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One-For-One Directions
One-for-One Directions CONTENTS Guidelines One-for-One cycles, finding partners, and maintaining record 2 Notes Some things to notice when doing One-for-One 3 One-for-One Summary A quick reference summary of a One-for-One cycle 4 Detailed Instructions for a One-for-One cycle An in-depth guide through a One-for-One cycle 6 DOCUMENTS The following is a list of the documents you will need for One-for-One: • One-for-One Directions • One-for-One Record Log • Worksheet Packet for a One-for-One Cycle (containing the following documents) o One-for-One Judge-Your-Neighbor Worksheet (JYNW) o One-for-One Follow Up Exercise o One-for-One Self-Evaluation The following are reference documents for One-for-One: • Katie’s Comments About Filling in the One-for-One JYNW • Sample JYNW for Resolution One-for-One These documents can be found at www.instituteforthework.com. While logged in, you may click on “One-for- One” under the ITW Resources menu and download there. Please direct all questions regarding One-for-One or the Certification Program to [email protected]. © 2011 Byron Katie International, Inc. All rights reserved. www.thework.com OneForOne_Directions Rev. 25 Jan 2011 GUIDELINES The One-for-One program consists of a cycle of eight sessions in which you work with a partner to support each other by exchanging facilitations on JYNWs, reciprocating guidance in giving and receiving feedback, and identifying underlying motives. You will find instructions for the eight sessions below in Detailed Instructions for a One-for-One cycle. -
Axinn Library, 10 Th Floor 10:45-12:15 CONCURRENT SESSIONS
Friday March 11 8:30-10:30 North Campus Student Registration COFFEE- Axinn Library, 10th Floor 10:45-12:15 CONCURRENT SESSIONS ONE Session A Session B Session C Breslin 028 Breslin 111 Breslin 216 Food Terms in Dialect and History of Food Gender and Food Language Metaphor Alaya Johnson, Universidad Seungku Park, Slippery Rock Vesna Radanović-Kocić, New Nacional Autonoma de México University of Pennsylvania Jersey City University, Kate Parry, Hunter College, Victoria Greenstone, Hofstra Cecilia Magadán, Universidad CUNY University Nacional de San Philip Troy, Hunter College, 1 FREE Martín/Universidad de Buenos CUNY Tammy Gales, moderator Aires Lisa DePaula, moderator Jo Anne Kleifgen, moderator 12:15-2:00 LUNCH 12:30-2:30 COFFEE- Axinn Library, 10th Floor 2:00-3:30 CONCURRENT SESSIONS TWO Session D Session E Session F Breslin 028 Breslin 111 Breslin 216 Interactional Linguistics and Food and Identity I Menus and Recipes Pragmatics Ejarra Batu, Arsi University, Susan Price, Borough of Richard W. Hallett & Vanessa Ethiopia Manhattan Community College, Jaroski, Northeastern Illinois Ann Feuerbach, Hofstra CUNY University/Universität Bern University Rachel Becker, Hofstra Olarewaju Adesina Lawal, Kerri Lesh, University of University Federal University Lokoja, Nevada, Reno Daniel Adler, Hofstra Nigeria University Veronika Drake, Saginaw Valley Lisa DePaula, moderator Tammy Gales, moderator State University Kathleen McClure, moderator 3:30-3:45 BREAK 3:45-5:15 CONCURRENT SESSIONS THREE Session G Session H Session I Breslin 028 Breslin 111 Breslin 216 Food and Identity II ESL /Bilingual PANEL: Forensic Linguistic Kamel A. Elsaadany, Gulf Walter Petrovitz & Herbert Applications University for Science and Pierson, St. -
Region 3 Conference Program
ACBSP Region 3 Fall Conference October 26-28, 2017 Wrightsville Beach, North Carolina Conference at a Glance 9:00 a.m. - 5:00 p.m. Conference Registration 12:00 p.m. - 5:00 p.m. Exhibits Open Thursday, October 26th October Thursday, 12:00 p.m. - 12:45 p.m. Session One Sponsor (Peregrine) - DOOR PRIZES! 1:00 p.m. - 1:45 p.m. Concurrent Sessions One and Two 2:00 p.m. - 2:45 p.m. Session Two Sponsor (Capsim) - DOOR PRIZES! 3:00 p.m. - 3:45 p.m. Concurrent Sessions Three and Four 4:00 p.m. - 4:45 p.m. Concurrent Sessions Five and Six 6:00 p.m. - 9:00 p.m. Dinner and Downtown Wilmington Tour (Optional) 8:00 a.m. - 2:00 p.m. Conference Registration 8:00 a.m. - 5:00 p.m. Exhibits Open 8:00 a.m. - 8:45 a.m. Networking Breakfast 9:00 a.m. - 9:45 a.m. Concurrent Sessions Seven and Eight Friday, October 27th October Friday, 10:00 a.m. - 10:45 a.m. Student Showcase #1 11:00 a.m. - 11:45 a.m. Student Showcase #2 Networking Luncheon (Let's have fun!) 12:00 p.m. - 1:30 p.m. and ACBSP Region 3 Business Meeting (DOOR PRIZES) 1:45 p.m. - 2:30 p.m. Student Showcase #3 2:45 p.m. - 3:30 p.m. Concurrent Sessions Nine and Ten 3:45 p.m. - 4:30 p.m. Concurrent Sessions Eleven and Twelve 6:00 p.m. - 6:30 p.m. -
The Effect of Receptive Versus Expressive Music Experiences on Hyperactive Behaviour of Thai Children with Attention Deficit Hyperactivity Disorder (Adhd)
THE EFFECT OF RECEPTIVE VERSUS EXPRESSIVE MUSIC EXPERIENCES ON HYPERACTIVE BEHAVIOUR OF THAI CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) Sasichom Krudhnark MA (Educational Psychology and Guidance) BA (Thai Music) A thesis submitted in total fulfillment of the requirements of the degree of Master of Arts (Honours) University of Western Sydney School of Humanities and Communication Arts March 2012 i Declaration The work presented in this thesis is, to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in full or in part, for a degree at this or any other institution. __________________________________ Sasichom Krudhnark March 2012 ii Abstract The present study investigated the effects of playing and listening to Thai music played on a traditional instrument, Ranad‐ek, on Thai children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The particular style of music used in the study is referred to in Thailand as ‘music influenced by different countries’ (Pikulsri, 1987). Participants were six Thai boys aged 8‐10 who were diagnosed with ADHD. They all lived in Thailand but were not known to have previous experience with Thai traditional music. Participants were divided into two groups, the improvising group playing the Ranad‐ek, and the listening group, listening to Ranad‐ ek music played live. Each group took part in eight sessions conducted twice a week. The occurrences of hyperactive behaviours were scored by the parents before and after the program using a Thai‐modified version of the Hyperactivity Index of Conners’ Parent Rating Scale (1999).