...Book Review # 2: Thinking About Leadership Michael A. Woodhouse MLS 5300: Essentials of Leadership ABSTRACT Thinking About Leadership, written by Nannerl O. Keohane is a holistic view of leadership in efforts to analyze leadership through discussions of both active leadership and leadership philosophy. She also analyzes personality characteristics that are helpful for successful leadership skills and gets even more specific by examining the role of gender in our understanding and our appreciation for different styles of leadership. The purpose of this review is to illustrate the core focus of this book and to provide my own analytical views of it. Koehane begins her analysis of Thinking About Leadership by discussing in depth the concept of a leader emerging from a group that has no predetermined leaders among it, however they have a collective goal or purpose. Koehane uses the classic novel The Lord of the Flies as an example of this “origin story” concept (Koehane, 2010, p 19). Although particularly basic this example serves as groundwork of the definition of leadership that Koehane is trying to construct. Her definition simply stated is, ‘leaders determine or clarify goals for a group of individuals and bring together the energies of members of that group to accomplish those goals’ (Koehane, 2010, p 22). With this definition of leadership, one can assume many things. The first as Philip Selznick states, leadership is centered on accomplishing the needs of a social...
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...Forever 21: Dealing with America’s fear of aging and death Abstract This paper is about confronting America’s fear of the issues of aging and death. Over the years, American culture has grown uncomfortable with matters of growing old and death. The basis of this thinking is rooted in the mind and influenced by society. There is an ever increasing desire that’s rampant across our nation to remain young. This can be seen in the media, marketing for different products from makeup to apparel. Americans want to remain young for as long as they possibly can. In 1984, the band Alphaville came out with the song “Forever Young” to express America’s heart cry. However, aging and death is a part of life and a direct result of the fall of man. Aging and death were not the original condition of humanity, rather punishment that resulted from rebellion against God’s commandment. This paper examines why there is aging and death, America’s response to it, and a solution to rightly mature in the process. Since long ago America’s heart cry has been to stay young forever. In 1984, the band Alphaville came out with the song “Forever Young” to communicate the nation’s desire. In cities across the country and around every turn, materialism is vocalizing the longing for youth everlasting. This constant struggle with “wants” versus “reality” has left individuals searching for ways to cope. In addition, the lifespan of human beings was not always an average of eighty years. One thing to take into...
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...One example of texts that provide types of argument throughout chapter one are the tweets that bring attention to the issues in Saudi Arabia in January 2011. The song lyrics from “#Jan25” also went viral making a statement and an argument for the people in Saudi Arabia. Doctors without Borders is also used to show the arguments of Pathos and Ethos. “Lord of the Flies” is a text that is showing an argument and making a statement through the theme that a society without laws and law enforcement will inevitably fail. This is shown through the society the boys on the island create, initially they have their innocence and live in harmony but without rules their society soon falls and the children's innocence turns to evil. Another book with an underlying argument is “Animal Farm”. This book is giving a warning about the fallacy of the idea of communism and that an uninformed working class will always easily fall into manipulation. Lastly another example is a children's text and now movie “The Lorax”. This text shows that without regard for our environment and without taking care of it, we will end up living in a dump. This is shown through the Lorax’s warning to The Onceler to not cut down the trees, and once he does the environment around them is...
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...Idealism * Has to do with the nature of reality * Origins: Greek philosopher: Plato * Physical world isn’t real—constantly changing * George Berkeley proposed belief that nothing exists outside of the mind * Metaphysical and Epistemological are two main branches * Metaphysical: Everything in the universe is dependent on the mind * Ideal way of thinking Old and Middle English * 3 periods of the English language * Old English * Brought poetic models * Old English syntax * Doesn’t follow modern English in the form of a subject, verb, then object * Middle English * Syntax made use of the perfect tense (have + past participle) * 425 until 1066 (Battle of Hastings—when English were conquered—1066) * Poetry didn’t rhyme—poems relied on rhythm * Literary techniques used * Caesura * Alliteration * Kenning The Renaissance * 14-1600’s * Humanism was the main objective of the renaissance * Many religious quarrels between Protestants and Catholics * Time of transition between the middle ages and dark ages Neo Classism * Divided into 3 different time periods * Restoration age * More renaissance influence * Augustan Age * Prime age for neo-classism * Age of Johnson * A movement of the arts inspired by Ancient Rome and Greek culture * Neo classists believe humans are evil and they need laws and rules...
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...Works and Words: Why You Can't Preach the Gospel with Deeds And why it's important to say so. Duane Litfin [ posted 5/30/2012 10:43AM When it comes to the enduring question of word versus deed in the Christian's calling, the issue is always one of balance. How are Christians to think about the relative roles of words (proclaiming the gospel) and deeds (loving action) in what Christ has called his people to be and do? We need to set our scales to a balance that matches Scripture. "Balance" may sound simple, but finding and maintaining our equilibrium on such a complex subject is never easy. It's like walking a tightrope. Only one direction will keep us upright and moving forward, and any number of missteps could lead us to fall off one side or the other. Misguided claims abound. Here's a prominent example. How often do we hear these days, with passion and approval, the famous dictum attributed to Francis of Assisi: "Preach the gospel at all times. Use words if necessary"? In this saying, the word-versus-deed question rears its head, stressing in this instance how important it is for Christians to "preach the gospel" with their actions. Let the gospel be seen rather than spoken, it's implied. Words may serve a useful backup role, but our actions must take center stage if we are to make a difference in the world. At first blush, this sounds right. Except that it isn't. According to those who know the relevant history well—the Franciscans—Francis never uttered these words...
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...the examples they’ve chosen to write about them in detail. The way to combat this problem is to create your own repertoire of examples that you are well prepared to write detailed paragraphs about. Then, when you read the prompt you’re given on the day of the test, you can simply choose the examples from your repertoire that are most relevant to that particular topic. (Of course, this method isn’t fullproof; it may happen that you are unfortunate enough to get a topic that your prepared examples aren’t really appropriate for. If that’s the case, don’t try to force your examples to fit the topic. The process of coming up with these examples and writing several practice essays will also help you learn how to come up with new examples on the fly.) As you create your list, think of people and events from history, literature, current events, and your own experiences and observations. Choose things that you either already know a lot about or are willing to do some research on in order to have a wealth of details available to incorporate into your essay. A CD-ROM or DVD-ROM encyclopedia is probably the most appropriate source...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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................ p. 81 Scene 4 .................................... p. 84 Act 4 .................................... p. 92 Scene 1 .................................... p. 92 Scene 2 .................................... p. 93 Scene 3 .................................... p. 95 Scene 4 .................................... p. 97 Scene 5 .................................... p. 100 Scene 6 .................................... p. 108 Scene 7 .................................... p. 109 Act 5 .................................... p. 116 Scene 1 .................................... p. 116 Scene 2 .................................... p. 127 Dramatis Personae CLAUDIUS, king of Denmark. HAMLET, son to the late, and nephew to the present king. POLONIUS, lord chamberlain. HORATIO, friend to Hamlet. LAERTES, son to Polonius. LUCIANUS, nephew to the king....
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...^ISDOM OF THE EAST THE PERSIAN MYSTICS JALALU'D-DIN RUM! BY F. HADLAND DAVIS " AUTHOR OF IN THE VALLEY OF STARS " THERE IS A TOWER OP SILENCE "! LONDON STREET JOHN MURRAY, ALBEMARLE 1912 ALL RIGHTS TO A. T. K. THIS LITTLE BOOK OF EASTERN WISDOM IS LOVINGLY INSCRIBED " OUR JOURNEY is TO THE ROSE-GARDEN OF UNION jALA"LU'D-DfN PREFACE to thank Mr. R. A. Nicholson for kind and generous permission to use selections from his Dwani Shamsi Tabriz, and I DESIRE his also his publishers, the Cambridge Press. I am deeply indebted to Mr. E. H. Whinfield for allowing me to use quotations from his rendering I of the Masnavi (Triibner's Oriental Series). also cordially thank Mr. John Hastie for giving permission to quote a few passages from the " " Festival of Spring late Rev. Professor Hastie's (James Maclehose and Sons, Glasgow). The poems quoted from this volume are entitled : "Thy Rose," "I saw the Winter weaving," " " Love sounds the Music of the Spheres," The " The Beloved All in Souls Love-moved," and All the other translations from the lyrical All." poetry of Jalalu'd-Din Rumi are by Mr. R. A. me Nicholson. To these gentlemen, 7 and to those 8 I have left PREFACE unnamed, I tender my warmest thanks my for their help, sympathy, and interest in " attempt to popularise the wisest of the Persian Stiffs." F. LONDON, January 22, 1907. HADLANB DAVIS. CONTENTS INTRODUCTION ...
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...For other uses, see Fiction (disambiguation). An illustration from Lewis Carroll's Alice's Adventures in Wonderland, depicting the fictional protagonist, Alice, playing afantastical game of croquet. Fiction is the form of any narrative or informative work that deals, in part or in whole, with information or events that are not factual, but rather, imaginary—that is, invented by the author. Although fiction describes a major branch of literary work, it may also refer to theatrical, cinematic or musical work. Fiction contrasts with non-fiction, which deals exclusively with factual (or, at least, assumed factual) events, descriptions, observations, etc. (e.g.,biographies, histories). Contents [hide] * 1 Types of fiction * 1.1 Realistic fiction * 1.2 Non-realistic fiction * 1.3 Semi-Fiction * 2 Elements of fiction * 2.1 Plot * 2.2 Exposition * 2.3 Foreshadowing * 2.4 Rising action * 2.5 Climax * 2.6 Falling action * 2.7 Resolution * 2.8 Conflict * 2.8.1 Types of conflict * 2.8.1.1 Person vs. self * 2.8.1.2 Person vs. person * 2.8.1.3 Person vs. society * 2.8.1.4 Person vs. nature * 2.8.1.5 Person vs. supernatural * 2.8.1.6 Person vs. machine/technology * 2.9 Character * 2.10 Methods of developing characters * 2.11 Symbolism * 2.12 Metaphor * 3 Types of plots * 3.1 Chronological order * 3.2 Flashback * 3.3 Setting...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...Compiled Talks of Swami Vivekananda KARMA IN ITS EFFECT ON CHARACTER The word Karma is derived from the Sanskrit Kri, to do; all action is Karma. Technically, this word also means the effects of actions. In connection with metaphysics, it sometimes means the effects, of which our past actions were the causes. But in Karma-Yoga we have simply to do with the word Karma as meaning work. The goal of mankind is knowledge. That is the one ideal placed before us by Eastern philosophy. Pleasure is not the goal of man, but knowledge. Pleasure and happiness come to an end. It is a mistake to suppose that pleasure is the goal. The cause of all the miseries we have in the world is that men foolishly think pleasure to be the ideal to strive for. After a time man finds that it is not happiness, but knowledge, towards which he is going, and that both pleasure and pain are great teachers, and that he learns as much from evil as from good. As pleasure and pain pass before his soul they have upon it different pictures, and the result of these combined impressions is what is called man's "character". If you take the character of any man, it really is but the aggregate of tendencies, the sum total of the bent of his mind; you will find that misery and happiness are equal factors in the formation of that character. Good and evil have an equal share in moulding character, and in some instances misery is a greater teacher than happiness. In studying the great characters the world has produced, I dare...
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...will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read, understand, respond, interpret, analyze, and of course, write. Everything we do in class is designed to develop those skills, and prepare your for that exam. So, So what does that mean to you, the student? It means we’re going to do a lot of reading, a lot of writing, and most importantly, a lot of thinking. See, when you reach high school, particularly the upper grades, you should already know...
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...elected in 1997 together promise to transform the institutional structure of the United Kingdom. ▪ The Scottish Parliament and the Welsh Assembly are the most tangible signs of this transformation but other constitutional reforms are either in being or well under way …… ▪ including the Human Rights Act of 1998 (incorporating the European Convention on Human Rights), ▪ a directly-elected mayor and assembly for London, ▪ a reformed House of Lords ▪ and Freedom of Information legislation. ▪ Although reform of the electoral system for Westminster now seems a somewhat distant prospect, the 1999 elections to the Welsh Assembly, to the Scottish Parliament and to the European Parliament were all conducted using electoral systems very different from the traditional first-past-the-post method. ▪ Referendums have been widely used, and more promised o Lecture by the Lord Chancellor, Lord Irvine of Lairg, to the Constitution Unit, Westminster. 8 December 1998 o No other Government this century has embarked upon so significant or wide-ranging a programme of constitutional reform as the New Labour Government. It is therefore my particular pleasure, as the member of the Cabinet entrusted with driving forward development of policy, to have been invited here to give the Annual Constitution Unit Lecture. o We came to power with specific problems identified: ...
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...Supernatural: The Life of William Branham Book 6: The Prophet and His Revelation 1960 – 1965 by Owen Jorgensen 1 Acknowledgments: In a project of this magnitude, it is understandable that I should owe many people a debt of gratitude for their help. First of all I want to thank Pearry Green for his vision, his encouragement and his efforts in publishing and distributing these books. I also want to thank Saundra Miles, David Buckley, Jay Weber, and the other people who spent many hours editing and proof reading the six manuscripts in this series. Their suggestions helped to make this a better book and a more accurate account of William Branham‘s life. Also, I want to thank Steven and Kathy Strooh, who put these books into audio format for all those people who would rather listen than read. I must certainly thank those people who have translated these books into their native languages: Spanish, Portuguese, French, German, Russian, Norwegian, Hindi, and many other languages. Supernatural: the Life of William Branham took me 17 years to complete. I was 34 when I started and 51 when I finished. To put that into perspective, my four children were in grade school when I began writing this biography. By the time I finished, three of my children were married and I had nine grandchildren. During the 17 years I worked on this project, my life had its ups and downs. I want to thank everyone who prayed for me during those 17 years. Finally I want to thank my four children—Benaiah...
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