...individualized program of special education and related services to fully benefit from education. The term exceptional children according to Heward, W. L. (2006 ) includes children who experience difficulties in learning as well as those whose performance is so superior that modifications in curriculum and instruction are necessary to help them fulfill their potential. Thus, exceptional children is an inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children who are intellectually gifted or have a special talent. Although the terms impairment, disability, and handicap are sometimes used interchangeably, they are not synonymous. Impairment refers to the loss or reduced function of a particular body part or organ (e.g., a missing limb). A disability exists when an impairment limits a person’s ability to perform certain tasks (e.g., walk, see, add a row of numbers) in the same way that most persons do. A person with a disability is not handicapped, however, unless the disability leads to educational, personal, social, vocational, or other problems. For example, if a child who has lost a leg...
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...expectations, experiences, generational history, lifestyles, values, and demographics that influence their buying behaviors. Accordingly, many companies are reaching out to multi-generational consumers and trying to understand and gain the attention of these diverse buyers. Multi-generational marketing is the practice of appealing to the unique needs and behaviors of individuals within more than one specific generational group, with a generation being a group of individuals born and living about the same time [1]. This means that marketers need to understand the six U.S. generations: Pre-Depression Generation, Depression Generation, Baby Boomers, Generation X, Generation Y, and Generation Z. When a marketer factors in the different characteristics and behaviors of the generations, it should be easier to build relationships, gain trust, and close business. [2, 3] As such, an understanding of multigenerational marketing is very important to the marketer. The purpose of this paper is to describe briefly the U.S. generations in terms of the times in which they grew up as well as the characteristics, lifestyles, and attitudes of the group. However, the primary focus of the paper is to describe various marketing understandings and strategies appropriate to each generation’s characteristics and behaviors, particularly in terms of segmentation, products and services, and communication. Keywords: Multigenerational Marketing, Generations, Baby Boomers, Xers, Gen Y, Generation Z Journal...
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...major movies, such as "Lethal Weapon", "Die Hard", and "Independence Day", were really popular in spite of the fact that the "good guy" killed more people than the "bad guy" did. In my opinion, Hollywood tends to produce few kinds of movies--action, panic, love story, and comedy. Whenever I watch a movie or a video, there is at least one murder in each movie. The biggest number of deaths are in the panic movies, in my opinion. Action movies with violence take heat from adults who blame them for real life violence because they are closer to reality than other movies. For example, in "Natural Born Killers" we can see around 50 deaths, whereas in "Independence Day" thousands of people die. In both movies, tons of people are killed, though the ways to kill are different. The big difference between them is about reality. |[pic] | |PHOTO BY THOMAS PETERS | |"Although many people criticize violent movies, if there is | |a movie which does not contain sex and violence, who will go| |to see that movie?" | Children might imitate behavior they see in the movies. I agree that movies, TV, and...
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... Caring for Kids After Trauma, Disaster and Death: A GUIDE FOR PARENTS AND PROFESSIONALS SECOND EDITION DEVELOPED BY: The faculty and staff of the New York University Child Study Center Harold S. Koplewicz, M.D., Director & Founder Marylene Cloitre, Ph.D., Director of the Institute for Trauma and Stress REVISED SEPTEMBER 2006 under the direction of Joel McClough, Ph.D., Director of the Families Forward Program, Institute for Trauma and Stress by Anita Gurian, Ph.D. Dimitra Kamboukos, Ph.D. Eva Levine, Ph.D. Michelle Pearlman, Ph.D. Ronny Wasser, B.A. Permission is granted for reproduction of this document by parents and professionals © 2006 1 C A R I N G F O R K I D S A F T E R T R A U M A , D I S A S T E R A N D D E A T H Table of Contents INTRODUCTION ........................................................5 SECTION I: REACTIONS TO DISASTER AND TRAUMA CHAPTER 1: CHILDREN’S REACTIONS TO DISASTERS AND TRAUMA CHAPTER 6: MEDIA EXPOSURE AND TRAUMATIC EVENTS: HOW MUCH MEDIA COVERAGE IS TOO MUCH? Introduction ..................................................................7 Traumatic stress reactions...
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...psychophysiological (i.e., cortical activation) measures. _____ (R) Four experiments, in fact, demonstrate that the brief perception of red prior to an important test (e.g., an IQ test) impairs performance, and this effect appears to take place outside of participants' conscious awareness. _____ (S) Red impairs performance on achievement tasks, because red is associated with the danger of failure in achievement contexts and evokes avoidance motivation. _____ (T) All of these findings suggest that care must be taken in how red is used in achievement contexts and illustrate how color can act as a subtle environmental cue that has important influences on behavior. _____ (U) Indeed, startling findings occurred in regard to the relationship between red and performance attainment. 2,5,3,1,4 Recently more research has focused on the relationship between color and psychological functioning. _____ (Q) Two further experiments establish the link between red and avoidance motivation as indicated by behavioral (i.e., task choice) and psychophysiological (i.e., cortical activation) measures. _____ (R) Four experiments, in fact, demonstrate that the brief perception of red prior to an important test (e.g., an IQ test) impairs performance, and this effect appears to take place outside of participants' conscious awareness. _____ (S) Red impairs performance on achievement tasks, because red is associated with the danger of failure in achievement contexts and...
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...flight pattern of the airplane alarmed the air traffic controllers. His aberrant behavior led his friends to worry the divorce had taken its toll. abeyance (n.) a state of temporary suspension or inactivity Since the power failure, the town has been in abeyance. abhor (v.) to hate By the way her jaw tensed when he walked in, it is easy to see that she abhors him. The dog abhorred cats, chasing and growling at them whenever he had the opportunity. abject (adj.) of the worst or lowest degree The Haldemans lived in abject poverty, with barely a roof over their heads. abjure (v.) to give up The losing team may abjure to the team that is winning. abnegation (n.) a denial The woman’s abnegation of her loss was apparent when she began to laugh. abominate (v.) to loathe; to hate Randall abominated all the traffic he encountered on every morning commute....
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...path The aberrant flight pattern of the airplane alarmed the air traffic controllers. His aberrant behavior led his friends to worry the divorce had taken its toll. abeyance (n.) a state of temporary suspension or inactivity Since the power failure, the town has been in abeyance. abhor (v.) to hate By the way her jaw tensed when he walked in, it is easy to see that she abhors him. The dog abhorred cats, chasing and growling at them whenever he had the opportunity. abject (adj.) of the worst or lowest degree The Haldemans lived in abject poverty, with barely a roof over their heads. abjure (v.) to give up The losing team may abjure to the team that is winning. abnegation (n.) a denial The woman's abnegation of her loss was apparent when she began to laugh. abominate (v.) to loathe; to hate Randall abominated all the traffic he encountered on every morning commute. Please do not...
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...PATHFINDER G U I D E Achievement Class Curriculum, Requirements and Resources 2004 Revision Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Requirement Details General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Spiritual Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Community Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Friendship Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Health and Fitness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Organization and Leadership Development . . . . . . . . . . . . 64 Nature Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Outdoor Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Lifestyle Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 OBJECTIVES Develop leadership potential Provide a climate for fellowship and acceptance Choose a Christian lifestyle Learn to evaluate life and its meaning from the Christian Perspective AIM The Advent Message to All the World in My Generation. MOTTO "The love of Christ constrains me." PLEDGE By the grace of God, I will be pure and kind and true. I will keep the Pathfinder...
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...IMPORTANT INFORMATION ABOUT THIS PUBLICATION The information in this manual is not copyrighted and may be reproduced or translated by the user as needed. Every effort has been made to provide, in this publication, the most current and accurate information as of July 1, 2009. Misprints or outdated information that may appear within these pages will not override or supersede changes that have occurred in the law, promulgated rules and regulations or policy that has been initiated since the printing date. Where You Can Obtain a Copy of this Publication This publication is available at every Driver Service Center location across the state. This publication is also available online at the Tennessee Department of Safety website: tn.gov/safety Written comments/concerns about this publication should be sent to: Tennessee Department of Safety Driver Services Division PO Box 945 Nashville, Tennessee 37202 Service Locations to Obtain or Renew Your License: To provide the best possible service, the Department of Safety has Driver Service Centers located throughout the state, open on different days, with expanded operating hours. We have offices open Monday through Friday, Monday through Thursday, as well Tuesday through Friday; to allow for expanded hours of operation to accommodate our customer’s needs and schedules. To find the nearest location with the service days and operating hours that best fit your needs, go to our website at tn.gov/safety or by calling toll-free 1-866-849-3548....
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...IMPORTANT INFORMATION ABOUT THIS PUBLICATION The information in this manual is not copyrighted and may be reproduced or translated by the user as needed. Every effort has been made to provide, in this publication, the most current and accurate information as of July 1, 2009. Misprints or outdated information that may appear within these pages will not override or supersede changes that have occurred in the law, promulgated rules and regulations or policy that has been initiated since the printing date. Where You Can Obtain a Copy of this Publication This publication is available at every Driver Service Center location across the state. This publication is also available online at the Tennessee Department of Safety website: tn.gov/safety Written comments/concerns about this publication should be sent to: Tennessee Department of Safety Driver Services Division PO Box 945 Nashville, Tennessee 37202 Service Locations to Obtain or Renew Your License: To provide the best possible service, the Department of Safety has Driver Service Centers located throughout the state, open on different days, with expanded operating hours. We have offices open Monday through Friday, Monday through Thursday, as well Tuesday through Friday; to allow for expanded hours of operation to accommodate our customer’s needs and schedules. To find the nearest location with the service days and operating hours that best fit your needs, go to our website at tn.gov/safety or by calling toll-free 1-866-849-3548....
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...- C is for Confront and Connect Chapter Eight - E is for Engage and Experience Acknowledgments About the Author Back Ad Credits Copyright About the Publisher Introduction Welcome to the most unconventional weight loss book you’ll ever read! Wait—let’s stop there. To be honest, I kind of cringe at the thought of this being a weight loss book, because I firmly believe that we are so much more than numbers and that what really matters in life is who we are, not what we weigh. But I understand that you probably picked this book up because you’d like to be healthier and weigh less. I get it! I am very grateful that you are here, and I am excited to share my story and what I’ve learned from working with thousands of women just like you. So even though we’re not calling this a weight loss book, it definitely is a book that will help you release weight. What’s so unconventional about it is that it will tell you to stop dieting, to eat what you love, to ignore the numbers on the bathroom scale, and to change the way you think about controlling your weight. And, unlike most books about weight, we won’t be spending tons of time talking about what to eat. Instead, you’ll learn about balance, which will help you kick dieting and self-loathing to the curb. Listen, I know what you’re thinking: Balance, schmalance. You don’t care about balance. You just want to get rid...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...Graduate School of Development Studies POP POLITICS: Popular culture as a democratic space for active citizenship among Filipino youth A Research Paper presented by: Marie Angelie Resurreccion Philippines in partial fulfillment of the requirements for obtaining the degree of MASTERS OF ARTS IN DEVELOPMENT STUDIES Specialization: Children and Youth Studies (CYS) Members of the examining committee: Dr. Linda Herrera [Supervisor] Prof. Dr. Ben White [Reader] The Hague, The Netherlands November, 2009 Disclaimer: This document represents part of the author’s study programme while at the Institute of Social Studies. The views stated therein are those of the author and not necessarily those of the Institute. Research papers are not made available for circulation outside of the Institute. Inquiries: Postal address: Institute of Social Studies P.O. Box 29776 2502 LT The Hague The Netherlands Kortenaerkade 12 2518 AX The Hague The Netherlands +31 70 426 0460 +31 70 426 0799 Location: Telephone: Fax: ii Contents Acknowledgments List of Figures List of Acronyms Abstract Key Words Chapter 1 Introduction 1.1 The Filipino Youth and Media in Recent Philippine History The Marcos Regime: Youth in the Streets The 1986 People Power: The Culmination of Protests The Post-1986 Youth: Disengaged or Disillusioned? People Power II: The Rise of GenTxt Postscript 2001: ‘People Power Fatigue?’ Media and Technology: Expanding Youth Spaces 1.2 Research Objectives and...
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...spirit IRIS, the rainbow, messenger of Juno CERES, goddess of the harvest JUNO, queen of the gods and wife of Jupiter: the goddess of riches, the air and of marriage NYMPHS REAPERS SPIRITS The scene: an uninhabited island The Tempest ACT I SCENE I. On a ship at sea: a tempestuous noise of thunder and lightning heard. Enter a Master and a Boatswain Master Boatswain! Boatswain Here, master: what cheer? Master Good, speak to the mariners: fall to't, yarely,or we run ourselves aground: bestir, bestir. Exit Enter Mariners Boatswain Heigh, my hearts! cheerly, cheerly, my hearts!yare, yare! Take in the topsail. Tend to themaster's whistle. Blow, till thou burst thy wind,if room enough! Enter ALONSO, SEBASTIAN, ANTONIO, FERDINAND, GONZALO, and others ALONSO Good boatswain, have care. Where's the master?Play the men. Boatswain I pray now, keep below. ANTONIO Where is the master, boatswain? Boatswain Do you not hear him? You mar our labour: keep yourcabins: you do assist the storm. GONZALO Nay, good, be patient. Boatswain When the sea is. Hence! What cares these roarersfor the name of king? To cabin: silence! trouble us not. GONZALO Good, yet remember whom thou hast aboard. Boatswain None that I more love than myself. You are acounsellor; if you can command these elements tosilence, and work the peace of the present, we willnot...
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...PROVIDED. (SK) INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION GUIDANCE in the ELEMENTARY SCHOOL by Rolla F. Pruett Karen Whiteman William E. Wilson Superintendent Bulletin No. 251 January, 1967 CG 000 146 INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION GUIDANCE in the ELEMENTARY SCHOOL by Dr. Rolla F. Pruett Director, Division of Pupil Personnel and Guidance Services Karen Whiteman Field Supervisor, Elementary School Guidance U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION REPRODUCED EXACTLY AS RECEIVED FROM THE ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT THIS DOCUMENT HAS BEEN PERSON OR NECESSARILY REPRESENT POSITION OR POLICY. OFFICIAL OFFICE OF EDUCATION Bulletin 251 January, 1967 Table of Contents I. The Guidance Function in the Elementary School_ Introduction Definition of Elementary Guidance Philosophy of Elementary Guidance...
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