101 Hero's Adventure
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Mythic Structure Theory: Proposing a New Framework for the Study of Political Issues David L
Mythic Structure Theory: Proposing a New Framework for the Study of Political Issues David L. Schecter California State University at Fresno This article develops the tenets of a new political theory evolved from the discovery that there are numerous frameworks to study political issues, such as abortion, but few over-arching theories. I propose and explore the tenets and hypotheses of a new “mythic structure theory.” Mythic structure theory draws from numerous examples in literature and anthropology and treats political issues as mythical stories, referencing heavily the works of James Joyce and Joseph Campbell. The essay concludes with the specific application of mythic structure theory to the issue of abortion and an argument is made as to why mythic structure theory yields insights into the abortion debate not offered by other theoretical frameworks. The application of this concept is recommended for the study of political issues such as abortion, civil rights, the environment, and education. The idea for this work grew out of several thoughts coalescing. In recognizing the seriousness and non-ending quality of the abortion debate, for example, it appears that none of the current theoretical frameworks sufficiently explains the magnitude and complexity of the topic. In a normative sense, what is the best way to study this issue? Do the religious, legalistic, or public policy frameworks so prevalent in the literature reasonably explain the issue? What is the best way to navigate political topics in which there are numerous contested beliefs and assumptions? A “war” metaphor is often used to describe the debates over abortion, but this is too rigid to capture the nuances of the debate. -
A Foucauldian Analysis of Black Swan
Introduction In the 2010 movie Black Swan , Nina Sayers is filmed repeatedly practicing a specific ballet turn after her teacher mentioned her need for improvement earlier that day. Played by Natalie Portman, Nina is shown spinning in her room at home, sweating with desperation and determination trying to execute the turn perfectly. Despite the hours of gruesome rehearsal, Nina must nail every single aspect of this particular turn to fully embody the role she is cast in. After several attempts at the move, she falls, exhausted, clutching her newly twisted ankle in agony. Perfection, as shown in this case, runs hand in hand with pain. Crying to herself, Nina holds her freshly hurt ankle and contemplates how far she will go to mold her flesh into the perfectly obedient body. This is just one example in the movie Black Swan in which the main character Nina, chases perfection. Based on the demanding world of ballet, Darren Aronofsky creates a new-age portrayal of the life of a young ballet dancer, faced with the harsh obstacles of stardom. Labeled as a “psychological thriller” and horror film, Black Swan tries to capture Nina’s journey in becoming the lead of the ever-popular “Swan Lake.” However, being that the movie is set in modern times, the show is not about your usual ballet. Expecting the predictable “Black Swan” plot, the ballet attendees are thrown off by the twists and turns created by this mental version of the show they thought they knew. Similarly, the attendees for the movie Black Swan were surprised at the risks Aronofsky took to create this haunting masterpiece. -
Discussion Questions for the Power of Myth by Joseph Campbell and Bill Moyers
Discussion Questions for The Power of Myth by Joseph Campbell and Bill Moyers 1. Campbell defines myth in various ways in the book, including: a. A way to experience life b. A clue to the spiritual potential of human beings c. The song of the imagination d. The reconciliation of the conditions of life, that is, that life is about the killing of other organisms e. The one grand story of humankind f. Myth affirms that there is an invisible plane which supports the visible plane g. Myth teaches us when to let go h. A fairy tale is a child’s myth Do you agree with Campbell’s various definitions of myth? Do you have a different definition of myth? Is there one definition that seems more apt than others? 2. Campbell claims that there are two different kinds of myths: a. A portion that relates to nature and man’s place in nature b. A portion that is sociological, that is, how men fit into their society Do you agree with Campbell that there are two types of myth? Are there other types of myths? Are there myths which do not fit into one of these two categories; if so, which ones? 3. The hero, according to Campbell is a: a. Person who faces trial and tribulations as a result of bringing new possibilities into the field of interpreted experience b. Lives in the field of time and must make decisions about good and evil c. An artist who helps develop and communicate myths today (he cites James Joyce as an artist who develops modern myths) d. -
Kingdom Principles
KINGDOM PRINCIPLES PREPARING FOR KINGDOM EXPERIENCE AND EXPANSION KINGDOM PRINCIPLES PREPARING FOR KINGDOM EXPERIENCE AND EXPANSION Dr. Myles Munroe © Copyright 2006 — Myles Munroe All rights reserved. This book is protected by the copyright laws of the United States of America. This book may not be copied or reprinted for commercial gain or profit. The use of short quotations or occasional page copying for personal or group study is permitted and encouraged. Permission will be granted upon request. Unless other- wise identified, Scripture quotations are from the HOLY BIBLE, NEW INTERNA- TIONAL VERSION Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved. Scripture quotations marked (NKJV) are taken form the New King James Version. Copyright © 1982 by Thomas Nelson, Inc. Used by permission. All rights reserved. Please note that Destiny Image’s publishing style capitalizes certain pronouns in Scripture that refer to the Father, Son, and Holy Spirit, and may differ from some publishers’ styles. Take note that the name satan and related names are not capitalized. We choose not to acknowledge him, even to the point of violating grammatical rules. Cover photography by Andy Adderley, Creative Photography, Nassau, Bahamas Destiny Image® Publishers, Inc. P.O. Box 310 Shippensburg, PA 17257-0310 “Speaking to the Purposes of God for this Generation and for the Generations to Come.” Bahamas Faith Ministry P.O. Box N9583 Nassau, Bahamas For Worldwide Distribution, Printed in the U.S.A. ISBN 10: 0-7684-2373-2 Hardcover ISBN 13: 978-0-7684-2373-0 ISBN 10: 0-7684-2398-8 Paperback ISBN 13: 978-0-7684-2398-3 This book and all other Destiny Image, Revival Press, MercyPlace, Fresh Bread, Destiny Image Fiction, and Treasure House books are available at Christian bookstores and distributors worldwide. -
The Department of Children and Families Early Childhood Practice Guide for Children Aged Zero to Five
The Department of Children and Families Early Childhood Practice Guide for Children Aged Zero to Five The Department of Children and Families Early Childhood Practice Guide for Children Aged Zero to Five TABLE OF CONTENTS Section Title Page Introduction 3 Very Young Children in Child Welfare 4 Understanding the Importance of Attachment in Early Years 4 The Impact of Trauma on Early Childhood Development 10 Child Development 14 Social and Emotional Milestones (Charts) 17 Assessing Safety and Risk for Children 0‐5 – Intake and Ongoing Services 26 Quality Early Education and Care 38 Parents with Disabilities 39 Parents Who were in DCF Care as Children 43 Early Childhood – Adolescent Services 45 Visitation 46 The Role of Supervision in Early Childhood (Ages zero to five) 48 Consults 50 Foster Care: Focusing on Children Entering and In‐Care‐Birth to Age 5 51 DCF’s Teaming Continuum 53 Appendices 55 Appendices Index Page Introduction 56 The Impact of Trauma on Early Childhood Development 57 Child Development 61 Developmental Milestones 65 Attachment 70 Resources – Children’s Social and Emotional Competence 74 Cultural Considerations 75 Assessing Home Environment 76 Assessing Parenting and Parent/Child Relationship 78 Assessing Parental Capacity 78 Assessment of the Parent’s Perception of Child 79 Failure To Thrive 80 Abusive Head Trauma (Shaken Baby) 80 Foster Care 81 Fatherhood Initiative Programs at CJTS 82 Resources by Region (Separate Document) See “Resources” April 1, 2016 (New) 2 | Page The Department of Children and Families Early Childhood Practice Guide for Children Aged Zero to Five INTRODUCTION The Department of Children and Families supports healthy relationships, promotes safe and healthy environ‐ ments and assures that the social and emotional needs of all children are met. -
Deliver Me: Pregnancy, Birth, and the Body in the British Novel, 1900-1950
DELIVER ME: PREGNANCY, BIRTH, AND THE BODY IN THE BRITISH NOVEL, 1900-1950 BY ERIN M. KINGSLEY B.A., George Fox University, 2001 M.A., University of Colorado at Denver, 2006 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of English 2014 This thesis, entitled: Deliver Me: Pregnancy, Birth, and the Body in the British Novel, 1900-1950 written by Erin M. Kingsley has been approved for the Department of English _______________________________________ Jane Garrity, Committee Chair _______________________________________ Laura Winkiel, Committee Member Date:_______________ The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. HRC protocol #__________________ iii ABSTRACT Kingsley, Erin (Ph.D., English, English Department) Deliver Me: Pregnancy, Birth, and the Body in the British Novel, 1900-1950 Thesis directed by Associate Professor Jane Garrity Deliver Me: Pregnancy, Birth, and the Body in the British Novel, 1900-1950 explores three ways British novels engage with the rise of the “culture of pregnancy,” an extreme interest in reproduction occurring during the modernist movement. This culture of pregnancy was intimately facilitated by the joint explosion of dailies and periodicals and the rise of “experts,” ranging from doctors presiding over the birthing chamber to self-help books dictating how women should control their birth-giving. In response to this culture of pregnancy, some modernist writers portray the feminine reproductive body as a suffering entity that can be saved by an alignment with traditionally- coded masculine aspects of the mind. -
Greek God Pantheon.Pdf
Zeus Cronos, father of the gods, who gave his name to time, married his sister Rhea, goddess of earth. Now, Cronos had become king of the gods by killing his father Oranos, the First One, and the dying Oranos had prophesied, saying, “You murder me now, and steal my throne — but one of your own Sons twill dethrone you, for crime begets crime.” So Cronos was very careful. One by one, he swallowed his children as they were born; First, three daughters Hestia, Demeter, and Hera; then two sons — Hades and Poseidon. One by one, he swallowed them all. Rhea was furious. She was determined that he should not eat her next child who she felt sure would he a son. When her time came, she crept down the slope of Olympus to a dark place to have her baby. It was a son, and she named him Zeus. She hung a golden cradle from the branches of an olive tree, and put him to sleep there. Then she went back to the top of the mountain. She took a rock and wrapped it in swaddling clothes and held it to her breast, humming a lullaby. Cronos came snorting and bellowing out of his great bed, snatched the bundle from her, and swallowed it, clothes and all. Rhea stole down the mountainside to the swinging golden cradle, and took her son down into the fields. She gave him to a shepherd family to raise, promising that their sheep would never be eaten by wolves. Here Zeus grew to be a beautiful young boy, and Cronos, his father, knew nothing about him. -
Benjamin Hood
Ice Whizz whizz my ice skates shoot over the cold hard ice. I hit a hairpin turn my feet fly out from under me I’m flying WUMP I land on the unforgiving ice. Ice is fun and playful but sometimes it takes is fun too far and womps you on the head Benjamin Hood Snow-boarding I love snow-boarding. I do it in all weathers. Snow or rain, sometimes in below zero. The reason I like snow-boarding is because I feel so alive. I fly by people. As I hit a jump I feel the air between my board and the ground. It’s very steep. I don’t stop, I keep going. I yell with freedom “woohoo!” I hit another jump. When I get to the bottom I go get something to eat. Then I sit by the fire. The warmth melts the cruel frost off my bones. Then I leave. Bradley Thane Ice skating Ice skating I haven’t been in two years. Snow, all over the ice. In the beginning I was scared, of falling and hurting myself All of a sudden… I fell, thud, onto the ice. My tooth went into my lip My Mom asked me I wanted my skates off, I said no. Two minutes later I was back on the ice. After that, It was like butter, the crinch, crunch under my skates, the slap of the hockey stick against the puck. It was the best night I ever had. By the end, the snow on the ice was gone. -
Your-Pregnancy.Pdf
Your Pregnancy excitement baby expectations dad boy mom birthfamily Henry Ford Health System welcomes you to our Women’s Health Services Department. The goal of our health care team is to make sure that you receive the very best care for you and your baby. The main purpose of prenatal care is to have a healthy mom and baby. Therefore, our approach is research-based and revolves around what has been proven to help both mom and baby through the pregnancy process. This is an exciting time for you and your family. We are committed partners in this process and have compiled this book as a resource of what to expect. In addition to this book, we have online resources that are available to you. We suggest you read through both of these resources and talk to your provider if you have questions or concerns. 3 TABLE OF CONTENTS 1. BABY & ME Baby and me - 40 weeks of growth and bonding ...................... 7 2. NUTRITION & EXERCISE Nutrition in pregnancy ......................................... 13 What should I eat? ............................................ 15 Vitamin D .................................................. 16 Anemia .................................................... 16 Staying healthy while pregnant .................................. 18 Safety precautions during pregnancy .............................. 20 3. TESTING Testing during pregnancy ....................................... 23 What to expect at your obstetric ultrasound ........................ 24 4. GENERAL HELP Common discomforts of pregnancy .............................. -
The Shattered Mirror: Identity, Authority, and Law, 58 Wash
Washington and Lee Law Review Volume 58 | Issue 1 Article 3 Winter 1-1-2001 The hS attered Mirror: Identity, Authority, and Law Lawrence M. Friedman Follow this and additional works at: https://scholarlycommons.law.wlu.edu/wlulr Part of the Civil Rights and Discrimination Commons, and the Law and Society Commons Recommended Citation Lawrence M. Friedman, The Shattered Mirror: Identity, Authority, and Law, 58 Wash. & Lee L. Rev. 23 (2001), https://scholarlycommons.law.wlu.edu/wlulr/vol58/iss1/3 This Article is brought to you for free and open access by the Washington and Lee Law Review at Washington & Lee University School of Law Scholarly Commons. It has been accepted for inclusion in Washington and Lee Law Review by an authorized editor of Washington & Lee University School of Law Scholarly Commons. For more information, please contact [email protected]. The Shattered Mirror: Identity, Authority, and Law Lawrence M. Friedman* At Stanford Law School, there are a stunning number of student organiza- tions. Some of them have been around for a while. Others come and go. We have or have had organizations of black students, Hispanic students, Native American students, Asian and Pacific Islander students, gay and lesbian students, Jewish students, Christian students, women students, older students, students interested in high technology, students interested in entertainment law. Most of these groups are identity groups. A few are groups organized around some field of law. When I went to law school, almost fifty years ago, there were (ifI am remembering correctly) none of these organizations. To be sure, there were very few women or minority students in law school at that time. -
The Stages of the Hero's Journey All Stories Consist of Common Structural Elements of Stages Found Universally in Myths, Fairy Tales, Dreams, and Movies
Excepts from Myth and the Movies, Stuart Voytilla1 Foreword By Christopher Vogler … Among students of myth like Carl Jung, Mircea Eliade, Theodore Gaster, and Heinrich Zimmer, the work of a man named Joseph Campbell has particular relevance for our quest. He hammered out a mighty link of the chain, a set of observations known as The Hero’s Journey. In books like The Hero with a Thousand Faces, The Power of Myth, and The Inner Reaches of Outer Space, Campbell reported on the synthesis he found while comparing the myths and legends of many cultures. The Hero’s Journey was his all-embracing metaphor for the deep inner journey of transformation that heroes in every time and place seem to share, a path that leads them through great movements of separation, descent, ordeal, and return. In reaction to Campbell’s work, a man named George Lucas composed what many have called a myth for our times - the Star War series, in which young heroes of a highly technological civilization confront the same demons, trials, and wonders as the heroes of old. ... The Stages of the Hero's Journey All stories consist of common structural elements of Stages found universally in myths, fairy tales, dreams, and movies. These twelve Stages compose the Hero's Journey. What follows is a simple overview of each Stage, illustrating basic characteristics and functions. Use it as a quick-reference guide as you explore the genre and movie analyses. Since it cannot provide all of Christopher Vogler's insights upon which it was based, I recommend you refer to his book, The Writer's Journey, for a much more thorough evaluation. -
Birth Settings in America: Outcomes, Quality, Access, and Choice (2020)
THE NATIONAL ACADEMIES PRESS This PDF is available at http://nap.edu/25636 SHARE Birth Settings in America: Outcomes, Quality, Access, and Choice (2020) DETAILS 265 pages | 6 x 9 | PAPERBACK ISBN 978-0-309-66982-5 | DOI 10.17226/25636 CONTRIBUTORS GET THIS BOOK Susan Scrimshaw and Emily P. Backes, Editors; Committee on Assessing Health Outcomes by Birth Settings; Board on Children, Youth, and Families; Division of Behavioral and Social Sciences and Education; Health and Medicine Division; FIND RELATED TITLES National Academies of Sciences, Engineering, and Medicine SUGGESTED CITATION National Academies of Sciences, Engineering, and Medicine 2020. Birth Settings in America: Outcomes, Quality, Access, and Choice . Washington, DC: The National Academies Press. https://doi.org/10.17226/25636. Visit the National Academies Press at NAP.edu and login or register to get: – Access to free PDF downloads of thousands of scientific reports – 10% off the price of print titles – Email or social media notifications of new titles related to your interests – Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. (Request Permission) Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. Birth Settings in America: Outcomes, Quality, Access, and Choice Prepublication Copy Uncorrected Proofs BIRTH SETTINGS IN AMERICA: OUTCOMES, QUALITY, ACCESS, AND CHOICE Committee on Assessing Health Outcomes by Birth Settings Susan Scrimshaw and Emily P. Backes, Editors Board on Children, Youth, and Families Division of Behavioral and Social Sciences and Education Health and Medicine Division A Consensus Study Report of Copyright National Academy of Sciences.