Restorative Justice Empowerment* Charles Barton** *Acknowledgements Versions of this paper have previously appeared in print as detailed below. The author acknowledges and thanks the relevant Editors for their permission to re-produce the article on the VOMA Web-Page: 1. The Australian Journal of Professional and Applied Ethics, vol. 2, no. 2, 2000. 2. Just Peace?: Peace Making and Peace Building for the New Millennium. (Proceedings of a Conference held 24 – 28 April 2000, at Massey University
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Eighteenth Annual National Conference on Liberal 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
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On-line Resources Welcome to Part 1 of TAG’s on-line resources for our production of The Birthday Party by Harold Pinter. These resources are divided into 2 parts. Part 1 is intended to give an insight into Pinter, his style of writing and the play itself by looking at previous productions of The Birthday Party. Generally aimed at Higher Drama students, this pack complements units 1, 2 and 3 of the syllabus. However, these resources are also useful for the Knowledge and Understanding elements of
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audience, to consider how we might have felt in David’s situation and helps us draw conclusions about the nature of relationships and family dynamics. A scene, in Shine, that Hicks uses cinematic techniques, lighting, music/sound, symbolism and dialogue is scene ten where David has decided to defy his father and accept the scholarship to The Royal Academy of Music in England. The aforementioned techniques augment the audiences’ understanding of the relationship between David and his father Peter
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on that question. But this research also has normative significance. A standard way of arguing against a normative ethical theory is to show that in some circumstances the theory leads to judgments that are contrary to our common moral intuitions. If, however, these moral intuitions are the biological residue of our evolutionary history, it is not clear why we should regard them as having any normative force. Research in the neurosciences should therefore lead us to reconsider the role of intuitions
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Dr. Katherine Heenan English 472 Spring 2007 February 20, 2007 Aristotle’s Life and the Rhetoric Books I and II Aristotle (384-322 BCE) • Aristotle was a student of Plato’s who disagreed with his mentor over the place of public speaking in Athenian life • born in Macedonia about the time Plato was opening the Academy in Athens • age seven went to Athens and entered the Academy--stayed on as teacher; left 20 yrs later on Plato’s death in 347 • Was ineligible to inherit
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South Park The Beginning The first time the four main characters of South Park, four boys named Stan, Kyle, Kenny and Cartman, appeared in a video clip, was when Trey Parker and Matt Stone made “The Spirit of Christmas: Jesus vs. Frosty” (1992). In this short video clip, the boys already looked a lot like the characters they would create to make South Park, the one difference being that Cartman was called Kenny at that time and Kenny had no name. When Brian Graden, Fox network executive, saw this
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that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we 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
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Theory and Practice of Counseling and Psychotherapy by Gerald Corey Brooks/Cole, a division of Cengage Learning Theory Students: The following is an outline form of powerpoints produced by Gerald Corey, the textbook author, designed to accompany the textbook. Please note that the author is Gerald Corey and this work is produced by Cengage Learning, a division of Brooks/Cole Publishing Company. This work is copyrighted and can be reproduced and used only with the permission of the textbook
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Handbook of Business Strategy Emerald Article: The ethics of business strategy Fred Hansen, Michele Smith Article information: To cite this document: Fred Hansen, Michele Smith, (2006),"The ethics of business strategy", Handbook of Business Strategy, Vol. 7 Iss: 1 pp. 201 - 206 Permanent link to this document: http://dx.doi.org/10.1108/10775730610618828 Downloaded on: 09-04-2012 References: This document contains references to 16 other documents To copy this document: permissions@emeraldinsight
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