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First Edition
First Edition Background: In an effort to enhance the student reflection experience in our campus wellness clinics, staff initiated a monthly blogging activity during this school year. Students were tasked with creating one blog per month on pre-determined professional workplace skills topic. Students were trained on how to create an effective blog, as well as, how to respond to a blog entry. Students wrote blogs after the second clinic of each month. Staff selected a winning entry from each program clinic and students then responded to the winning entries after the fourth clinic of each month. An awards certificate and award were handed out each month to the winning entries. Why Student Blogging: • Allows students to express and hone their creativity • Promotes academic integration in Career and Technical Education courses • Regular writing sharpens the brain ’s performance • Promotes expression of self • Boosts student confidence • Improves communication skills Student Outcomes: • Students gained “know-how ” that can enrich and benefit their clinic experience • Students were able to speak their mind • Students expressed “finding themselves ” and “finally understanding ” when reading or writing blog entries • Winning entries received constructive feedback from student peers • Blogging allowed students to develop unique content and express their clinic experience perspective to others Please enjoy reading our student blog entries on their CAVIT wellness clini c experiences! We Smile Together Here at CAVIT ☺☺☺ The word together symbolizes a group effort, here at CAVIT we work together to get things done efficiently. During our CAVIT dental clinic's we get things done together, we are not only a team that improves each other’s weaknesses; we are a family, "The Dental Family.” The Dental family helps each other out during clinics with simple things like getting a tray ready for a patient. -
The 'I's in Team:: the Importance of Individual Members to Team Success
+ Models ORGDYN-555; No. of Pages 9 Organizational Dynamics (2016) xxx, xxx—xxx Available online at www.sciencedirect.com ScienceDirect jo urnal homepage: www.elsevier.com/locate/orgdyn The ‘I’s in team:: The importance of individual members to team success Kyle J. Emich, Thomas A. Wright communication technology allowing firms to virtually connect ‘‘There were eleven votes for guilty. It’s not so easy for me employees across continents. In 2012, a poll by SHRM showed to raise my hand and send a boy off to die without talking that 46% of organizations use virtual teams, including 66% of about it first.’’ organizations based outside the United States. Scholars and Juror 8 (Henry Fonda), in the movie ‘‘12 Angry Men’’ practitioners alike expect this already significant percentage Nowhere is the importance of an ‘I’ in a group or team to continue to grow in the future. setting more apparent than in the highly acclaimed movie, ‘‘12 However, despite their growing use, teams do not always Angry Men’’ starring Henry Fonda, Lee J. Cobb and a host of perform in a manner deserving of their integral role to distinguished supporting actors. Set in a New York City court- organizations. To investigate why this is, organizational house, the drama involves the case of a teenage boy accused of researchers generally explore team effectiveness by search- stabbing his father to death. If convicted, he will be sentenced ing for team characteristics that can either help teams per- to death. As the movie unfolds, the viewer becomes acutely form effectively in a variety of contexts, or hinder them from aware that the jurors have already decided without discussion doing so. -
'Bite Me': Buffy and the Penetration of the Gendered Warrior-Hero
Continuum: Journal of Media & Cultural Studies, Vol. 16, No. 2, 2002 ‘Bite Me’: Buffy and the penetration of the gendered warrior-hero SARA BUTTSWORTH, University of Western Australia Introduction Can the ultimate girl be the ultimate warrior? If warrior identity is simultaneously a quintessentially masculine identi er, and one of the core expressions of ‘innate’ masculinity, then the biggest transgression of warrior iconography posed by Buffy the Vampire Slayer is Buffy’s gender. Buffy is both like and not like ‘other girls’. The social conventions of mainstream femininity, which have so often been used to argue that women cannot be warriors, are often precisely what make Buffy such an effective soldier in her speculative world. The blurred boundaries that are possible in speculative texts open up space necessary to examine the arguments and gendered ideologies which govern what is, and what is not, possible in the ‘real’ world. Such texts can often make explicit what is implied in more ‘realistic’ representations, and can either destabilize or reinforce gendered cultural conventions.1 Established as the ‘chosen one’ in the 1992 lm, and then in the television series which debuted mid-season in 1997, Buffy has slashed her way not only through the ctional constraints placed upon her predecessors in vampire carnage, but through the conventions governing gendered constructions of the warrior.2 Warrior tradition con- structs a coherent masculinity, including impenetrable male bodies, as the key to warrior identity, and renders ‘slay-gal’3 not only paradoxical but, arguably, impossible. It is this (im)possibility, and the ways in which Buffy the Vampire Slayer fractures and reinvents the gendered identity of the warrior-hero, which are explored in this article. -
Buffy the Vampire Slayer Fights Back Generate Attack, Recruit Points, and Against the Players! the Big Bad, Like Special Abilities
® ™ Overview How to Win Welcome to Legendary ®: Buffy the Players must work together to attack Vampire Slayer! Big Bads like the evil Big Bad successfully four The Master, Angelus, and Glorificus times. If they do this, then the Big command a mob of Demonic Villains, Bad is beaten once and for all, and planning dark Schemes to wreak all the players win the game for the havoc on Sunnydale, home of the forces of good! In addition, defeating Hellmouth. Only you can stop them Villains and rescuing Bystanders by leading Buffy and the rest of the earns each player Victory Points. Scooby gang. After the Big Bad is defeated, the player with the most Victory Points In this game for 1-5 players, each is the best slayer of all and the player starts with their own deck individual winner. of basic cards. At the start of your turn, you play the top card of the Villain Deck for Villains to invade How the Evil the Sunnydale, capture Bystanders, Big Bad Wins and create special events. Then, you Unlike other games, Legendary ®: play Hero cards from your hand to Buffy the Vampire Slayer fights back generate Attack, Recruit Points, and against the players! The Big Bad, like special abilities. You use your Attack The Master or Angelus, isn’t played to defeat Villains. You use Recruit by a player. Instead, the game itself Points to recruit better Heroes for plays the part of the Big Bad. your deck. Throughout the game the Big Whenever your deck runs out of Bad works to accomplish an evil cards, you shuffle your discard pile Scheme. -
Buffy Anne Summers the Biography of the Famous Slayer 1981- Table of Contents
I'm the only thing demons have nightmares about ! Buffy Anne Summers The biography of the famous slayer 1981- Table of contents 1. Introduction 2. From Los Angeles to Sunnydale 3. The evil ones 4. Buffy's relationships 5. My favorite moments in her life 6. Slayer 's powers and weapons 7. Buffy's personality 8. What about the books ? 9. Buffy's quotes 10. Why do I love this character ? Introduction Buffy Anne Summers is a vampire slayer. She's a fictional character created by Joss Whedon. Buffy inspired a movie, the series « Buffy the vampire slayer », books and comics. In this biography, I'm going to tell mainly Buffy's life in the series and a little bit in the books. So, Buffy Summers is the slayer but, what's exacty a vampire slayer ? The slayer is a chosen one. She's been the slayer since her birth but she's only activated when the last slayer dies. She has an inhuman strength, no magic powers but she can defeat everyone. She has a mission to accomplish, it's to kill the vampires, the demons and the forces of darkness. Every slayer is followed by a watcher. A watcher is a member of a council and he orders to the slayer what she has to do, he trains her. A watcher possesses a great knowledge of the demonology. From Los Angeles to Sunnydale Buffy was born in 1981. Her parents are Joyce and Hank Summers. She has grown up in LA, in Califormia. She had an ordinary childhood. -
Buffy at Play: Tricksters, Deconstruction, and Chaos
BUFFY AT PLAY: TRICKSTERS, DECONSTRUCTION, AND CHAOS AT WORK IN THE WHEDONVERSE by Brita Marie Graham A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in English MONTANA STATE UNIVERSTIY Bozeman, Montana April 2007 © COPYRIGHT by Brita Marie Graham 2007 All Rights Reserved ii APPROVAL Of a thesis submitted by Brita Marie Graham This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the Division of Graduate Education. Dr. Linda Karell, Committee Chair Approved for the Department of English Dr. Linda Karell, Department Head Approved for the Division of Graduate Education Dr. Carl A. Fox, Vice Provost iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Montana State University, I agree that the Library shall make it availably to borrowers under rules of the Library. If I have indicated my intention to copyright this thesis by including a copyright notice page, copying is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for permission for extended quotation from or reproduction of this thesis in whole or in parts may be granted only by the copyright holder. Brita Marie Graham April 2007 iv ACKNOWLEDGMENTS In gratitude, I wish to acknowledge all of the exceptional faculty members of Montana State University’s English Department, who encouraged me along the way and promoted my desire to pursue a graduate degree. -
Buffy & Angel Watching Order
Start with: End with: BtVS 11 Welcome to the Hellmouth Angel 41 Deep Down BtVS 11 The Harvest Angel 41 Ground State BtVS 11 Witch Angel 41 The House Always Wins BtVS 11 Teacher's Pet Angel 41 Slouching Toward Bethlehem BtVS 12 Never Kill a Boy on the First Date Angel 42 Supersymmetry BtVS 12 The Pack Angel 42 Spin the Bottle BtVS 12 Angel Angel 42 Apocalypse, Nowish BtVS 12 I, Robot... You, Jane Angel 42 Habeas Corpses BtVS 13 The Puppet Show Angel 43 Long Day's Journey BtVS 13 Nightmares Angel 43 Awakening BtVS 13 Out of Mind, Out of Sight Angel 43 Soulless BtVS 13 Prophecy Girl Angel 44 Calvary Angel 44 Salvage BtVS 21 When She Was Bad Angel 44 Release BtVS 21 Some Assembly Required Angel 44 Orpheus BtVS 21 School Hard Angel 45 Players BtVS 21 Inca Mummy Girl Angel 45 Inside Out BtVS 22 Reptile Boy Angel 45 Shiny Happy People BtVS 22 Halloween Angel 45 The Magic Bullet BtVS 22 Lie to Me Angel 46 Sacrifice BtVS 22 The Dark Age Angel 46 Peace Out BtVS 23 What's My Line, Part One Angel 46 Home BtVS 23 What's My Line, Part Two BtVS 23 Ted BtVS 71 Lessons BtVS 23 Bad Eggs BtVS 71 Beneath You BtVS 24 Surprise BtVS 71 Same Time, Same Place BtVS 24 Innocence BtVS 71 Help BtVS 24 Phases BtVS 72 Selfless BtVS 24 Bewitched, Bothered and Bewildered BtVS 72 Him BtVS 25 Passion BtVS 72 Conversations with Dead People BtVS 25 Killed by Death BtVS 72 Sleeper BtVS 25 I Only Have Eyes for You BtVS 73 Never Leave Me BtVS 25 Go Fish BtVS 73 Bring on the Night BtVS 26 Becoming, Part One BtVS 73 Showtime BtVS 26 Becoming, Part Two BtVS 74 Potential BtVS 74 -
Journal of Issues in Intercollegiate Athletics, 2020, 13, 445-465 445 © 2020 College Sport Research Institute the Impact Of
Journal of Issues in Intercollegiate Athletics, 2020, 13, 445-465 445 © 2020 College Sport Research Institute The Impact of Person-Environment Fit on the Academic Satisfaction of Division II Student-Athletes __________________________________________________________ Mark A Beattie Fort Lewis College Brian A Turner The Ohio State University ________________________________________________________ Over the last decade, both the NCAA (“Life in the Balance,” n.d.) and the academy (Cooper, 2016; Huml, Svensson, & Hancock, 2017) have emphasized the importance of holistic student- athlete development. In fact, an emerging trend among Division I institutions is the construction of academic support centers designed to facilitate the academic and professional development of student-athletes. However, some scholars have questioned their overall effectiveness in achieving those ends (Huml, Hancock, & Bergman, 2014). Such facilities are not as common among Division II athletic departments, challenging those institutions to find other ways to maximize student-athlete development. The purpose of this study was to explore how perceived person-environment fit affects student-athlete academic satisfaction, one such measure of holistic development. Survey data was collected from 257 student-athletes at four different Division II institutions within one athletic conference. A hierarchical multiple regression determined that person-environment fit uniquely explained 9.7% of the variability in academic satisfaction. Additionally, the final regression model reported that person-teammate fit was a statistically significant, demonstrating the salience of interpersonal relationships among teammates. This article concludes with a discussion of practical implications for stakeholders within the Division II environment. Keywords: person-environment fit, academic satisfaction, socialization, Division II Downloaded from http://csri-jiia.org ©2020 College Sport Research Institute. -
Buffy Yearbook
Buffy, From your favorite Dingo ! Aroor ! - Devon Buffy, Sometimes I wish I knew what things would be like if you’d never come to Sunnydale. I guess we’ll never know, but knowing my luck, things would still work out crappy. - Cordelia Buffy, You’re my best friend. You know me better than anybody. And, I think, if I’d never known you, there’d be less of me to know. You’ve made me grow. Not in a getting bigger way. You know. Another way. - Willow Buffy – I have lived many years and never before had the chance to write in a yearbook. You gave me this and much more. As long as I am on this Earth, what we had lives on in me. - Angel Buff, in everyone else’s book I’m writing stuff about “all the great times we had”, but I’m not going to do that with you. We had great times, sure, but we had terrible, heart-tearing, scary times too, and these are the ones I’m gonna remember. Because those are the times when I got to know this amazing, brave girl. (That’s you, even if you didn’t get it.) And the really cool part? Even with everything that’s happened? It’s really just still starting. - Xander Buffy, thanks for all. Much remains unsaid. - Oz Buffy, I know moms don’t usually sign yearbooks, but I wanted to let you know how proud I am and how much I love you. - Mom Buffy Thank you for the talk in the tower and for everything. -
The Prom Script
The Prom March 8, 1999 (White) Written by: Marti Noxon Teaser INT. MANSION - ANGEL'S BEDROOM - DAY The mansion is dark, quiet. We move across the room until we find Angel's bed. With Angel and Buffy on it. They are clothed and Buffy is covered with Angel's comforter. It's clear we are not witnessing the aftermath of a night of passion. Angel's awake before Buffy. Watching her sleep, his expression both loving and thoughtful. After a long beat she stirs. Eyes open. She sees him looking at her. Smiles. BUFFY What? Do I have funny bed hair or something? ANGEL Or something. BUFFY Guess we got carried away with the post-slayage nap thing. Buffy sits up - a little groggy. She pats her hair - feels that she does, in fact, have a funny bed do. BUFFY Oooh. Not good. She starts to get up but Angel holds her back. ANGEL Where are you going? BUFFY To kill the cat on my head. ANGEL No mirrors. Buffy mock pouts. Smoothes her hair with her hand. BUFFY You know. This place is not girl friendly. No mirrors. No natural light. Angel just smiles and pulls her back into his embrace. She gives in easily. ANGEL Buffy Angel Show I think you look perfect. BUFFY Perfect? Come on. I mean, that's really- (happily) Okay. They lie for a moment. BUFFY Still, we could think about getting a couple of mirrors in here. And maybe a drawer, for stuff of mine. I mean, that's what couples do, they have drawers. -
The Role of Disability in Buffy the Vampire Slayer Amanda H
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of New Mexico University of New Mexico UNM Digital Repository Special Education ETDs Education ETDs 7-12-2014 The Role of Disability in Buffy the Vampire Slayer Amanda H. Heggen Follow this and additional works at: https://digitalrepository.unm.edu/educ_spcd_etds Recommended Citation Heggen, Amanda H.. "The Role of Disability in Buffy the Vampire Slayer." (2014). https://digitalrepository.unm.edu/ educ_spcd_etds/16 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Special Education ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. The Role of Disability in Buffy the Vampire Slayer i Amanda H. Heggen Candidate Special Education Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Julia Scherba de Valenzuela , Chairperson Dr. Susan Copeland Dr. James Stone Dr. David Witherington The Role of Disability in Buffy the Vampire Slayer ii THE ROLE OF DISABILITY IN BUFFY THE VAMPIRE SLAYER by AMANDA H. HEGGEN B.A. Psychology, Goshen College, 2001 M.A. Special Education, Univeristy of New Mexico, 2006 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Special Education The University of New Mexico Albuquerque, New Mexico May, 2014 The Role of Disability in Buffy the Vampire Slayer iii Acknowledgements The list of people who have contributed to this dissertation in many forms, from much-needed pep talks to intensely brilliant advice on how to present my findings, is epic. -
Slayage, Number 1
J. Lawton Winslade Teen Witches, Wiccans, and “Wanna- Blessed-Be’s”: Pop-Culture Magic in Buffy the Vampire Slayer (1) In an introductory scene of an episode of Buffy the Vampire Slayer, entitled “Hush,” the character of Willow Rosenberg is sitting with a group of young women gathered in what is obviously the lounge of a busy college dorm. She struggles to maintain concentration as one of the women leads the rest in a guided meditation vaguely focusing on feminine energy. The leader then promptly breaks the meditation and begins discussing bake sales and newsletters. This is the Wiccan group of UC-Sunnydale, the fictional college that is the setting for the fourth season of the popular WB show (currently in its fifth season). Though mentioned in previous episodes, this is the only time we see the group and its members. Sunnydale’s young Wiccans toss around all the buzz words associated with the contemporary feminist spirituality movement: empowerment, energy, blessing. Yet when Willow proposes they do actual magical work, like conjuring or casting spells, she is mocked, and accused of both perpetuating negative stereotypes and “sucking energy” from the group. Afterwards, Willow relates her experiences to Buffy. The dialogue ensues: Buffy: So not stellar, huh? Willow: Talk. All talk. Blah Blah Gaia. Blah Blah Moon…menstrual life force power thingy. You know, after a coupla sessions I was hoping we could get into something real but . Buffy: No actual witches in your witch group? Willow: No. Bunch of wanna-blessed-bes. You know, nowadays every girl with a henna tattoo and a spice rack thinks she’s a sister of the Dark Ones.