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Display: 20

    • Page 29

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 29 There are two rules for Box 4. Hero needs to be heroic—no one else can resolve the story or the author has failed the reader. Hero can perish, but must resolve the major elements of the story before he does Slide...
    • Page 23

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 19 Since first-year college writing courses “are designed to encourage students to, in the words of one instructor, ‘just know that there are different ways to solve different writing situations’” (Fanetti, et al., 2010, p.82), high school...
    • Page 54

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 50 abilities? Why or why not?” and “What did you find most revealing about the 2015-2016 section comparison? Was it surprising? Why or why not?” Case Study Participants Originally, only two groups were going to be used for this study: one junior...
    • Page 47

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 47 controversy existed, diminish the severity of any perceived controversy, and deal with those who felt maligned by citing past examples of good behavior. While the effectiveness of the actual arguments varied, it is clear...
    • George and Carl Croft

    • Utah Parks Company--Employees; Zion National Park (Washington County, Utah)
    • George and Carl Croft, age 10-12 years, standing in front of the commisaries house. George was the facilities maintenance manager. Between 1936-1937.
    • Page 67

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !68 age. Rather than be limited by it, Bran’s character developed outward from his disability. As he is yet to reach maturity, Bran’s masculine identity will be largely formed by his disability...
    • Page 73

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !74 References Adelson, B. M. (2005). Dwarfs: The changing lives of archetypal 'Curiosities'—and echoes of the past. Disability Studies Quarterly 25(3), 1-19. Altschuler, S. (2014). “Ain’t one limb...
    • Page 74

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !75 Brown, K. L. (2009). Teaching literacy theory using film adaptations. Jefferson: McFarland & Co., Inc.. Campbell, J. (2008). The Hero with a thousand faces. Novato, California: New World...
    • Page 77

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !78 Nelson, J. A. (1994). Broken images: Portrayals of those with disabilities in American media. In J. A. Nelson (Ed.), The disabled, the media, and the information age (p. 1-24). Westport, CT:...
    • Page 78

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !79 Serwer, A (2011). “A liberal's guide to middle earth: HBO'S new show Game of Thrones goes beyond the black and white of good versus evil and delves into the gray." The American Prospect 22(4),...
    • Page 6

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !7 HBO’s Game of Thrones in American Popular Culture HBO and the Evolution of Television The Game of Thrones series occupies a unique place in popular culture and, in this discussion of the series; it...
    • Page 31

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 24 The age range of study participants was from “under twenty-five” to “fifty-one and over”. A breakdown of the age-group specifics is available in Figure 2 Appendix B. They had a wide variety of teaching experience from under one year to thirteen...
    • Page 119

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 112 Table 7 Excel Spreadsheet Raw Data for Correlation--Comparing Averages from Time Spent teaching phonics per week, Confidence in University Preparation, Perception of Phonics Qualifications, Perception of District Support, Actual Skill Level,...
    • Page 122

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 115 Table 8 Correlation of Phonics Instruction Practice with Areas of Perception Notes: This table represents the various elements of the study correlated with each other: average minutes of phonics taught per week, perception of their university...

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