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8. Retrace Your Steps through History |
Sharon Zardetto | Take Control Books | ePub | ||||
Even if you don't recall where you've been on the Web, Safari does, and it provides a myriad of ways for you to return to any site you've seen in well, up to almost forever, although that can make for a ridiculously large, and therefore largely useless, list of visited pages. Your surfing history is tracked by a series of bookmarksone for every page you view (yes, every page, not every site!). These history bookmarks are divided into subsets for each day and are available from: The History menu: A generous handful of "Today's" recent sites are listed individually for convenience, with the rest stuffed into an Earlier Today submenu. The menu includes additional submenus for previous days. The Bookmarks window: The History collection shows a single subcollection for the current day, and one for every previous day up to the limit you've set in Safari Preferences (Figure8-1). You can delete individual bookmarks or entire folders from the History collection, but you can't reorganize or rename them as you can other bookmarks and folders. See All Chapters |
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Activity 33 Theory X/Theory Y Assumptions |
Donna Berry | HRD Press | |||||
Activity 33 50 Activities for Coaching/Mentoring Method Step 1: Prepare the activity. Notes: Prepare for this exercise by becoming familiar with Douglas MacGregor’s Theory X and Theory Y. This study of management assumptions about people is a standard part of motivation theory and will be easy for you to find. Step 2: Distribute Exercise 33.1. Notes: Explain that this exercise will examine some of the assumptions we hold about people, and how these assumptions affect the way we coach. Allow about 4 minutes for completion. Step 3: Discuss X and Y assumptions. Notes: Begin a discussion of Theory X and Theory Y by drawing a vertical line to create two columns on the flipchart. Label one column “X” and the other column “Y.” Explain MacGregor’s approach in simple terms: that he believed leaders hold two basic sets of assumptions about people, which he labeled “X” and “Y.” Write “Most people don’t want to work” in the X column. Have the class volunteer assumptions that they think would be included in X. Write “Most people seek responsibility” in the Y column. Have the class volunteer other assumptions. See All Chapters |
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When the Best Must Become Better: Educational Reform in North Dakota |
International Journal of Educati Reform | Rowman & Littlefield Publishers | ePub | ||||
JOHN S. BACKES
Assistant Professor of Educational Administration, Center for Teaching and Learning University of North Dakota, Box 8158, CLARENCE BINA
Director of Special Projects, North Dakota Department of Public Instruction North Dakota boasts the highest graduation rate in the nation at 95.7% (Kaufman, McMillen and Bradby, 1991). In the 1990 National Assessment of Education (NAEP), North Dakotan eighth graders scored first in mathematics (Mullis, Dossey, Owen and Phillips, 1991). The state’s general citizenry express satisfaction with these educational indicators in survey polls. While the rest of the country struggles with the “rising tide of mediocrity,” North Dakota has not seen these issues in the same light. The call for “educational restructuring” has therefore been inherently problematic. Despite the evidence of solid educational achievement, state education leaders believe the state must shift its perspective from a system of inputs and methodologies to a system emphasizing student-centered learning and performance. See All Chapters |
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THROW: Snowflakes |
Emily Cier | C&T Publishing | |||||
PIXEL PLAY 46 A: 2½˝B A B: 4½˝ A B A: 5½˝ B: 55½˝ A: 2½˝B A B: 4½˝ A B A: 5½˝ B: 5½˝ A: 2½˝B A: 2½˝B: 2½˝A: 2½˝B A: 2½˝B A B: 5½˝ A: 3½˝ B A: 4½˝ B A: 3½˝ B: 8½˝ B: 2½˝A: 2½˝B: 4½˝ A: 2½˝B: 13½˝ A: 2½˝B A: 6½˝ B A: 2½˝B: 12½˝ A: 2½˝B A: 6½˝ B A: 2½˝B: 12½˝ B: 5½˝ A: 2½˝B: 5½˝ A B: 10½˝ B: 4½˝ A: 4½˝ B: 6½˝ A B: 10½˝ B: 5½˝ A: 2½˝B: 7½˝ A B: 6½˝ A B: 8½˝ A B: 40½˝ A: 3½˝ B: 6½˝ A: 3½˝ B: 39½˝ A B: 8½˝ A B: 40½˝ A B: 2½˝A B: 2½˝A B: 2½˝A B: 2½˝A B: 34½˝ A: 2½˝B: 2½˝A: 3½˝ B: 2½˝A: 2½˝B: 35½˝ A B A: 2½˝B A B A: 2½˝B A B: 35½˝ A B A: 2½˝B A: 3½˝ B A: 2½˝B A B: 34½˝ A B A B A B A B A B: 36½˝ A B: 2½˝A B A B: 2½˝A B: 2½˝A B A B: 2½˝A B: 32½˝ B: 14½˝ A B: 5½˝ A: 9½˝ B A: 9½˝ B: 31½˝ B: 13½˝ A B A B: 5½˝ A B: 2½˝A B A B: 2½˝A B: 2½˝A B A B: 2½˝A B: 32½˝ B: 3½˝ A B: 8½˝ A: 5½˝ B: 8½˝ A B A B A B A B A B: 36½˝ B: 2½˝A: 3½˝ B: 7½˝ A B: 3½˝ A B: 6½˝ A B A: 2½˝B A: 3½˝ B A: 2½˝B A B: 34½˝ B: 3½˝ A B: 3½˝ A B: 5½˝ A: 3½˝ B: 5½˝ A B: 2½˝A B A: 2½˝B A B A: 2½˝B A B: 8½˝ A B: 26½˝ B: 8½˝ A B: 5½˝ A B: 5½˝ A B: 3½˝ A: 2½˝B: 2½˝A: 3½˝ B: 2½˝A: 2½˝B: 4½˝ A B A B A B A B A B: 22½˝ See All Chapters |
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Conclusion |
Reisinger, Y. | CAB International | |||||
Conclusion The ﬁrst volume of Transformational Tourism: Tourist Perspectives argues that tourism scholarship has not adequately explored the complexity of the tourism phenomenon. In particular, tourism studies have not sufﬁciently embraced the concept of human transformation. It notes that awareness of the impact of travel and tourism experiences and their meanings for tourists’ relationships with others and the world is important to enable better understanding of the phenomenon of tourism. While the ﬁrst volume aims at developing understanding of the concept of human transformation from the tourist perspective, this second volume Transformational Tourism: Host Perspectives tries to develop understanding of the concept of human transformation from the host perspective. In particular, this volume discusses the impact of travel and tourism experiences on transformation of destination host communities. This volume explores the principles and thoughts behind personal transformation, and argues that host communities could be transformed through the rich transformational experiences offered by travel and tourism. See All Chapters |