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Tesis En El Extranjero Y Mi Amazon.Com Personalizado
UNIVERSIDAD CATÓLICA ANDRÉS BELLO Facultad de Humanidades y Educación Escuela de Comunicación Social Mención Artes Audiovisuales “Trabajo de Grado” DE PIEDRADURA A SPRINGFIELD ANÁLISIS DEL LENGUAJE AUDIOVISUAL EN DOS SERIES DE DIBUJOS ANIMADOS Tesista María Dayana Patiño Perea Tutor: Valdo Meléndez Materán CARACAS, VENEZUELA 2004 A mis padres, Higgins y Francia. AGRADECIMIENTOS A Dios, por todas sus bendiciones. A mi papá, mi gran amor. Tu me has enseñado a sentarme y pensar, a levantarme y seguir y a luchar para conseguir mi lugar en esta vida. Eres mi mejor ejemplo y mi más grande orgullo. A mi mamá, por tu amor, tu nobleza, tu sabiduría y tu apoyo incoanaal ndicional, no importa la hora ni las distancias. Eres la mujer más maravillosa del mundo y yo tengo la suerte de que seas mi compañía y mi descanso en cada paso que doy. A mis hermanos, hermanas, cuñadas, tíos y primos, porque cada uno, alguna vez, sacó un momento de su tiempo para preguntar ¿cómo va la tesis? y, considerando el tamaño, ¿a quién se le puede olvidar una pregunta que te han hecho unas doscientas veces?...Los quiero a todos, infinitas gracias. A María Bethania Medina, Gabriela Prado y Carolina Martínez por el apoyo moral y los momentos de ocio, justificados o no, las quiero muchísimo. Gracias por tanto aguante. A Olivia Liendo, amiga, gracias por tantas sesiones de consulta cibernética y por ser, además, mi sensei y despertador personal. A Luis Manuel Obregón, mi compañero de tesis ad honorem . Primo, gracias por todo el tiempo y el apoyo que me diste para salir adelante en esto (y gracias también por todo el delivery)...muchacho, you rock! A Sasha Yánez, por la compañía durante tantos trasnochos y las conversaditas en el balcón. -
Models of Time Travel
MODELS OF TIME TRAVEL A COMPARATIVE STUDY USING FILMS Guy Roland Micklethwait A thesis submitted for the degree of Doctor of Philosophy of The Australian National University July 2012 National Centre for the Public Awareness of Science ANU College of Physical and Mathematical Sciences APPENDIX I: FILMS REVIEWED Each of the following film reviews has been reduced to two pages. The first page of each of each review is objective; it includes factual information about the film and a synopsis not of the plot, but of how temporal phenomena were treated in the plot. The second page of the review is subjective; it includes the genre where I placed the film, my general comments and then a brief discussion about which model of time I felt was being used and why. It finishes with a diagrammatic representation of the timeline used in the film. Note that if a film has only one diagram, it is because the different journeys are using the same model of time in the same way. Sometimes several journeys are made. The present moment on any timeline is always taken at the start point of the first time travel journey, which is placed at the origin of the graph. The blue lines with arrows show where the time traveller’s trip began and ended. They can also be used to show how information is transmitted from one point on the timeline to another. When choosing a model of time for a particular film, I am not looking at what happened in the plot, but rather the type of timeline used in the film to describe the possible outcomes, as opposed to what happened. -
Emotional and Linguistic Analysis of Dialogue from Animated Comedies: Homer, Hank, Peter and Kenny Speak
Emotional and Linguistic Analysis of Dialogue from Animated Comedies: Homer, Hank, Peter and Kenny Speak. by Rose Ann Ko2inski Thesis presented as a partial requirement in the Master of Arts (M.A.) in Human Development School of Graduate Studies Laurentian University Sudbury, Ontario © Rose Ann Kozinski, 2009 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington OttawaONK1A0N4 OttawaONK1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-57666-3 Our file Notre reference ISBN: 978-0-494-57666-3 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. -
Body of Winlock Man Returned Home FAMILY: Michael Hughes the Body of the 38-Year-Old About 50 Members of the Pa- Making the World a Better Place
Of Hives and Bearcat Blast Comb: A Guide to W.F. West Girls Now in Title Game / Sports 1 Beekeeping / Life $1 Early Week Edition Tuesday, Feb. 18, 2014 Reaching 110,000 Readers in Print and Online — www.chronline.com Body of Winlock Man Returned Home FAMILY: Michael Hughes The body of the 38-year-old About 50 members of the Pa- making the world a better place. a car bomb into a NATO con- former Winlock triot Guard met Hughes’ family Hughes, who went by the voy at about 2:30 p.m. local time Will Be Buried in man was picked in Portland and, in the pouring name Mike, was also a soon-to- on Feb. 10, killing Hughes and Winlock After Death up by family and rain, rode on motorcycles along- be husband and stepfather, and Paul Goins, a 62-year-old fellow funeral organiz- side Hughes and his family back he had dedicated his career to contractor from Crosby, Texas, in Afghanistan ers at Portland to Lewis County. working in corrections. according to The Associated By Stephanie Schendel International The former Winlock man Hughes was one of two peo- Press. Both advisers had just left Airport and who died in a suicide blast last ple killed by a suicide bomber the prison Pul-E-Charki when [email protected] Michael Hughes escorted back week in Afghanistan was known last week in the Afghanistan a Toyota Corolla packed with Michael Hughes arrived to Winlock by to his family for his big heart, capital of Kabul. home Monday. -
Teaching Machiavelli, Or How I Learned to Love the Prince
Alan E. Miller Drawing on The Simpsons Teaching Machiavelli, and other contemporary references, Miller describes or How I Learned how the 15th-century classic can still resonate to Love The Prince with young adults. ritten by a petty bureaucrat and dip- that could unify much of the fiction, drama, and lomat for Lorenzo de Medici, a short stories they would read during the school member of one of the ruling fami- year? Couldn’t the Macbeths be considered typical lies of Europe, Niccolò Machiavelli’s Machiavellian rulers? Couldn’t Oedipus be blamed The Prince (1532) is a slim volume concerned pri- for sharing power and underestimating a possible Wmarily with advising Medici on how to acquire, “religious” rival in the Delphic Oracle? Were the maintain, and sustain power over a state. Its difficult Ibo, as depicted in Things Fall Apart, too accommo- and often archaic vocabulary aside, at first glance it dating of the white settlers encroaching on their hardly seems an ideal text for the sophomores I often territory with a new religion, powerful weapons, teach. Nearly 500 years old, it features a glib atti- destabilizing economic strategies, and potentially tude about violence and a cynical opinion of human- oppressive laws? Indeed, weren’t the British in Ni- kind. And hardly anyone teaches the book in its geria perfecting Machiavelli’s techniques? Not only entirety at the secondary level—probably because did The Prince provide a way of understanding these it’s repetitive, dense, and sometimes frustrating. problems, it also offered some principles for leaders Ironically, the things that make it a questionable concerned with how and when to act effectively to choice also make it an excellent challenge, or maintain control of their lands. -
Die Flexible Welt Der Simpsons
BACHELORARBEIT Herr Benjamin Lehmann Die flexible Welt der Simpsons 2012 Fakultät: Medien BACHELORARBEIT Die flexible Welt der Simpsons Autor: Herr Benjamin Lehmann Studiengang: Film und Fernsehen Seminargruppe: FF08w2-B Erstprüfer: Professor Peter Gottschalk Zweitprüfer: Christian Maintz (M.A.) Einreichung: Mittweida, 06.01.2012 Faculty of Media BACHELOR THESIS The flexible world of the Simpsons author: Mr. Benjamin Lehmann course of studies: Film und Fernsehen seminar group: FF08w2-B first examiner: Professor Peter Gottschalk second examiner: Christian Maintz (M.A.) submission: Mittweida, 6th January 2012 Bibliografische Angaben Lehmann, Benjamin: Die flexible Welt der Simpsons The flexible world of the Simpsons 103 Seiten, Hochschule Mittweida, University of Applied Sciences, Fakultät Medien, Bachelorarbeit, 2012 Abstract Die Simpsons sorgen seit mehr als 20 Jahren für subversive Unterhaltung im Zeichentrickformat. Die Serie verbindet realistische Themen mit dem abnormen Witz von Cartoons. Diese Flexibilität ist ein bestimmendes Element in Springfield und erstreckt sich über verschiedene Bereiche der Serie. Die flexible Welt der Simpsons wird in dieser Arbeit unter Berücksichtigung der Auswirkungen auf den Wiedersehenswert der Serie untersucht. 5 Inhaltsverzeichnis Inhaltsverzeichnis ............................................................................................. 5 Abkürzungsverzeichnis .................................................................................... 7 1 Einleitung ................................................................................................... -
Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11 SU 4/1/05 3:50 PM Page 4
4105-11_SU 4/1/05 3:50 PM Page 3 Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11_SU 4/1/05 3:50 PM Page 4 Copyright 2005© The Graduate School, Syracuse University. For more information about this publication, contact: The Graduate School Syracuse University 423 Bowne Hall Syracuse, New York 13244. 4105-11_SU 4/1/05 3:50 PM Page 5 v Contents Acknowledgements vii Chancellor’s Preface ix Editors’ Introduction xi I. Incorporating Disability in the Curriculum Mainstreaming Disability: A Case in Bioethics 3 Anita Ho Language Barriers and Barriers to Language: Disability 11 in the Foreign Language Classroom Elizabeth Hamilton and Tammy Berberi Including Women with Disabilities in Women and 21 Disability Studies Maria Barile Seeing Double 33 Ann Millett Cinematically Challenged: Using Film in Class 43 Mia Feldbaum and Zach Rossetti “Krazy Kripples”: Using South Park to Talk 67 about Disability Julia White Teaching for Social Change 77 Kathy Kniepmann II. Designing Instruction for Everyone Nothing Special: Becoming a Good Teacher for All 89 Zach Rossetti and Christy Ashby 4105-11_SU 4/1/05 3:50 PM Page 6 vi contents Tools for Universal Instruction 101 Thomas Argondizza “Lame Idea”: Disabling Language in the Classroom 107 Liat Ben-Moshe Learning from Each Other: Syracuse University 117 and the OnCampus Program Cheryl G. Najarian and Michele Paetow III. Students with Disabilities in the Classroom Being an Ally 131 Katrina Arndt and Pat English-Sand Adapting and “Passing”: My Experiences as a 139 Graduate Student with Multiple Invisible Disabilities Elizabeth Sierra-Zarella “We’re not Stupid”: My College Years 147 as a Mentally Challenged Student Anthony J. -
Bragging Rights: the Highest Peaks in Kendall County
Banner Graphic - Kristy Watson - Polonyx Graphic Design Bragging Rights: The Highest Peaks in Kendall County 2019 Winter By Mike Howle n my career as a geographic 451 N. Main St. I data coordinator I am occa- Boerne, TX 78006 sionally asked “What is the 830-249-3053 - highest point in Kendall Coun- 2020: December www.boernelibrary.org ty?” What is it in our DNA that wants to know what the high In this Issue: ground is? Attaining a lofty Bragging Rights position in order to gaze down Texas Treasures from a position of strength…a Magical History Tours King of the Hill? Planning for Joseph Graham refuge in the case of epic Ancient Trails, Part 3 flooding in our hills? Or just fun trivial facts? Elevations are certainly relative from sea The Pink Boll Weevil Peril - January Toepperwein Rifle level to the Rocky Mountains. For instance, the state that is sometimes known to be 1909 Boerne Incorporation “flat as a pancake,” Kansas, has a high elevation of 4,039 feet…compare that number to In Memorium: our Kendall County hills. Kate Skinner-Klee - In some cases the high ground is obvious and sometimes dramatic. In the Texas Hill February Country, after being here a while, it’s a bit less dramatic because everywhere you look you see the high ground. And that is why the question of “What’s the highest elevation in Kendall County” is so interesting. When you get on top of a hill and all the surrounding landscape is lower than where you stand, it begs the question, “Is this the highest point in the county?” Over the years I’ve heard many claims that this or that hill/mountain (what makes a hill a moun- tain is a topic for another time) is the highest point, or the second or third highest point Digital Media Lab in the county? Some realtors use the claim to help sell property. -
Introduction to DHTC
Introduction to DHTC Brian Lin OSG Software Team University of Wisconsin - Madison Local High Throughput Computing UW - Madison resources local compute OSG User School 2019 2 Local High Throughput Computing UW - Madison resources local compute OSG User School 2019 3 How do you get more computing resources? OSG User School 2019 4 #1: Buy Hardware • Great for specific hardware/privacy requirements • Costs $$$ − Initial cost − Maintenance − Management − Power and cooling • Rack/floor space • Obsolescence • Plan for peak usage, pay for all usage • Delivery and installation takes time OSG User School 2019 5 #2: Use the Cloud - Pay per cycle • Amazon Web Services, Google Compute Engine, Microsoft Azure, etc. • Fast spin-up • Costs $$$ • Still needs expertise + management − Easier than in the past with the condor_annex tool • Does payment fit with your institutional or grant policies? OSG User School 2019 6 #2: Use the Cloud - ‘Managed’ clouds • Cycle Computing, Globus Genomics • Pay someone to manage your cloud resources — still costs $$$ • Researchers and industry have used this to great success − Using Docker, HTCondor, and AWS for EDA Model Development − Optimizations in running large-scale Genomics workloads in Globus Genomics using HTCondor − HTCondor in the enterprise − HTCondor at Cycle Computing: Better Answers. Faster. OSG User School 2019 7 #3: Share Resources - Distributed HTC University of Chicago University of Nebraska - Lincoln UW - Madison OSG User School 2019 8 Manual Job Split • Obtain login access • Query each cluster for idle -
Info Fair Resources
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There Better Be a Naked Cheerleader Under Your Bed‖
―THERE BETTER BE A NAKED CHEERLEADER UNDER YOUR BED‖: REPRESENTATIONS OF SOUTHERN, WORKING CLASS MASCULINITY IN KING OF THE HILL Presented to the Graduate Council of Texas State University–San Marcos in Partial Fulfillment of the Requirements For the Degree Master of ARTS by Joshua C. Shepherd, B.J. San Marcos, Texas May 2011 ―THERE BETTER BE A NAKED CHEERLEADER UNDER YOUR BED‖: REPRESENTATIONS OF SOUTHERN, WORKING CLASS MASCULINITY IN KING OF THE HILL Committee Members Approved: __________________________ Susan Weill, Chair __________________________ Kate Peirce __________________________ Cindy Royal Approved: __________________________ J. Michael Willoughby Dean of the Graduate College COPYRIGHT By Joshua Charles Shepherd 2011 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of this material for financial gain without the author‘s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Joshua Shepherd, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. ACKNOWLEDGEMENTS This thesis would not have been possible without the support and assistance from some wonderful people in my life. My supervisor, Dr. Susan Weill, professor at Texas State University-San Marcos, who guided me throughout this process and pushed me to become a better writer; Dr. Kate Peirce, professor at Texas State University-San Marcos for all her help and spawning this idea with her course on Gender and Media; Dr. -
Los Simpson Versus Trump
LOS SIMPSON VERSUS TRUMP Graciela Martínez-Zalce Sánchez* Para GAH, quien no conocía a los Simpson y cree conocer a Trump And that is how I became a Democrat HOMERO J. SIMPSON El corto titulado “Donald Trump’s first 100 days in office”,1 publicado el 26 de abril de 2017 como parte de la temporada 28 de Los Simpson en el canal Animation Fox en Youtube, cierra con un negro sarcasmo.2 En una serie, en la que por casi tres décadas se han utilizado los matices y las sutilezas indis- pensables para que los episodios, escritos con gran inteligencia por presti- giosos grupos de guionistas irreverentes,3 tengan como característica sobresaliente tres figuras retóricas, la parodia, la ironía y, sobre todo, la sátira, * Directora e investigadora del Centro de Investigaciones sobre América del Norte de la Universidad Nacional Autónoma de México, <[email protected]>. 1 En este artículo utilizaré los títulos de los capítulos y los nombres que se le han dado a los per- sonajes en español en el doblaje para México (donde la serie comenzó a transmitirse en el canal 13 de Imevisión en marzo de 1991, los martes a las 20:30 horas), pero, en su mayoría, las citas textuales de los diálogos se harán en el original en inglés debido a que el doblaje tropicaliza las alusiones y, por tratarse aquí de los partidos y los políticos estadunidenses, es importante que se conserven. En el caso específico de este corto, puesto que no fue exhibido fuera de Estados Unidos y Canadá, y como la wiki en español aún está consignando la temporada 27, el título del mismo se anota en inglés.