DOCSLIB.ORG

Developing Skills for the Family of the Young Special Child, 0-5

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 233 538 EC 160 064 AUTHOR Mendoza, Jeanne; And Others TITLE Connections: Developing Skills for the Family of the Young Special Child, 0-5. [and] A Coordinators Guide. INSTITUTION San Diego City Schools, Calif. PUB DATE 83 NOTE 616p. AVAILABLE FROMSpecial Education Parent Facilitator Program, Sequoia Elementary, Room 3, 4690 Limerick Ave., San Diego, CA 92117. (Publication No. 1-8-82-16, $25.00). PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF03 Plus Postage. PC Not Available from EMS. DESCRIPTORS Child Development; *Disabilities; Family Relationship; infants; *Parent Education; Parent School Relationship; *Parent Workshops; Siblings; Young Children ABSTRACT The program is intended to increase skills in parents of young handicapped children. The coordinator's guide traces the background and development of the parent involvement materials, presents suggestions for workshop planning and actual implementation, and discusses training approaches for developing small group facilitation skills. The companion document presents modules basedon 20 parenting skills in four areas (sample subtopics in parentheses): understanding the family (individual differences, family stress, siblings' feelings); encouraging the child's growth and development (physical growth, cognitive skills, language development); developing parenting skills (parenting style, listening, assertiveness); and coordinating the home/school/community (relationships with professionals, conferencing skills, service coordination). Each module includes information on objectives, introductory activities, suggestions for presentations by professionals and parents, small group activities, summaries for parents, and references. (CL) *****************7***************************************************** Reproductions supplied by EDRS are the best that can be made from thc original document. ********************************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION ED' ,ATIONAL RESOURCES INFORMATION Publication Na. 1-8.82-16 CENTER (ERIC) / This document has been reproduced as received !rum the person or organization originating it Minor changes have been made to improve reproduction quality Points of vieow or opinions stated in this docu- ment do not necessarily represent official NIE positron or policy San Diego City Schools San Diego, California 1982 "PERMISSION TO REPRODUCE THIS MATERIAL INMICROFICHE ONLY HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." PROJECT ADVISORY COMMITTEE Lisa Beck Lindsey Linden Goldie Boskin Eleanor Lynch Linda Coil Ens Lois Maier Karen Cosgrove Sue Maurer Betty Crupi Virginia McDonald Mary Sue Glynn Liz McGinnis Gloria Gonzales Jeanne Mendoza Olga Gunn Nancy Miller Brenda Hahn Maureen Sage Christy Hall Susan Smith Mary Hammond Chris Tedeschi. Beth Hannaman Ann Larson VanSickle Sharon Harris Mary Ann Von Rod is Kay Hunsaker Special Thanks To Sharon Brent Gloria Jefferson Joan Captain Judy Maleki Jean Dailey Sylvia Schwartz Cindy Evans JoAnn Stamper Diane Filley An Tran CLo Harter 41'egt/n1 (SAZ QiNaletk Coordinated by Jeanne Mendoza Prepared by Ann Larson VanSickle Assisted by Karen Cosgrove Maureen Sage Writers Mary Ann Disabato Mary Sue Glynn Arnee Hadr Jan McDaid Robyn Van Derlaan Ii2ustrated by Joan Captain San Diego City School!--; San Diego, California Unedited 4 Dedicated to EVELYN CARR who opened the doors for the development of this project J FOREWORD Parent involvement in preschool programs for handicapped children isa current trend. Such an emphasis provides a two-fold benefit: (1) The home becomes the extension of professional intervention, and (2) Professional intervention becomes an extension of home training, resulting in a total education for the child. This guide, orin ±ions: 9eve loping Skills for theFrirry Zdof the Y oun Clu/(1 ()-6, is intended to help both families and professionals better understand some significant aspects of raising a handicapped child within the family system. The birth of any child affects the family in many c vs, and how the family responds to the child affects the child's well-being. The interaction of these responses is much more intense when the child is handicapped. Besides needing !;peeific information about their child's handicap, parents need to develop support systems within and outside the family. These factcrs can influence parents' adjustment to their child's handicap. Professionals know the critical roles that parents play in facilitatinga child's cognitive, language, social, emotional, and physical development. Parent educa- tion, while important for the parent of a nonhandicapped child, is crucial for the parent of a handicapped child. It is the belief of the developers of this guide: that the parent must be trained to become the ease manager of his or her handicapped child, and professionals who work with young handicapped children must learn to shift the main responsibility of coordination of training and educa- tiLn to the parent. When the family is able to accept and understand their special child, and when the parents can coordinate home, school, and community resources for the maximum development of their entire family, all of society will benefit. (/.214 11g,4 Director, State Implementation Grant for Early Education for the Handicapped Office of Special Education California State Department of Education iii CONTENTS Introduction UNIT I: UNDERSTANDING THE FAMILY Module 1: You and Your Child Are Unique: Accepting Individual Differences Witl:in the Family 7 Module 2: Wily Me? Coping With a Special Child 51 Module 3: We're In This Together: Understanding the Feelings and Attitudes of Siblings/Extended Family Toward the Special Child 69 Moduli. 4: HELP! Reducing Family Stress 91 pNIT II: ENCOURAGING THE CULD'S GROWTH AND DEVELOPMENT 115 Module 5: Watch Me Grow: Strengthening Physical Grcy,th 116 Module 6: I'm Learning: Building Thinking/Cognitive Skills 19 Module 7: Why and What if: Helping Language Development 163 Module 8: It's Mine: Improving Social Skills 191 Module 9: I Can Do it Myself: Teaching Self-Help Skills 215 UNIT III: DEVELOPING PARENTING SKILLS 237 Module 10: Being a Parent Isn't Easy: Examing Parenting Style 239 Module 11: Is Anybody Listening? Learning How to Listen (Communica- tion I) 261 Module Tell It Like it Is: Learning How to B Assertive (Com- munication II) 285 Module 13: Accentuate the Positive: Understanding Behavior Management I(Theory) 309 Module 14: Who's In ContrGl? Applying the Skills of Behavior Management II (Techniques) 333 Module 15: Self-Esteem is Everyone's Business: Building Self-Esteem . .359 Module 16: Fun Is a Must: Promoting Family Fun 389 UNIT IV: COORDINATING THE HOME/SCHOOL/COMMUNITY 415 Module 17: They're Part of the Family, Too: Working With Professionals and Finding Resources in the Community 417 Module 18: What's an lEP? Understanding the Individualized Educa- tion Program (Referral to Placement) 445 Module 19: We Work As a Team: Building Successful Conferencing Skills 479 Module 20: Putting It All Together: Coordinating the Services (Home/School/Community) INTROMGTION P(!?,c1.Gpinj Skills fo the Family of the Young Sper!ial Child,0-6, concentrates on 20 parenting skills that emphasize the cognitive, language, social/emotional, and physical development of theyoung special child within the family setting. The 20 skills are divided into individual modules, whichare grouped into four units, as shown below. UNIT I: UNDERSTANDING THE FAMILY Module 1: You and Your Child Are Unique: Accepting Individual Differences Within the Family Module ': Why Me? Coping With a Special Child Module 3: We're In This Together: Understanding the Feelings and Attitudes ,)f- Siblings/Extended Family Toward the Special Child Module 4: HEIP: Reducing Family Stress UNIT II: ENCOURAGING THE CHILD'. GROWTH AND DEVELOPMENT Module 5: Watch Me Grow: Strengthening Physical Growth Module f): I'm Learning: Building Thinking/Cognitive Skills Module 7: Why and What If: Helping Language Development Module 8: It's Mine: Improving Social Skills Module 9: I Can Do It Myself: Teaching Self-Help Skills UNIT III: DEVELOPING PARENTING SKILLS + Module 10: Being a Parent Isn't Easy: Examining Parenting Style Module 11: Is Anybody Listening? Learning How to Listen (Communication I) + Module 12: Tell It Like It Is: Learning How to Be Assertive (CommunicationII) * Module 13: Accentuatethe Positive: Understanding Behavior Management I (Theory) Module 14: Who'E In Control? Applying the Skills of Behavior (Techniques) Management II Module 15: Self-Esteem Is Everyone's Business: Building Self-Esteem Module 16: Fun Is a Must: Promoting Family Fun UNIT IV: COORDINATING THE HOME/SCHOOL/COMMUNITY Module 17: They're Part of the Family,Too: Working With Professionals and Finding Resources in the Community + Recommended to be taught in two continuoussessions. * Recommended to be taught in three continuoussessions. 1 Module18: What's anIEPY rnderstanding the Individualized EducationProgram (Referralto Placement) Module19: We Work As a Team: Building Successful. Conferencing Skills Module20: Putting ItAll Together: Coordinating the Services (Home/School/ Community) was funded with a pre-incentive grant (PI, 94-142) in the fall of 1980. Professionals working with handicapped preschool childrenLad indicated the need for the development of a sequential, self-containedparent education curriculum addressed to the three basic needs of parents of handicappedchildren. Those needs included: (1) Information
Recommended publications
  • Excesss Karaoke Master by Artist

    Excesss Karaoke Master by Artist

    XS Master by ARTIST Artist Song Title Artist Song Title (hed) Planet Earth Bartender TOOTIMETOOTIMETOOTIM ? & The Mysterians 96 Tears E 10 Years Beautiful UGH! Wasteland 1999 Man United Squad Lift It High (All About 10,000 Maniacs Candy Everybody Wants Belief) More Than This 2 Chainz Bigger Than You (feat. Drake & Quavo) [clean] Trouble Me I'm Different 100 Proof Aged In Soul Somebody's Been Sleeping I'm Different (explicit) 10cc Donna 2 Chainz & Chris Brown Countdown Dreadlock Holiday 2 Chainz & Kendrick Fuckin' Problems I'm Mandy Fly Me Lamar I'm Not In Love 2 Chainz & Pharrell Feds Watching (explicit) Rubber Bullets 2 Chainz feat Drake No Lie (explicit) Things We Do For Love, 2 Chainz feat Kanye West Birthday Song (explicit) The 2 Evisa Oh La La La Wall Street Shuffle 2 Live Crew Do Wah Diddy Diddy 112 Dance With Me Me So Horny It's Over Now We Want Some Pussy Peaches & Cream 2 Pac California Love U Already Know Changes 112 feat Mase Puff Daddy Only You & Notorious B.I.G. Dear Mama 12 Gauge Dunkie Butt I Get Around 12 Stones We Are One Thugz Mansion 1910 Fruitgum Co. Simon Says Until The End Of Time 1975, The Chocolate 2 Pistols & Ray J You Know Me City, The 2 Pistols & T-Pain & Tay She Got It Dizm Girls (clean) 2 Unlimited No Limits If You're Too Shy (Let Me Know) 20 Fingers Short Dick Man If You're Too Shy (Let Me 21 Savage & Offset &Metro Ghostface Killers Know) Boomin & Travis Scott It's Not Living (If It's Not 21st Century Girls 21st Century Girls With You 2am Club Too Fucked Up To Call It's Not Living (If It's Not 2AM Club Not
  • In the United States District Court for the Northern District of Illinois Eastern Division

    In the United States District Court for the Northern District of Illinois Eastern Division

    Case: 1:88-cv-05599 Document #: 543 Filed: 06/09/17 Page 1 of 88 PageID #:2057 IN THE UNITED STATES DISTRICT COURT FOR THE NORTHERN DISTRICT OF ILLINOIS EASTERN DIVISION B.H., et al., ) ) Plaintiffs, ) ) v. ) No. 88 C 5599 ) Hon. Jorge L. Alonso GEORGE H. SHELDON, Director, ) Judge Presiding Illinois Department of Children and ) Family Services, ) ) Defendant. ) SECOND TRIANNUAL INTERIM STATUS REPORT ON THE B.H. IMPLEMENTATION PLAN 1 Case: 1:88-cv-05599 Document #: 543 Filed: 06/09/17 Page 2 of 88 PageID #:2058 TABLE OF CONTENTS Page Introduction and Overview ............................................................................................................. 1 Detailed Status Report .................................................................................................................... 1 I. Application of Implementation Science to the Implementation Plan: ................................ 2 II. Overarching OutcomeMeasures .......................................................................................... 3 III. Implementation of Specific Recommendations of the Expert Panel .................................. 7 A. Panel Recommendation #1: .................................................................................... 7 B. Panel Recommendation #1: Therapeutic Foster Care Pilots .................................. 8 C. Panel Recommendation #1: Care Management Entity ........................................ 13 D. Panel Recommendation #1: Regenerations Pilot Project for Dually-Involved Youth at Cook County Juvenile
  • Child Sex Rings: a Behavioral Analysis for Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation

    Child Sex Rings: a Behavioral Analysis for Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation

    If you have issues viewing or accessing this file contact us at NCJRS.gov. NATIONAL CENTER FOR MISt.f9IN(. 1~"I"j('lrl'l~I) -----1.---' CHI L D R E N Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation In cooperation with the Federal Bureau of Investigation ------------------ 149214 U.S. Department of Justice National Institute of Justice This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official position or policies of the National Institute of Justice. Permission to reproduce this copyrighted material has been grantedNaElona1 by • center f'or Mlsslng . & Exploited Chi1dren/DOJ/FBI to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permission of the copyright owner. Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual Exploitation April 1992 Second Edition Kenneth V. Lanning Supervisory Special Agent Behavioral Science Unit Federal Bureau of Investigation FBI Academy Quantico, Virginia © National Center for Missing & Exploited Children Dedication This book is dedicated to the victims of child sex rings and to the memory of two FBI agents who devoted their professional lives to helping sexually exploited children. Leo E. Brunnick FBI Boston, Massachusetts Alan V. MacDonald FBI Boston, Massachusetts Contents Author's Preface v 1. Historical Overview 1 "Stranger Danger" 1 Intrafamilial Child Sexual Abuse 2 Return to "Stranger Danger" 2 The Acquaintance Molester 3 Satanism: A "New" Form of "Stranger Danger" 3 2.
  • 0 Musical Borrowing in Hip-Hop

    0 Musical Borrowing in Hip-Hop

    MUSICAL BORROWING IN HIP-HOP MUSIC: THEORETICAL FRAMEWORKS AND CASE STUDIES Justin A. Williams, BA, MMus Thesis submitted to the University of Nottingham for the degree of Doctor of Philosophy September 2009 0 Musical Borrowing in Hip-hop Music: Theoretical Frameworks and Case Studies Justin A. Williams ABSTRACT ‗Musical Borrowing in Hip-hop‘ begins with a crucial premise: the hip-hop world, as an imagined community, regards unconcealed intertextuality as integral to the production and reception of its artistic culture. In other words, borrowing, in its multidimensional forms and manifestations, is central to the aesthetics of hip-hop. This study of borrowing in hip-hop music, which transcends narrow discourses on ‗sampling‘ (digital sampling), illustrates the variety of ways that one can borrow from a source text or trope, and ways that audiences identify and respond to these practices. Another function of this thesis is to initiate a more nuanced discourse in hip-hop studies, to allow for the number of intertextual avenues travelled within hip-hop recordings, and to present academic frameworks with which to study them. The following five chapters provide case studies that prove that musical borrowing, part and parcel of hip-hop aesthetics, occurs on multiple planes and within myriad dimensions. These case studies include borrowing from the internal past of the genre (Ch. 1), the use of jazz and its reception as an ‗art music‘ within hip-hop (Ch. 2), borrowing and mixing intended for listening spaces such as the automobile (Ch. 3), sampling the voice of rap artists posthumously (Ch. 4), and sampling and borrowing as lineage within the gangsta rap subgenre (Ch.
  • The Impact of Birth Order on a Child's Educational Experience/Meeting

    The Impact of Birth Order on a Child's Educational Experience/Meeting

    St. Cloud State University theRepository at St. Cloud State Culminating Projects in Child and Family Studies Department of Child and Family Studies 8-2019 The mpI act of Birth Order on a Child’s Educational Experience/Meeting the Social-Emotional Needs of Students Through Implementation of Responsive Classroom Frame-working Shana Stiel [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/cfs_etds Recommended Citation Stiel, Shana, "The mpI act of Birth Order on a Child’s Educational Experience/Meeting the Social-Emotional Needs of Students Through Implementation of Responsive Classroom Frame-working" (2019). Culminating Projects in Child and Family Studies. 31. https://repository.stcloudstate.edu/cfs_etds/31 This Starred Paper is brought to you for free and open access by the Department of Child and Family Studies at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in Child and Family Studies by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. The Impact of Birth Order on a Child’s Educational Experience ***************************************************************************************************** Meeting the Social-Emotional Needs of Students Through Implementation of Responsive Classroom Frame-working by Shana Stiel A Starred Paper Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree of Master of Science in Early Childhood Special Education August, 2019 Starred Paper Committee: JoAnn Johnson, Chairperson Bradley Kaffar Ming-Chi Own The Impact of Birth Order on a Child’s Educational Experience by Shana Stiel A Starred Paper Submitted to the Graduate Faculty of St.
  • The Middle School Syndrome

    The Middle School Syndrome

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by K-State Research Exchange This is the author’s final, peer-reviewed manuscript as accepted for publication. The publisher-formatted version may be available through the publisher’s web site or your institution’s library. The Middle School Syndrome Huston Gibson How to cite this manuscript If you make reference to this version of the manuscript, use the following information: Gibson, H. (2014). The Middle School Syndrome. Published Version Information Citation: Gibson, H. (2014). The Middle School Syndrome. Society, 51(2), 152-155. Digital Object Identifier (DOI): 10.1007/s12115-014-9755-4 Publisher’s Link: http://link.springer.com/article/10.1007/s12115-014-9755-4 This item was retrieved from the K-State Research Exchange (K-REx), the institutional repository of Kansas State University. K-REx is available at http://krex.ksu.edu The Middle School Syndrome Huston Gibson Housing Prices and [School] Amenities When consumers shop for housing, they are shopping for a package of amenities. Desirable amenities will add monetary value to the selling price of a home. Some attributes are fairly straightforward: number of bedrooms, and bathrooms, whether the home has a basement, garage, and so forth. Property features serve as amenities too: size and characteristics of a lot, for instance. At the same time as they shop for housing and property characteristics, consumers simultaneously shop for location and neighborhood amenities. The physical design of the community, such as having streets sidewalks or pedestrian paths, or nearby parks, or good schools, involves amenities.
  • Rural Vermont

    Rural Vermont

    RURAL VERMONT A Program for the Future By Two Hundred Vermonters t The Vermont Commission on Country Life Burlington, 1931 F DEPT. MAIN LIBRARY AGRIC. FMCCPRUt PdlNTINQCO.,BUftLINaTOH,VT. s PREFACE volume on Rural Vermont has been prepared by Vermonters Thisfor Vermonters. Its chapters have been submitted to the Com mission by sixteen committees and two individuals, all of whom during the past three years have worked faithfully in studying our resources and our problems. Their reports taken together constitute the starting point for further thinking as the basis for future action. It is confidently believed that specific projects will result, vitally re lated to the welfare of the state. In behalf of the Vermont Commis sion on Country Life we accept these reports, and desire to express our keen appreciation of the self-sacrificing service which these men and women have rendered to our state. We desire also to join them in thanking the various cooperating agencies and the many people throughout the state who have helped by giving first-hand information and seasoned opinions. They have played an invaluable part in the preparation of this volume. We hope this will be only the beginning of their cooperation in a constructive program for Vermont. We ac cept these reports with thanks to everyone who has in any way helped in their preparation. We present them in this volume to the people of Vermont and recommend that they be read and meditated upon in the interest of a sanely progressive future for our beloved state. The Executive Committee: John E.
  • In Death Series Reading Order

    In Death Series Reading Order

    In Death Series Reading Order patchouliesPermeating orAusten anagrammatized fillets out-of-doors. climactically. Eugen humanized her exhalations fallaciously, she superexalts it unlimitedly. Medieval Welsh usually spicing some Daniel, Jim Cheung, Joelle Jones, Daniel Warren Johnson, Riley Rossmo, and Francesco Francavilla. Are you team for it Best Nora Roberts Books? While Roarke plans a huge, glittering party, approach has murder on silly mind. WHO bill THE rabbit THIEF? Her dust is constantly asking Mac for money, irrespective as learn whether her backpack is hurting Mac. She names her technological advances simply. To me, he was simply set once upon event time superhero. Each position I pick up charity and wipe that initial support you instead. Entertainment Weekly may receive compensation for some links to products and services on this website. Already drink the app? FILL IN THE monk WITH WHOEVER. But when that native is Trudy Lombard, all bets are off. Commissario Brunetti books in order? And dead that I decided to try and find my demand in over world. Trudy out on ear ear. As she attempts to leave one country, carrying a another sum a money and forged papers, the maid runs into the boat of an oncoming train duration is killed. Features the staff of licensed companion Charles Monroe. Mort seems to bloom more focused on, well, Mort. Brunetti household, Brunetti himself as under increasing pressure at is: a daring robbery with Mafia connections is linked to a maybe death wanted his superiors need quick results. Just seeing Trudy at state station plunges Eve decide to the days when enough was being vulnerable, traumatized young girl.
  • Re-Presenting Black People Through OTT Television Bradley C

    Re-Presenting Black People Through OTT Television Bradley C

    Eastern Illinois University The Keep Masters Theses Student Theses & Publications 2018 Re-Presenting Black People Through OTT Television Bradley C. Chatman Eastern Illinois University This research is a product of the graduate program in Communication Studies at Eastern Illinois University. Find out more about the program. Recommended Citation Chatman, Bradley C., "Re-Presenting Black People Through OTT eT levision" (2018). Masters Theses. 3551. https://thekeep.eiu.edu/theses/3551 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. The Graduate School� -- F.11,111{\Iil1 I ... ,;; C"1\'l ll'111 Thesis Maintenance and Reproduction Certificate FOR: Graduate Candidates Completing Theses in Partial Fulfillment of the Degree Graduate Faculty Advisors Directing the Theses RE: Preservation, Reproduction, and Distribution of Thesis Research Preserving, reproducing, and distributing thesis research is an important part of Booth Library's responsibility to provide access to scholarship. In order to further this goal, Booth Library makes all graduate theses completed as part of a degree program at Eastern Illinois University available for personal study, research, and other not-for­ profit educational purposes. Under 17 U.S.C. § 108, the library may reproduce and distribute a copy without infringing on copyright; however, professional courtesy dictates that permission be requested from the author before doing so. Your signatures affirm the following: •The graduate candidate is the author of this thesis. •The graduate candidate retains the copyright and intellectual property rights associated with the original research, creative activity, and intellectual or artistic content of the thesis.
  • The Cheerleading Worlds Information Packet

    The Cheerleading Worlds Information Packet

    May 8-10, 2021 ESPN Wide World of Sports® Complex RESORT REGISTRATION INFORMATION COMPETITION GUIDELINES WTO Thec Cheerleadinge World Championship 2021! The United States All Star Federation and the International All Star Federation host just two competitions a year – The Cheerleading WorldsTM and The Dance WorldsTM. Event producers of premier championships sponsor their best teams to compete at these international competitions. Cheer and dance teams from all over the world may Dear USASF Program qualify to compete in either Senior or International divisions. Owners, Coaches, In 2021, an event producer may award up to $25,000 for each team they Athletes and Families — sponsor with a paid bid to The Cheerleading Worlds. Event producers often award multiple bids and will allocate substantial resources to support teams that have participated in their competitions. Teams Times as these call for of the highest distinction are chosen from their prestigious flexibility and adaptation. As a events to represent their respective companies at The Cheerleading Worlds. result, the details in this packet may be subject to change based on the fluidity of the COVID-19 pandemic TABLE OF CONTENTS situation in each of our communities. Health and Safety 3 Tentative Schedule of Events 4 Nonetheless, we look optimistically to the General Information 5 future as we plan for The Cheerleading USASF Worlds Divisions 6-10 Bid Requirements 6 World Championship 2021 to celebrate the Substitutes and Alternates 8 commitment, athleticism, diversity, lifelong IASF Worlds Divisions 11-12 learning and passion that we share in the Registration Deadlines and Payment Policies 13 All Star Cheer community.
  • Family Guy: Textual Devices and Masculine Vices

    Family Guy: Textual Devices and Masculine Vices

    FAMILY GUY: TEXTUAL DEVICES AND MASCULINE VICES by CARSON JUSTINE KLOSTERMAN MARTIN (Under the Direction of Christine Harold) ABSTRACT As the first animated situation comedy to be “uncancelled” due to its record breaking DVD sales, Family Guy is one in several contemporary animated sitcoms attracting a predominantly male audience. This project explores the attraction of this crude, politically incorrect satire of American suburbia to nineteen to thirty-four year old males. By exposing strategies of intertextuality and self-reflexivity, this project reveals that audiences are rewarded for media saturation. Further, in continuing a tradition of television portrayals of working-class men as foolish, childish, and unmanly, Peter Griffin’s character invites the audience to mock working-class stereotypes while simultaneously solidifying their subordinate status. This project attempts to add to the current discussion of animated situation comedy as well and working-class media representations. INDEX WORDS: Situation comedy, Limited animation, Pastiche, Intertextuality, Self- reflexivity, “Masculinity in Crisis,” Phallus, Metrosexuality, NASCAR Dads FAMILY GUY: TEXTUAL DEVICES AND MASCULINE VICES by CARSON JUSTINE KLOSTERMAN MARTIN B.A., Colorado State University, 2001 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for a Master’s Degree in Speech Communication. MASTER OF ARTS ATHENS, GEORGIA 2005 © 2005 Carson Justine Klosterman Martin All Rights Reserved FAMILY GUY: TEXTUAL DEVICES AND MASCULINE VICES by CARSON JUSTINE KLOSTERMAN MARTIN Major Professor: Christine L. Harold Committee: Celeste M. Condit Tina M. Harris Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2005 iv DEDICATION I would like to dedicate this thesis to my mother and brother.
  • Youtube As an Early Childhood Music Education Resource

    Youtube As an Early Childhood Music Education Resource

    YOUTUBE AS AN EARLY CHILDHOOD MUSIC EDUCATION RESOURCE: PARENTAL ATTITUDES, BELIEFS, USAGES, AND EXPERIENCES _______________________________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by MICHELLE Y. KO Dr. Wendy L. Sims, Dissertation Supervisor DECEMBER 2018 © Copyright by Michelle Ko 2018 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled YOUTUBE AS AN EARLY CHILDHOOD MUSIC EDUCATION RESOURCE: PARENTAL ATTITUDES, BELIEFS, USAGES, AND EXPERIENCES presented by Michelle Y. Ko, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. _____________________________________________________ Professor Wendy L. Sims _____________________________________________________ Professor Brian A. Silvey _____________________________________________________ Professor Brandon Boyd _____________________________________________________ Professor Alice Dade _____________________________________________________ Professor Kathleen Unrath This work is dedicated to my biggest cheerleaders, Mia and Paul. To my mom, because her overflowing love, support, and encouragement have sustained me throughout my life. To my husband, for his devotion, patience, and unwavering support during the last five years. “Do not go where the path may lead, go instead where there is no path and leave a trail.” -Ralph Waldo Emerson ACKNOWLEDGEMENTS First and foremost, I would like to thank Dr. Wendy Sims for believing in me. This work would not have been possible with her guidance and bottomless support during my doctoral studies. Thank you for being a fantastic mentor, teacher, inspiration, and shining example of a scholar. I also want to express my appreciation to my committee members, Dr.