives of American Art
A Finding Aid to the Ellen Hale and Hale Family Papers in the Archives of American Art Judy Ng Processing of this collection was funded by the Terra Foundation for American Art 2013 August 26 Archives of American Art 750 9th Street, NW Victor Building, Suite 2200 Washington, D.C. 20001 https://www.aaa.si.edu/services/questions https://www.aaa.si.edu/ Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Biographical / Historical.................................................................................................... 2 Scope and Contents........................................................................................................ 3 Arrangement..................................................................................................................... 3 Names and Subjects ...................................................................................................... 4 Container Listing ............................................................................................................. 5 Series 1: Biographical Materials, circa 1875-1925................................................... 5 Series 2: Correspondence, circa 1861-1951............................................................ 6 Series 3: Writings, 1878-1933................................................................................. -
Margaret Becker Seabee Battalion Repairs Eroding Cliffline
March 25, 2021 Volume 31, Issue 6 U.S. Naval Activities Spain No Mother Left Seabee Battalion DGF Senior Selected Behind: Margaret Repairs Eroding as Navy Finalist in Becker Cliffline Military Child of the Page 4 Page 12 Year Award Page 18 2 March 25, 2021 | COASTLINE Leadership Corner A Message from the Installation Safety Officer COASTLINE STAFF First of all, safely. That text or phone call can wait until you get to your I would like to destination and are safely stopped and parked. Thanks! Commanding Officer recognize the Our safety focus this year has been on risk identification, Capt. David S. Baird Naval Station risk assessment and risk reduction and will continue to be our Executive Officer (NAVSTA) focus moving forward. Annual risk assessments (RA) are the Cmdr. Justin Canfield Rota Safety cornerstone of a sound safety program. The RAs are what Department who drive the services we provide to you, our customers, based Command Master Chief CMDCM Kimberly Ferguson works tirelessly on the hazards and risks you are exposed to while performing each and every your important job tasks in support of our warfighting team. Public Affairs Officer day to ensure There are currently seven safety professionals in the Lt. Lyndsi Gutierrez we are providing department but we cannot be everywhere and see everything, [email protected] 727-1680 Team Rota with especially during reduced manning due to COVID. This is why the most current, we must rely on you, the members of Team Rota, to help us as Deputy Public Affairs Officer timely and our eyes and ears. -
Gypsum in California
TN 2.4 C3 A3 i<o3 HK STATE OP CAlIFOa!lTA DEPARTMENT OF NATURAL RESOURCES msmtBmmmmmmmmmaam GYPSUM IN CALIFORNIA BULLETIN 163 1952 aou DIVl^ON OF MNES fZBar SDODSia sxh lasncisco ^"^^^^^nBM^^MMa^HBi«iaMa«NnMaMHBaaHB^HaHaa^^HHMi«nfl^HaMHiBHHHMauuHJin««aHiav^aMaHHaHHB«auKaiaMi^^M«ni^Maai^iMMWi^iM^ THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA DAVIS STATE OF CALIFORNIA EARL WARREN, Governor DEPARTMENT OF NATURAL RESOURCES WARREN T. HANNUM, Director DIVISION OF MINES FERRY BUILDING, SAN FRANCISCO 11 OLAF P. JENKINS, Chief San Francisco BULLETIN 163 September 1952 GYPSUM IN CALIFORNIA By WILLIAM E. VER PLANCK LIBRARY UNTXERollY OF CAUFC^NIA DAVIS LETTER OF TRANSMITTAL To IIlS EXCELLKNCY, TlIK IIONORAHLE EauL AVaRREN Governor of the State of California Dear Sir: I have the lionor to transmit herewitli liuUetiii 163, Gyj)- sinn in California, prepared under tlie direetion of Ohif P. Jenkins, Chief of the Division of ]\Iines. Gypsum represents one of the important non- metallic mineral commodities of California. It serves particularly two of California's most important industries, aprieulture and construction. In Bulletin 163 the author, W. p]. Xev Phinek, a member of the staff of the Division of Mines, has prepared a comprehensive treatise cover- ing all phases of the subject : history of the industry, geologic occurrence and origin of tlie minoi-al, mining, i)rocessing and marketing of the com- modity. Specific g3'psum i)roperties Avere examined and mapped. The report is profusely illustrated by maps, charts and photographs. In the preparation of the report it was necessary for the author to make field investigations, laboratory and library studies, and to determine how the mineral is used in industry as Avell as how it occurs in nature and how it is mined. -
Description, Narrative, and Reflection
EmpoWord: A Student-Centered Anthology & Handbook for College Writers Part One: Description, Narrative, and Reflection Author: Shane Abrams, Portland State University This chapter is licensed with a Creative Commons Attribution-NonCommercial 4.0 International License Download this book free at: https://pdxscholar.library.pdx.edu/pdxopen/20/ Part One: Description, Narration, and Reflection 55 Section Introduction: Description, Narration, and Reflection Chapter Vocabulary Vocabulary Definition a rhetorical mode that emphasizes eye-catching, specific, and vivid description portrayal of a subject. Often integrates imagery and thick description to this end. a rhetorical mode involving the construction and relation of stories. narration Typically integrates description as a technique. a rhetorical gesture by which an author looks back, through the diegetic gap, to demonstrate knowledge or understanding gained from the subject on which they are reflecting. May also include consideration of reflection the impact of that past subject on the author’s future—“Looking back in order to look forward.” the circumstances in which rhetoric is produced, understood using the constituent elements of subject, occasion, audience, and purpose. Each element of the rhetorical situation carries assumptions and imperatives rhetorical situation about the kind of rhetoric that will be well received. Rhetorical situation will also influence mode and medium. Storytelling is one of few rituals that permeates all cultures. Indeed, there’s nothing quite as satisfying as a well-told story. But what exactly makes for a well-told story? Of course, the answer to that question depends on your rhetorical situation: your audience, your sociohistorical position, and your purpose will determine how you tell your story. -
In Summit Has Been Summer Play Program Followed by K
City of Summit y /" Summit Diamond Jubilee Year Jubilee Year 1899-1974. SUMMIT 9 - 1974 Eptered as Second Class Matter at the Post Office .it Summit, N.J. 07901. Under the Act of Mach 8, 1879 VOL. 87. No. 9 273-4000 Second Clan Postage Paid at Summit, N.J. Thursday, July 11, 1974 S6 a year Morris Ave.—Weaver St. Area Chosen for New Housing Site by Anne Plant three acres of land is the housing. The authority's troversy, often marked by The owners of record for property is currently zoned The corner of Weaver site the Housing Authority decision, which came rancor and bitterness, is the lots in question are R-15, the authority said the street and Morris avenue, has chosen for the location Tuesday night after a nine- being forwarded to the John Lager and Samuel proposal, if accepted, encompassing more than of 50 units of low-income month prolonged con- Common Council. Balish. Although the would conform to the requirements for the multi- family zone. By the terms of a 1968 cooperation Answers Sought agreement, the city of Summit can waive zoning and building code requirements to permit the By Rights Unit authority to proceed with its plans. The Civil Rights Com- will be scheduled for the mission Monday night took week of July 22. Several months ago, the action on three topics A list of 12 grievances has council pledged that no before it, including been presented to the com- decision would become employment practices at mission on behalf of final until a public hearing Overlook Hospital and the employees at the Hotel is held. -
Ferdinand the Bull
Ferdinand The Bull Educator Study & Performance Guide Table of Contents Table of Contents 2 About the guide, Inspiration behind the ballet, Credits 3 Standards Met by viewing Nashville Ballet’s Ferdinand the Bull 4 Pre Performance Discussion and Topics and Research 5-6 During the performance observations 7 Post Performance Reflection 8 Classroom Activities Speak Like a Matador - Literacy 9 Class Guided Tour – Literacy 10 Ferdinand’s Flower Garden – Literacy and Science 11 Ferdinand’s Flowers and Friends – Literacy and Science 11 Create Your Own Funny Hat- Visual Art 12 Become a Young Picasso – Visual Art 13 Become the Rhythm – Music 14 2 About the Ferdinand The Bull Educator Guide This guide is designed to enhance your performance experience by connecting our presentation to the classroom. You will find pre- and post- performance discussion topics designed to guide students as they watch the performance and later interpret it for themselves. You will also find suggested lesson plans and activities that meet the academic standards set forth by the State of Tennessee. Each of these lesson plans can be modified as you see fit to accommodate students, pre-K to 5th grade. We hope you find this guide helpful in creating a well-rounded experience for you and your students, and, more importantly, we hope it begins to create and foster a lifelong passion and enthusiasm for the arts for your students. The Inspiration Behind Nashville Ballet’s Ferdinand The Bull Nashville Ballet’s Ferdinand The Bull is inspired by The Story of Ferdinand, the heartwarming tale of a mild mannered Spanish fighting bull who would much rather sit peacefully and smell wild flowers than fight with the other bulls. -
In 193X, Constance Rourke's Book American Humor Was Reviewed In
OUR LIVELY ARTS: AMERICAN CULTURE AS THEATRICAL CULTURE, 1922-1931 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jennifer Schlueter, M.A. ***** The Ohio State University 2007 Dissertation Committee: Approved by Professor Thomas Postlewait, Adviser Professor Lesley Ferris Adviser Associate Professor Alan Woods Graduate Program in Theatre Copyright by Jennifer Schlueter c. 2007 ABSTRACT In the first decades of the twentieth century, critics like H.L. Mencken and Van Wyck Brooks vociferously expounded a deep and profound disenchantment with American art and culture. At a time when American popular entertainments were expanding exponentially, and at a time when European high modernism was in full flower, American culture appeared to these critics to be at best a quagmire of philistinism and at worst an oxymoron. Today there is still general agreement that American arts “came of age” or “arrived” in the 1920s, thanks in part to this flogging criticism, but also because of the powerful influence of European modernism. Yet, this assessment was not, at the time, unanimous, and its conclusions should not, I argue, be taken as foregone. In this dissertation, I present crucial case studies of Constance Rourke (1885-1941) and Gilbert Seldes (1893-1970), two astute but understudied cultural critics who saw the same popular culture denigrated by Brooks or Mencken as vibrant evidence of exactly the modern American culture they were seeking. In their writings of the 1920s and 1930s, Rourke and Seldes argued that our “lively arts” (Seldes’ formulation) of performance—vaudeville, minstrelsy, burlesque, jazz, radio, and film—contained both the roots of our own unique culture as well as the seeds of a burgeoning modernism. -
Class-12-English.Pdf
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The Story of Ferdinand by Munro Leaf Questions for Socratic Discussion by Adam and Missy Andrews
The Story of Ferdinand by Munro Leaf Questions for Socratic Discussion by Adam and Missy Andrews © 2006, The Center for Literary Education 3350 Beck Road Rice, WA 99167 (509) 738-6837 [email protected] www.centerforlit.com Contents Introduction 1 Questions about Context 3 Questions about Structure: Conflict and Plot 4 Questions about Structure: Setting 6 Questions about Structure: Characters 6 Questions about Structure: Theme 7 Story Chart 8 Introduction This teacher guide is intended to assist the teacher or parent in conducting meaningful discussions of literature in the classroom or home school. Questions and answers follow the pattern presented in Teaching the Classics , the Center for Literary Education’s two day literature seminar. Though the concepts underlying this approach to literary analysis are explained in detail in that seminar, the following brief summary presents the basic principles upon which this guide is based. The Teaching the Classics approach to literary analysis and interpretation is built around three unique ideas which, when combined, produce a powerful instrument for understanding and teaching literature: First: All works of fiction share the same basic elements — Context, Structure, and Style . A literature lesson that helps the student identify these elements in a story prepares him for meaningful discussion of the story’s themes. Context encompasses all of the details of time and place surrounding the writing of a story, including the personal life of the author as well as historical events that shaped the author’s world. Structure includes the essential building blocks that make up a story, and that all stories have in common: Conflict, Plot (which includes exposition , rising action , climax , denouement , and conclusion ), Setting, Characters and Theme. -
The Eagle 1950 (Lent)
-� 390 THE EAGLE Ward, D. C. , Kingston Grammar School, for History (Mullinger Exhibition). Bacliliouse, D. R., Blackburn Grammar School, for Modern Languages. Morris, G., Manchester Grammar School, for Modern Languages. Dodds, R. H., Sedbergh School, for Modern Languages. Bray, D. Stockport Grammar School, for English. THE EAGLE Hallam, A., Gateway ].,Secondary School, Leicester, for Geography. Gurney, H. A., Yeovil School, for the General Examination. Major Scholarship fo r Music: � :;Wagazine Gwilt, D. W., Sedbergh School. SUPPORTED BY MEMBERS OF CLOSE EXHIBITIONS AND CHORAL STUDENTSHIPS, John's College 1951 Sf Close Exhibitions: Baker: Lowe, D., Durham School. Dolman: Muir, R. K., Pocklington School. Lupton and Hebblethwaite: Bromley, W. J., Sedbergh School. Munsteven: Crisp, R., The King's School, Peterborough. Somerset (March): Dunn, G. D., Hereford Cathedral School. Somerset (Wootton Rivers): Shelley, B. L., Marlborough Grammar School. Vidal: Wilson, J. M., Exeter School. Choral Studentships: Harman, M. P., Fitzwilliam House. Perry, D. J., Cranbrook School. Prince, J., Queen Elizabeth's School, Crediton. Scott, C. G., Haileybury College. St. Joh. St;, Joh. Coil. Goll. Llb. Lib, Carob. Camb, VOLUME LIV, No. 236 PRINTED AT THE UNIVERSITY PRESS • FOR SUBS CRIBERS ONLY MCMXLIX -to,.,' ',L" ... " CONTENTS Henry Jessey PAGE I ikfater 1)010rosa 7 Psalm . 7 The Professor 8 Little Poem 8 Nashe's Verses from Ecclesiastt'cus 9 On Writing an Essay . 15 Some Neglected Johnian Poets 17 All contributions should be sent to the Editors of The Eagle, In a Strange Land 22 clo The College Office, 8t John's College. Light . 27 The Editors will welcome assistance in making the College On First Coming to England 30 Notes as complete a record as possible of the careers of Four Poems 35 members of the College. -
Houghtful Ooks
GRADES houghtful 2+ ooks Madison Moffatt A Teacher’s Guide to TheThe StoryStory ofof FerdinandFerdinand by Munro Leaf Social y Responsibilit Literac Series Editor Mary Abbott y Author Kirsten Lintott Note to parents and teachers The Thoughtful Books Series makes use of exemplary children’s literature to help young readers learn to read critically and to thoughtfully consider ethical matters. Critical thinkers rely on inquisitive attitudes, utilize thinking strategies, access background knowledge, understand thinking vocabulary, and apply relevant criteria when making thoughtful decisions. We refer to these attributes as intellectual tools. Each resource in this series features specific intellectual tools supporting literacy development and ethical deliberation. Teachers and parents can introduce the tools using the suggested activities in this resource, and then support learners in applying the tools in various situations overtime, until children use them independently, selectively, and naturally. Reading as thinking Reading is more than decoding words. It is the active process of constructing meaning. Good readers understand this process as engagement in critical thinking. They employ specific literacy competencies as they engage with text, create meaning from text, and extend their thinking beyond text. The activities in this booklet help develop the following literacy competencies: • Accessing background knowledge: Good readers draw on what they already know to establish a foun- dation for approaching new texts. In this case, the initial context of the story is bullfighting. Students discuss what they know about bullfighting in preparation for reading. • Reading with a purpose: Good readers are clear about why they are reading a text, either by bringing a specific objective to their reading or by anticipating the author’s objectives.