Laughing All the Way to the Bank
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Tavernier House
FILM REVIEW Eat, drink and be merry Winterbottom’s 2005’s This British “Tristram Shandy: A Cock import is wit and Bull Story.” Coogan is probably writ large most recognizable in the KEY WEST U.S. from his role as ‘The Trip’, 107 minutes, Octavius in the two “Night Unrated, opens Friday, Aug. At The Museum” films. 26, Tropic Cinema, Key “The Trip” reunites the trio West in a very funny movie Beer masters compete about, well, basically about Two British guys go on nothing. While the movie a road trip through a pretty only lightly touches on the KEYS but purpose of the trip, the for bragging rights FILM rainy director wisely concentrates country- on the repartee between the economies. side, two main characters. The Brewfest touts “Recently, China has eat at In L’Attitudes end result is an enjoyable overtaken the U.S. as the several film. 140 beers for largest beer economy,” con- restau- “The Trip” started as a Sept. 1-5 event cluded economists Liesbeth rants, TV series in the UK and Colen and Johan Swinnen of talk and Winterbottom has woven L’Attitudes Staff the University of Leuven, talk some of those episodes into writing in the American some a 107-minute film. The Picture 12 dozen differ- trade industry’s magazine. more, do premise is that Coogan is ent beers on tap or chilled in Lest we allow China to impres- hired by a London newspa- bottles waiting to quench usurp our longstanding beer Craig Wanous sions of per to write about fine your thirst. -
Season 5 Article
N.B. IT IS RECOMMENDED THAT THE READER USE 2-PAGE VIEW (BOOK FORMAT WITH SCROLLING ENABLED) IN ACROBAT READER OR BROWSER. “EVEN’ING IT OUT – A NEW PERSPECTIVE ON THE LAST TWO YEARS OF “THE TWILIGHT ZONE” Television Series (minus ‘THE’)” A Study in Three Parts by Andrew Ramage © 2019, The Twilight Zone Museum. All rights reserved. Preface With some hesitation at CBS, Cayuga Productions continued Twilight Zone for what would be its last season, with a thirty-six episode pipeline – a larger count than had been seen since its first year. Producer Bert Granet, who began producing in the previous season, was soon replaced by William Froug as he moved on to other projects. The fifth season has always been considered the weakest and, as one reviewer stated, “undisputably the worst.” Harsh criticism. The lopsidedness of Seasons 4 and 5 – with a smattering of episodes that egregiously deviated from the TZ mold, made for a series much-changed from the one everyone had come to know. A possible reason for this was an abundance of rather disdainful or at least less-likeable characters. Most were simply too hard to warm up to, or at the very least, identify with. But it wasn’t just TZ that was changing. Television was no longer as new a medium. “It was a period of great ferment,” said George Clayton Johnson. By 1963, the idyllic world of the 1950s was disappearing by the day. More grittily realistic and reality-based TV shows were imminent, as per the viewing audience’s demand and it was only a matter of time before the curtain came down on the kinds of shows everyone grew to love in the 50s. -
Supplementary Materials
Experiment 1 Accidentally the young woman snubbed the acquaintance/*vinegar… Accidentally the young woman packed the vinegar/*acquaintance… After clearing the table at the diner the busboy thanked the cook/*pots… After clearing the table at the diner the busboy rinsed the pots/*cook… After feeding the infant the parent burped the tot/*cloth… After feeding the infant the parent unbuttoned the cloth/*tot… After getting his last card the high roller deceived the gambler/*money… After getting his last card the high roller hurled the money/*gambler… After heavy snowfalls in winter the old man thanked the groundskeeper/*stairs… After heavy snowfalls in winter the old man salted the stairs/*groundskeeper… After her son left for boarding school the mother praised the lad/*toys… After her son left for boarding school the mother stored his toys/*lad… After his daughter left the church the priest shunned the boyfriend/*tradition… After his daughter left the church the priest reiterated the tradition/*boyfriend… After much deliberation the university president appointed the director/*campus… After much deliberation the university president expanded the campus/*director… After school was out for the day the janitor insulted the superintendent/*cafeteria… After school was out for the day the janitor mopped the cafeteria/*superintendent… After she had been married for five years the woman divorced the deadbeat/*post… After she had been married for five years the woman resumed the post/*deadbeat… After soccer practice was over the player invited the teammate/*decision… -
GETTING THEM to GIVE a DAMN How to Get Your Front Line to Care
GETTING THEM TO GIVE A DAMN How to Get Your Front Line to Care about Your Bottom Line By Eric Chester Table of Contents Acknowledgments The insights and ideas in the pages that follow have come from my ezperience of working with young people all of my professional life. I am forever grateful for the opportunities I have been given to speak for them but confess that I have learned more from them than they have from me. Since I founded Generation Why, Inc. in 1997, I have worked with some amazing individuals and with some truly great companies and organizations. While there are too many to list, I m indebted to each of them. Special thanks to my sister and research assistant Christie Chester; my business mentor Mark Sanborn; my editor Barbara McNichol; my colleague TJ Schier; my visibility coach David Avrin; contributors Tawnya Lassiter, Karen LaFonda and Lee McCroskey; and to the great team at Dearborn Trade Publishing. A very special thanks to my children for allowing me to learn through their experiences and to tell their stories, and to my awesome wife, Lori, for her continual support and encouragement. Give A Damn \Giv • ə • dam\ vb 1 : CARE 2 : To feel a sense of personal obligation. 3 : To commit oneself fully to a job, pursuit, or cause. see also BUY IN Preface This book is about successfully employing teenagers and 20-somethings. As of this writing, this group was born between the years of 1980 and 1994, a segment of the American population I refer to as “Generation Why.” However, as I have come to believe through my research and writings, inherent dangers lurk when generalizing about a group of individuals born between certain years. -
English II. Teacher's Guide [And Student Workbook]. Revised
DOCUMENT RESUME ED 462 790 EC 308 857 AUTHOR Fresen, Sue, Ed. TITLE English II. Teacher's Guide [and Student Workbook]. Revised. Parallel Alternative Strategies for Students (PASS). INSTITUTION Leon County Schools, Tallahassee, FL. Exceptional Student Education. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. REPORT NO ESE-5200.A; ESE-5200.B PUB DATE 1998-00-00 NOTE 640p.; Course No. 1001340. Part of the Curriculum Improvement Project funded under the Individuals with Disabilities Education Act (IDEA), Part B. AVAILABLE FROM Florida State Dept. of Education, Div. of Public Schools and Community Education, Bureau of Instructional Support and Community Services, Turlington Bldg., Room 628, 325 West Gaines St., Tallahassee, FL 32399-0400 (Teacher's guide, $4.40; student workbook, $12.95) . Tel: 800-342-9271 (Toll Free); Tel: 850-488-1879; Fax: 850-487-2679; Web site: http://www.leon.k12.fl.us/public/pass. PUB TYPE Guides Classroom Learner (051) Guides Classroom - Teacher (052) EDRS PRICE MF03/PC26 Plus Postage. DESCRIPTORS *Academic Accommodations (Disabilities); Communication Skills; *Disabilities; *English; *Language Arts; Learning Activities; Literature; Reading Comprehension; Secondary Education; *Slow Learners; Teaching Guides; Teaching Methods; Writing (Composition) IDENTIFIERS *Florida ABSTRACT This teacher's guide and student workbook are part of a series of content-centered supplementary curriculum packages of alternative methods and activities designed to help secondary students who have disabilities and those with diverse learning needs succeed in regular education content courses. The content of Parallel Alternative Strategies for Students (PASS) materials differs from standard textbooks and workbooks in several ways. Simplified text, smaller units of study, reduced vocabulary level, increased frequency of drill and practice exercises, less cluttered format, and presentation of skills in small, sequential steps. -
Representation of Jews in the Media: an Analysis of Old Hollywood Stereotypes Perpetuated in Modern Television Minnah Marguerite Stein
)ORULGD6WDWH8QLYHUVLW\/LEUDULHV 2021 Representation of Jews in the Media: An Analysis of Old Hollywood Stereotypes Perpetuated in Modern Television Minnah Marguerite Stein Follow this and additional works at DigiNole: FSU's Digital Repository. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF COMMUNICATIONS REPRESENTATION OF JEWS IN THE MEDIA: AN ANALYSIS OF OLD HOLLYWOOD STEREOTYPES PERPETUATED IN MODERN TELEVISION By MINNAH STEIN A Thesis submitted to the Department of Communications and Media Studies in partial fulfillment of the requirements for graduation with Honors in the Major Degree Awarded: Summer, 2021 The members of the Defense Committee approve the thesis of Minnah Stein defended on April 2, 2021. Dr. Andrew Opel Thesis Director Dr. Martin Kavka Outside Committee Member Dr. Arienne Ferchaud Committee Member 2 Abstract Anti-Semitism in the United States is just as prevalent today as it has ever been. How does this cultural anti-Semitism translate into the media? Through portraying Jews as greedy, neurotic, pushy, money obsessed, cheap, and a myriad other negative stereotypes, the media often perpetuates long standing anti-Semitic tropes. This thesis analyzes the prevalence of Jewish stereotypes in modern television through the analysis and discussion of three of the most popular current television shows, getting into the nuance and complexity of Jewish representation. Through the deliberate viewing of Big Mouth, The Goldbergs, and Schitt’s Creek, the conclusion is that although an effort is being made to debunk some stereotypes about Jews, there are other Jewish stereotypes that have remained popular in television media. These stereotypes are harmful to Jews because they both feed and fuel the anti-Semitic attitudes of viewers. -
The Gougeon Brothers on Boat Construction
The Gougeon Brothers on Boat Construction The Gougeon Brothers on Boat Construction Wood and WEST SYSTEM® Materials 5th Edition Meade Gougeon Gougeon Brothers, Inc. Bay City, Michigan Gougeon Brothers, Inc. P.O. Box 100 Patterson Avenue Bay City, Michigan, 48707-0908 Editor: Kay Harley Technical Editors: Brian K. Knight and Tom P. Pawlak Designer: Michael Barker Copyright © 2005, 1985, 1982, 1979 by Gougeon Brothers, Inc. P.O. Box 908, Bay City, Michigan 48707, U. S. A. First edition, 1979. Fifth edition, 2005. Except for use in a review, no part of this publication may be reproduced or used in any form, or by any means, electronic or manual, including photocopying, recording, or by an information storage and retrieval system without prior written approval from Gougeon Brothers, Inc., P.O. Box 908, Bay City, Michigan 48707-0908, U. S. A., 866-937-8797 The techniques suggested in this book are based on many years of practical experience and have worked well in a wide range of applications. However, as Gougeon Brothers, Inc. and WEST SYSTEM, Inc.will have no control over actual fabrication, any user of these techniques should understand that use is at the user’s own risk. Users who purchase WEST SYSTEM® products should be careful to review each product’s specific instructions as to use and warranty provisions. LCCN 00000 ISBN 1-878207-50-4 Cover illustration by Michael Barker. Layout by Golden Graphics, Midland, Michigan. Printed in the United States of America by McKay Press, Inc., Midland, Michigan. Contents Preface . ix Acknowledgments . xi Chapter 1 Introduction–Gougeon Brothers and WEST SYSTEM® Epoxy . -