To Singapore with Love
It was with sleepy eyes that I first got off the airplane and into the city of Singapore. All of a sudden, however, I was jolted awake. Colorful signs and exhibits flashed the words, "Welcome to Singapura!" At that moment, a thrill rushed through me. I had arrived in the City of the Lion, an exotic and mysterious city in the orient, about to start on an exciting journey of learning and adventure.
From our first day of arrival, the delegates were treated with kindness and respect. I continued to be amazed by the organization's staff, whose members stayed up in the early hours of the morning to greet us, provide us transport from the airport to the Pasir Ris Resort, and then to check us in.
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Ensuring a diverse mix of students and teachers, I was pleased to find myself exposed to a wide range of cultures and backgrounds. The student and adult group leaders were amazingly friendly and organized. I was very impressed by their leadership abilities.
The Opening Ceremony was just the beginning of our APEC experience - what followed was a rush of scientific investigations, cultural performances, exploring the exhibits at the Singapore Expo, visitations to leading universities like the National Singapore University, a day at the Singapore Science Center and a wild ride at the Night Safari, lectures by prominent scientists, group activities, web-building, games, home stays, touring the city, and writing the conference paper.
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delegation, I found all the students to be very friendly and open. Ashley and Christine taught me all sorts of things about Native American culture and traditions, including dance, pottery, food, and costume. Andrew, David, and Yosun, whom I had sort of met before through ThinkQuest, I got to know much better. Together, we exchanged information and tips on web design and computer savvy. Nisha I had met before at the Salute to Excellence Program, but we became fast friends and explored Singapore together. Rebecca Kozitza, Jennie, and Zach I'll definitely meet again at Stanford. Hannah was the best roommate a person could hope for, a girl whom I found to be one of the nicest, sweetest, most patient people I've ever met. I enjoyed watching Myque and John try Japanese food - including sushi, raw fish, cuttlefish, baby octopus, and wasabi. Megan and I had tons of fun shopping on Orchard Road, and buying lots of souvenirs for friends and family. I was able to take example from Naveen, Megan, Rebecca Wahlberg, Harold, and Jeremy's intelligence. Together, the twenty of us made a unique and diverse
Collective perspectives may be seen in classrooms, across campuses, within districts, or even within corporations. The culture, teachings, and beliefs of a unit of thinking become the platform for transformational learning for the leader.
From the beginning of the novel Holden alienates himself from society by ignoring helpful advice and holding on to his desire that everything in the world must remain unchanged. In the second chapter of the novel Holden purposely ignores Mr. Spencer's advice that "life is a game that one plays according to the rules" (Catcher 8) thinking to himself "Game, my ass" (Catcher 8). Holden disagrees with Mr. Spencer's claim that life is a game that should be played by the rules because if Holden played by the rules than he would have to be like everyone else, and Holden considers everyone else, for the most part, to be "Phonies." Holden's strong desire to prevent change is reflected in his talk with Phoebe later on in the novel. She demands that Holden "name one thing" (Catcher 169) that he likes to do, and Holden tells her that he would "just be the catcher in the rye and all", catching "everybody if they start to go over the cliff" (Catcher 173). We see Holden's desire to maintain an unchanged environment. Holden
Every group project provides a teachable experience and this one has been no different. I have learned some things during this Capstone team project, however, more than not, this team project has reinforced or refreshed my memory regarding lessons that I have already learned during the numerous other group projects that I have participated in and lead during my collegiate development here at Davenport University. One of the most significant things that I have learned during my project experiences is that, whether or not one is labeled as the team leader or project / group manger / leader is far less important that how one leads the group. I have, on occasion, lead groups from behind even though I have not been elected or otherwise been placed into a leadership position.
Daisy Buchanan is The Great Gatsby’s most impenetrable and disappointing character. Although Fitzgerald attempts to deem Daisy worthy of Gatsby’s infinite devotion, in the end, she reveals herself for what kind of person she truly is. Despite her flirtatious charm and undeniable beauty, Daisy is merely an insensitive and self-absorbed woman. Gatsby convinces himself that he is wholeheartedly in love with Daisy, when in fact, he is only in love with the idea of her. Although Fitzgerald makes Daisy seem pure and innocent, in actuality, she is the opposite of what she is presented to be.
F. Scott Fitzgerald’s novel, The Great Gatsby, takes place in the East and West Eggs in Long Island of New York during the 1920’s. Daisy Buchanan, Gatsby’s love, Tom’s prize, and Nick’s cousin, often appears as heartless and shallow. But Daisy possesses virtuous qualities deep within her trapped by patriarchy and Tom, and these hidden qualities along with her more evident traits are exemplified by abstract and concrete symbols throughout the novel.
A MANIPULATIVE AND RUTHLESS PARDONER, A RELIGIOUS FIGURE WHO SOLD pardons to those who sinned, was included in Chaucer’s The Canterbury Tales. Bereft of morals, the nefarious pardoner sells fake relics to poor country priests and intentionally make monkeys of them and their congregation. Consciously admitting his sins, the pardoner dissembles his true nature by telling a tale that decries the sins of greed, which is quite ironic.
The pardoner tells the travelling group about his own greed in the Prologue. He is paid to absolve people of their sins. Whatever payment he receives for his services should be the only money that he acquires. He explains to the group that he always preaches the same sermon, “Radix malorum est cupiditas,” which translates to “avarice is the root of evil” (46). He does this in order to sell the people fake relics at the end of his speeches (59). The pardoner has made so much money
Daisy Buchanan, in reality, is unable to live up the illusory Daisy that Gatsby has invented in his fantasy. After Daisy and Tom Buchanan leave another one of Gatsby’s splendid parties, Fitzgerald gives the reader a glimpse into what Gatsby’s expectations are. Fitzgerald claims that “he wanted nothing less of Daisy than that she should go to Tom and say: ‘I never loved you.’” (109). Here it is revealed that Gatsby’s one main desire is for Daisy to go willingly...
While Daisy Buchanan undergoes numerous changes throughout the novel The Great Gatsby, by F. Scott Fitzgerald, she remains a symbol of wealth, broken promises, and dreams corrupted. While one finds it easy to feel sorry for her, she is in no means the victim of the novel.
These are people who in one week, not only became lifelong friends and mentors, but were able to teach me valuable lessons about life, friendship, and leadership that I will carry with me throughout life. The group leaders were able to teach me lessons that I would not have gotten anywhere else. The National Youth and Leadership Forum opened many opportunities for me as a young adult and I would not have changed it for the world. The conference taught me not only leadership skills but allowed me to meet people and form bonds that I never thought
Kouzes, James M., and Barry Z. Posner. The Student Leadership Challenge: Five Practices for Exemplary Leaders. San Francisco: Jossey-Bass, 2008. Print.
After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting, I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took part and how role allocation affected, the group dynamics and the working relationships. Finally, I will evaluate my work having discussed it with my fellow group members.
I live in a small town with simply 576 people and one traffic light, my school consists of an even less amount of students (including middle schoolers). although my city is tiny and my school is even smaller, we continuously come together as a community and work to make a greater impact within the world. I’m apart of this organization/class known as student government association (SGA). In SGA we are the organizers of most of our school’s events; (including but not limited to) pep rallies, homecoming events/dress up days, teachers appreciation week, and prom. One year (2016), we were presented with the opportunity to fly to Washington, DC to attend a Leadership experience and Development (LEAD) Conference.
I am the leader of a professional learning community (PLC) at Portage High School. The group meets every week to covers topics that are assigned by the administration as well as important issues in our areas. One member from each department is assigned to a specific PLC. As the leader of this group, I set the agenda, run the meeting, and take notes for the group. Consequently, I serve as a member of the building leadership committee (BLC) as a representative of our PLC. The BLC meets monthly to discuss viewpoints from the PLC and set policy for the school. Additionally, I am the department chair of the physical education, health, and family and consumer science departments. All the budgeting and program development is done
Questions about participation, influence, and decision-making were included, as well as descriptions of each. Also, there were questions and descriptions of feeling and emotional responses, which is useful to someone like me who doesn’t always understand the emotional side of group dynamics. There are many ways I can apply the knowledge learned to my career and personal life.