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Beyond the Bodice Ripper: Innovation and Change in The
© 2014 Andrea Cipriano Barra ALL RIGHTS RESERVED BEYOND THE BODICE RIPPER: INNOVATION AND CHANGE IN THE ROMANCE NOVEL INDUSTRY by ANDREA CIPRIANO BARRA A dissertation submitted to the Graduate School—New Brunswick Rutgers, the State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in Sociology Written under the direction of Karen A. Cerulo And approved by _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ New Brunswick, New Jersey OCTOBER 2014 ABSTRACT OF THE DISSERTATION Beyond the Bodice Ripper: Innovation and Change in the Romance Novel Industry By ANDREA CIPRIANO BARRA Dissertation Director: Karen A. Cerulo Romance novels have changed significantly since they first entered the public consciousness. Instead of seeking to understand the changes that have occurred in the industry, in readership, in authorship, and in the romance novel product itself, both academic and popular perception has remained firmly in the early 1980s when many of the surface criticisms were still valid."Using Wendy Griswold’s (2004) idea of a cultural diamond, I analyze the multiple and sometimes overlapping relationships within broader trends in the romance industry based on content analysis and interviews with romance readers and authors. Three major issues emerge from this study. First, content of romance novels sampled from the past fourteen years is more reflective of contemporary ideas of love, sex, and relationships. Second, romance has been a leader and innovator in the trend of electronic publishing, with major independent presses adding to the proliferation of subgenres and pushing the boundaries of what is considered romance. Finally, readers have a complicated relationship with the act of reading romance and what the books mean in their lives. -
Good Foundations Academy Reading and Literacy Policy
Building Knowledge and Character GOOD FOUNDATIONS ACADEMY READING AND LITERACY POLICY PURPOSE AND PHILOSOPHY The development of literacy is one of the primary aims and focuses of effort at GFA. This includes a great deal of reading from a variety of both fiction and non-fiction primary literature. Particularly in the early grades, GFA emphasizes reading and more reading. Most American schools dedicate two or more hours each day to “literacy.” A majority of time is spent teaching children the fundamentals of reading strategies, such as making inferences, predicting, classifying, and looking for the main idea. The purpose of these exercises is to bolster test scores, independent of real knowledge. In contrast, GFA strives to develop the appreciation of language, increase specific knowledge, and provide meaning to students through the achievement of Primary Literacy, Mature Literacy, and Moral Literacy. Primary Literacy Primary Literacy begins with phonic recognition. Our goal in the early grades is for students to receive explicit, systematic phonemic awareness and phonics instruction. Children are provided deliberate, coherent, direct instruction in letter-sound correspondences. Practices which teach children to rely on word-memorization (the look-say method) and guessing (through illustration and/or context) are avoided. Once phonetic decoding skills are introduced, fluency must be developed. Fluency allows students to focus their mental energies on comprehension rather than decoding. Fluency means “flowing,” and in this context it also means “fast.” Fluency takes practice - a lot of it. Riggs & Open Court Phonics, selected stories from Open Court, and selected books from Accelerated Reader (AR) are the primary sources for the development of decoding skills and fluency at GFA. -
Titolo Anno Paese
compensi "copia privata" per l'anno 2018 (*) Per i film esteri usciti in Italia l’anno corrisponde all’anno di importazione titolo anno paese #SCRIVIMI ANCORA (LOVE, ROSIE) 2014 GERMANIA '71 2015 GRAN BRETAGNA (S) EX LIST ((S) LISTA PRECEDENTE) (WHAT'S YOUR NUMBER?) 2011 USA 002 OPERAZIONE LUNA 1965 ITALIA/SPAGNA 007 - IL MONDO NON BASTA (THE WORLD IS NOT ENOUGH) 2000 GRAN BRETAGNA 007 BERSAGLIO MOBILE (A VIEW TO A KILL) 1985 GRAN BRETAGNA 007 DOMANI NON MUORE MAI (IL) (TOMORROW NEVER DIES) 1997 GRAN BRETAGNA 007 SOLO PER I TUOI OCCHI (FOR YOUR EYES ONLY) 1981 GRAN BRETAGNA 007 VENDETTA PRIVATA (LICENCE TO KILL) 1989 USA 007 ZONA PERICOLO (THE LIVING DAYLIGHTS) 1987 GRAN BRETAGNA 10 CLOVERFIELD LANE 2016 USA 10 REGOLE PER FARE INNAMORARE 2012 ITALIA 10 YEARS - (DI JAMIE LINDEN) 2011 USA 10.000 A.C. (10.000 B.C.) 2008 USA 10.000 DAYS - 10,000 DAYS (DI ERIC SMALL) 2014 USA 100 DEGREES BELOW ZERO - 100 GRADI SOTTO ZERO 2013 USA 100 METRI DAL PARADISO 2012 ITALIA 100 MILLION BC 2012 USA 100 STREETS (DI JIM O'HANLON) 2016 GRAN BRETAGNA 1000 DOLLARI SUL NERO 1966 ITALIA/GERMANIA OCC. 11 DONNE A PARIGI (SOUS LES JUPES DES FILLES) 2015 FRANCIA 11 SETTEMBRE: SENZA SCAMPO - 9/11 (DI MARTIN GUIGUI) 2017 CANADA 11.6 - THE FRENCH JOB (DI PHILIPPE GODEAU) 2013 FRANCIA 110 E FRODE (STEALING HARVARD) 2003 USA 12 ANNI SCHIAVO (12 YEARS A SLAVE) 2014 USA 12 ROUND (12 ROUNDS) 2009 USA 12 ROUND: LOCKDOWN - (DI STEPHEN REYNOLDS) 2015 USA 120 BATTITI AL MINUTO (120 BETTEMENTS PAR MINUTE) 2017 FRANCIA 127 ORE (127 HOURS) 2011 USA 13 2012 USA 13 HOURS (13 HOURS: -
Eat. Sleep. Watch Dawson's Creek: Teenagers
EAT. SLEEP. WATCH DAWSON’S CREEK: TEENAGERS’ PERCEPTIONS OF TEENAGE LIFE ON DAWSON’S CREEK by AMANDA STEWART HALL (Under the Direction of MARIA CAROLINA ACOSTA-ALZURU) ABSTRACT Drawing on cultural studies, especially Hall’s theory of encoding and decoding of texts (1973), this study examines how a sample of the audience of Dawson’s Creek, a Warner Brothers’ Television show, interpret and relate to the show and whether they incorporate these meanings in their lives. Ten in-depth interviews were conducted with females aged 15- to 21-years-old to discern the reality of representations on the show of teenage life and how these participants engage with the show. Findings suggest the show enables its viewers to identify with the portrayal of the teenage experience, especially when examining the show’s characters. Limitations of the study include the diversity of the sample used. Future research suggestions include an examination of how the show’s messages are encoded by the show’s creative team. In addition, future research should include a more in-depth examination into how Dawson’s Creek has changed the nature of teenage television. INDEX WORDS: Cultural Studies, Popular Culture, Dawson’s Creek, Stuart Hall, Teenagers and Television, Consumption of Television, Encoding and Decoding Texts. EAT. SLEEP. WATCH DAWSON’S CREEK: TEENAGERS’ PERCEPTIONS OF TEENAGE LIFE ON DAWSON’S CREEK by AMANDA STEWART HALL B.A., University of North Carolina Charlotte, 1999 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2002 © 2002 Amanda Stewart Hall All Rights Reserved EAT. -
The Queerness of Straight Masculinity:Men's Emotional
THE QUEERNESS OF STRAIGHT MASCULINITY:MEN’S EMOTIONAL INTIMACIES WITH OTHER MEN IN BOY MEETS WORLD AND DAWSON’S CREEK by David Powers Corwin A Thesis Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Master of Arts Interdisciplinary Studies Committee: ___________________________________________ Director ___________________________________________ ___________________________________________ ___________________________________________ Program Director ___________________________________________ Dean, College of Humanities and Social Sciences Date: _____________________________________ Spring Semester 2016 George Mason University Fairfax, VA The Queerness of Straight Masculinity: Men’s Emotional Intimacies with Men in Boy Meets World and Dawson’s Creek A Thesis submitted in Partial fulfillment of the requirements for the Master of Arts in Interdisciplinary Studies at George Mason University. By David Powers Corwin Bachelor of Arts Milligan College, 2013 Director: Dr. Rachel Lewis, Assistant Professor Women and Gender Studies Program Spring Semester 2016 George Mason University Fairfax VA Dedication To my best friend, Jordan, this project is an attempt to make sense of our friendship that seemed to differ from all of our other male peers. Thank you for your enduring support of me and for providing me with an unconditional friendship for the last seven years. ii Acknowledgements Many people both professionally and personally made contributions to my success in the completion of this thesis. First, I would like to thank my committee chair, Dr. Rachel Lewis, for her mentoring role in my graduate school experience from my first semester in the MAIS program. Almost every semester, I had at least one if not more courses with Rachel and she continues to mentor my scholarship and support my work by giving me constructive criticism and talking me through all my moments of discouragement I had throughout the process. -
AR Quizzes for L.J. Hauser
L.J. Hauser Quiz Number Language Title Author Level Points 1 EN Adam of the Road Elizabeth Janet Gr 7.4 0.5 2 EN All-of-a-Kind Family Sydney Taylor 4.9 0.5 3 EN Amos Fortune, Free Man Elizabeth Yates 6.0 0.5 4 EN And Now Miguel Joseph Krumgold 6.8 11.0 5 EN "B" is for Betsy Carolyn Haywood 3.1 0.5 6 EN Bambi Felix Salten 4.6 0.5 7 EN Betsy-Tacy Maud Hart Lovelace 4.9 0.5 8 EN Black Beauty Anna Sewell 7.3 0.5 9 EN Blue Willow Doris Gates 6.4 0.5 10 EN The Borrowers Mary Norton 5.6 0.5 11 EN Bridge to Terabithia Katherine Paterson 7.0 0.5 12 EN Brighty of the Grand Canyon Marguerite Henry 6.2 7.0 13 EN The Bronze Bow Elizabeth George S 5.9 0.5 14 EN Caddie Woodlawn Carol Ryrie Brink 5.6 0.5 15 EN Call It Courage Armstrong Sperry 5.0 0.5 16 EN Carry On, Mr. Bowditch Jean Latham 5.1 0.5 17 EN The Cat Who Went to Heaven E. Coatsworth 5.8 0.5 18 EN Centerburg Tales Robert McCloskey 5.2 0.5 19 EN Charlotte's Web E.B. White 6.0 0.5 20 EN Charlie and the Chocolate Factor Roald Dahl 6.7 0.5 21 EN The Courage of Sarah Noble Alice Dalgliesh 4.2 0.5 22 EN The Cricket in Times Square George Selden 4.3 0.5 23 EN Daniel Boone James Daugherty 7.6 0.5 24 EN Dear Mr. -
6-8 Summer Reading Program Packet
[Type text] 6-8 CCS Summer Reading Program 2021 6-8 Summer Reading Program [Type text] 6-8 CCS Summer Reading Program CCHS Students and Families, CCMS Students and Families, We are continuing with our summer reading program this year. This program is open to all students; it is required for students who are taking advanced English 8 next year, and it is an extra credit assignment for those who will be taking a regular English class (the amount of extra credit will be determined by each teacher). How to Participate in the Summer Reading Program: 1) Choose a group of books from the list provided (e.g. “Classic Science Fiction”). This should be a new group, not one you’ve already done. 2) Read all the books in that category. 3) Complete a reading record card for each book. 4) Type an essay (using MLA format). Prompt: Choose your favorite book from the summer reading and discuss why you liked it. Your essay must have an introduction with a thesis statement, a body, and a conclusion. Please provide specific examples of what you liked, but avoid a simple plot summary. Remember to cite evidence from the book. Finish your essay by convincing someone who hasn’t read the book that it is a must read. Incoming 6th graders: The essay must be 400 words. Incoming 7th and 8th graders: The essay must be 500 words. 5) Turn in your reading cards and essay to your teacher on the first day of school in August. Please note that turning in an incomplete packet to your teacher may result in zero credit. -
Dawson's Creek, of Course!
Still Buffering 215: “Dawson’s Creek” (1998-2003) Published June 20th, 2020 Listen here at themcelroy.family [theme music plays] Rileigh: Hello, and welcome to Still Buffering: a cross-generational guide to the culture that made us. I am Rileigh Smirl. Sydnee: I'm Sydnee McElroy. Teylor: And I'm Teylor Smirl. Rileigh: Was that tagline right? Sydnee: Yep. Rileigh: Okay. [snorts] Sydnee: I think! Teylor: [laughs] Rileigh: Sorry, it's been a while since we've actually done it, and it just kinda came out before I could think about it, and I was just hoping it was right. And no one said anything, so I assumed it was. Sydnee: I was, uh—I wasn't paying strict attention, 'cause I was thinking about how I should've peed before we started. Rileigh: Mm-hmm. Sydnee: But, um, maybe that's the energy that I need for this. Rileigh: Holding your pee energy? Sydnee: [laughs quietly] Rileigh: That energy? Sydnee: [laughs] Don't you think that's— Teylor: Is that—is that good? Sydnee: I mean, maybe not—not—no, it's not great for your body. But, like, for your energy. Rileigh: Where you're just kind of, like, clenching. Like, "[quietly] Oh, okay." Sydnee: [laughs] Rileigh: "Yeah. Yeah." Sydnee: It doesn’t have to be that bad. [laughs] I was just k—I was—I was pondering that. Rileigh: Yeah. Sydnee: We're gonna see. Maybe this show will be better. Rileigh: We'll see, yeah. Teylor: Sydnee's conducting a scientific experiment. She has a—she has a hypothesis. -
Biography Today: Profiles of People of Interest to Young Readers
DOCUMENT RESUME ED 454 140 SO 032 850 AUTHOR Abbey, Cherie D., Ed. TITLE Biography Today: Profiles of People of Interest to Young Readers. Author Series, Volume 9. ISBN ISBN-0-7808-0462-7 PUB DATE 2001-00-00 NOTE 216p.; For related volumes in the Author Series, see ED 390 725, ED 434 064, ED 446 010, and ED 448 069. AVAILABLE FROM Omnigraphics, Inc., 615 Griswold Street, Detroit, MI 48226; Tel: 800-234-1340 (Toll Free); Web site: http://www.omnigraphics.com/. PUB TYPE Books (010)-- Reports Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Adolescent Literature; *Authors; Biographies; *Childrens Literature; Elementary Secondary Education; Language Arts; Popular Culture; Profiles; Student Interests; Supplementary Reading Materials IDENTIFIERS *Biodata ABSTRACT This book presents biographical profiles of 10 authors of interest to readers ages 9 and above and was created to appeal to young readers in a format they can enjoy and readily understand. Biographies were prepared after extensive research, and each volume contains a cumulative index, a general index, a place of birth index, and a birthday index. Each profile provides at least one picture of the individual and information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. All entries end with a list of easily accessible sources designed to lead the student to further reading on the individual. Obituary entries are also included, written to provide a perspective on the individual's entire career. Obituaries are clearly marked in both the table of contents and at the beginning of the entry. -
A Note About This Story Life and the Movies
Shifting into Overdrive by C. J. Anders A Note About This Story Kevin Williamson is a screenplay writer and a producer and director of movies. He was born on March 14th, 1965 and grew up in New Bern, a small town in the state of North Carolina, in the east of the U.S.A. Kevin loved movies and his favorite director was Steven Speilberg. Kevin studied theater and film at East Carolina University. In 1987, he left New Bern and went to New York. He wanted to become an actor. When he went to Los Angeles a few years later, he worked as an assistant to a director of music videos. Kevin studied script writing and wrote screenplays for movies. The first successful movie that he wrote was Scream (1996). Paul Stupin worked for Columbia TriStar Television. He read the screenplay for Scream and he liked it. He asked Kevin to write a TV show. Kevin thought about his life in his small home town and he wrote the story for "Dawson's Creek". The first episode of the show was made in 1997. Paul Stupin was the Executive Producer of "Dawson s Creek". Kevin wrote the screenplays for the movies Scream 2 (1997), 1 Know What You Did last Summer (1997) and The Faculty (1998). He wrote and directed the movie, Teaching Mrs Tingle (1999) and he produced the movie Scream 3 in 2000. The story of "Dawson's Creek” takes place in a small town in the state of Massachusetts, in the northeast of the United States. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Ori Mal Document
DOCUMENT RESUME ED 481 961 CS 512 517 AUTHOR Alpbey, Cherie D., Ed. TITLE Biography Today: Profiles of People of Interestto Young Readers. Author Series, Volume 14. ISBN ISBN-0-7808-0652-2 PUB DATE 2004-00-00 NOTE 257p. AVAILABLE FROM Omnigraphics, Inc., 615 Griswold St., Detroit, MI 48226 ($39)..Tel: 800-234-1340 (Toll Free); Tel: 313-461-1340; Fax: 313-461-1383; e-mail: [email protected]; Web site: http://www.biographytoday.com. PUB TYPE Books (010) Reference Materials General (130) -- Reports - Descriptive (141) EDRS PRICE EDRS Price MF01/PC11 Plus Postage. DESCRIPTORS *Adolescent Literature; *Authors; *Biographies; *Childrens Literature; Elementary Secondary Education; Reading Instruction; *Student Attitudes; *Student Motivation ABSTRACT This special subject volume of biographies of authors was created to appeal to young readers in a format they can enjoy reading and readily understand. Each entry provides at least one picture of the individual profiled, and bold-faced rubrics lead the reader to informationon birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. Each of the entries ends with a list of easily accessible sources designed to lead the student to further reading on the individual. This volume profiles: Orson Scott Card; Russell Freedman; Mary Grandpre; Nikki Grimes; Dan Greenburg; Laura Hillenbrand; Stephen Hillenburg; Norton Juster; Lurlene McDaniel; and Stephanie S. Tolan. (PM) Reproductions supplied by EDRS are the best that can be made from the ori Mal document. Volume 14 *4) Stephen 4 Hillenburg 0 4.40* a PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY L. -
Teacher's Instructional Guide
GOODSPEED MUSICALS Teacher’s Instructional Guide for the Goodspeed Musicals production of July 9 - September 18, 2010 Goodspeed Opera House East Haddam, Conn. The Teacher’s Instructional Guide is made possible through the generosity of The Max Showalter Center for Education in the Musical Theater 1 Teacher’s Instructional Guide Table of Contents Title Page from Carnival! program…………........…........................................……………...........................3 Cast of Characters……………………………………………………………..........................……………4 Musical Numbers Listing…...........................……………………………………………………………….5 Program Notes………………………..……..........................………………………………………………6 Carnival! Synopsis…………………………….............……..................................………………………….8 Character Summary..................….......................………………………………………………………......10 Puppetry’s Creative Manifestations………..………………………………………….................................11 Puppetry in Pop Culture…...........................………………………………………………………………13 Circus History…...........................………………………………………................……………………....15 Circus Slang…...........................…………………………………………..................…………………….16 Theater Etiquette………………………………......................……………………………………………17 Language Arts for Middle Level………………………………........................……………………………18 Social Studies for Middle Level…………………………………….………..........................…………….19 English for High School Level…...................................…………………………………………………...21 Social Studies for High