Lost:A Survival Guide to Leadership Theory
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Language Arts 406 Fun with Fiction
Unit 6 | FUN WITH FICTION LANGUAGE ARTS 406 FUN WITH FICTION Introduction |3 1. Finding the Facts .......................................4 Book Reports |8 Handwriting and Spelling |14 Self Test 1 |20 2. Parables and Fables ..............................23 Parables and Fables |24 Following Directions |28 Handwriting and Spelling |29 Self Test 2 |34 3. Poetry ........................................................37 Poetry Review |38 Poetry Tips |40 Poetry Writing |43 Handwriting and Spelling |49 Self Test 3 |56 LIFEPAC Test |Pull-out | 1 FUN WITH FICTION | Unit 6 Author: Mildred Spires Jacobs, M.A. Editor-in-Chief: Richard W. Wheeler, M.A. Ed. Editor: Blair Ressler, M.A. Consulting Editor: Rudolph Moore, Ph.D. Revision Editor: Alan Christopherson, M.S. Media Credits: Page 3: © Photodisk, Thinkstock; 4: © vicnt, iStock, Thinkstock.jpg; 5: © Comstock Images, Stockbyte, Thinkstock 6: © Randimal, iStock, Thinkstock; 7: © Waldemarus, iStock, Thinkstock; 8: © ffooter, iStock, Thinkstock; 12: © jandrielombard, iStock, Thinkstock; 13: © pialhovik, iStock, Thinkstock; 18: © enisaksoy, iStock, Thinstock; 23: © egal, iStock, Thinkstock; 25: © Brian Guest, iStock, Thinkstock; 28: © GlobalP, iStock, Thinkstock 37: © alexaldo, iStock, Thinkstock; 42: © DejanKolar, iStock, Thinkstock; 45: © deyangeorgiev, iStock, Thinkstock; 47: © Bajena, iStock, Thinkstock. 804 N. 2nd Ave. E. Rock Rapids, IA 51246-1759 © MCMXCVI by Alpha Omega Publications, Inc. All rights reserved. LIFEPAC is a registered trademark of Alpha Omega Publications, Inc. All trademarks and/or service marks referenced in this material are the property of their respective owners. Alpha Omega Publications, Inc. makes no claim of ownership to any trademarks and/or service marks other than their own and their affiliates, and makes no claim of affiliation to any companies whose trademarks may be listed in this material, other than their own. -
L'équipe Des Scénaristes De Lost Comme Un Auteur Pluriel Ou Quelques Propositions Méthodologiques Pour Analyser L'auctorialité Des Séries Télévisées
Lost in serial television authorship : l’équipe des scénaristes de Lost comme un auteur pluriel ou quelques propositions méthodologiques pour analyser l’auctorialité des séries télévisées Quentin Fischer To cite this version: Quentin Fischer. Lost in serial television authorship : l’équipe des scénaristes de Lost comme un auteur pluriel ou quelques propositions méthodologiques pour analyser l’auctorialité des séries télévisées. Sciences de l’Homme et Société. 2017. dumas-02368575 HAL Id: dumas-02368575 https://dumas.ccsd.cnrs.fr/dumas-02368575 Submitted on 18 Nov 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - NonCommercial - NoDerivatives| 4.0 International License UNIVERSITÉ RENNES 2 Master Recherche ELECTRA – CELLAM Lost in serial television authorship : L'équipe des scénaristes de Lost comme un auteur pluriel ou quelques propositions méthodologiques pour analyser l'auctorialité des séries télévisées Mémoire de Recherche Discipline : Littératures comparées Présenté et soutenu par Quentin FISCHER en septembre 2017 Directeurs de recherche : Jean Cléder et Charline Pluvinet 1 « Créer une série, c'est d'abord imaginer son histoire, se réunir avec des auteurs, la coucher sur le papier. Puis accepter de lâcher prise, de la laisser vivre une deuxième vie. -
The Expression of Orientations in Time and Space With
The Expression of Orientations in Time and Space with Flashbacks and Flash-forwards in the Series "Lost" Promotor: Auteur: Prof. Dr. S. Slembrouck Olga Berendeeva Master in de Taal- en Letterkunde Afstudeerrichting: Master Engels Academiejaar 2008-2009 2e examenperiode For My Parents Who are so far But always so close to me Мои родителям, Которые так далеко, Но всегда рядом ii Acknowledgments First of all, I would like to thank Professor Dr. Stefaan Slembrouck for his interest in my work. I am grateful for all the encouragement, help and ideas he gave me throughout the writing. He was the one who helped me to figure out the subject of my work which I am especially thankful for as it has been such a pleasure working on it! Secondly, I want to thank my boyfriend Patrick who shared enthusiasm for my subject, inspired me, and always encouraged me to keep up even when my mood was down. Also my friend Sarah who gave me a feedback on my thesis was a very big help and I am grateful. A special thank you goes to my parents who always believed in me and supported me. Thanks to all the teachers and professors who provided me with the necessary baggage of knowledge which I will now proudly carry through life. iii Foreword In my previous research paper I wrote about film discourse, thus, this time I wanted to continue with it but have something new, some kind of challenge which would interest me. After a conversation with my thesis guide, Professor Slembrouck, we decided to stick on to film discourse but to expand it. -
Trauma, Fear, and Paranoia Lost and the Culture of 9/11
Trauma, fear, and Paranoia Lost and the Culture of 9/11 rachEl aldrich onE of thE Most popular tElEvision shoWs of thE last dEcadE, Lost (2004-2010) con- foundEd Many of its viewers With its tWisting, convolutEd plotlinEs. this articlE is an EXploration of thE Many ElEMEnts of thE shoW ovEr its first few, dynaMic yEars that ultiMatEly weavE togEthEr to forM a suBtlE, suBvErsivE iMagE of post-9/11 aMEri- can sociEty. through an EXaMination of spEcific charactErs, and thE cast as a WholE, as well as various distinctly tErroristic and apocalyptic coMponEnts of thE shoW’s plot, Lost is rEvEalEd as Both a rEproduction and a critical rE-iMagination of thE aMErican rEsponsE to thE EvEnts of sEptEMBEr 11th, 2001. Lost BEcoMEs not MErEly an artifact of post-9/11 aMErican sociEty But a MEans through Which viewers arE invitEd to sEE Ways in Which our World can groW and changE. The events of September 11, 2001, not only permanently subtle. The first scene of the pilot episode depicts Jack disfigured the face of New York City and greatly changed Shephard (Matthew Fox), a surgeon and the main charac- the lives of thousands of Americans, but also created a cul- ter of the series, sprawled on the ground in the middle of tural shockwave in America that is still felt today. Ameri- the jungle. He is wearing a tattered business suit and looks can society was transformed almost immediately after the remarkably like a corpse. The positioning of his body and attacks; this response to terror can be seen in much of the his costuming is meant to align him with those many vic- visual culture that followed. -
Follow the Leader
Follow the leader With an eye to the future: addressing failures in the global management of Bigeye Tuna Mary Lack Acknowledgements Mary Lack is a consultant from Shellack Pty Ltd. International Affairs, National Marine Fisheries Service; and Mr. Ray Clarke of the Pacific Islands Regional Office of the National The author acknowledges, with much appreciation, the Marine Fisheries Service. contribution of Glenn Sant (TRAFFIC International) and Lorraine Hitch (WWF Australia) to this report. Officers from the TRAFFIC Preparation of this report was made possible with funding network provided invaluable advice on the availability of trade support from the David and Lucile Packard Foundation. information. Citation: This document should be cited as: Lack, M. (2007). The report also benefited greatly from the helpful and insightful With an eye to the future: addressing failures in the global comments provided by: Adam Langley, Principal Fisheries management of bigeye tuna. TRAFFIC International and WWF Scientist, Oceanic Fisheries Programme, Secretariat of the Australia. Pacific Community; Ms Deirdre Warner-Kramer and Ms Holly Cover photograph: Unloading tuna caught by longline in the Koehler, Office of Marine Conservation, US Department of Western Central Pacific Ocean. © SPC Oceanic Fisheries State; Ms Kelly Denit and Ms Kim Blankenbeker of the Office of Programme / Siosifa Fukofuka. © 2007 TRAFFIC International and WWF Australia. All or in part of this publication must credit WWF Australia and rights reserved TRAFFIC International as the copyright owner. All material appearing in this publication is copyrighted and The views of the authors expressed in this publication do not may be reproduced with permission. Any reproduction in full necessarily reflect those of TRAFFIC, WWF or IUCN. -
KINDERGARTEN “Leadership”
KINDERGARTEN PM Statue Project Exploring the concept of “Leadership” 1 PM Statue Project Kindergarten: Exploring the concept of “Leadership” (DRAFT) Purpose This Kindergarten resource is a foundational piece for the PM Project Educational Resource. It focuses on the concept of leadership and provides ideas and opportunities to learn about leadership through the integration of books, discussions, and classroom activities throughout the program. Through this resource, children will learn how they themselves are leaders as well as appreciate and feel connected to various leaders they may interact with in their daily lives (children, family, school and community). They will have an understanding of what it means to lead as well as value good leadership qualities. A brief introduction of the concept of “Prime Minister as Leader” will also be explored. Key Messages We appreciate and feel connected to our leader We often best learn through stories and experiences. Spending time talking about our leaders will allow the students to feel connected to them as individuals. We value good leadership qualities Hearing the stories of the exciting experiences we have with the leaders allows us to appreciate and understand good leadership qualities. How to use this resource This resource consists of: Key Concepts Leadership Web Learning Extensions Lesson Sample Resources; songs, games and suggested books Curriculum Expectation Tracking Grid which is intended to help educators track the curriculum as it unfolds. 2 The concept of “Leadership” may be explored over the course of a year through the 3 Key Concepts and the time allotted can be utilized as the educator sees fit. -
Follow the Leader: a Critical Analysis of Leadership, Followership and Wellbeing in Policing
Follow the Leader: A Critical Analysis of Leadership, Followership and Wellbeing in Policing Thesis submitted for the degree of Doctor of Philosophy at the University of Leicester by Keith Alun Floyd MSc (with Distinction) School of Criminology University of Leicester September 2019 Word Count 81,857 1 Abstract Follow the Leader: A Critical Analysis of Leadership, Followership and Wellbeing in Policing Keith Floyd This research investigates the extent to which police leadership would benefit from consideration of the concept of ‘followership’. The research approach is influenced by Critical Leadership Studies (CLS) principles of challenging assumptions about asymmetrical power dynamics and leader-centric leadership styles. The research question asks how an appreciation of followership theory could contribute to the development of police leadership, in turn improving follower wellbeing. Four research aims informed the research approach. 1) Examination of police leadership through a CLS lens from the perspective of followers. 2) Analysis of the leader follower relationship. 3) Provision of an evidence base informing the development of leadership models to meet current policing challenges whilst satisfying the wellbeing needs of followers. 4) Analysis of the factors which effect leadership, followership and wellbeing. A mixed–method approach was designed to answer the research question and satisfy the research aims. Research method one featured quantitative analysis of a national online questionnaire, producing data on leadership style, followership typology and the relationship between leaders and followers. Research method two involved analysis of qualitative data from the questionnaire and a series of interviews conducted with practitioners and academics; expanding on the questionnaire findings whilst further exploring the individual, organisational, external and theoretical factors which influence the leader follower relationship in contemporary policing. -
Learning from Ambiguously Labeled Images
University of Pennsylvania ScholarlyCommons Technical Reports (CIS) Department of Computer & Information Science January 2009 Learning From Ambiguously Labeled Images Timothee Cour University of Pennsylvania Benjamin Sapp University of Pennsylvania Chris Jordan University of Pennsylvania Ben Taskar University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/cis_reports Recommended Citation Timothee Cour, Benjamin Sapp, Chris Jordan, and Ben Taskar, "Learning From Ambiguously Labeled Images", . January 2009. University of Pennsylvania Department of Computer and Information Science Technical Report No. MS-CIS-09-07 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/cis_reports/902 For more information, please contact [email protected]. Learning From Ambiguously Labeled Images Abstract In many image and video collections, we have access only to partially labeled data. For example, personal photo collections often contain several faces per image and a caption that only specifies who is in the picture, but not which name matches which face. Similarly, movie screenplays can tell us who is in the scene, but not when and where they are on the screen. We formulate the learning problem in this setting as partially-supervised multiclass classification where each instance is labeled ambiguously with more than one label. We show theoretically that effective learning is possible under reasonable assumptions even when all the data is weakly labeled. Motivated by the analysis, we propose a general convex learning formulation based on minimization of a surrogate loss appropriate for the ambiguous label setting. We apply our framework to identifying faces culled from web news sources and to naming characters in TV series and movies. -
FOLLOW the LEADER Pulitzer Prize-Winning Historian Doris Kearns Goodwin Points to the Presidential Past for Lessons in Leadership by KEVIN KAMINSKI
A&E Spotlight FOLLOW THE LEADER Pulitzer Prize-winning historian Doris Kearns Goodwin points to the presidential past for lessons in leadership BY KEVIN KAMINSKI he preeminent presidential perspective Pulitzer Prize-winner Doris historian of our time Kearns Goodwin brings to discussions Tacknowledges that these are about occupants of the Oval Office is as strange days indeed. Her latest best- valued as ever. seller—Leadership: In Turbulent The author of six New York Times Times—mines the formative best-sellers—including Team of Rivals, experiences of Abraham Lincoln, the book about Lincoln that inspired the Theodore Roosevelt, Franklin 2012 Steven Spielberg movie—shares Roosevelt and Lyndon Johnson for some of that perspective Feb. 28 at insights into how and why they Mizner Park Amphitheater, the kickoff became the right men to guide our event for the 13th annual Festival of the nation through some of its most Arts Boca (which runs through March trying episodes. 10). In her lone pre-Festival interview At the same time, the title feels as with a South Florida magazine, Goodwin connected to the present as it does spoke to Lifestyle about the leadership the past. It’s no wonder that the lessons that history can provide. Whenever you’re on television lately, the moderators In a Washington Post interview, you spoke about all look to you to put this moment in time into looking at the leadership qualities of our political context, to connect it to the past. Where are the candidates moving forward, not just their political parallels? experience. What specific qualities do you mean? The one thing that I can talk to people about, which gives I feel so strongly about this. -
Who to Follow? the Role of Follower Variables in Ratings of Socialized and Personalized Charisma
WHO TO FOLLOW? THE ROLE OF FOLLOWER VARIABLES IN RATINGS OF SOCIALIZED AND PERSONALIZED CHARISMA Lindsay Marie Giaccani-Gomes B.A., California State University, Sacramento, 2005 THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in PSYCHOLOGY (Industrial/Organizational) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SUMMER 2009 WHO TO FOLLOW? THE ROLE OF FOLLOWER VARIABLES IN RATINGS OF PERSONALIZED AND SOCIALIZED CHARISMATIC LEADERSHIP A Thesis by Lindsay Marie Giaccani-Gomes Committee Chair Committee Member Committee Member Ajij Q-q (3? 0 0 1 Date I ) ii Student: Lindsay Marie Giaccani-Gomes I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. Coordinator CAL Dr. Lisa M. Bohon Date/ Department of Psychology iii Abstract of WHO TO FOLLOW? THE ROLE OF FOLLOWER VARIABLES N RATINGS OF PERSONALIZED AND SOCIALIZED CHARISMATIC LEADERSHIP by Lindsay Marie Giaccani-Gomes This study explored under-researched follower "individual difference" variables (Machiavellianism, Collectivism, Self-concept Clarity, and gender) that had not been previously studied together in predicting perceptions of a charismatic leader. One- hundred and twenty college students were given a survey packet containing a fictitious speech given by a CSU president, the Mach IV scale, the Individualism-Collectivism scale (INDCOL), and the Self-concept Clarity scale (SCC). The results suggested a significant relationship between Mach scores and identification of the leader motives (personalized vs. socialized). High Machs under-identified highly socialized charismatic leaders, while low Machs over-identified highly socialized leaders. -
Nouveautés - Mai 2019
Nouveautés - mai 2019 Animation adultes Ile aux chiens (L') (Isle of dogs) Fiction / Animation adultes Durée : 102mn Allemagne - Etats-Unis / 2018 Scénario : Wes Anderson Origine : histoire originale de Wes Anderson, De : Wes Anderson Roman Coppola, Jason Schwartzman et Kunichi Nomura Producteur : Wes Anderson, Jeremy Dawson, Scott Rudin Directeur photo : Tristan Oliver Décorateur : Adam Stockhausen, Paul Harrod Compositeur : Alexandre Desplat Langues : Français, Langues originales : Anglais, Japonais Anglais Sous-titres : Français Récompenses : Écran : 16/9 Son : Dolby Digital 5.1 Prix du jury au Festival 2 cinéma de Valenciennes, France, 2018 Ours d'Argent du meilleur réalisateur à la Berlinale, Allemagne, 2018 Support : DVD Résumé : En raison d'une épidémie de grippe canine, le maire de Megasaki ordonne la mise en quarantaine de tous les chiens de la ville, envoyés sur une île qui devient alors l'Ile aux Chiens. Le jeune Atari, 12 ans, vole un avion et se rend sur l'île pour rechercher son fidèle compagnon, Spots. Aidé par une bande de cinq chiens intrépides et attachants, il découvre une conspiration qui menace la ville. Critique presse : « De fait, ce film virtuose d'animation stop-motion (...) reflète l'habituelle maniaquerie ébouriffante du réalisateur, mais s'étoffe tout à la fois d'une poignante épopée picaresque, d'un brûlot politique, et d'un manifeste antispéciste où les chiens se taillent la part du lion. » Libération - La Rédaction « Un conte dont la splendeur et le foisonnement esthétiques n'ont d'égal que la férocité politique. » CinemaTeaser - Aurélien Allin « Par son sujet, « L'île aux chiens » promet d'être un classique de poche - comme une version « bonza? de l'art d'Anderson -, un vertige du cinéma en miniature, patiemment taillé. -
Applying a Rhizomatic Lens to Television Genres
A THOUSAND TV SHOWS: APPLYING A RHIZOMATIC LENS TO TELEVISION GENRES _______________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by NETTIE BROCK Dr. Ben Warner, Dissertation Supervisor May 2018 The undersigned, appointed by the dean of the Graduate School, have examined the Dissertation entitled A Thousand TV Shows: Applying A Rhizomatic Lens To Television Genres presented by Nettie Brock A candidate for the degree of Doctor of Philosophy And hereby certify that, in their opinion, it is worthy of acceptance. ________________________________________________________ Ben Warner ________________________________________________________ Elizabeth Behm-Morawitz ________________________________________________________ Stephen Klien ________________________________________________________ Cristina Mislan ________________________________________________________ Julie Elman ACKNOWLEDGEMENTS Someone recently asked me what High School Nettie would think about having written a 300+ page document about television shows. I responded quite honestly: “High School Nettie wouldn’t have been surprised. She knew where we were heading.” She absolutely did. I have always been pretty sure I would end up with an advanced degree and I have always known what that would involve. The only question was one of how I was going to get here, but my favorite thing has always been watching television and movies. Once I learned that a job existed where I could watch television and, more or less, get paid for it, I threw myself wholeheartedly into pursuing that job. I get to watch television and talk to other people about it. That’s simply heaven for me. A lot of people helped me get here.