...an engaging abstract. It is typically a short summary of the document. When you’re ready to add your content, just click here and start typing.] Kimberly Watkins Kimberly Watkins Over the last 12 weeks I have spent a lot of time pondering the questions that have been presented in this course. What is the meaning of life? How do we live a meaningful life? Is there a meaning at all? Before this course, I can honestly say that these questions never really entered my mind. I always felt that I was here for a reason, but I could never clearly define what that reason was. Perhaps I never will. I grew up in a household where religion did not exist, my parents had been catholic in their younger years but throughout time they had lost their faith. They never prevented me from engaging myself in organized religion, but I had always found myself drawn to more of a non-believing science based thought process. Growing up I believed that I was an atheist which is simply defined as “a person who denies or disbelieves the existence of a supreme being or beings” (Merriam Webster, 2014). But that definition is so rigid and unmoving, and life is not like that, it’s not simply black and white. If I were to have to identify myself as having a particular belief now I would have to say that I believe in a combination of agnosticism and pantheism. An agnostic person is simply defined as “a person who holds that the existence of the ultimate cause, as god, as the essential nature of things are unknown...
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...autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described. If I mentioned everybody who has impressed, inspired, taught, influenced and helped me along the way, this book would be several volumes long. Although I’ve had to be selec- tive, I hope that I’ve conveyed the push and pull of events and relationships that affected me and continue to shape and enrich my world today. Since leaving the White House I have embarked on a new phase...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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