Social Heroes and Value-Oriented Challenges to Authority
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Myth, Metatext, Continuity and Cataclysm in Dc Comics’ Crisis on Infinite Earths
WORLDS WILL LIVE, WORLDS WILL DIE: MYTH, METATEXT, CONTINUITY AND CATACLYSM IN DC COMICS’ CRISIS ON INFINITE EARTHS Adam C. Murdough A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2006 Committee: Angela Nelson, Advisor Marilyn Motz Jeremy Wallach ii ABSTRACT Angela Nelson, Advisor In 1985-86, DC Comics launched an extensive campaign to revamp and revise its most important superhero characters for a new era. In many cases, this involved streamlining, retouching, or completely overhauling the characters’ fictional back-stories, while similarly renovating the shared fictional context in which their adventures take place, “the DC Universe.” To accomplish this act of revisionist history, DC resorted to a text-based performative gesture, Crisis on Infinite Earths. This thesis analyzes the impact of this singular text and the phenomena it inspired on the comic-book industry and the DC Comics fan community. The first chapter explains the nature and importance of the convention of “continuity” (i.e., intertextual diegetic storytelling, unfolding progressively over time) in superhero comics, identifying superhero fans’ attachment to continuity as a source of reading pleasure and cultural expressivity as the key factor informing the creation of the Crisis on Infinite Earths text. The second chapter consists of an eschatological reading of the text itself, in which it is argued that Crisis on Infinite Earths combines self-reflexive metafiction with the ideologically inflected symbolic language of apocalypse myth to provide DC Comics fans with a textual "rite of transition," to win their acceptance for DC’s mid-1980s project of self- rehistoricization and renewal. -
Leaders and Heroes: Modern Day Archetypes Sophon Shadraconis Claremont Graduate University, [email protected]
LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University Volume 3 | Issue 1 Article 15 2013 Leaders and Heroes: Modern Day Archetypes Sophon Shadraconis Claremont Graduate University, [email protected] Follow this and additional works at: http://scholarship.claremont.edu/lux Part of the Business Commons, and the Social and Behavioral Sciences Commons Recommended Citation Shadraconis, Sophon (2013) "Leaders and Heroes: Modern Day Archetypes," LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University: Vol. 3: Iss. 1, Article 15. Available at: http://scholarship.claremont.edu/lux/vol3/iss1/15 Shadraconis: Leaders and Heroes: Modern Day Archetypes Shadraconis 1 Leaders and Heroes: Modern Day Archetypes Sophon Shadraconis Claremont Graduate University Abstract This paper explores the salience of archetypes through modern day idealization of leaders as heroes. The body of research in evolutionary psychology and ethology provide support for archetypal theory and the influence of archetypes (Hart & Brady, 2005; Maloney, 1999). Our idealized self is reflected in archetypes and it is possible that we draw on archetypal themes to compensate for a reduction in meaning in our modern day work life. Archetypal priming can touch a person’s true self and result in increased meaning in life. According to Faber and Mayer (2009), drawing from Jung (1968), an archetype is an, “internal mental model of a typical, generic story character to which an observer might resonate emotionally” (p. 307). Most contemporary researchers maintain that archetypal models are transmitted through culture rather than biology, as Jung originally argued (Faber & Mayer, 2009). Archetypes as mental models can be likened to image schemas, foundational mind/brain structures that are developed during human pre-verbal experience (Merchant, 2009). -
William H. Hall High School
WILLIAM H. HALL HIGH SCHOOL WARRIORS Program of Studies 2016-2017 WILLIAM HALL HIGH SCHOOL 975 North Main Street West Hartford, Connecticut 06117 Phone: 860-232-4561 Fax: 860-236-0366 CENTRAL OFFICE ADMINISTRATION Mr. Thomas Moore – Superintendent Mr. Paul Vicinus - Assistant Superintendent Dr. Andrew Morrow – Assistant Superintendent BOARD OF EDUCATION Dr. Mark Overmyer-Velazquez – Chairperson Ms. Tammy Exum – Vice-Chair Ms Carol A Blanks – Secretary Dr. Cheryl Greenberg Mr. Dave Pauluk Mr. Jay Sarzen Mr. Mark Zydanowicz HALL HIGH SCHOOL ADMINISTRATION Mr. Dan Zittoun – Principal Mr. John Guidry - Assistant Principal Dr. Gretchen Nelson - Assistant Principal Ms. Shelley A. Solomon - Assistant Principal DEPARTMENT SUPERVISORS Mrs. Lucy Cartland – World Languages Mr. Brian Cohen – Career & Technical Education Lisa Daly – Physical Education and Health Mr. Chad Ellis – Social Studies Mr. Tor Fiske – School Counseling Mr. Andrew Mayo – Performing Arts Ms. Pamela Murphy – Visual Arts Dr. Kris Nystrom – English and Reading Mr. Michael Rollins – Science Mrs. Patricia Susla – Math SCHOOL COUNSELORS Mrs. Heather Alix Mr. Ryan Carlson Mrs. Jessica Evans Mrs. Amy Landers Mrs. Christine Mahler Mrs. Samantha Nebiolo Mr. John Suchocki Ms. Amanda Williams 1 Table of Contents Administration ............................................................................................................................................. 1 Table of Contents ....................................................................................................................................... -
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. -
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 -
2017 Heroes of the Storm® Heroes Global Championship Mid-Season Brawl Specific Competition Rules, Terms and Conditions
2017 HEROES OF THE STORM® HEROES GLOBAL CHAMPIONSHIP MID-SEASON BRAWL SPECIFIC COMPETITION RULES, TERMS AND CONDITIONS 1 TABLE OF CONTENT 1. INTRODUCTION ................................................................................................................................... 2 2. MID-SEASON BRAWL TOURNAMENT ............................................................................................. 3 2.1. Acceptance of the Specific Rules. ......................................................................... 3 2.2. Applicability of the Specific Rules. ....................................................................... 4 3. PLAYER ELIGIBILITY REQUIREMENTS .......................................................................................... 4 3.1. Regional Eligibility. ............................................................................................... 5 3.2. Residency Requirements. ....................................................................................... 6 3.3. Minimum Age Requirements. ................................................................................ 7 3.4. Ineligible Players. .................................................................................................. 8 4. TOURNAMENT STRUCTURE ............................................................................................................. 8 4.1. Tournament Date and Location. ............................................................................ 8 4.2. Qualification. ........................................................................................................ -
2017 River Heroes
2017 RIVER HEROES July 2017 Issue A RIVER NETWORK PUBLICATION CLICK ON THE LINKS TO WATCH EACH HERO’S ACCEPTANCE SPEECH. THE RIVER HEROES ISSUERiver Network River Voices 2017 1 IN THIS ISSUE Everyone loves a hero. We love being inspired by their passion, spirit, and resolve. We love celebrating their success, being moved to tears, and infected by laughter. When I attended my first River Rally, I was deeply moved by caliber of work taking place across the United States, by the positive and inclusive nature of the conference, and by the deeply moving and inspirational stories of people HEADQUARTERS making extraordinary contributions to a brighter future for our rivers and our P.O. Box 21387 communities. I was instantly smitten with the concept of River Heroes and Boulder, CO 80308 the power of the human spirit to overcome adversity. 303.736.2724 [email protected] We have wanted to make the content of River Rally more accessible for some time. We believe that a more inclusive movement for our rivers requires www.rivernetwork.org more voices at the table, including at River Rally. Towards that end, we have expanded our scholarships with the help of funders and found other ways to engage with the communities where River Rally is held. This year for the first time we are also very happy to share some of the magic of River Rally with anyone who has a computer, including the transformative stories of this year’s River Heroes, free of charge. This issue of River Voices features each of our River Heroes—Angie Rosser, TABLE OF CONTENTS Denny Caneff, David Deen, David Sligh, and Margaret Frisbie—through personal profiles and videos of their acceptance speeches. -
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 . -
Evidence-Based Practices for Children Exposed to Violence: a Selection from Federal Databases
Evidence-Based Practices for Children Exposed to Violence: A Selection from Federal Databases U.S. Department of Justice U.S. Department of Health and Human Services Table of Contents • Federal Participant List • Introduction • Matrix • Service Characteristics Document • Glossary of Terms • Implementation Document Workgroup Participants Children Exposed to Violence—Evidence-based Practices Clare Anderson Deputy Commissioner Kristen Kracke, MSW Administration on Children, Youth and Families Program Specialist U.S. Department of Health and Human Services Office of Juvenile Justice and Delinquency 1250 Maryland Avenue, SW, Eighth Floor Prevention Washington, DC 20024 U.S. Department of Justice (202) 205-8347 810 7th Street, NW [email protected] Washington, DC 20531 (202) 616-3649 Brecht Donoghue [email protected] Policy Advisor Office of the Assistant Attorney General Valerie Maholmes, Ph.D., CAS U.S. Department of Justice Director 810 7th Street, NW Social and Affective Development/Child Washington, DC 20531 Maltreatment & Violence Program (202) 305-1270 Eunice Kennedy Shriver National Institute [email protected] of Child Health and Human Development 6100 Executive Blvd. Shania Kapoor Room 4B05A Children Exposed to Violence (CEV) Fellow Bethesda, MD 20892 Office of Juvenile Justice and Delinquency (301) 496-1514 Prevention [email protected] U.S. Department of Justice 810 7th St., NW Karol Mason Washington DC 20531 Deputy Associate Attorney General (202) 514-5231 Office of the Associate Attorney General [email protected] U.S. Department of Justice 810 7th Street, NW Marylouise Kelley, Ph.D. Washington, DC 20531 Director [email protected] Family Violence Prevention and Services Program Family and Youth Services Bureau Amanda Nugent Administration on Children, Youth and Families Intern U.S. -
NWS Tampa Bay 2009-2010 Winter Newsletter
Suncoast Weather Observer Winter 2009 Issue 1, Volume 14 Inside This Issue... Severe Thunderstorm Warning Hail Criteria Becomes More Meaningful 2009 Hurricane Season Summary Sea Fog: A Simple Tutorial NWS Ruskin Supports the American Cancer Society by Participating in Relay For Life NWS Ruskin Gives Back to the Community El Niño to Increase Possibility of Hazardous Weather in Florida this Winter NWS Ruskin to Host an Open House “Disponible en Español”...Spanish Services Keep on Growing SPECIAL FEATURE: January 2010 Cold Snap Severe Thunderstorm Warning Hail Criteria Becomes More Meaningful By: Daniel Noah Since January 5, 2010, Severe Thunderstorm Warnings across the nation are now issued for 1 inch or larger hail instead of the previous 3/4 inch or larger size hail. The wind criteria of 58 MPH (50 knots) did not change. Scientific research increasingly indicates that significant damage to real property does not occur until hail stones reach at least 1 inch in diameter. The results of these peer-reviewed articles are supported by damage reports from thousands of archived storm events. Many in the media and the emergency management community were concerned that too many Severe Thunderstorm Warnings were being issued for marginal events and these warnings were desensitizing the public. The new 1 inch criteria will reduce the number of Severe Thunderstorm Warnings each season and will warn for a genuine risk of damage and a corresponding need to take protective action. The 15 counties in west central and southwest Florida received 109 reports of 3/4 inch hail or larger over the past two years, and of these, only 35 hail reports were 1 inch or larger. -
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. -
An Analysis of Torture Scenes in Three Pixar Films Heidi Tilney Kramer University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2013 Monsters Under the Bed: An Analysis of Torture Scenes in Three Pixar Films Heidi Tilney Kramer University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Feminist, Gender, and Sexuality Studies Commons Scholar Commons Citation Kramer, Heidi Tilney, "Monsters Under the Bed: An Analysis of Torture Scenes in Three Pixar Films" (2013). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4525 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Monsters Under the Bed: An Analysis of Torture Scenes in Three Pixar Films by Heidi Tilney Kramer A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Women’s and Gender Studies College of Arts and Sciences University of South Florida Major Professor: Elizabeth Bell, Ph.D. David Payne, Ph. D. Kim Golombisky, Ph.D. Date of Approval: March 26, 2013 Keywords: children, animation, violence, nationalism, militarism Copyright © 2013, Heidi Tilney Kramer TABLE OF CONTENTS Abstract ................................................................................................................................ii Chapter One: Monsters Under