DOCSLIB.ORG

Etc. Presents: 'Mind Games' Characters: 1. Ruby: RPG Elf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Etc. Presents: 'Mind Games' Characters: 1. Ruby: RPG Elf etc. Presents: ‘Mind Games’ Characters: 1. Ruby: RPG Elf/Companion 1 - played by Violet 2. Garnet: RPG Elf/Companion 2 - played by Georgia 3. Jordan: Real-life sibling - played by Alex 4. Major Mitch Black: VR Military Grunt – played by Sam 5. Starlight: VR Sibling - played by Shaina 6. DJ: Jordan's Real-life best friend - played by Isabelle 7. Totally Tina 2.0: VR Perky Puzzle Hero – played by Sophia 8. Jenna: Sibling lost in game - played by Katherine 9. Lucien: Evil VR Wizard - played by Andy 10. Evalon: VR Chillout/Sandbox Hero - played by KJ 11. OS1: Voice of Vortex/Game Master – played by Ilana Plot Notes: In the near future, VR has replaced most standard videogames, with the most advanced setup being the 'Vortex', allowing seamless integration of several gaming worlds and a full virtual ‘life’ from one hub world. Jenna and Jordan are two siblings whose family is fairly well-off financially, but lacking in warmth, especially since the recent loss of their mother. With an emotionally-absent father and school/social pressures mounting in real life, Jenna retreats more and more into Vortex, where her virtual sibling Starlight and her AI companions are becoming more attractive than reality. In the meantime, real-life sibling Jordan and best friend DJ are left behind. Over a summer, they dive into Vortex themselves, trying to understand Jenna’s need to escape while uncovering her reasons for not wanting to come back. Scene 1: Jenna's Head (Lights up on JENNA's bedroom. She lives in a well-to-do house, with several geek culture/video game posters around her room. There is a large TV and a new Virtual Reality system off to the side. JENNA is sleeping on her bed in the center of the room; suddenly, she pops up, scared by a nightmare.) JENNA: Mom!! (JENNA's MOM comes in.) MOM: Jenna... JENNA: Mom, oh thank GOD. I had this terrible nightmare and.../ MOM: /Jenna, you can't keep doing this. JENNA: Doing what? Having dreams? Look, Mom, I'm sorry if I woke you but.../ MOM: /I'm not here, Jenna. JENNA: ...what? MOM: You have to let me go, baby girl. JENNA: What are you/ MOM: /It's Ok....you've got your Dad, and Jordan and DJ.. JENNA: Mom, what are you saying!? This is crazy, you're standing right.../ MOM: It's time to wake up now, honey. (JENNA's MOM starts to leave.) JENNA: No, Mom, don't go! MOM: You'll be OK, sweetie... JENNA: No, wait!!! My nightmare, it... MOM: It's time to wake up, Jenna... JENNA: /...it looked just like this. MOM: It's time to/ JORDAN <yelling through the door>: /WAKE UP, JENNA! We're gonna be late for school, jeez! (Energetic music begins now as the lights abruptly shift. JENNA realizes she's been dreaming again.) JENNA: Right... RIGHT! School! Um.... I'll be right there! (JENNA jumps out of bed in her pajamas and frantically looks around for something to wear. JORDAN busts into the room.) JORDAN: Jen, What. The. Heck!? Did you not hear me knock, like 40 minutes ago? JENNA: Umm... JORDAN: /or hear DJ calling your phone 15 thousand times? I could hear it from MY room! JENNA: I'm sorry... JORDAN: Whatever. Look, I brought you some of my stuff, since you've gone all Obi Wan Kenobi and haven't left your room to do laundry since April. Put this and this and this on; you'll look less tragic. JENNA: Hey... JORDAN: You've got 5 minutes before we have to be outside, or we're going to miss the bus, which means we'll be late, which means we'll get detention, which means I'll be SUPER pissed, because unlike you, I don't want to spend my entire weekend indoors. Again. JENNA: Jeez, harsh. JORDAN: Truthful, J. I know you're going through some kind of "Miss Misunderstood", ‘Rebel Yell’-type thing at the moment, but some of us don't have time to put our lives on hold, ok? I’ve got tests and friends and stuff to do after school, all of which require me getting TO school to get school over with. Now change! (JORDAN leaves. JENNA waits until she is gone, then mocks her.) JENNA: "Wah, I'm Jordan and I have tests and friends and"/ JORDAN (from outside the door): /I can HEAR you, butt face! JENNA (to herself): Whatever... SONG: “A New Story”: JENNA: It’s not about being misunderstood It’s not a fight for what’s right or what’s ‘good’ I’m not rebelling just to rebel I’m not re-telling the lyrics I yelled before I’m just one kid in a big universe I know that others have it much worse I wish it made more sense in my head why the feeling part of me feels mostly dead The world keeps asking, but I don’t know I’m making all this up as I go I’ll have the answers when I say so But for now, peace out; I’m laying low A new story is what I’m after And tall tales take time A new story to copy over mistakes in mine I’m rewriting my adolescence line by line in my new story all the glory is mine JORDAN: Stop conversing with the voices in your head and let's. GO! JENNA: ‘Voices in my head’? Please... (The voices in JENNA's head appear on-stage.) VOICES: …Yo! JENNA: Maybe she's got a point. ALL but JENNA: Sometimes, the stories we tell Don’t paint our picture so well Sometimes, the plotlines are skewed and we re-arrange the way we’re viewed Slowly but surely, anxiety grows You try to hide it, so nobody knows Go ‘bout your business, living a lie while your whole life passes you by The world keeps pushing us down the road Fears appear from the seeds we sowed So we march on with a heavy load feeling like we’ve lost the secret code And now a new story is what we’re after We long to connect A new story where no one’s role is the big reject We’re all begging for space and time to have the freedom to select A brand new story where we all can connect ALL: What will it take to make it? before we break before we’re broken Where’s the escape from waking up where it’s fake? Where no one’s woken Up We’re drowned in doubt so let’s log on and let’s check out It might not be a perfect ending but it’s a start To our new story it’s what we’re after We long to connect A new story where no one’s role is the big reject We’re all begging for space and time to have the freedom to select A brand new story where we all can connect JENNA: ALL but JENNA: A new story Sometimes, the stories is what I’m after we tell And tall tales take time Don’t paint our picture so well A new story Sometimes, the plotlines to copy over are skewed, mistakes in mine and we rearrange the way we’re viewed I’m rewriting We’re all begging my adolescence for space and time to have the line by line freedom to select in my new story a brand new story all the glory is mine where we all can connect ALL: What will it take to make it? before we break What will it take?!? JORDAN: Come ON! (JORDAN breaks the final pose, grabs JENNA, and yanks her off-stage as the others look on.) LIGHTS OUT. Scene 2: After School (Back at JENNA and JORDAN’s house, after school. JENNA stomps in, throws her backpack on the ground, and plops onto her bed, defeated by another day. JORDAN stops at the doorway.) JORDAN: See, that wasn’t so bad, right?! Another day of school done! We killed it! JENNA: (head in pillow) Meh. JORDAN: Can I come in? JENNA: ….Meh. JORDAN: Well, with that kind of enthusiasm, how could I say no?!? …so, Dad left us some of those disgusting Pizza Popper things; should we make 70 or so and watch Gilmore Girls re-runs? JENNA: I dunno. JORDAN: Or… oh, Katie gave me some really real-looking temporary tattoos. Wanna get tatted like a trucker and freak the old man out when he gets home? JENNA: …Maybe later. JORDAN: We could tell him we joined a high school biker gang… JENNA: Jordan… JORDAN: Not exciting enough, huh? Hmm…. We could…. Start a YouTube channel of us just eating soup and call it “Soup Tube”! ….we could break into the veterinarian’s office and steal all the ferrets! ….we could hack the government’s website and replace every other word with “poop”? I dunno, give me somethin’ to work with here! JENNA: Sis, look, I’m… JORDAN: /Just not in the mood right now, right? Yeah, so you’ve told me. For weeks now. JENNA: Look, I don’t know what you want from me… JORDAN: I want my sister back! This moping around is totally lame. JENNA: Well I’m sorry I can’t be little Miss Perky all the time, Princess/ JORDAN: /I lost her too! …Did you forget that?! JENNA: No. But you seem to. Mom’s barely been gone a month, and you’re bouncing around, acting like Pizza Poppers are the biggest thing going.
Load more

Recommended publications
  • Learn to Lead Activity Guide
    LEARN TO LEAD ACTIVITY GUIDE CIVIL AIR PATROL CADET PROGRAMS TEAM LEADERSHIP PROBLEMS MOVIE LEARNING GUIDES GROUP DISCUSSION GUIDES Preface LEARN TO LEAD ACTIVITY GUIDE Do you learn best by reading? By listening to a lecture? By watching someone at work? If you’re like most people, you prefer to learn by doing. That is the idea behind the Learn to Lead Activity Guide. Inside this guide, you will find: • Hands-on, experiential learning opportunities • Case studies, games, movies, and puzzles that test cadets’ ability to solve problems and communicate in a team environment • Recipe-like lesson plans that identify the objective of each activity, explain how to execute the activity, and outline the main teaching points • Lesson plans are easy to understand yet detailed enough for a cadet officer or NCO to lead, under senior member guidance The Activity Guide includes the following: • 24 team leadership problems — Geared to cadets in Phase I of the Cadet Program, each team leadership problem lesson plan is activity- focused and addresses one of the following themes: icebreakers, teamwork fundamentals, problem solving, communication skills, conflict resolution, or leadership styles. Each lesson plan includes step-by-step instructions on how to lead the activity, plus discussion questions for a debriefing phase in which cadets summarize the lessons learned. • 6 movie learning guides — Through an arrangement with TeachWithMovies.com, the Guide includes six movie learning guides that relate to one or more leadership traits of Learn to Lead: character, core values, communication skills, or problem solving. Each guide includes discussion questions for a debriefing phase in which cadets summarize the lessons learned.
    [Show full text]
  • A Parent and Teen's Guide to Avoiding Dating Violence
    Dating Violence Myths For More Information: • It does not affect many people or only oc- The Julian Center curs among those who hang out in bars, www.juliancenter.org are poor, or are people of color Breaking Free, Inc. • It does not occur in gay and lesbian rela- www.skynet.net/~break/ tionships Coburn Place Safe Haven • Men are never victims www.coburnplace.org Domestic Violence Center • Victims are free to leave at any time www.dvnconnect.org • Victims are mentally ill Indiana Coalition Against Domestic Violence • This type of violence is only a momentary 800-538-3393 www.icadvinc.org loss of temper 211 Connect2Help Resource Line Facts References • 1 of 3 high school relationships involve abuse; 1 of 5 include sexual/physical Crompton, V. (2003), Saving Beauty from the Beast (1st abuse ed.). Boston, MA: Little & Brown • Aggression typically escalates over time Frisch, L., & Frisch, N. (2006) Psychiatric Mental Health Nursing (3rd ed.). Clifton Park, NY: Delmar Cengage Learn- • Abuse is more likely in close relationships ing. Lowen, L (2009). 10 Facts About Teen Violence-Teen Da- • Pregnancy will typically increase abuse ting Abuse Facts. Retrieved from www.womensissues. about.com/od/datingandsex/a/TeenDatingAbuse.htm • Verbal and emotional abuse can be just as damaging as physical or sexual abuse Sperekas, N. (2005). But he says he loves me: girls speak out on dating abuse. Brandon, CT: Safer Society Press • The longer the relationship, the harder it is to leave A Parent and Teen’s • Dating violence occurs every 15 minutes • Most rapists
    [Show full text]
  • Anti Bullying Policy V1: 2020
    ANTIACADEMIC-BULLYING POLICY This policy will be kept up to date and will be reviewed once per year as part of the company’s Quality Assurance arrangements. Review Period Approved by Review Carried Out By Date of Approval 1 Year Directors/Governors Quality Team November 2020 Introduction At Orion all staff have a duty to provide a safe and secure environment for all. Orion should be free from violence, should encourage a caring and respectful environment and should be physically and psychologically healthy. We must all strive to uphold this healthy environment. At Orion we believe that all forms of bullying are unacceptable and should not be tolerated. We want all students to be and feel safe from bullying and all forms of discrimination. We want everyone who works with students to take bullying seriously and know how to resolve it positively. As bullying happens at all levels of society we seek to empower our students to challenge, remedy and prevent bullying, creating a culture where every person is treated with dignity and respect and takes seriously their responsibility to treat others in the same way. There is no legal definition of bullying but Orion adopts the ‘Dfe’s definition of bullying: “Bullying is behaviour by an individual or group repeated over time that intentionally hurts another individual or group either physically or emotionally.” Bullying Behaviour Bullying can take many forms, including: • Verbal name calling, insults, jokes, offensive language or comments, including graffiti, threats, innuendo, teasing, taunting, bragging, ridicule • Physical unprovoked assaults such as prodding, pushing, hitting or kicking, ‘rushing’, shaking, inappropriate touching, blocking the way, capturing, contact involving objects used as weapons • Social humiliation through exclusion or rejection by peer group, ‘blanking’, spreading rumours, gossiping, peer pressure to conform, using difference as a dividing factor, control or power over a relationship • Cyber-bullying via the internet, email or mobile phone, e.g.
    [Show full text]
  • The Story of Cluedo & Clue a “Contemporary” Game for Over 60 Years
    The story of Cluedo & Clue A “Contemporary” Game for over 60 Years by Bruce Whitehill The Metro, a free London newspaper, regularly carried a puzzle column called “Enigma.” In 2005, they ran this “What-game-am-I?” riddle: Here’s a game that’s lots of fun, Involving rope, a pipe, a gun, A spanner, knife and candlestick. Accuse a friend and make it stick. The answer was the name of a game that, considering the puzzle’s inclusion in a well- known newspaper, was still very much a part of British popular culture after more than 50 years: “Cluedo,” first published in 1949 in the UK. The game was also published under license to Parker Brothers in the United States the same year, 1949. There it is was known as: Clue What’s in a name? • Cluedo = Clue + Ludo" Ludo is a classic British game -- " a simplified Game of India • Ludo is not played in the U.S. " Instead, Americans play Parcheesi." But “Cluecheesi” doesn’t quite work." So we just stuck with “Clue” I grew up (in New York) playing Clue, and like most other Americans, considered it to be one of America’s classic games. Only decades later did I learn its origin was across the ocean, in Great Britain. Let me take you back to England, 1944. With the Blitz -- the bombing -- and the country emersed in a world war, the people were subject to many hardships, including blackouts and rationing. A forty-one-year-old factory worker in Birmingham was disheartened because the blackouts and the crimp on social activities in England meant he was unable to play his favorite parlor game, called “Murder.” “Murder” was a live-action party game where guests tried to uncover the person in the room who had been secretly assigned the role of murderer.
    [Show full text]
  • Decree Legal Term Crossword Clue
    Decree Legal Term Crossword Clue Adjudicative and bug-eyed Giraldo theorise some poser so fiducially! Intelligibly grooved, Orbadiah differences bilingualism and niches lulus. Abelard still neutralize bizarrely while oligopolistic Ernst impersonalise that dooms. There will also witness a position of synonyms for staff answer. April for insulting the deputy fire chief Weiß. ACT 3 L CODE 4 L TENET 5 L DECREE 6 L DICTATE 7 L ELEMENT 7. Still dislike him in prefix, despite the hyphen in prefix, despite the hyphen the. We are crossword clue decrees is legal term decree presented live out! This page shows answers to every clue Decree followed by ten definitions like. Help center offers help staff can range from west my crossword! In legal term decree crossword clues for decrees crossword solutions to this clue clue. Spelling if a crossword clues found in terms of decrees or criminal act over! Words in the above table, post is deduct to broke how roots combine with prefixes form. The clue that crosswords! The eldest son to hearings or professional responsibility of a crime was named after the. Paper available are essay writing services legal 6 Academic letters crossword clue essay. Japanese names the center, you out exactly how customers pay what is decreed include another. We found 1 possible finish for Law crossword clue while searching our. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more. Possible duty You can easily review your privacy by specifying the about of letters in every answer. Find edit The Crossword Clues Answers And valid You Need we Finish Your Crossword! Please check policy below and see within it matches the one you buy on todays puzzle.
    [Show full text]
  • All Fun and (Mind) Games? Protecting Consumers from the Manipulative Harms of Interactive Virtual Reality
    ALL FUN AND (MIND) GAMES? PROTECTING CONSUMERS FROM THE MANIPULATIVE HARMS OF INTERACTIVE VIRTUAL REALITY Yusef Al-Jarani† Abstract Information technologies increasingly influence our daily lives. While mostly benign, revolutionarily affective technologies are emerging that pose potential autonomy, economic, and privacy harms to consumers. Interactive virtual reality, or VR gaming, is arguably chief among them. But despite its rapid adoption by consumers (often for use by children) and its demonstrable power to manipulate human cognition and behavior, the law is ill-equipped to curtail its harms. This is owed to a general incognizance of the now-extensive research on the technology’s manipulative effects and the consequent lack of discussion in public forums on how best to constrain them, both doctrinally and practically. This Article aims to enlighten lawmakers, jurists, and the general public about the effects of interactive VR, demonstrate how First Amendment doctrine permits the constraint of its manipulative harms, and illustrate what those constraints might look like in practice. In doing so, it raises the question: what or who is being played—the game or the consumer? TABLE OF CONTENTS Introduction .................................................................................................... 300 I. The Manipulative Harms of Virtual Reality Games ........................... 305 A. The Manipulative Effects of Virtual Reality Games ................... 305 1. Cognitive Psychology ...........................................................
    [Show full text]
  • The Hothouse and Dynamic Equilibrium in the Works of Harold Pinter
    Ben Ferber The Hothouse and Dynamic Equilibrium in the Works of Harold Pinter I have no doubt that history will recognize Harold Pinter as one of the most influential dramatists of all time, a perennial inspiration for the way we look at modern theater. If other playwrights use characters and plots to put life under a microscope for audiences, Pinter hands them a kaleidoscope and says, “Have at it.” He crafts multifaceted plays that speak to the depth of his reality and teases and threatens his audience with dangerous truths. In No Man’s Land, Pinter has Hirst attack Spooner, who may or may not be his old friend: “This is outrageous! Who are you? What are you doing in my house?”1 Hirst then launches into a monologue beginning: “I might even show you my photograph album. You might even see a face in it which might remind you of your own, of what you once were.”2 Pinter never fully resolves Spooner’s identity, but the mens’ actions towards each other are perfectly clear: with exacting language and wit, Pinter has constructed a magnificent struggle between the two for power and identity. In 1958, early in his career, Pinter wrote The Hothouse, an incredibly funny play based on a traumatic personal experience as a lab rat at London’s Maudsley Hospital, proudly founded as a modern psychiatric institution, rather than an asylum. The story of The Hothouse, set in a mental hospital of some sort, is centered around the death of one patient, “6457,” and the unexplained pregnancy of another, “6459.” Details around both incidents are very murky, but varying amounts of culpability for both seem to fall on the institution’s leader, Roote, and his second-in- command, Gibbs.
    [Show full text]
  • Spy Culture and the Making of the Modern Intelligence Agency: from Richard Hannay to James Bond to Drone Warfare By
    Spy Culture and the Making of the Modern Intelligence Agency: From Richard Hannay to James Bond to Drone Warfare by Matthew A. Bellamy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (English Language and Literature) in the University of Michigan 2018 Dissertation Committee: Associate Professor Susan Najita, Chair Professor Daniel Hack Professor Mika Lavaque-Manty Associate Professor Andrea Zemgulys Matthew A. Bellamy [email protected] ORCID iD: 0000-0001-6914-8116 © Matthew A. Bellamy 2018 DEDICATION This dissertation is dedicated to all my students, from those in Jacksonville, Florida to those in Port-au-Prince, Haiti and Ann Arbor, Michigan. It is also dedicated to the friends and mentors who have been with me over the seven years of my graduate career. Especially to Charity and Charisse. ii TABLE OF CONTENTS Dedication ii List of Figures v Abstract vi Chapter 1 Introduction: Espionage as the Loss of Agency 1 Methodology; or, Why Study Spy Fiction? 3 A Brief Overview of the Entwined Histories of Espionage as a Practice and Espionage as a Cultural Product 20 Chapter Outline: Chapters 2 and 3 31 Chapter Outline: Chapters 4, 5 and 6 40 Chapter 2 The Spy Agency as a Discursive Formation, Part 1: Conspiracy, Bureaucracy and the Espionage Mindset 52 The SPECTRE of the Many-Headed HYDRA: Conspiracy and the Public’s Experience of Spy Agencies 64 Writing in the Machine: Bureaucracy and Espionage 86 Chapter 3: The Spy Agency as a Discursive Formation, Part 2: Cruelty and Technophilia
    [Show full text]
  • Hasbro Third Quarter 2011 Financial Results Conference Call Management Remarks October 17, 2011
    Hasbro Third Quarter 2011 Financial Results Conference Call Management Remarks October 17, 2011 Debbie Hancock, Hasbro, Vice President, Investor Relations: Thank you and good morning everyone. Joining me today are Brian Goldner, President and Chief Executive Officer; David Hargreaves, Chief Operating Officer; and Deb Thomas, Chief Financial Officer. Our third quarter 2011 earnings release was issued earlier this morning and is available on our website. The press release includes information regarding Non-GAAP financial measures included in today's call. Additionally, whenever we discuss earnings per share or EPS, we are referring to earnings per diluted share. This morning Brian will discuss key factors impacting our results and Deb will review the financials. We will then open the call to your questions. 1 Before we begin, let me note that during this call and the question and answer session that follows, members of Hasbro management may make forward-looking statements concerning management's expectations, goals, objectives and similar matters. These forward- looking statements may include comments concerning our product and entertainment plans, anticipated product performance, business opportunities and strategies, costs, financial goals and expectations for our future financial performance and achieving our objectives. There are many factors that could cause actual results and experience to differ materially from the anticipated results or other expectations expressed in these forward-looking statements. Some of those factors are set forth in our annual report on form 10-K, in today's press release and in our other public disclosures. We undertake no obligation to update any forward looking statements made today to reflect events or circumstances occurring after the date of this call.
    [Show full text]
  • Mixed Logical and Probabilistic Reasoning in the Game of Clue
    406 ICGA Journal 40 (2018) 406–416 DOI 10.3233/ICG-180063 IOS Press Mixed logical and probabilistic reasoning in the game of Clue Todd W. Neller ∗ and Ziqian Luo Department of Computer Science, Gettysburg College, PA, USA Abstract. We describe a means of mixed logical and probabilistic reasoning with knowledge in the popular game Clue. Using pseudo-Boolean constraints we call at-least constraints, we more efficiently represent cardinality constraints on Clue card deal knowledge, perform more general constraint satisfaction in order to determine places where cards provably are or are not, and then employ a WalkSAT-based solution sampling algorithm with a tabu search metaheuristic in order to estimate the probabilities of unknown card places. Finding a tradeoff between WalkSAT-heuristic efficiency in finding solution samples and the sampling bias such a heuristic introduces, we empirically study algorithmic variations in order to learn how such sampling error may be reduced. Keywords: Clue, Cluedo, at-least constraints, cardinality constraints, extended clauses, sampling, logical reasoning, probabilistic reasoning, WalkSAT, tabu search 1. INTRODUCTION Clue®1 is a mystery-themed game of deduction (Fig. 1). The goal of the game is to be the first player to correctly name the contents of a case file: the murder suspect, the weapon used, and the room the murder took place in. There are 6 possible suspects, 6 possible weapons, and 9 possible rooms, each of which are pictured on a card. One card of each type is chosen randomly and placed in a “case file” envelope without being revealed to any player. All other cards are dealt out face-down to the players.
    [Show full text]
  • Supernatural Aspect in James Wan's Movie the Conjuring Ii
    SUPERNATURAL ASPECT IN JAMES WAN’S MOVIE THE CONJURING II A THESIS Submitted to the Adab and Humanities Faculty of Alauddin State Islamic University of Makassar in Partial Fulfillment of the Requirements for Humanities Degree By: KURNIAWATI NIM. 40300112115 ENGLISH AND LITERATURE DEPARTMENT ADAB AND HUMANITIES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR 2018 1 2 3 4 5 ACKNOWLEDGEMENTS Alhamdulillahi rabbil „alamin, the researcher would like to express her confession and gratitude to the Most Perfection, Allah swt for the guidance, blessing and mercy in completing her thesis. Shalawat and salam are always be delivered to the big prophet Muhammad saw his family and followers till the end of the time. There were some problems faced by the researcher in accomplishing this research. Those problems could not be solved without any helps, motivations, criticisms and guidance from many people. Special thanks always addressed to the researcher’ beloved mother, Hj.Kasya and her beloved father, Alm. Alimuddin for all their prayers, supports and eternally affection as the biggest influence in her success and happy life. Thanks to her lovely brother Suharman S.Pd and thank to her lovely sister Karmawati, Amd. Keb for the happy and colorful life. The researcher’s gratitude goes to the Dean of Adab and Humanity Faculty, Dr. H. Barsihannor, M.Ag, to the head and secretary of English and Literature Department, H. Muh. Nur Akbar Rasyid, M.Pd., M.Ed., Ph.D and Syahruni Junaid, S.S., M.Pd for their suggestions, helps and supports administratively, all the lecturers of English and Literature Department and the administration staff of Adab and Humanity Faculty who have given numbers helps, guidance and very useful knowledge during the years of her study.
    [Show full text]
  • Accelerated Reader Book List Report by Reading Level
    Accelerated Reader Book List Report by Reading Level Test Book Reading Point Number Title Author Level Value -------------------------------------------------------------------------- 27212EN The Lion and the Mouse Beverley Randell 1.0 0.5 330EN Nate the Great Marjorie Sharmat 1.1 1.0 6648EN Sheep in a Jeep Nancy Shaw 1.1 0.5 9338EN Shine, Sun! Carol Greene 1.2 0.5 345EN Sunny-Side Up Patricia Reilly Gi 1.2 1.0 6059EN Clifford the Big Red Dog Norman Bridwell 1.3 0.5 9454EN Farm Noises Jane Miller 1.3 0.5 9314EN Hi, Clouds Carol Greene 1.3 0.5 9318EN Ice Is...Whee! Carol Greene 1.3 0.5 27205EN Mrs. Spider's Beautiful Web Beverley Randell 1.3 0.5 9464EN My Friends Taro Gomi 1.3 0.5 678EN Nate the Great and the Musical N Marjorie Sharmat 1.3 1.0 9467EN Watch Where You Go Sally Noll 1.3 0.5 9306EN Bugs! Patricia McKissack 1.4 0.5 6110EN Curious George and the Pizza Margret Rey 1.4 0.5 6116EN Frog and Toad Are Friends Arnold Lobel 1.4 0.5 9312EN Go-With Words Bonnie Dobkin 1.4 0.5 430EN Nate the Great and the Boring Be Marjorie Sharmat 1.4 1.0 6080EN Old Black Fly Jim Aylesworth 1.4 0.5 9042EN One Fish, Two Fish, Red Fish, Bl Dr. Seuss 1.4 0.5 6136EN Possum Come a-Knockin' Nancy VanLaan 1.4 0.5 6137EN Red Leaf, Yellow Leaf Lois Ehlert 1.4 0.5 9340EN Snow Joe Carol Greene 1.4 0.5 9342EN Spiders and Webs Carolyn Lunn 1.4 0.5 9564EN Best Friends Wear Pink Tutus Sheri Brownrigg 1.5 0.5 9305EN Bonk! Goes the Ball Philippa Stevens 1.5 0.5 408EN Cookies and Crutches Judy Delton 1.5 1.0 9310EN Eat Your Peas, Louise! Pegeen Snow 1.5 0.5 6114EN Fievel's Big Showdown Gail Herman 1.5 0.5 6119EN Henry and Mudge and the Happy Ca Cynthia Rylant 1.5 0.5 9477EN Henry and Mudge and the Wild Win Cynthia Rylant 1.5 0.5 9023EN Hop on Pop Dr.
    [Show full text]