... pathfinder honor book 2014 revision general conference youth ministries department -1- ADRA AC&H H&S NAT HA OI SGO&H REC VOC pathfinder honor book 2014 revision general conference youth ministries department -3- General Conference Youth Ministries Department Director: Gilbert Cangy General Conference Associate Youth Director/Pathfinder World Director: Jonatan Tejel General Conference Honors Committee: Jonatan Tejel, Chairman Vanessa Correa, Secretary Gennady Kasap: ESD Youth Director Busi Khumalo: SID Youth Director Mark O’Ffill: NAD representative John Sommerfeld: SPD representative Paul Tompkins: TED Youth Director Jobbie Yabut: SSD Youth Director Udolcy Zukowski: SAD Pathfinder Director Copyright © 2014 by the Youth Ministries Department of the Seventh-day Adventist® Church All rights reserved. Published 2014 First edition published 1998. Second edition 2011. Third edition 2014 Rights for publishing this book outside the U.S.A. or in non-English languages are administered by the Youth Ministries Department of the Seventh-day Adventist® Church. For additional information, please visit our website, www.gcyouthministries. org, email youthinfo@gc.adventist.org, or write to Youth Ministries Department, General Conference of Seventh-day Adventists® Church, 12501 Old Columbia Pike, Silver Spring, MD 20904, U.S.A. Cover and inside design by Jonatan Tejel Printed in the United States of America -4- Table of Contents Philosophy of the Pathfinder Honors 6 Introduction...
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...FUN IN THE WORKPLACE: TOWARD AN ENVIRONMENT-BEHAVIOR FRAMEWORK RELATING OFFICE DESIGN, EMPLOYEE CREATIVITY, AND JOB SATISFACTION By ALEXANDRA M. MILLER A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF INTERIOR DESIGN UNIVERSITY OF FLORIDA 2005 Copyright 2005 by Alexandra M. Miller ACKNOWLEDGMENTS First, I would like to thank my committee chair, Dr. Margaret Portillo, for her direction and guidance throughout the entire research process. I would also like to thank Dr. M. Joyce Hasell for her support and valuable expertise. Additional thanks go to Dr. Larry Winner for his indispensable assistance as a statistical consultant. I would also like to thank PUSH for providing an excellent example of a fun workplace. In particular, I would like to thank partners John Ludwig, Chris Robb, and Rich Wahl for allowing me to conduct a case study of their business. Additional thanks go to Ron Boucher, Jourdan Crumpler, and Gordon Weller for taking the time to participate in interviews. I would also like to express my gratitude to Kathryn Voorhees for her help, humor, and friendship as she accompanied me throughout the research process. Finally, I would like to thank all of my friends and family for their support. In particular, I would like to thank to my parents for their constant support and for helping me to achieve my dreams. iii TABLE OF CONTENTS page ACKNOWLEDGMENTS ..........
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...12 Angry Men PROC 5840, Negotiations, Midterm Case Analysis Table of Contents Table of Contents……………………………………………………….……………………………….…2 Character Listing…………………………………………………………………………………………...3 Major Case Issues…………………………………………………………………………………………..5 Analysis of Juror Number Eight……………………………………………………………………………7 Analysis of Juror Number Four…………………………………………………………………………...13 Analysis of Juror Number Nine…………………………………………………………………………...17 Bibliography……………………………………………………………………………………………….19 12 Angry Men Character Listing Juror Number One (Martin Balsam): The jury foreman, he got off to a shaky start. However, he took his role seriously and facilitates voting. He was generally passive. Outside of the jury room he was an assistant high school football coach. Juror Number Two (John Fielder): This shy bank clerk was initially reluctant to participate and seemed intimidated by other jurors. Although he exhibited a tendency toward avoidance, eventually he contributed to the discussion. His opinion was easily swayed and he appeared to parrot other jurors. Juror Number Three (Lee J. Cobb): This small business owner shared the story of his turbulent relationship with his own son. He was aggressive and confrontational, using hard bargaining tactics such as intimidation, threats, and insults to influence others. He was the last juror to change his mind. Juror Number Four (E.G. Marshall): A calm, rational, and self-assured stockbroker, he concentrated...
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...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 Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?……………………………………...
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...A, THE BRITISH ACADEMY SOMERSET HISTORICAL ESSAYS SOMERSET HISTORICAL ESSAYS By J. Armitage Robinson, D.D, Fellow of the British Academy Dean of Wells 1921 London: Published for the British Academy By Humphrey Milford, Oxford University Press Amen Corner, E.C. PRINTED IN ENGLAND AT THE OXFORD UNIVERSITY PRESS BY FREDERICK HALI, 76$ J 9 2/ PREFACE The writer of these pages makes no claim to be a historian, but he is concerned with the materials which go to the construction of true history. Occasionally he is led to revise the verdicts of historians on the ground of a renewed investigation of some isolated problem, or in the light of fuller information which has but lately become available. He hopes that he has done this with sufficient modesty. As a rule he has avoided direct controversy and has preferred a positive presentation of the revised position. He is well aware that when offered thus silently the corrections he desires to make are less likely to attract immediate attention than if he directly challenged fallacies which shelter under honoured names. But he writes from mere love of the subjects to which he has been drawn by the circumstances of his position and by local patriotism ; and he has experienced more than once the temporary blindness pro- duced by the dust of conflict. On the other hand he asks for criticism, ...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...THE PLAYER Good game design is player-centric. That means that above all else, the player and her desires are truly considered. Rather than demanding that she do something via the rules, the gameplay itself should inherently motivate the player in the direction the designer wants her to go. Telling players they must travel around the board or advance to the next level is one thing. If they don’t have a reason and a desire to do it, then it becomes torture. In creating a game, designers take a step back and think from the player’s viewpoint: What’s this game about? How do I play? How do I win? Why do I want to play? What things do I need to do? MEANINGFUL DECISIONS Distilled down to its essence, game design is about creating opportunities for players to make meaningful decisions that affect the outcome of the game. Consider a game like a boxing match. So many decisions lead up to the ultimate victory. How long will I train? Will I block or will I swing? What is my opponent going to do? Where is his weakness? Jab left or right? Even those few, brief questions don’t come close to the myriad decisions a fighter must make as he progresses through a match. Games invite players into similar mental spaces. Games like Tetris and Chess keep our minds busy by forcing us to consider which one of several possible moves we want to take next. In taking these paths, we know that we may be prolonging or completely screwing up our entire game. The Sims games and those in...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...PHILIPPINE LITERATURE Philippine literature is the body of works, both oral and written, that Filipinos, whether native, naturalized, or foreign born, have created about the experience of people living in or relating to Philippine society. It is composed or written in any of the Philippine languages, in Spanish and in English, and in Chinese as well. Philippine literature may be produced in the capital city of Manila and in the different urban centers and rural outposts, even in foreign lands where descendants of Filipino migrants use English or any of the languages of the Philippines to create works that tell about their lives and aspirations. The forms used by Filipino authors may be indigenous or borrowed from other cultures, and these may range from popular pieces addressed to mass audiences to highly sophisticated works intended for the intellectual elite. Having gone through two colonial regimes, the Philippines has manifested the cultural influences of the Spanish and American colonial powers in its literary production. Works may be grouped according to the dominant tradition or traditions operative in them. The first grouping belongs to the ethnic tradition, which comprises oral lore identifiably precolonial in provenance and works that circulate within contemporary communities of tribal Filipinos, or among lowland Filipinos that have maintained their links with the culture of their non-Islamic or non-Christian ancestors. The second grouping consists of works that show...
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...book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves included—frequently malign or ignore. As we have considered our quandary, we have come face-to-face with the central paradox that characterizes the genre: Teaching manuals tend to be distant, mechanical, impersonal, and lifeless, when in fact good teaching is immediate, flexible, personal, and lively. In this manual, therefore, we have attempted to communicate to fellow teachers...
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...BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922...
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...NCO-ER EVALUATION REPORT PREPARATION GUIDE 1. PURPOSE: To provide a simplified, easy-to-read, guide to preparing Noncommissioned Officer Evaluation Reports (NCO-ERs). The intent of this guide is not to replace the governing Regulation, AR 623-205. Rather, this guide will serve as a useful 'teaching' tool for young NCOs and officers. Users should still become familiar and comply with the provisions of AR 623-205. 2. APPLICABILITY: This guide applies to all Army NCOs, officers, and civilian personnel, as well as members of other services, who rate and senior rate Army NCOs. 3. SUGGEST IMPROVEMENTS: This is a one-time only publication and will be distributed electronically. Users may change it to meet the needs of their own installations/units and publish locally if desired. Hardcopies will not be distributed by PERSCOM. 4. TABLE OF CONTENTS: CHAPTER I PERFORMANCE COUNSELING Definition/requirement Page 2 How to Plan & Conduct Performance Counseling Page 3 CHAPTER II PREPARING AN NCO-ER Part I, Administrative Data Pages 4-6 Part II, Authentication Pages 6-7 Part III, Duty Description Pages 8-9 Part IV, Values/NCO Responsibilities Pages 9-13 Part V, Overall Performance and Potential Pages 14-15 Sample of Completed NCO-ER Pages 16-17 CHAPTER III RESPONSIBILITIES AND TIPS FOR RATING ...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...work. I am very grateful for the support that our seminar librarian has shown by allowing me to take books in case of necessity and within short notice. The support will always be remembered. I am indebted to my parents and my friends for their immense mental support and courage to perceive through all sorts of difficulties until this research work was completed. I really feel proud of my honorable respondents who helped me to collect data in regard of my research title. Their helping mind really impressed me. So, I show my deepest sense of respect to them. My supervisor, I thank you for your guidance that brought me to the end of this work. Your politeness & cordial behavior added encouragement to my work. December, 2014 | Roll No:09203219Registration no: 3552Session: 2008-2009MSS, Department of Anthropology | ABSTRACT Being the main force conditioning human relationship, sex is essentially political. In any social context, the construction of a "sexual universe" is fundamentally linked to the structures of power. The construction of sexual meanings, is an instrument by which social institutions (religion, marketing, the educational system, psychiatry, etc.) control and shape human relationships. People define “sexuality” in different ways. Some people define it as sexually motivated behavior. But people all have their own...
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...SCHOOL OF DIVINITY A RESEARCH ON REVELATION 3:1-6 A RESEARCH PAPER SUBMITTED TO THE FACULTY OF THE BOOK OF REVELATION IN PARTIAL FULFILLMENT FOR THE REQUIREMENT IN CANDIDACY FOR THE DEGREE OF MASTERS IN DIVNITY BY STEPHEN GEDDAM LYNCHBURG, VIRGINIA October 22, 2015 TABLE OF CONTENTS: INTRODUCTION 1 CONTEXT 1 HISTORICAL CONTEXT 2 LITERARY CONTEXT 3 ANALYSIS OF TEXT 4 APPLICATION 13 CONCLUSION 17 BIBLIOGRAPHY 20 INTRODUCTION Often we see in many churches that, they appear to be very much alive and spiritually in active in the way they act in those churches. But in reality they are spiritually dead by the circumstance when we get to know more about those churches. This is the same situation that we see with the church in Sardis. Sardis was a wealthy city full of gold taken from the nearby Pactolus River. The city was located on a high hill at the intersection of the five roads. Like the other cities addressed in revelation 2-3, the church of Sardis was probably founded through Paul’s ministry in Ephesus.Revelation 3:1-6 deals with the writings to the angel of the church in Sardis. Well we can see how amazing the writings to the letters of John are for the churches today and for the past 20 centuries and it seems like the problem still exists even now. To welcome at an understanding of this passage briefly, this paper will offer an exegetical...
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