Cedars, February 4, 2000

https://digitalcommons.cedarville.edu/cedars/1727/thumbnail.jp

The Talent Thief

The Talent Thief narrates an amateur con artist\u27s philanthropic efforts in Windhoek, Namibia, and her psychological struggle with the guilt of a past crime. Guided by a literalistic interpretation of the Biblical Parable of the Talents, Callie Donne works to redeem herself and restore her mother\u27s reputation with a high-profile charity fundraising event. The novel\u27s plot echoes elements of the United States\u27 involvement in the economic and political development of the African continent. In its themes and settings, it also offers a point of contact between the Lutheran tradition and post-colonial cultural scholarship for contemporary American readers

An Examination of Intrinsic Existence Value Towards Wildlife of Columbus Zoo and Aquariums Tourists: Evaluating the Impact of Behind the Scenes Programming

Changes in climate and the corresponding environmental issues are major concerns facing the world today. Human consumption, which is leading the rapid depletion of the earth’s finite resources and causing a dramatic loss of biodiversity, is largely to blame (Pearson, Lowry, Dorrian, & Litchfield, 2014). American zoos and aquariums are positioned to create positive experiential relationships between zoo tourists and animals that have the potential to positively change the zoo tourists’ conservation behaviors. Challenges to changing the conservation behaviors of zoo tourists are many. One particularly important challenge is conservation/environmental education. Zoos and aquariums aim to provide effective and quality environmental education to the public, as well as a framework for conservation ethics (Ballantyne, Packer, Hughes, & Dierking, 2007; Falk et al., 2007). Some research suggests presentations combining educational talks with animal training, or other multilayered interpretive animal presentations, are associated with greater learning (Visscher, Snider, & Vander Stoep, 2009; Weiler & Smith, 2009). The immense amount of effort put into designing zoo education programs that allow for meaningful and intimate interactions between tourists and animals is undertaken to produce behavior change in the zoo tourist. Behind the scenes tours are one of the multilayered interpretive presentations that have the ability to impact visitors’ intrinsic existence value of wildlife and ecosystems. This study aimed to examine how more intimate interactions with animals in zoos may lead to an increased sense of conservation. Zoo education research has gained momentum only in the last few years (Ogden & Heimlich, 2009), and research into behind the scenes education programming is just beginning

An Intergalactic Diplomat

This manuscript tells the story of Princess Luna McGlothen as she travels to the Eighth Galaxy Alliance as part of Earth’s first attempt at intergalactic diplomacy. Set in the distant future, Princess Luna is the heir to the throne of the Royal Republic of North America and is trying to prove to her authoritarian mother, and to herself, that she is worthy of her birthright. Across the universe she makes friends and enemies, experiences true betrayal, and realizes that she has what it takes to be a great leader

Santa Clara Magazine, Volume 50 Number 4, Spring 2009

14 - INTELLIGNCE CENTRAL By Scott Brown \u2793. Leon Panetta \u2760, J.D. \u2763 to head the Central Intelligence Agency. 16 - REDEFINING HOMELAND SECURITY By Scott Brown \u2793. President Obama taps Janet Napolitano \u2779 for Cabinet post. 18 - HERE TO LISTEN, LEAD, AND HELP WRITE OUR NEXT CHAPTER. MICHAEL ENGH, S.J., PRESIDENT. An interview by Ron Hansen M.A. \u2795. 24 - FISH GOTTA SWIM, BIRDS GOTTA SING By Alicia K. Gonzales \u2709. The latest from the California Legacy Series 28 - SILKEN CHOREOGRAPHIES By David Rains Wallace. Biologist Janice Edgerly-Rooks is one of a handful of experts in the world on the webspinning em bi ids-the most amazing insects you\u27ve never heard of. 34 - GOD, THE BANJO, AND ME By Mitch Finley \u2773-A writer teaches his fingers to dance the five-string-and finds sacred time. 36 - PUTTING SOCIAL JUSTICE, SIMPLE LIVING, COMMUNITY, AND SPIRITUALITY ON THE MAP By Alicia K. Gonzales \u2709. This year, 20 SCU grads began serving in the Jesuit Volunteer Corps. Here\u27s where you\u27ll find them.https://scholarcommons.scu.edu/sc_mag/1121/thumbnail.jp

Square dancing: official magazine the Sets in Order American Square Dance Society.

Published monthly for and by Square Dancers and for the general enjoyment of all

Responding to the evidence: Synthetic phonics in action: Final report: Keys to unlocking the future 2012-2013

This project aimed to develop the capacity of primary teachers and School Support Officers (SSOs) to deliver a synthetic phonics program to beginning and struggling readers in 12 primary schools in the Yorke and Mid North region of South Australia. It was designed to ‘value-add’ to the Principals as Literacy Leaders (PALL) project which had been implemented in the region over the previous three years, and to build a critical mass of skilled teachers in a region that usually scored below average in reading on NAPLAN assessments. A synthetic phonics program refers to one that teaches the alphabetic code or phonics - the lettersound relationships that underpin the English language – explicitly and systematically, and in an order that promotes blending, as recommended by all major reports into literacy development over the past 15 years (DEST, 2005; Johnson & Watson, 2003; Johnson & Watson, 2005; NICHHD, 2000; Rose, 2006). While most primary schools now teach phonics as part of their reading program, many do it in an embedded or analytic manner. In a synthetic phonics approach, the letter-sounds are systematically and explicitly taught in an order that promotes blending or synthesising, and there is a very early emphasis on this important component of the reading process..

Bratz, BFFs, princesses and popstars: femininity and celebrity in tween popular culture

The last decade has seen a dramatic increase in media output aimed at “tweens” (preadolescent girls), and the expansion more broadly of tween popular culture. This exclusively female preadolescent consumer demographic is seen to emerge alongside a heightened visibility of girls within popular culture since the mid-1990s, and continuing anxieties about girlhood in this intensely mediated environment. However, this burgeoning field has yet to be matched in academic attention. This thesis offers a timely examination of mainstream tween films, television programmes, celebrities and extra-texts from 2004 onwards, including “princess” narratives The Prince & Me (2004, 2006, 2008, 2010) and A Cinderella Story (2004, 2008, 2011), and Disney Channel programming and Original Movies, Hannah Montana (2006-2011) and Camp Rock (2008, 2010). It forges a dialogue between postfeminism, film and television, celebrity, and the figure of the tween, in order to examine how the tween is both constructed and addressed by the films and television programmes that make up tween popular culture. Tweenhood is a discursive construction emerging in the mid-1990s and coming to cultural prominence in the early twenty-first century. The tween is understood to be defined by her transitional status, her “becoming”-woman; as such, the texts that make up tween popular culture can be seen to guide the tween in her development of an “appropriately” feminine and (post)feminist identity through a rhetoric of “choice”. Such identities are predicated on revealing and maintaining an “authentic” self. The need to develop an “appropriately” feminine and (post) feminist identity whilst remaining “authentic” requires the tween to be the ideal selfsurveilling, transforming subject of neoliberalism. Celebrity plays a central role in tween popular culture, articulating the parallels between “becoming”-woman and “becoming”-celebrity. Through a combination of textual analysis, and broader discursive and contextual analysis, this thesis highlights the centrality of femininity and celebrity to the tween as a figure constructed by the texts that make up tween popular culture. It analyses the ideal tween consumer as projected by the texts. This thesis draws attention to the culturally and academically devalued subject of the construction of tweenhood within a gendered, age-specific popular culture