...The cold chill of mountain air cut my lungs and caused my tiny body to shiver against the bindings that laced my feet into a pair of awkward skis. If they stood on their ends, they were almost my height; the dimensions causing me to flounder across the peak. However, as far as the rest of my family knew, I was an expert. We had gone skiing for the first time up in Breckenridge for the past few days, and I was determined to separate myself as far from the bunny hill as I could. I had mastered the “pizza pie” angle to allow myself to stop and how to create the “S” grooves in the snow required to master my skis and bend them to my will. My aunt and sister waited for me near the ski lift as I twisted my torso towards them and began to shuffle my way across the slick snow....
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...I went to the dock down to the jet ski. Kip was untying the rope. As he checked the engine, trying to hold on to the rope, he talked to my dad. My dad gave me that “don’t-loose-your-glasses look.” I nodded my head at him. Kip and my brother got on the jetski and I got in the tube. When we got far away enough from the dock, the jet ski shot off like a rocket. The tube started to skim across the water as if it were nothing. As I hit a small wave, I thought about what would happen to me if the tube flipped over. Would I get hurt? Would they not realize that I fell off? Luckily, I never flipped over, but I wished I did. We rode for a while now and the water feels like hail when it’s hitting my face. Either that or it would have to be pebbles. I...
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...Personal Narrative “RYAN!” My sister shouts from the lake as I spray on sticky sunscreen. “Hurry up, we’re about to leave!” Hurriedly grabbing my towel, I swing open the screen door of my grandma’s remote Minocqua cabin, bounding down wooden steps to a similarly wooden pier. As I clamber onto the boat after my siblings and parents, I check what’s in it- a rope, a handle, waterskis, and a few fishing rods- we’re ready! Once I untie us from the dock, my dad pushes off and we chug across North Placid Lake .I’m 11 years old, and today is the first day I will try to waterski. I’m not sure what to expect- will it be easy? Difficult? Will I get dragged, unable to let go? My worries fade away into calmness as I observe the serene woodlands I’ve become...
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...Skadurz Pro Firm Overview Skadurz Pro is a family owned and operated business, Joel St. Marseille is the owner and his mother Connie St. Marseille is the full time manager. Skadurz Pro sells skateboard and snowboard equipment as well as clothing, shoes, and accessories and is located in Sudbury, Ontario. The case issue with Skadurz Pro is the decision of which store to keep open, the South End location where the building is up for sale and the future of the building and store is unknown and dependant on the buyer of the building or the New Sudbury location where competitor West 49 would be opening a store right across the street. Internal Perspectives Keeping the South End location, leads to an unknown future for the company. Will the new building owner want to renew the stores lease? Keeping the New Sudbury location open where competitor West 49 is moving in will affect store sales. Is it worth the risk to keep that location open? This store has been open at this location for 10 years and is well known by customers. St Marseille worries about the success of the New Sudbury location once West 49 opens and estimates that in fiscal year 2004 annual store sales at this location would total $350,000 and all other expenses would remain comparatively stable. External Perspectives The skateboarding and snowboarding business in Ontario has really grown. Skateboarding became a popular sport and by 2004 there were nine city skateboard parks and plans to construct...
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...At some point in your education or your career you will be required to make a presentation about yourself or to write an autobiography as an assignment. Some people will welcome the opportunity to share their own personal experiences, while others will dread it. Whether you love this assignment or you hate it, you should start with the knowledge that your story is much more interesting than you probably realize. You may as well make the story enjoyable to your audience! An interesting story will get a better response from your audience and a better grade from a professor. These tips are intended to help you determine (perhaps to your surprise) how interesting your story really is! Adding Some Spice Your autobiography should contain the basic framework that any essay should have, like an introductory paragraph with a thesis statement, a body containing several paragraphs, and a conclusion. But the trick is to make your life story an interesting narrative with a theme. So how do you determine your theme? You've probably heard the saying that diversity is the spice of life. While the saying is a little old and tired, the meaning holds true. Your job is to find out what makes your family or your experience spicy and build a narrative around that. In other words, you will research on your own life. Start your research by taking a close examination of your life and taking notes on the things that make you interesting. Your Family Background Just like the biography of a famous...
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...standards, and English Language Learner (ELL) standards. By implementing these lesson plans in a unit format, the students are ensured to receive quality instruction under the following standards: Determining the central ideas or information of a primary or secondary source, and providing an accurate summary; writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; Understanding the influences of individuals and groups from various cultures on various historical and contemporary societies; understanding the impact of interactions between people and the physical environment on the development and conditions of places and regions; summarizing numerical data sets in relation to their context; identifying the mean, median, range and mode; Throughout the writing lesson plan, information is presented through reading, writing, listening, visual aid, and group discussion. Students are presented information in several different ways to help them make connections about the information that is presented. Students also document this information in their personal vocabulary journal. This way, new words and their definitions on hand whenever the student needs...
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...The CIPD Profession Map Our Professional Standards Contents Introduction 2 The CIPD Profession Map 4–7 The design principles and architecture of the Profession Map 4 Bands and transitions 6 Professional areas 8–46 Professional area definitions 9 1 Insights, strategy and solutions 10 2 Leading HR 14 3 Organisation design 17 4 Organisation development 20 5 Resourcing and talent planning 23 6 Learning and development 26 7 Performance and reward 30 8 Employee engagement 33 9 Employee relations 36 39 10 Service delivery and information Behaviours 42–51 The Profession Map behaviours 43 Curious 44 Decisive thinker 45 Skilled influencer 46 Personally credible 47 Collaborative 48 Driven to deliver 49 Courage to challenge 50 Role model 51 1 Profession Map – Our Professional Standards V2.4 Introduction The CIPD Profession Map sets out standards for HR professionals around the world: the activities, knowledge and behaviours needed for success. Use the standards in the CIPD Profession Map for you and your organisation to: • define great HR • diagnose areas of success and improvement • build HR capability • recognise achievement through professional qualifications and membership. By the profession, for the profession ...
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...The CIPD Profession Map Our Professional Standards The CIPD Profession Map Our Professional Standards Contents Introduction The CIPD Profession Map The design principles and architecture of the Profession Map Bands and transitions Professional areas Professional area definitions 1 Insights, strategy and solutions 2 Leading HR 3 Organisation design 4 Organisation development 5 Resourcing and talent planning 6 Learning and development 7 Performance and reward 8 Employee engagement 9 Employee relations 10 Service delivery and information Behaviours The Profession Map behaviours Curious Decisive thinker Skilled influencer Personally credible Collaborative Driven to deliver Courage to challenge Role model 2 4–7 4 6 8–46 9 10 14 17 20 23 26 30 33 36 39 42–51 43 44 45 46 47 48 49 50 51 1 Profession Map – Our Professional Standards V2.4 INTRODUCTION Introduction DESIGN AND ARCHITECTURE The CIPD Profession Map sets out standards for HR professionals around the world: the activities, knowledge and behaviours needed for success. Use the standards in the CIPD Profession Map for you and your organisation to: • define great HR • diagnose areas of success and improvement • build HR capability • recognise achievement through professional qualifications and membership. By the profession, for the profession BANDS AND TRANSITIONS Based on research and collaboration with organisations around the world, and continuously reviewed and updated with our research...
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...THE INTERNATIONAL STUDENT TRAVEL MARKET: TRAVELSTYLE, MOTIVATIONS, AND ACTIVITIES GREG RICHARDS* and JULIE WILSON† *Fundació Interarts (Interarts Foundation) and 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...
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...CGA-CANADA AUDITING 2 EXAMINATION March 2005 Marks 30 Time: 4 Hours Question 1 Select the best answer for each of the following unrelated items. Answer each of these items in your examination booklet by giving the number of your choice. For example, if the best answer for item (a) is (1), write (a)(1) in your examination booklet. If more than one answer is given for an item, that item will not be marked. Incorrect answers will be marked as zero. Marks will not be awarded for explanations. Note: 11/2 marks each a. An attitude of “professional scepticism” is necessary if a CGA is to perform an audit engagement with due care. Which of the following best describes how a CGA may display an attitude of “professional scepticism” when performing an audit engagement? 1) 2) 3) 4) By assuming that management is dishonest in the absence of evidence to the contrary By not allowing clients’ staff to assist in the performance of an audit By rejecting all management assertions in the absence of supporting evidence By questioning all material assertions made by management b. Which of the following steps or modifications to an audit program is likely to be the most appropriate if an auditor assesses the risk of management fraud to be relatively high? 1) 2) 3) 4) c. Performing relatively less audit work at interim dates Placing greater reliance on management’s representations Performing less extensive tests of internal controls Assigning less experienced...
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...Leaving the Hive When John Replogle (MBA '93) became CEO of Burt's Bees in 2006, sales had been growing by over 30% per year over the previous four years across multiple, increasingly diversified channels of distribution in the United States and abroad. The company's brand leadership in the natural personal care category—itself growing by 15% per year over the same period—was secure, despite growing competition. Replogle's mantra was that all this momentum gave Burt's Bees a unique opportunity to bring natural personal care to the forefront of mainstream personal care in the coming years, a revolution that would be consistent with the original vision of Burt's Bees founder Roxanne Quimby, who thought that the natural and earth-friendly products would ultimately reach "everyone, everywhere." Replogle liked to provocatively claim that Burt's Bees wanted to become the "Starbucks of personal care," in reference to the niche coffee" brand that won over its category by imposing superior product expectations and a renewed sense of meaning in consumption. Achieving this ambitious goal, however, would require many changes for the Maine-born brand that carried an anti-commercial image of friendly quirkiness. Already, rapid growth had propelled Burt's products into mainstream outlets such as CVS and Walgreen pharmacies. Under Replogle's leadership, the product range would be changing rapidly as well. It would still star the brand's classics, including beeswax lip balm and lip shimmers...
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...EnrichmEnt GuidE – A true story School Dates: September 14 – OctOber 5, 2007 Adapted by Emil Sher Based on the book by Karen Levine Originally published by Second Story Press Media Sponsor: nal dditiovisit For a rials, mate tage.org! FirstS Please be sure to share this guide with all teachers who are taking their students to see this production. Photocopy or download additional copies from FirstStage.org INSIDE THE GUIDE preparing for the play A NOTE TO TEACHERS AND PARENTS HANA’S SUITCASE is the true story of Jewish girl who died at Auschwitz at the age of thirteen and how, although her life was taken at such a young age, her memory and spirit continue to live on today. Adapted from the book of the same title by Karen Levine, HANA’S SUITCASE explores the journey of teacher and children at the Tokyo Holocaust Education Center take to find out who Hana Brady is—all from a suitcase the Center received with Hana’s name, birth date, and the word waisenkind (orphan) written on it. The children at the Center are captivated by this suitcase, and the girl who once owned it, and they begin flooding Fumiko Ishioka, the Center’s Director, with question after question about Hana. Fumiko recognizes the importance of uncovering Hana’s story for her students. This tragic event cannot be summed up in numbers or facts— it affected individuals, young and old, who each had a story, families, and hopes and dreams. As Fumiko slowly but determinedly reveals Hana’s story...
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...ADRA AC&H AC&H H&S ADRA HA HA H&S OI REC NAT NAT OI VOC VOC SGO&H REC SGO&H pathfinder honor book 2014 revision general conference youth ministries department -1- ADRA AC&H H&S NAT HA OI SGO&H REC VOC pathfinder honor book 2014 revision general conference youth ministries department -3- General Conference Youth Ministries Department Director: Gilbert Cangy General Conference Associate Youth Director/Pathfinder World Director: Jonatan Tejel General Conference Honors Committee: Jonatan Tejel, Chairman Vanessa Correa, Secretary Gennady Kasap: ESD Youth Director Busi Khumalo: SID Youth Director Mark O’Ffill: NAD representative John Sommerfeld: SPD representative Paul Tompkins: TED Youth Director Jobbie Yabut: SSD Youth Director Udolcy Zukowski: SAD Pathfinder Director Copyright © 2014 by the Youth Ministries Department of the Seventh-day Adventist® Church All rights reserved. Published 2014 First edition published 1998. Second edition 2011. Third edition 2014 Rights for publishing this book outside the U.S.A. or in non-English languages are administered by the Youth Ministries Department of the Seventh-day Adventist® Church. For additional information, please visit our website, www.gcyouthministries. org, email youthinfo@gc.adventist.org, or write to Youth Ministries Department, General Conference of Seventh-day Adventists® Church, 12501 Old Columbia Pike, Silver Spring, MD 20904, U.S.A. Cover and inside design by Jonatan Tejel Printed in the United...
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...LACAN AND CONTEMPORARY FILM EDITED BY TODD McGOWAN and SHEILA KUNKLE OTHER Other Press New York Copyright © 2004 Todd McGowan and Sheila Kunkle Production Editor: Robert D. Hack This book was set in 11 pt. Berkeley by Alpha Graphics, Pittsfield, N.H. 10 9 8 7 6 5 4 3 2 1 Allrightsreserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from Other Press LLC, except in the case of brief quotations in reviews for inclusion in a magazine, newspaper, or broadcast. Printed in the United States of America on acid-free paper. For information write to Other Press LLC, 307 Seventh Avenue, Suite 1807, New York, NY 10001. Or visit our website: www.otherpress.com. Library of Congress Cataloging-in-Publication Data McGowan, Todd. Lacan and contemporary film / by Todd McGowan & Sheila Kunkle. p. cm. Includes bibliographical references and index. ISBN 1-59051-084-4 (pbk : alk. paper) 1. Motion pictures-Psychological aspects. 2. Psychoanalysis and motion pictures. 3. Lacan, Jacques, 1901- I. Kunkle, Sheila. II. Title. PN1995 .M379 2004 791.43'01 '9-dc22 2003020952 Contributors Paul Eisenstein teaches literature and film in the English department at Otterbein College, Columbus, Ohio, and is the author of Traumatic Encounters: Holocaust Representation and the Hegelian Subject (SUNY Press, 2003). Anna Kornbluh...
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...from it may be published without the prior written consent of the author’. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. …………………………… Contents Tables and Figures 2 Acknowledgements 3 Abstract 4 Preface 5 Introduction 13 Chapter 1 A Cultural Context 18 Chapter 2 An Autobiography 25 Chapter 3 Methodology 40 Chapter 4 The School's Action Research Cycles 89 Chapter 5 School Effectiveness and School Improvement 107 Chapter 6 Vignette 1 Alan Shelton a Teacher 'Par Excellence' 120 Chapter 7 Some More Vignettes 158 Chapter 8 A Personal Development Review 184 Chapter 9 The Circle is Completed 190 References 234 Vol 1.2 Appendices Appendix 1 An Historical Account of Development and Synergy of School Effectiveness and School Improvement 262 Appendix 2 Yr 11 Mentoring Report 286 Appendix 3 Soft Indicator Tool 291 Appendix 4 Raising Achievement Working Party 295 Appendix 5 My Personality as Seen by Others 300 Appendix 6 The History of My Teaching 306 Appendix...
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