...My goal is to get 5 sacs every football game. Two days ago my football team went to Manalipin. Went to Florida last year and won the championship. They are a tough team to beat. We practice for one hour before the game. Then we went to weigh in’s. Their team was bigger than our whole team. The weight limit is 125. One of our players are over the weight limit. THey had 8 kids overweight. My coach was nice enough to let them all play. One kid was wearing soccer cleats. The rule is if you wear soccer cleats you have to wear them in the game. But he put his football cleats on after. My coach called him out and said to their coach “ I saw you cheat but we will still beat you guys.” Then the game started. I had butterflies but after the first play they were gone. I was on the biggest...
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...This field trip taught me a great deal about the real consequences you can get for doing something awful. The saying "you do the crime, you do the time" real counts if you see their circumstances. The things that I learn about the people in there are some insane and something I will never forget. I assume everything I learn in there will stick with me forever. Those people live in Miami it's not like they live somewhere else that can happen to anyone it's nuts what you heard and feel. The courthouse seeing it as a citizen or a child teaches you so much. A person that works there see it as a workplace, but it's different seeing it as another person. The whole courthouse was an experience and walking through it all is different from a cop...
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...When I first heard we would be going on a field trip to the National Civil Rights Museum in Memphis, Tennessee, I was really excited. I love visiting museums in my free time and was really looking forward to exploring one I had never visited before. I could not believe that I had never been there before with it being so close to my hometown. When you stand in front of the museum, at the Lorraine Hotel, you are instantly swept back to April 4, 1968 when Martin Luther King, Jr. visited Memphis for the Sanitation worker’s strike and was killed right outside his room. I knew this would be a very unforgettable visit. The staff greeted me and seemed friendly whenever I had contact with them, although I did not see them often. We started the museum...
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...Narrative Report on Educational Tour September 2-7, 2012 PAG-ASA SEAMEO-INNOTECH HYTEC Power GMA Studio Fujitsu 10 TOEI Animation EXECUTIVE SUMMARY I. Introduction As part of the curriculum, the 3rd year Information Technology and 4th year Information System students are expected to initiate an Educational tour on a specified destination and be out of school for almost a week. We the third year IT students and few IS students were out of town and been in Manila for 4 days and a day in Laguna. We headed to Manila last September 2nd, 2012, and arrived there the 3rd of September in Paco Manila. We were accommodated by the Garden Plaza Hotel and Suite. On the same day, we had our first visit in PAG-ASA Main Office in Quezon City, we manage to know and see the instruments and devices that the department is utilizing for gathering data. We had our lunch in Carinderia Buffet by mid noon then headed to SEAMEO-INNOTECH in Quezon City. We had discussions there about iFlex Learning Solution and tour on the facilities. We used the leisure time in TriNoma Ayala malls to do some shopping then back to accommodation. September 4th 2012 we departed to Fairview Quezon City to visit HYTEC Power, we saw robots and other IT stuffs. Lunch is Sir Boy’s Food Republique in Tomas Morato Quezon City. We had head our way next to GMA Network Studio in Timog Avenue, Quezon City. Then a side went back to the accommodation and again used our free time in the Robinson’s Ermita...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...Rovira i Virgili University, Tarragona, Spain †Department of Geography and History, Rovira i Virgili University, Tarragona, Spain Abstract: One sign of the growing interest in student travel both from the tourism industry and academic researchers is the global independent travel survey conducted by the International Student Travel Confederation (ISTC) and the Association for Tourism and Leisure Education (ATLAS). The survey, conducted in 2002, covers the profile and travel behavior of 1630 students booking travel from student travel organizations in eight countries. This article reports the initial results of this research. The survey showed that students are frequent travel consumers with extensive previous experience of relatively long trips outside of their own world region. Most students see their travelstyle as that of “traveler,” but a significant proportion of the market characterized their travel as “backpacking.” Motivations reflecting a desire for experience are prevalent with student travelers, particularly in terms of exploring other cultures. Motivations tend to be differentiated by destination region and travelstyle and are distinct between students and other young travelers. In spite of these differences in motivation, however, the activities actually engaged in showed little differentiation between students and others. The most frequently mentioned activities were visiting historical sites, walking, sitting in cafés and restaurants, and shopping, which were practiced...
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...FULBRIGHT MASTER’S AND PHD PROGRAM GRANTS APPLICATION FOR STUDY IN THE UNITED STATES ***READ ALL INSTRUCTIONS AND INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION*** INSTRUCTIONS Please fill out the application form according to the following instructions. YOU SHOULD NOT MAIL THIS FORM DIRECTLY TO ANY UNIVERSITY IN THE UNITED STATES. 1. All forms in this application are to be completed in English and typewritten in black ink or printed from a computer (Font = Times Roman, Size = 11). 2. Each page of the following application carries its own instructions that should be read carefully before proceeding. 3. Questions must be answered completely and carefully. Please make every effort to limit your responses to the space provided. 4. Completed applications should be returned to Fulbright Program Office in your country of citizenship as soon as possible. Before you begin this application, you should make sure that you are aware of all deadline dates and requirements as these may vary from country to country. 5. Incomplete applications will not be considered. 6. Do not mention the names of any U.S. universities you wish to attend in this application. The University Preference Sheet is included for that purpose. 7. If you do not hold a valid Pakistani passport, apply for one immediately. 8. Attach a copy of your complete CV. 9. All successful candidates are required to sign a contract with USEFP that binds them to return to Pakistan immediately...
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... * Organizational Charts. . . . . . . . . . . . . . . * Hotel Organizational Chart. . . . . . . . . . * F&B Organizational Chart. . . . . . . . . . . * F&B Kitchen Organizational Chart. . . . . . . * Facilities, Number of Rooms and type, Function Rooms . . . . . . . . . . . . . . . . . . * Evaluation Sheet . . . . . . . . . . . . . . . . . * Certificate of Completion. . . . . . . . . . . . . * Narrative Report . . . . . . . . . . . . . . . . . * Picture in Action. . . . . . . . . . . . . . . . . * Time Sheet . . . . . . . . . . . . . . . . . . . . * Medical Result . . . . . . . . . . . . . . . . . . * Updated Resume . . . . . . . . . . . . . . . . . . * Attendance Monitoring. . . . . . . . . . . . . . . IV. CONCLUSIONS . . . . . . . . . . . . . . . . . . . . V. BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGEMENT With deepest gratitude and appreciation, I humbly give thanks to the people who, with all they can, helped me in making my On-the-Job Training a possible one. To...
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...the struggles, atrocities, and everyday occurrences in the world, but he was not satisfied to use art as a substitute for action. Benny Andrews was born on November 13, 1930, in Plainview, Georgia, a small farming community three miles from Madison. Andrews was one of 10 children in a family of sharecroppers; raised while it was still segregated in the rural south, he grew up desperately poor. His mother, Viola, instilled in her ten children the importance of education, religion, and freedom of expression; his father, George, a self-taught artist, fueled their creativity with his drawings and illustrations. Although the entire family worked in the cotton fields as sharecroppers, Viola Andrews was adamant that her children attend school. Andrews's attendance was sporadic because he went only when he wasn't needed in the fields or when it rained. After several years at Plainview Elementary School, Andrews walked to Madison to attend Burney Street High School, and in 1948 he was the first member of his family to graduate. Andrews enrolled in and studied at Georgia’s Fort Valley State College with a two-year scholarship awarded by the 4-H Club. The only art course offered was a single class in art appreciation, which Andrews took six times. By 1950, with the end of the scholarship money and poor grades, Andrews left school and enlisted in the U.S. Air Force. He served four years of military duty, which spanned the Korean War (1950-53), attaining the rank of staff sergeant before...
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...1952, is acclaimed for her lyrically written tales of sensibility and conflicts in Chinese-American mother-daughter relationship, in which generational and cultural divergence is highlighted. Themes of loss and reconciliation, hope and failure, friendship and familial conflict, added with mystic oriental flavor and healing power, have made Tan’s writing emblematic and well-received. Following the publication of The Joy Luck Club (1989), The Kitchen God's Wife (1991), Amy Tan’s third novel The Hundred Secret Senses (1995) again enjoys a high popularity and evokes strong responses from both readers and critics. Despite the fact that The Hundred Secret Senses still exhibits Tan’s trademarks of “a strong sense of place, a many-layered narrative, family secrets, generational conflict, Chinese lore and history”, unlike the previous two that are generally praised, this novel gets mixed opinions. Most reviewers receive the characterization of Kwan as “the most original and best one” among Tan’s works (Huntley 113). Some other critics, Michiko Katukani et al, criticize Kwan’s over-imaginary, sensational and superstitious beliefs in ghosts, reincarnation and fantasies (qtd. in Chen 120). Frank Chin asserts that Tan has made both Kwan and Changmian appear inferior for the purpose of "perpetuating and...
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...Journal of Service Management Emerald Article: Exploring internal mechanisms forming customer servicescape experiences Jörg Pareigis, Per Echeverri, Bo Edvardsson Article information: To cite this document: Jörg Pareigis, Per Echeverri, Bo Edvardsson, (2012),"Exploring internal mechanisms forming customer servicescape experiences", Journal of Service Management, Vol. 23 Iss: 5 pp. 677 - 695 Permanent link to this document: http://dx.doi.org/10.1108/09564231211269838 Downloaded on: 29-11-2012 References: This document contains references to 67 other documents To copy this document: permissions@emeraldinsight.com Access to this document was granted through an Emerald subscription provided by UNIVERSITY OF GLOUCESTERSHIRE For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald is both COUNTER 3 and TRANSFER compliant. The organization is a partner of the Committee on...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?……………………………………...
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...Corregidor as Dark Tourism: Basis for Designing Marketing Plan A Thesis Presented to the Faculty of the School of Hospitality & Tourism Management of St. Dominic College of Asia A Partial Fulfillment of the Requirements Towards the Degree Bachelor of Science in Tourism Management Gocotano, Mary Abigail C. Sarte, Kimberly Anne A. APPROVAL SHEET In partial fulfillment of the requirements for the degree of Bachelor of Science in Tourism Management, this thesis entitled “Corregidor As Dark Tourism: Basis for Designing Marketing Plan” was prepared and submitted to the School of International Hospitality and Tourism Management by: GOCOTANO, MARY ABIGAIL C. SARTE, KIMBERLY ANNE A. Approved by the committee on oral examination on April 16, 2015 with the grade of ________. DR. JONATHAN R. ADANZA Adviser ELEONOR D. AGUILANDO, MBA Panel Member Accepted in partial fulfillment of the requirements for the degree of Bachelor of Science in Tourism Management DR. ALEJANDRO D. MAGNAYE Dean ACKNOWLEDGEMENT This study would not have been possible without the guidance and the help of several individuals who in one way or another contributed and extended their valuable assistance in the preparation and completion of this study. First, to the creator above, for all the guidance and strength that He has given to us to finish this study and power to...
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