...with the language, people or culture. I moved from a comfort zone, to a foreign land where streets were buzzling with people, factories were pumping out black smoke, and the people were friendly and curious. As I entered round one of the fight, I had to get over the language barrier because when I first moved to a bilingual school in the first grade, I could only speak a few words of Mandarin. So even though I had no one to practice with at home, I had to teach myself how to be comfortable in situations where I couldn’t understand others. Sometimes as I was practicing, my classmates would laugh at my pronunciation, and some days I even wanted to quit the fight, but I learned that this was just another hurdle to overcome and develop my resilience from. Learning 800 Mandarin characters per year allowed me to cross this language divide and make friends with my Chinese classmates. These types of experiences are what make me able to communicate effectively with...
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...mountain slope with rock debris hitting you the further you walk on it.These so called “critics” just look at numbers and statistics, They don’t see the human faces behind the numbers, they Don't see the daily grind some kids have to endure, not just at school, but also at home. In the non-fiction written “Kewauna’s Ambition “ by Tough Paul, Tough claims that all students achieve success through grit and self discipline, he conveys this idea when he wrote, “ call it grit, conscientiousness, resilience, or the ability to delay gratification- all for a prize that was, for her, almost entirely theoretical.” some may find Tough’s argument as disagreeable, he may think success is easy to obtain if you just work hard enough, but it's never that simple. If there was any appropriate metaphor to describe success, it would be soup, just like soup, education calls for a recipe, just not as exact. The recipe for student success calls for many ingredients such as Student motivation, Parental support, and teacher involvement. If any of these ingredients are left out, it can quickly turn into a recipe for...
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...Assignment 1 Andrea Cassibba Pacific Oaks College I have always found Erikson’s background to be interesting. He was primarily taken care of by his mother and his stepfather who was a pediatrician. This led him to be around young children often. Erikson not only was around the children he was observing them at a young age and this is where are theories and applying them come into play. I believe overall this explains Erikson and his theory. For me his theory makes sense, as do all of the stages. Having had the opportunity to work with children of various ages I have been able to see children go through these stages at these ages, and it is fascinating to me. I have witnessed the beginning stages in young children and it fascinates me to see them in a sense become a young adult in Stage 2 as they begin to assert themselves as people and not relying solely on someone else to take care of them. One question that arises for me is Stage 8: Integrity vs. Despair and that Erikson states that elders who are dissatisfied with their lives fear death, and I personally have not seen this or had an elder express this fear. I feel as though elders as they get older are prepared for death whether their life was satisfying or not. I have also not had much experience with elders so I may not have experienced or witnessed it for that reason. An example of a developmental crisis is evident in my life is from Stage 5: Identity...
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...has control of – his foot. Jonathan, in the story “Civil Peace,” learns that in order to live a life of contentment after losses that occur to his family during war, he must learn to accept the fate God allows. Jeannette Walls, in The Glass Castle, also learns that her salvation in life comes from acceptance of both her parents and her past. Resilience is a quality that can be modeled, but most people gain this trait from enduring and overcoming the hardships that they face in order to survive and ultimately, thrive. (OR): Christy Brown from My Left Foot, Jonathan Iwegbu from “Civil Peace” and Jeannette Walls from The Glass Castle are resilient in their ability to overcome hardship. In the autobiography, My Left Foot Christy Brown… In the short story, “Civil Peace,” …….. In Jeannette Walls’ memoir, The Glass Castle, Jeannette depicts her journey through a chaotic childhood to adulthood; in this tale she learns to transcend poverty with forgiveness and grace. For example, when her father terrifies her by throwing her in the Hot Pot springs, he says to her, “If you don’t want to sink, you better figure out how to swim” (Walls 66). Struggling alone in the water, she learns that no one can save her but herself. Whether cooking her own hot dogs, or dealing with bullies at school, Jeannette grows into a strong, self-sufficient girl. Her childhood is lost, but she gains the maturity of an adult in order to care for her own needs. In addition, Jeannette undergoes...
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...to the River. The decision to put the school in that location was poor management, since the area was a swamp. Even the roads that surround our school such as Pondfield Road and Midland Avenue imply that the land the school was built on was surrounded by water (Mr. Forliano). Along with industry, the location of Bronxville has led to floodings that have still impacted the town today. At the time, the close proximity to the River was not a big deal. In fact, it was very beneficial for the residents of Bronxville. During the late 19th and early 20th centuries, people would gather at the River to swim and ice skate. Mr. Forliano, a retired history teacher at Eastchester High School stated that the Bronx River was used for recreational purposes. One day during the early 20th century, it was crowded because 700 people were on the outer banks of the River (Mr. Forliano). Now, nobody can swim on the River, due to the amount of pollution that exists within the stream. Climate change has definitely played a role in the evolution of floodings in Bronxville. Some local officials have noticed major increases in the level of floodings overtime. Valerie M. O’Keefe, the Mamaroneck town supervisor stated that, “I moved here in 1950, and I live right near the Sheldrake River. It has never flooded like this — never, never, never. We had to take people out with Payloaders” (Foderaro). While data has backed up the point that floods have increased, even observers have noticed the drastic increases...
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...How Shame Impacts Women and Their Self-Concept. Lindsey M. Watts Norfolk State University Introduction Women have historically had to fight for their rights. When we consider issues like voting, being able to own and inherit property, and work in a variety of jobs, women have struggled to have equal rights. Our society has grown significantly in the acceptance of women in most roles previously considered to be masculine. While equal pay is still an issue it is still better than it used to be. As women have moved into the arena of working outside of the home new issues have emerged. Historically, women have provided the majority of the nurturing and guidance that their families and children needed to thrive. Their self-concept was wrapped up in their success as a mother and a wife. In today’s society women face many new challenges. How to balance working outside of the home with their responsibilities as a mother and a wife has become the focus. This has created new social and community expectations for women. For many women, these new expectations create a tremendous amount of stress and trigger feelings of shame when they are not successful at juggling all the responsibilities. Etiology of Shame We all experience shame. It is a universal emotion. Brown (2007) recognized after interviewing many women, that the first step to understanding shame was to define it in terms we can all understand. “Shame is the intensely painful feeling or experience of believing...
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...The Transformation Continues QANTAS SUSTAINABILITY REVIEW 2013 This page has been intentionally left blank TABLE OF CONTENTS Page Introduction Governance − − − − Corporate Governance Business Resilience Group Security Group Risk and Audit 2 4 4 9 10 11 13 15 19 22 31 38 45 49 56 57 Stakeholder Engagement Financial Safety and Health Customer People Environment Procurement Community Measures Glossary The Group Strategy, supported by environment, procurement and community strategies, underpins the identification and reporting on material items. To support the Group’s core goal of delivering sustainable returns to shareholders, areas of focus are used to measure, monitor and report on the Group’s performance. Areas of focus and measures are reviewed and updated to ensure that they remain relevant. The Group Strategy drives sustainable outcomes Governance Corporate governance is core to ensuring the creation, protection and enhancement of shareholder value. Stakeholders We are committed to communicating effectively with our stakeholders. Financial Safety and Health To be recognised as the world’s leading airline group in air, ground and people safety and health. Customers Our Customers are the core of everything we do. The Group is continually striving towards providing exceptional customer experiences. Vision We strive to build a strong viable business capable of delivering sustainable returns...
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...Practice Test Two Candidate Name _________________ INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM LISTENING SECTION TIME: 30 MINUTES INSTRUCTIONS: You must not open the booklet until you are instructed to do so. Write your name and registration number at the top of the page. You should attempt all questions. All recordings will be played only once. Write all your answers on the test paper itself. After the section is over, you will be given ten minutes to transfer your answers to the given answer sheet. You are not permitted to take this exam booklet out of the examination room. There are 40 questions in this section. They are broken up into four parts as follows: Section 1 Section 2 Section 3 Section 4 Questions 1-10 Questions 11-20 Questions 21-30 Questions 31-40 Test 2 LISTENING SECTION 1 Questions 1-10 (CD3 Track 1) Questions 1-2 Choose the correct letters, A, B, or C. Example: What nursery school registration option does the woman choose? A Half-day B Full-day C Full-day plus after school care 1 What is the woman’s husband’s nationality? A Swiss B Swedish C Swazi 2 How is a child’s personal education number normally received? A By post B By e-mail C Picked up from the school Question 3 Choose the correct letters, A, B, or C. 3 Why is the husband out of town? A Vacation B Work C Family reasons Question 4 Choose three letters, A-F 4 Which THREE pieces of information are required to retrieve the child’s personal ...
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...2 Understanding Diversity in the Classroom CHAPTER LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph...
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..., YOU LL K NO W A T T HE F I N I S H L I N E A SP A R T A N G UI D E T O T H E SPO R T O F O B ST A C L E R A C I N G JOE DESENA AND ANDY WEINBERG B 1 , YOU LL K NO W A T T HE F I N I S H L I N E A SP A R T A N G UI D E T O T H E SPO R T O F O B ST A C L E R A C I N G JOE DESENA AND ANDY WEINBERG Spartan Race, Inc. www.spartanrace.com Pittsfield, VT USA Copyright © 2012 by Joe De Sena and Andy Weinberg All rights reserved, Including the right of reproduction in whole or in part in any form. Spartan Race and “You’ll Know at the Finish Line” are registered trademarks of Spartan Race, Inc. Designed by Steven Mosier New York, NY Published by Spartan Press ISBN-13: 978-0615675183 ISBN-10: 0615675182 FOR SP A R T A NS A N D F U T U R E S P A R T A NS E V ER YW H ER E. WE GIVE SPECIAL THANKS TO OUR FAMILIES AND FRIENDS— ESPECIALLY OUR WIVES COURTNEY AND SLOAN, AND OUR CHILDREN JACK, JADE, CHARLIE, GRACE, AND CATHERINE— WHO SUPPORT AND INSPIRE OUR ADVENTURES AND MAKE THE SPARTAN LIFE REAL. 4 T A B LE O F C O N T EN T S 5 FOREWORD PREFACE WELCOME TO OBSTACLE RACING, THE ULTIMATE HUMAN SPORT THE SPARTAN BRAND OF OBSTACLE RACING JOIN THE OBSTACLE RACING COMMUNITY CHAPTER 1. MYTHS AND LEGENDS PRIMAL ELEMENTS: WATER AND LAND, MUD AND FIRE PRECURSOR EVENTS OBSTACLE AND CHALLENGE EVENTS: SKILL, ADVENTURE, AND MUD OBSTACLE RACING AS A FORMALIZED SPORT THE FOUNDING FEW FORGING A NEW SPARTAN LEGACY SPARTAN RACE LORE: IN THE BEGINNING … SPARTAN WARRIOR: JASON...
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...More Praise for Chaotics from Around the World “Turbulence is erratic—and it’s unpredictable. Nevertheless, we must handle it. In Chaotics, Kotler and Caslione don’t just remind us to pay attention to early signs; they give business leaders an outstanding map for how to successfully navigate a company through crises.” —Friedrich von Metzler, Member, Partners’ Committee, B. Metzler seel. Sohn & Co. Holding AG “Turbulence and unpredictability are the inevitable realities of the next few years. We are in truly uncharted waters, with no good maps. Chaotics will help your organization to navigate without one. This incredibly useful and helpful book provides clear and practical guidance to the many difficult decisions that managers and leaders need to make in turbulent times. It is like having the authors and their wisdom at your side while having to ride the white waters of the rapids ahead.” —Peter Schwartz, Monitor Global Business Network “[A]n operations manual to help management teams guide their companies through this global disaster. Chaotics is a must read for those seeking a lifeline to save their business.” —Ed Kaplan, Chairman Emeritus, Zebra Technologies “A very timely and practical book on how to manage and market the enterprise through prolonged turbulence. The Chaotics Management System provides an excellent blueprint for making each major business function more resilient.” —Jagdish N. Sheth, Ph.D., Charles H. Kellstadt Professor of Marketing, Goizueta Business School...
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...文勇的新托福精选阅读(原黄金29篇)真题[2010年4月3日 5.8版本] 俺常常收到同学们的邮件,要我推荐各种各样阅读材料,问我iBT的复习资料中 Barron, Longman, Delta等等哪个更好。我其实很无奈---因为尽管这些机构很大牌,但大牌丝毫都不意味着文章“质量高”(比如你可以想想三鹿奶粉)---说这些机构的文章质量不高,并不是说文字写得不好,而是说这些文章的句子结构, 论述方式, 出题思路与ETS的并不一致(有时候甚至大相径庭):用这样的材料训练,实在是 事倍功半。 于是,我们实在应该去找找由ETS出的iBT文章来做:(我们能够找到的|由ETS编纂的标准iBT文章有) 1. OG[1]之中的13篇文章[2];(其中3篇为第三版OG之中的文章) 2. 13次(套)TPO[3]之中的3*13=39篇文章[4]; 3. 早期[5]报名之时ETS赠送的3篇在线测试题 4. ETS官方给出的模考软件之中抽出的1篇文章; 于是这个文档在我的一时兴起之下,出现了: OG拿在手上,可以一个个字的敲成电子版;TPO的所有考试都是在自己的计算机进行,于是可以一边花钱参加考试,一边截图与录像---再利用截下来的图片,逐个的敲下来;早期的ETS赠送的3篇在线测试题,我也恰好有电子版本;官方的模考软件稍微用点功夫,就能将文章提取并复制出来。虽然工作有些繁杂,但总算完成了所有文章的敲打工作。再花了些时间,把这53篇文章都做了答案,附在文章的后面。(由于TPO之中有3篇文章与OG中完全重复,于是减去3篇,只剩下53篇。)同时我还更正了OG上几个明显的错误(详见文后附录)当然,我还做出了方便大家理解文章的参考译文,附在文章的后面。 在这53篇由ETS出的文章没有做完之前,我们实在不应该花时间在任何其他的题目之上。我有时候甚至会对着我的弟兄们高呼:“没有把这53篇做3遍,你好意思上考场么?你好意思花钱在任何一本垃圾书上面么?[6]” 另外,如果你正在准备iBT-SAT-GRE的作文部分或者写留学文书,也应该仔细的琢磨一下这些文章:经过ETS打磨的文章,无一不是精妙绝伦,极具模仿价值。常常有同学拜托我帮她(他)写PS,也说起自己的句子怎么看都像是小学生写的(尽管用上了GRE里面的单词),于是会随口问我“勇哥,您的写作能力是怎么训练出来的。”我说,“看呗,看呗:托福文章看多了,写作能力自然就提高了。” “这ETS的这些文章真的那么好?”。每当听到这个问题,我都会装做赵本山的样子来一句“谁用谁知道~~” 文勇 欢迎进行未删节的转载|且不必告诉我你转载到哪里去|都是一个战壕里面的弟兄啊… 告诉大家一个好消息,本文档中的TPO1-TPO9,以及在线测试题和官方模考题目的解析已经在市面上可以买到了!(好吧,我承认以下显然是广告部分): 这本《托福真题详解-阅读分卷-第一册》是给弟兄们现在市面上可以获得的TPO1-TPO9阅读部分的文章解析,题目解析,中文翻译和每篇文章的必备词汇:文章解析是为了让大家养成从整体抓文章结构的感觉,题目解析是为了使大家能够在做完题之后知道正确选项为什么对,错误选项为什么错——并且因此来培养良好的做题思路,中文翻译是为了帮助大家扫除那些自以为理解对但实际理解有误的句子,在每篇文章后面配上必备词汇无非是为了节省大家的一些查单词而已。 另外,这本书还包含了一张CD(我想你可能第一次听说阅读书...
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...a quarterly journal from the hongkong federation of youth groups September 2014 December 2013 Volume 5 Number 4 6 3 Youth HONG KONG Hong Kong is home FEATURES Fitness and nutrition Pollution YouTubers HKFYG Cover image by 羅潤龍 by Yun Huang Yong https://www.flickr. com/photos/goosmurf/5899151996/ YOUTH HONG KONG published quarterly by The Hong Kong Federation of Youth Groups EDITORIAL BOARD Rosanna Wong Elaine Morgan (Editor) Ada Chau (Assistant Editor) Angela Ngai Lakshmi Jacotă William Chung Henry Poon CIRCULATION (unaudited) 11,000-12,000 in Hong Kong, throughout the region and overseas VIEWS EXPRESSED are the authors’ and interviewees, may come from official sources, and do not necessarily reflect the views of the editorial board or publisher REPRODUCTION OF CONTENTS without written permission from the publisher is prohibited INTERVIEWS Elaine Morgan, Lakshmi Jacotă, Ada Chau PERSPECTIVES CONTRIBUTORS Ben Tse Elena Ng Mimi Mo Jessica Chan Ajmal Samuel Elaine Morgan SELECETD YOUTH SPEAK CONTRIBUTORS Lin Kristy, Ernest Chau Christy Chu Joy Pamnani Ivy Ho, Kevin Li Ho-lam, Gigi Chau Pansy Tam OTHER CONTRIBUTORS Virginia Addison Education Post Cathay Pacific Kate Yung Hilary Lok HKFYG unit staff TRANSLATION Henry Poon Ada Chau PHOTOGRAPHS Courtesy of HKFYG Very Hong Kong competition entrants, as captioned. Other photographs by Elaine Morgan, Ada Chau, acknowledged as captioned, or in public domain ARTWORK Sam Suen, DG3 DESIGN, LAYOUT & PRINTING DG3...
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...Intergovernmental Oceanographic Commission Manuals and Guides 52 Intergovernmental Oceanographic Commission TSUNAMI RISK ASSESSMENT ANDMITIGATION FOR THE INDIAN OCEAN KNOWING YOUR TSUNAMI RISK – AND WHAT TO DO ABOUT IT June 2009 UNESCO 1 Intergovernmental Oceanographic Commission Manuals and Guides 52 knowing your tsunami risk – and what to do about it Tsunami risk assessment and mitigation for the Indian Ocean; The designation employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO in particular concerning the legal status of any country, territory, city or area or of its authorities, or the delineation of its frontiers or boundaries. The authors are responsible for the choice and the presentation of the facts contained in this manual and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Designer: Eric Loddé For bibliographic purposes, this document should be cited as follows: Tsunami risk assessment and mitigation for the Indian Ocean; knowing your tsunami risk – and what to do about it IOC Manual and Guides No. 52, Paris: UNESCO, 2007 (English). Printed by UNESCO (IOC/2009/MG/52) © UNESCO IOC 2009 Tsunami risk assessment and mitigation for the Indian Ocean; knowing your tsunami risk – and what to do about it 3 Table of contents Acknowledgement ...........................................
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...The Subtle Subversion The State of Curricula and Textbooks in Pakistan Urdu, English, Social Studies and Civics (DRAFT COPY) compiled by A. H. Nayyar and Ahmed Salim Sustainable Development Policy Institute Report of the project “A Civil Society Initiative in Curricula and Textbooks Reform” A project of the Sustainable Development Policy Institute #3, UN Boulevard, Diplomatic Enclave I, Islamabad Mailing Address: PO Box 2342, Islamabad, Pakistan Telephone: ++(92-51) 2278134, 2278136, 2270674-6 Fax:++(92-51) 2278135 URL: www.sdpi.org e-mail: main@sdpi.org SDPI is an independent, non-profit research institute on sustainable development Partial support from Eqbal Ahmed Foundation is gratefully acknowledged. 2 Contents Summary Recommendations Chapter 1 Chapter 2 Introduction Insensitivity to the Religious Diversity of the Nation Appendix 1-1: Listing of Material in Curriculum Documents Appendix 1-2: Listing of Material in Textbooks Historical Falsehoods and Inaccuracies Glorification of War and the Military Omissions That Could Have Been Enriching Pedagogical Problems in Primary Education: A Critique of the Curriculum Gender Biases Human Rights Teaching of Urdu, Class 6 to 10 Teaching Social Studies, Class 6 to 10 Peace Studies: a proposed program of studies in schools Curriculum Documents Covered Thoughts on Curriculum Objectives List of participants in the project i iii 1 9 27 53 65 77 89 95 101 111 123 127 131 135 137 139 Chapter 3 Chapter...
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