Serghei Tarnovschi is a Moldovan and Ukrainian canoeist. He represented Moldova at the 2016 Summer Olympics, where he was awarded a bronze medal at Men's C-1 1000 metres, subsequently stripped from him due to doping. On 18 August 2016, Tarnovschi has been suspended after failing doping test. On November 30, 2016, Tarnovschi's lawyer Paul J. Greene, admitted that a prohibited substance was in fact found in the athlete's urine sample, claiming that "the substance could not produce any effect". Moreover, Greene was blaming a pre-workout mix Explosin, produced by Czech company Nutrend. Greene claims that Explosin which Tarnovshi administered to himself, was contaminated with traces of a prohibited substance under WADA regulations. On August 19, 2016, in a press release, the Olympic Committee of Moldova stated that the prohibited substance in Tarnovschi's urine sample was the Growth Hormone Releasing Peptide. In an article from November 3, 2016, a Moldova news agency Unimedia stated that the B sample of Tarnovschi's urine tested positive for GHRP 2.
On the same day the MOLDPRES news agency stated that Tarnovschi's Olympic bronze medal will be stripped, the prize money will be withheld until the International Canoe Federation's final decision in his case. ICF held an annual conference on November 27, 2016, in Baku, where on November 30 the deliberations in Tarnovschi's doping case took place. According to Moldova National Olympic Committee, the decision was to be made public "in a few weeks". In an October 14, 2016 interview to a Russian canoe portal canoesport.ru, the president of the Moldova Olympic Committee, Nicolae Juravschi, stated that "It seems that the great powers are clearing the road to the medals for their athletes". English version of the text can be found on the Sportscene's Facebook page hereIn a press release from February 3, 2017, the International Canoe Federation announced that Tarnovschi was found guilty, disqualified for 4 years under Section 2.1 of ICF Anti-Doping Rules, effective from the date that the positive urine sample was obtained on July 8, 2016, that all results and awards after that date deemed invalid.
Richard Allen Dudley was an American radio and television announcer once known as "the voice of NBC". Dudley's father was Casper Bernard Kuhn Sr. and his mother was Aida Perisutti, both of Nashville. His mothers's parents came from Forni di Sopra in Italy, his father was a son of Ferdinand E. Kuhn, brother of Oliver Kuhn, who like his brother attended Vanderbilt University, he played as a catcher on the baseball team in 1911 with Ray Morrison. He was an accomplished violinist. Another brother and Vanderbilt grad was Richard Dudley Kuhn, named for Richard Houston Dudley. Dudley's career began in 1925 on a children's radio program on WTNT radio in Nashville. Following graduation from high school, he started a repertory company in a renovated barn, wrote plays, some of which featured a young Dinah Shore, he became an announcer on WSM, in 1938 moved to New York City where, after holding several jobs, he joined NBC as a page, moving up the ranks to the position in staff announcer in 1940. He was among the first to announce the attack on Pearl Harbor on December 7, 1941.
Due to World War II, Dudley was drafted into the Army in 1943, served as program director of the American Forces Network in London. Dudley returned to NBC after the war, where he announced on such radio shows as The Adventures of Archie Andrews, The Aldrich Family, The Catholic Hour, The Jack Benny Show and The Eternal Light. Dudley was host of recorded-music programs on WNBC radio, his television announcing credits included the original 1949 TV version of Ripley's Believe It or Not!, Arturo Toscanini's television concerts, the original 1950s version of The Price Is Right, The Today Show, Not for Women Only. In addition, he handled local booth announcing work, including public service announcements, for NBC's New York outlet WNBC-TV, he retired from NBC in 1985. Dudley died of a brain tumor at age 84. Obituary from the Associated Press, February 3, 2000. Dick Dudley on IMDb Dick Dudley radio credits
Andrew C. Billings is professor and the Ronald Reagan Chair of Broadcasting in the Department of Journalism and Creative Media at The University of Alabama, he is the current director of the sports communication program. His research is focused on the study of Sport Communication. Billings received his PhD from Indiana University in 1999, he has held the position as the chair of the Communication and Sport Division of the National Communication Association. Other former positions include the chair of the Sport Communication Interest Group of the International Communication Association and the Research Symposium Chair for Broadcaster Education Association, his research consists of the intersection of sport, mass media, identity content within sports, consumption habits such as fantasy sport. Billings has won numerous national awards including the National Communication Award, as well as the Broadcast Education Association, the Association in Mass Communication and Journalism and provides academic perspective to journalists on matters related to sport communication.
Billings' research focuses on various aspects of how American sports media covers and affects issues of gender and identity. His 2008 and 2018 books Olympic Media: Inside the biggest show on television and Olympic television: Broadcasting the biggest show on Earth analyze the production and the effects of NBC's broadcast of the Olympics Games. In particular, he focuses on the topics of ethnicity and nationality, how, communicated to the public via the telecast. In 2009, Billings co-authored with Heather L. Hundley Examining Identity in Sports Media, focusing on how identity issues are communicated and shaped by sports media, his 2018 book, Mascot Nation focused on the controversy surrounding Native American sports mascots, analyzing aspects of the visual, textual and performative aspects of sports mascots. Billings has authored 18 books, notable texts include: Billings, A. C.. Olympic media: Inside the biggest show on television. London: Routledge Billings, A. C. & Hundley H. L.. Examining identity in sports media.
Thousand Oaks, CA: Sage. Billings, A. C, Angelini, J. R. & MacArthur, P. J.. Olympic television: Broadcasting the biggest show on Earth. London: Routledge. Billings, A. C. & Black, J. E.. Mascot nation: The controversy over Native American representations in sports. Champagne, IL: University of Illinois Press. Billings has 160 published journal articles. Notable papers include: Eastman, S. T. & Billings, A. C.. "Gender parity in the Olympics: Hyping women athletes, favoring men athletes." Journal of Sport and Social Issues. 23:140-170. Eastman, S. T. & Billings, A. C.. "Sportscasting and sports reporting: The Power of Gender Bias." Journal of Sport & Social Issues. 24:192-213. Eastman, S. T. & Billings, A. C.. "Biased voices of sports: Racial and gender stereotyping in college basketball announcing." Howard Journal of Communications. 12:183-201. Billings, A. C. & Eastman, S. T.. "Framing identities: Gender,ethnic, national parity in network announcing of the 2002 winter olympics." Journal of Communication. 53:569-586
These are the daytime Monday–Friday schedules on all three networks for each calendar season beginning in September 1981. All times are Eastern. New series are highlighted in bold. NOTE: Captain Kangaroo was shortened from 1 hour to 30 minutes and retitled Wake Up With the Captain on September 28. NOTE: Search for Tomorrow aired its final CBS episode on March 26, 1982; the following Monday, March 29, Search moved to NBC. NOTE: On October 1, 1982, Captain Kangaroo aired its final weekday episode; the show moved to Saturday mornings, where it would remain until its cancellation in 1984. Sunrise Semester aired its final episode on the same day. CBS Morning News expanded from 90 minutes to 2 hours, replaced these iconic but outdated children's programs. ♦ABC had a 6PM /5PM feed for their newscast, discontinued in 1982. Https://web.archive.org/web/20071015122215/http://curtalliaume.com/abc_day.html https://web.archive.org/web/20071015122235/http://curtalliaume.com/cbs_day.html https://web.archive.org/web/20071012211242/http://curtalliaume.com/nbc_day.html
First-year composition is an introductory core curriculum writing course in American colleges and universities. This course focuses on improving students' abilities to write in a university setting and introduces students to writing practices in the disciplines and professions; these courses are traditionally required of incoming students, thus the previous name, "Freshman Composition." Scholars working within the field of composition-rhetoric have teaching first-year composition courses as the practical focus of their scholarly work. FYC courses are structured in a variety of ways; some institutions of higher education require only one term of FYC, while others require two or three courses. There are a number of identifiable pedagogies associated with FYC, including: current-traditional, social-epistemic, post-process and Writing about Writing; each of these pedagogies can generate a multitude of curricula. Composition professionals, including those with degrees in Writing Studies and Rhetoric and Composition focus on a rhetorical approach to help students learn how to apply an understanding of audience, context and style to their writing processes.
This rhetorical approach has shown that real writing, rather than existing as isolated modes, has more to do with a writer choosing from among many approaches to perform rhetorical tasks. In addition to a focus on rhetoric, many first year composition courses emphasize writing process, where students are encouraged to interact with classmates and receive feedback to be used for revision; these practices can take the form of workshopping. Portfolios are a common way of assessing revised student work. Since the late nineteenth century, college courses on composition have become common in American higher education; the German model of "rigorous'scientific' philology and historical criticism" influenced instruction that caused the research paper to become a staple in first-year composition. Although a longstanding course offering at many colleges, first-year composition remains controversial and marginalized; the requirement for a first-year composition course has been debated in composition studies.
This debate centers around how effective the first-year composition course is and the changes that need to be made to develop the field of composition. While most schools do require some form of the first-year composition course, there are some schools that have decided to abolish the first-year composition requirement; some scholars, such as Sharon Crowley in Composition in the University: Historical and Polemical Essays, argue that this requirement should be abolished. Crowley does not suggest the course itself be removed, only the requirement that all freshmen take the course, she states that students would still be interested in the course if the requirement was abolished and that removing the requirement would strengthen the field of composition. She implies that composition studies is marginalized within the university because of the view of the first-year composition course as a skill course. Removing the requirement, she states, would remove the association of composition studies with introductory courses, giving more acknowledgement to the field.
Crowley's opinion initiated a debate in the composition field, but she is not the only critic who advocates for the removal of this requirement. Scholars Douglas Downs and Elizabeth Wardle dislike the requirement and instead argue for a writing studies curriculum. However, there are scholars who do not agree with this stance, argue that the first-year composition course is needed in the university, believe that the requirement should remain. Scholar David Smit is one critic, he suggests that the requirement can be kept and the curriculum and structure of the first-year composition course altered for improvement. Smit explains that many of the developmental goals of those who favor abolishing the requirement can still be achieved by offering more writing experiences, he proposes more genre writing in composition courses with a "scaffolding" progression of discipline writing. If this was done, he suggests, the concerns over the status of composition studies in the university would still be solved, as the course would no longer be seen as skills based.
There has been no consensus reached in composition studies regarding the status of the first-year composition course requirement. The benefits of the course, as well as the drawbacks, continue to be debated and the scholars noted above are only a few of the voices and perspectives involved in this discussion. Despite the debate about the requirement, it remains in effect at a majority of universities. First-year composition is designed to meet the goals for successful completion set forth by the Council of Writing Program Administrators. To reach these goals, students must learn rhetorical conventions, critical thinking skills, information literacy, the process of writing an academic paper. While there is no American standard curriculum for first-year composition, curriculum is developed at several levels, including the state, institution and writing program. With the publication of James Kinneavy's Theory of Discourse in 1971, English departments began incorporating rhetoric into their composition classrooms.
In doing this, composition instructors have placed more emphasis on teaching audience analysis, Aristotle's three appeals, teaching Kinneavy's modes of discourse. According to Brian Sutton in "Writing in the Disciplines, First-Year Composition, the Research Paper", since 1980, there has been an increasing debate in academic circles as to whether the "generic" app