Kaleidoscope Fall 2018
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Kaleidoscope One
KALEIDOSCOPE ONE STEFAN ZWEIG Translated by Eden and Cedar Paul 1 CONTENTS AMOK - 3 THE BURNING SECRET - 36 MOONBEAM ALLEY - 74 TRANSFIGURATION - 84 FEAR - 112 THE FOWLER SNARED - 137 THE GOVERNESS - 143 2 AMOK IN March, 1912, when a big mail-boat was unloading at Naples, there was an accident about which extremely inaccurate reports appeared in the newspapers. I myself saw nothing of the affair, for (in common with many of the passengers), wishing to escape the noise and discomfort of coaling, I had gone to spend the evening ashore. As it happens, however, I am in a position to know what really occurred, and to explain the cause. So many years have now elapsed since the incidents about to be related, that there is no reason why I should not break the silence I have hitherto maintained. I had been traveling in the Federated Malay States. Recalled home by cable on urgent private affairs, I joined the Wotan at Singapore, and had to put up with very poor accommodation. My cabin was a hold of a place squeezed into a corner close to the engine-room, small, hot, and dark. The fusty, stagnant air reeked of oil. I had to keep the electric fan running, with the result that a fetid draught crawled over my face reminding me of the fluttering of a crazy bat. From beneath came the persistent rattle and groans of the engines, which sounded like a coal-porter tramping and wheezing as he climbed an unending flight of iron stairs; from above came the no less persistent tread of feet upon the promenade deck. -
Catalog 2011-12
C A T A L O G 1 2011 2012 Professional/Technical Careers University Transfer Adult Education 2 PIERCE COLLEGE CATALOG 2011-12 PIERCE COLLEGE DISTRICT 11 BOARD OF TRUSTEES DONALD G. MEYER ANGIE ROARTy MARC GASPARD JAQUELINE ROSENBLATT AMADEO TIAM Board Chair Vice Chair PIERCE COLLEGE EXECUTIVE TEAM MICHELE L. JOHNSON, Ph.D. Chancellor DENISE R. YOCHUM PATRICK E. SCHMITT, Ph. D. BILL MCMEEKIN President, Pierce College Fort Steilacoom President, Pierce College Puyallup Interim Vice President for Learning and Student Success SUZY AMES Executive Vice President Vice President for Advancement of Extended Learning Programs Executive Director of the Pierce College Foundation JO ANN W. BARIA, Ph. D. Dean of Workforce Education JAN BUCHOLZ Vice President, Human Resources DEBRA GILCHRIST, Ph.D. Dean of Libraries and Institutional Effectiveness CAROL GREEN, Ed.D. Vice President for Learning and Student Success, Fort Steilacoom MICHAEL F. STOCKE Dean of Institutional Technology JOANN WISZMANN Vice President, Administrative Services The Pierce College District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, disability, or age in its programs and activities. Upon request, this publication will be made available in alternate formats. TABLE OF CONTENTS 3 Table of Contents Landscapes of Possibilities Dental Hygiene ......................................................52 Sociology ..................................................................77 Chancellor’s Message ..............................................5 -
Supplément Spécial N° 10 / Juillet 2014
/10 Supplément spécial n° 10 / Juillet 2014 La qualité, ou plutôt l’ineptie de la plupart des films français qui se sont succédé depuis le début de l’année serait-elle proportionnelle à la débâcle critique qui ne cesse de prendre de l’ampleur ? Constat un tantinet exagéré mais une certaine tendance au nivellement par le très très bas s’opère pourtant. Ce n’est pas nouveau que la parole critique concernant le cinéma soit si peu affutée sur le service public, notre consœur L’ouvreuse s’était essayée en 2009 à une immersion intensive d’une semaine dans l’enfer du PAF côté émissions de ciné. Depuis, pas grand chose n’a changé, certaines émissions ont disparu mais globalement une véritable réflexion critique se fait toujours aussi rare. Bien sûr, le net propose une alternative réjouissante car parmi les nombreux sites et blogs se contentant de régurgiter ce que les attachés de presse leur adressent, sont apparus des espaces d’expression tenus par des passionnés livrant leurs réflexions avec une certaine verve et acuité, mais généralement ces sites ne sont pas les mieux référencés ou les plus visités. La quasi absence de développement critique accessible au plus grand nombre est en soi l’illustration de l’échec du service public à formaliser des interstices où pourraient s’épanouir débat et/ou questionnements sur des œuvres présentes ou passées. Si possible quelque chose de plus consistant que la navrante émission « Le Cercle » présentée par Beigbeider où Philippe Rouyer a bien du mal à élever le niveau à lui tout seul.. -
2013Winter.Pdf
Slippery Rock University Magazine TheROCK WINTER 2013 Color My World Kaleidoscope Arts Festival April 16-28 VIEW from the ROCK TheROCK Volume 15, Number 1 Council of Trustees: Eric L. Holmes, Chairperson John A. Hicks, Vice-Chairperson Robert Marcus, Secretary Courtney Baker-Schroat Thomas Breth Grace O. Hawkins Dennis E. Murray Robert S. Taylor Suzanne A. Vessella Joshua B. Young President Cheryl Norton Cabinet • Philip Way Dear Friends, Provost and Vice President for Academic Affairs • Charles Curry February may be the shortest month of the year, but it certainly was a great month for Vice President for Finance and Administrative Affairs ‘gifts’ to the University. • Barbara Ender In early February, after nearly two years of negotiations, the Pennsylvania State Vice President for University Advancement System of Higher Education and APSCUF, the union representing the faculty system- • Constance Foley Vice President for Student Affairs wide reached a tentative agreement that averted a potential job action. As I write this, • Rita Abent the contract must still be ratified by the Board of Governors, but I am encouraged a Executive Director for University Public Relations settlement is within reach and there should be no interruption in classes. • Tina Moser A major contributor to the negotiation process was our own William Williams. Bill Assistant to the President retired in February as provost and vice president for academic affairs but not before Academic Leadership helping to bring home a contract as a member of the bargaining team. One might say • Kurt Schimmel Dean, College of Business, Information and Social Sciences it was his parting gift to PASSHE, APSCUF and SRU. -
Resituating the History of Urban Relocation and Public Education by Kimberly R
ISSC WORKING PAPER SERIES 2008-2009.41 The Urban “Half”: Resituating the History of Urban Relocation and Public Education by Kimberly R. Murphy Department of Ethnic Studies University of California, Berkeley January 22, 2009 Kimberly R. Murphy Department of Ethnic Studies University of California, Berkeley [email protected] Through a “three pronged” termination policy, including the termination of tribal sovereignty, cultures and lands, the U.S. federal government sought to finally end the trust relationship it held with Native Americans. While both the termination of Native Nations and Public Law 280 assaulted the sovereignty of Native Nations, it was the relocation program that would finally force Native individuals to be active participants in the capitalist system. By the time the relocation program was brought to Oakland, California, in 1956, the city was undergoing drastic demographic and population shifts, which would have a major impact on the opportunities available to the relocation program participants. Like the reservations, the flatland neighborhoods of Oakland were both economically and politically controlled from the outside, rendering them a virtual colony of the larger city. Thus, rather than advance their economic or political status, as the actions of the Relocation Office would suggest, this new colonial system, operating within the internal colony of the “Black ghetto,” would perpetuate the low economic position of Native peoples. Tracing the history of American relocation into Oakland, this paper examines and exposes the central role of vocational training in the Bureau of Indian Affairs (BIA) educational system, which not only enabled the largest relocation of Native peoples into urban areas, but forced Native students into urban school systems that simultaneously maintained and transformed colonial narratives, policies and rhetoric of the earlier BIA educational models while also inadvertently creating spaces that facilitated the most organized forms of intertribal resistance and activism. -
A Content Analysis of Liberals' and Conservatives' Respective
Georgia State University ScholarWorks @ Georgia State University Sociology Theses Department of Sociology 1-6-2017 Red Show, Blue Show: A Content Analysis of Liberals’ and Conservatives’ Respective Television Favorites Nicholas Rogers Follow this and additional works at: https://scholarworks.gsu.edu/sociology_theses Recommended Citation Rogers, Nicholas, "Red Show, Blue Show: A Content Analysis of Liberals’ and Conservatives’ Respective Television Favorites." Thesis, Georgia State University, 2017. https://scholarworks.gsu.edu/sociology_theses/63 This Thesis is brought to you for free and open access by the Department of Sociology at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Sociology Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. RED SHOW, BLUE SHOW: A CONTENT ANALYSIS OF LIBERALS’ AND CONSERVATIVES’ RESPECTIVE TELEVISION FAVORITES by NICK ROGERS Under the Direction of Ben L. Kail, PhD ABSTRACT Ideological partisans in the United States are increasingly “sorting” themselves along cultural lines, from the cable news stations they watch to the chain restaurants they prefer. How do partisans seem to “know” how to sort themselves along ideological lines in cultural realms that offer no obvious political cues? To investigate this question, I look to the realm of narrative television, where conservatives and liberals have certain unique favorite programs despite the programs lacking any overt political content. I employ a quantitative content analysis to demonstrate that the substance of these polarizing shows relate to the social traits of curiosity, conformity, relativism, dogmatism, tribalism, vigilance, and chastity, which have previously been demonstrated to correspond to political ideology. -
Kaleidoscope Eyes by Jen Bryant, Alfred A
Teacher’s Guide Kaleidoscope Eyes by Jen Bryant, Alfred A. Knopf Books for Young Readers, May 2009 Juvenile Fiction - Hardcover – Ages 9-13- $15.99 , 978-0-375-84048-7 Themes: Family Relationships Friendship Making Decisions / Ethics Trust Second Chances Connecting to the Curriculum: History Vietnam War Pirates and Captain Kidd Social Studies Challenging Stereotypes Science Reading Maps Archeology Rivers Over Time Language Arts Poetry Word Pictures Describing Characters Symbolism The Kaleidoscope About the Book When do you know it is okay to trust someone? Why do people you care about have to leave? When are things not what they seem? Buried treasure, the Vietnam War, friendship, and discrimination are just some of the interwoven themes in this remarkable novel by poet Jen Bryant. Teaching Guide for Kaleidoscope Eyes Written by Jen Bryant, published by Alfred A. Knopf Books for Young Readers, May 2009, Teaching Guide copyright © 2009, Winding Oak. This teaching guide was prepared by Heidi Grosch. www.windingoak.com. It may be copied for classroom or library use but may not be reprinted or resold for commercial purposes. It’s 1968 and Lyza discovers her grandfather has left her a mystery to solve. She soon discovers, with the help of her two best friends Malcolm and Carolann, that the maps are clues to pirate Captain Kidd’s treasure in the middle of town. Now it’s up to three kids to find it, and along the way they discover more than just a buried trunk. Kaleidoscope Eyes follows their secret search and the unexpected outcomes its discovery brings. -
The Basic Story
The Basic Story early 2,200 years ago, the Greek-Syrian ruler Antiochus IV tried to force Greek culture upon peoples in N his territory. Jews in Judea—now Israel—were forbidden their most important religious practices as well as study of the Torah. Although vastly outnumbered, religious Jews in the region took up arms to protect their community and their religion. Led by Mattathias the Hasmonean, and later his son Judah the Maccabee, the rebel armies became known as the Maccabees. After three years of fighting, in the year 3597, or about 165 BCE, the Maccabees victoriously reclaimed the temple on Jerusalem's Mount Moriah. Next they prepared the temple for rededication—in Hebrew, Hanukkah means “dedication.” In the temple they found only enough purified oil to kindle the temple light for a single day. But miraculously, the light continued to burn for eight days. The first sounds of the festival are the prayers (brachot) that accompany the lighting of the candles. The first two are recited each night, the third is recited only on the first night. We light the candles starting with Shamash (leader) then from left to right. (1st Night- 2 Candles, 2nd Night - 3, 3rd Night - 4, 4th - 5, 5th - 6, 6th - 7, 7th - 8, and 8th Night - 9) CHANUKAH BLESSINGS FIRST BLESSING: COMMANDMENT TO KINDLE THE LIGHTS OF CHANUKAH TRANSLITERATION: Barukh atah Adonai, Eloheinu Melekh ha-olam, asher kid-shanu b’mitzvo tav v’tizivanu l’hadlik ner shel Hanukkah.(amein) TRANSLATION: Blessed are you, L-rd our G-d, Sovereign of the Universe, whose mitzvot add holiness to our life and who gave us the mitzvah to kindle the lights of Chanukah. -
Kaleidoscope Lifelong Learning at ROLAND PARK COUNTRY SCHOOL
SPRING 2017 Kaleidoscope Lifelong Learning at ROLAND PARK COUNTRY SCHOOL 5204 Roland Avenue• Baltimore, Maryland 21210• 410.323.5500• www.rpcs.org Welcome to Kaleidoscope Spring 2017! Dear Friends of Kaleidoscope, Quin and I welcome you to learn something new with us this spring! This season’s catalog is full of a wide variety of programs including new classes and trips, as well as returning favorites. Highlights include: Judy Pittenger’s Great Books Series on The Bronte Sisters and Charles Dickens, John Butler’s Eye On Hong Kong and Greece lectures, day trips to the Philadelphia Flower Show, National Cathedral, and Brandywine museum, as well as much more! Whether you’ve been a friend of ours for years or this is the first time you’ve discovered our offerings, Kaleidoscope is open to everyone! We hope you will explore the catalog to find programs that speak to your interests, and share your experiences with family and friends. Remember to register early so that you do not miss our most popular offerings. Please look to the Community tab at www.rpcs.org to find our new online registration system for all Kaleidoscope offerings. Please contact our office at 410-323-5500 x3045 with any questions or assistance during the registration process. We look forward to welcoming you to campus this spring! Kindest Regards, Kristin Jarrell Director of External Programs [email protected] Head of School: Caroline Blatti Director of External Programs: Kristin Jarrell External Programs & Communications Associate: Quinlin Porter Kaleidoscope Advisory Board: -
Imaginenative On-Screen Protocols and Pathways
ON-SCREEN PROTOCOLS & PATHWAYS: A Media Production Guide to Working with First Nations, Métis and Inuit Communities, Cultures, Concepts and Stories HEADING A May 15, 2019 This report was funded with the support of: This report was funded with the support of: This report was funded with the support of: This report was funded with the support of: PREPARED FOR imagineNATIVE 401 Richmond St. West, Suite 446 Toronto, Ontario This report wasM5V 3A8funded with the support of: www.imagineNATIVE.org This report was funded with the support of: This report was funded with the support of: The Canada MediaThe Fund, Canada The National Media Film Fund, Board of The Canada, National Ontario FilmCreates, Board Telefilm of Canada,Canada, Creative Ontario BC and Creates, Telefilm Canada, Creative the Inspirit FoundationBC and provided the Inspiritfunding for Foundation this study. Any provided opinions, findings, funding conclusions for this orstudy. recommendations Any opinions, findings, conclusions or expressed in this material are those of the author and do not necessarily reflect the views of the funders or the recommendations expressed in this material are those of the author and do not necessarily reflect the views of governments which they represent. The Government of Canada, the Government of Ontario and their agencies are in no way boundthe by funders the recommendations or the governments contained in whichthis document. they represent. The Government of Canada, the Government of Ontario and their agencies are in no way bound by the recommendations contained in this document. This report was commissioned by imagineNATIVE and written by independent consultant Marcia Nickerson. -
Educator Guide Spring 2021
EDUCATOR GUIDE SPRING 2021 Copyright © 2003-2021 Young Storytellers Foundation. All rights reserved. This curriculum is licensed for approved educational purposes only. Redistribution, sale, and other commercial uses are strictly prohibited. Table of Contents Young Storytellers Mission & Values…………………………….…………..…..pg. 3 Story Time Overview & YS Anchor Standards……………….……..….....pg. 4 Common Core ELA Alignment…………………………………………..…………..pg. 5 SEL Alignment……………………...……….………………………………….……….…..pg. 7 Episode Breakdown……………….…………....……….………………….….………..pg. 8 Episode 1: Your Writing Adventure Starts Now!.……….…….....….…...pg. 9 Episode 2: Why Your Story Matters...……………….……….…...……….…...pg. 12 Episode 3: Why You Tell Your Stories..….…………………………………..….pg. 15 Episode 4: The Brainstorm Inside Your Head….….…………………..…...pg. 18 Episode 5: Creating Your One Sentence Stories….………...……...…....pg. 21 Episode 6: How To Outline Your Story .……………………………......….....pg. 24 Episode 7: Format Your Story Like A Pro..…………………………..……....pg. 27 Episode 8: The Big Thing That Happens Right Away…..…….……...pg. 31 Episode 9: How Details Bring Your Story To Life….………………..…...pg. 34 Episode 10: Obstacles That Create Excitement.….….……………..…...pg. 37 Episode 11: The End - How To Resolve Your Story………....………....pg. 40 Episode 12: Share Your Story With The World……..…………………….pg. 43 Worksheet Appendix….……………………………..…………….……….…..….…...pg. 45 © Young Storytellers 2021 // www.youngstorytellers.com 2 Our Mission Young Storytellers sparks creative self-discovery through storytelling. Our programs highlight young people as the center of their own narratives, emphasize that their stories matter, and celebrate their unique voices as the ones telling them. Young Storytellers works towards a future where young people experience the impact that their thoughts, feelings, and words can have on the world in which they live. Our Values We Connect Genuine connection between people requires empathy and sensitivity. -
Ancient Narrative Volume 1
Religious Narratives and Religious Themes in the Novels of Achilles Tatius and Heliodorus MARGARET EDSALL New York 1. Introduction The prominence of religious themes in the Greek novels has elicited a vari- ety of views about the relationship between the novel and religion:1 1) the novels are cult texts of mystery religions;2 2) particular cults indirectly influ- ence the novels;3 3) the novels are religious in a more general sense;4 4) reli- gious themes are a resource for narrative technique with no reference beyond the boundaries of fiction.5 Recently, Merkelbach and Bowersock have pro- posed that religious themes reflect the novel’s origin in religious narratives.6 Merkelbach concludes that religious themes reflect not only the novel’s symbolic meaning but also its origin in pagan aretalogies.7 Bowersock sug- gests that religious themes are inspired by Christian miracle narratives but the novel remains a “secular scripture.”8 Interestingly, each critic isolates a different type of religious narrative as the source of the novel’s origin but admits that other genres are at play. According to Fusillo, multiple hypothe- ses concerning literary influences may be plausibly advanced, since the novel seems to derive from the disintegration of previous literary forms.9 Thus, these conclusions raise a far different issue than they in fact address: ————— 1 Morgan 1996. 2 Kerenyi 1927; Merkelbach 1962. 3 Altheim 1948; Weinreich 1962; Griffiths 1978; Edwards 1985. 4 Beck 1996; Reardon 1969; Heiserman 1977; Hägg 1983. 5 Winkler 1980; 1982; Morgan 1978; 1996. 6 Merkelbach 1994; Bowersock 1994a. 7 Symbolic meaning: Merkelbach 1962; Origin in pagan aretalogy: Merkelbach 1994, 290.