text:
Synopsis: Rusty and Ruby help Mr. Higgins fix his broken bulldozer, only to have it cause mayhem all over town.
Synopsis: Pegasus a winged-horse upsets Quack who catapults him from the garden. Zack, Quack & Kira rescue him & Quack learns a lesson./Fluffy runs away from a Balloon Festival because he can’t stop popping balloons with his spikes.
Synopsis: When Leah’s bucket full of beach treasures floats into the vast ocean, Leah summons Shimmer and Shine to help her retrieve the loot.
Synopsis: When Nella’s messenger falcon Flutter mishears her dictating the invitations to Clod’s Birthday Party, she delivers some very confusing messages to her guests.
Synopsis: The PAW Patrol heads to the jungle to help their friend Carlos find his lost parrot, Mateo! // When the PAW Patrol discovers a beehive in Cap'n Turbot's lighthouse, Ryder and the pups must work together to find the bees a new home.
Synopsis: Max plays with his sky chicken toy while Ruby is the playground helper. // Max takes care of the class pet while Ruby works on her artwork.
Synopsis: While sailing with Grandma, Ruby learns to tie knots and Max practices fishing. // Ruby gets more than she bargained for when she coaches Max's soccer team.
Synopsis: Nella brings some wild critters to school for show-and-tell, but things soon get out of control. // Two rock giant brothers have a disagreement, leaving Nella's family carriage stranded on top of their bridge.
Synopsis: When Leah accidentally lets a goat out of its pen at the petting zoo, she calls on Shimmer and Shine to help get him back. The girls and pets are led on a farmland adventure in pursuit of the escaped goat.
Synopsis: Wally and Gina Giant discover a magic rock. Whoever touches it at the same time switches sizes! It’s lots of fun…until Bobgoblin uses it to become giant and causes some big trouble.
Synopsis: Katie is excited to be entering one of the Paw Patrol pups into a puppy grooming competition “Puptacular” in the next town.
Synopsis: Dora, Emma and Kate help Gus the Bus take all of the instruments to the kids at Music School.
Synopsis: Zack wants to tame the wildest animal alive, and goes to the circus. When Quack pops-up a dinosaur, they run into Jurassic-sized problems. // When a fuzzy baby monster pops up in the garden, Zack and his friends head off to reunite it with its mama.
Synopsis: Rocky loses his voice and can’t bark out his puppack tools, but Matea the parrot has no problem doing it for him.
Synopsis: A baby Bat decides to take a nap hanging from the Town Hall’s bell and Mayor Goodway can’t ring it. // Alex is afraid to go to the dentist, so Chase and the PAW Patrol work together to show Alex that fears can be overcome.
Synopsis: When Leah wishes for help making cupcakes for a bake sale, she and the genies find themselves stuck with a giant birthday cake, some farm animals, and a river of cupcake batter. How will Leah finish without any wishes left?
Nella Ever After / The One Two Switcheroo!
Synopsis: Nella and her friends discover a kingdom in the clouds. // When Trinket and Olivia are turned into icky lizards, Nella and the gang must find the antidote.
Synopsis: The Monkey Bandits take Rod's birthday cake and Road-Wing. Can Swift rescue the party without ruining the surprise? // As Bea helps Brody and Rod earn their Overnight Badge, Baddy McBat tries to scare them, but the Cadets rescue him!
Synopsis: When Rusty, Ruby, Bytes, and Botarilla come across a lost baby monkey, their search for its parents leads them into danger.
Synopsis: After Liam is "adopted" by a giant mama bird, Rusty and Ruby must rescue him from the protective bird!
Synopsis: After Wally uses his magic stick to make the forest dark, a frightened Norville runs away and drops his Squeaky Cyclops toy. To find it again, they’ll need help from Ogre Doug, Libby Light Sprite, and the letter D!
Synopsis: When Molly and Gil bring a comic book to school, all the Guppies want to be superheroes! Molly and Gil dive into the adventure as Guppy Girl and Bubble Boy, but can our heroes stop the smelly villain Sid Fishious?
Synopsis: The kittens want to make a movie and get their friends and family involved in the fun once they've worked out that they all need to take separate roles in order to actually work together.
Synopsis: When Zeta steals Samira’s necklace, the must get it back before she figures out its special power. // When Zeta steals Samira’s staff and turns everyone into chickens, Shimmer, Shine, and Leah must stop her.
The Sweetest Ride! / A Grilled Cheese for the Big Cheese!
Synopsis: When Butterbean's delivery truck breaks down, Mr. Brookwrench turns it into a glittery café on wheels-the Sweet Ride! // When the President has to cancel her lunch at the café, will Butterbean be able to bring lunch to her instead?
Synopsis: The Surf Bros, a musical duo, get lost on the way to their beach concert. Sunny and Doodle have to use some high-flying balloon skills and styling tricks to find the guys and save the concert.
Synopsis: Nanni is looking for a quiet spot to do some yoga but the road workers outside have other ideas! Saul suggests she'd have to go to the moon to find peace, so they build a rocket ship and blast off to find the Sea of Tranquillity.
Synopsis: Nanni is fixing solar panels to her house, but there isn't enough sunshine to power them. Kiva and Saul go on a subterranean slide adventure to the other side of the world where it's still day time, and collect some sunshine!
Synopsis: Max learns to shoot while Ruby paints eggs.
Synopsis: Ruby wants to get Max to Grandma's house for a special surprise. // Ruby wants to get ready for a sleepover at Grandma's. Max just wants to play with his new train. // Ruby wants to have a very special dolly tea party with Grandma.
Synopsis: Holly needs her wand to do magic. But one day Holly loses her wand and is very sad. Ben uses his elf skills to find it again.
Synopsis: Today Henry meets an old Ele-phant. Elephant teaches Henry about his family tree and that his great, great, great, great Grandfather was a Woolly Mammoth.
Synopsis: Can Frank do it? Can he delay eating his apple treat in order to get two?
Synopsis: Frankie asks Franks help demonstrating the difference between up and down.
Synopsis: Timmy Turtle drops his new back-to-school lunch box in the river! The Cadets team up to save the lunch box - and Timmy. // The Cadets race for a trophy, but Brody must choose between winning and rescuing a competitor.
Synopsis: Blaze and his friends have joined the Truck Rangers, a scouting club where trucks earn badges for their accomplishments. But when Crusher's selfish scouting lands everyone in a heap of trouble, Blaze must race to the rescue!

lowercased:
synopsis: rusty and ruby help mr. higgins fix his broken bulldozer, only to have it cause mayhem all over town.
synopsis: pegasus a winged-horse upsets quack who catapults him from the garden. zack, quack & kira rescue him & quack learns a lesson./fluffy runs away from a balloon festival because he can’t stop popping balloons with his spikes.
synopsis: when leah’s bucket full of beach treasures floats into the vast ocean, leah summons shimmer and shine to help her retrieve the loot.
synopsis: when nella’s messenger falcon flutter mishears her dictating the invitations to clod’s birthday party, she delivers some very confusing messages to her guests.
synopsis: the paw patrol heads to the jungle to help their friend carlos find his lost parrot, mateo! // when the paw patrol discovers a beehive in cap'n turbot's lighthouse, ryder and the pups must work together to find the bees a new home.
synopsis: max plays with his sky chicken toy while ruby is the playground helper. // max takes care of the class pet while ruby works on her artwork.
synopsis: while sailing with grandma, ruby learns to tie knots and max practices fishing. // ruby gets more than she bargained for when she coaches max's soccer team.
synopsis: nella brings some wild critters to school for show-and-tell, but things soon get out of control. // two rock giant brothers have a disagreement, leaving nella's family carriage stranded on top of their bridge.
synopsis: when leah accidentally lets a goat out of its pen at the petting zoo, she calls on shimmer and shine to help get him back. the girls and pets are led on a farmland adventure in pursuit of the escaped goat.
synopsis: wally and gina giant discover a magic rock. whoever touches it at the same time switches sizes! it’s lots of fun…until bobgoblin uses it to become giant and causes some big trouble.
synopsis: katie is excited to be entering one of the paw patrol pups into a puppy grooming competition “puptacular” in the next town.
synopsis: dora, emma and kate help gus the bus take all of the instruments to the kids at music school.
synopsis: zack wants to tame the wildest animal alive, and goes to the circus. when quack pops-up a dinosaur, they run into jurassic-sized problems. // when a fuzzy baby monster pops up in the garden, zack and his friends head off to reunite it with its mama.
synopsis: rocky loses his voice and can’t bark out his puppack tools, but matea the parrot has no problem doing it for him.
synopsis: a baby bat decides to take a nap hanging from the town hall’s bell and mayor goodway can’t ring it. // alex is afraid to go to the dentist, so chase and the paw patrol work together to show alex that fears can be overcome.
synopsis: when leah wishes for help making cupcakes for a bake sale, she and the genies find themselves stuck with a giant birthday cake, some farm animals, and a river of cupcake batter. how will leah finish without any wishes left?
nella ever after / the one two switcheroo!
synopsis: nella and her friends discover a kingdom in the clouds. // when trinket and olivia are turned into icky lizards, nella and the gang must find the antidote.
synopsis: the monkey bandits take rod's birthday cake and road-wing. can swift rescue the party without ruining the surprise? // as bea helps brody and rod earn their overnight badge, baddy mcbat tries to scare them, but the cadets rescue him!
synopsis: when rusty, ruby, bytes, and botarilla come across a lost baby monkey, their search for its parents leads them into danger.
synopsis: after liam is "adopted" by a giant mama bird, rusty and ruby must rescue him from the protective bird!
synopsis: after wally uses his magic stick to make the forest dark, a frightened norville runs away and drops his squeaky cyclops toy. to find it again, they’ll need help from ogre doug, libby light sprite, and the letter d!
synopsis: when molly and gil bring a comic book to school, all the guppies want to be superheroes! molly and gil dive into the adventure as guppy girl and bubble boy, but can our heroes stop the smelly villain sid fishious?
synopsis: the kittens want to make a movie and get their friends and family involved in the fun once they've worked out that they all need to take separate roles in order to actually work together.
synopsis: when zeta steals samira’s necklace, the must get it back before she figures out its special power. // when zeta steals samira’s staff and turns everyone into chickens, shimmer, shine, and leah must stop her.
the sweetest ride! / a grilled cheese for the big cheese!
synopsis: when butterbean's delivery truck breaks down, mr. brookwrench turns it into a glittery café on wheels-the sweet ride! // when the president has to cancel her lunch at the café, will butterbean be able to bring lunch to her instead?
synopsis: the surf bros, a musical duo, get lost on the way to their beach concert. sunny and doodle have to use some high-flying balloon skills and styling tricks to find the guys and save the concert.
synopsis: nanni is looking for a quiet spot to do some yoga but the road workers outside have other ideas! saul suggests she'd have to go to the moon to find peace, so they build a rocket ship and blast off to find the sea of tranquillity.
synopsis: nanni is fixing solar panels to her house, but there isn't enough sunshine to power them. kiva and saul go on a subterranean slide adventure to the other side of the world where it's still day time, and collect some sunshine!
synopsis: max learns to shoot while ruby paints eggs.
synopsis: ruby wants to get max to grandma's house for a special surprise. // ruby wants to get ready for a sleepover at grandma's. max just wants to play with his new train. // ruby wants to have a very special dolly tea party with grandma.
synopsis: holly needs her wand to do magic. but one day holly loses her wand and is very sad. ben uses his elf skills to find it again.
synopsis: today henry meets an old ele-phant. elephant teaches henry about his family tree and that his great, great, great, great grandfather was a woolly mammoth.
synopsis: can frank do it? can he delay eating his apple treat in order to get two?
synopsis: frankie asks franks help demonstrating the difference between up and down.
synopsis: timmy turtle drops his new back-to-school lunch box in the river! the cadets team up to save the lunch box - and timmy. // the cadets race for a trophy, but brody must choose between winning and rescuing a competitor.
synopsis: blaze and his friends have joined the truck rangers, a scouting club where trucks earn badges for their accomplishments. but when crusher's selfish scouting lands everyone in a heap of trouble, blaze must race to the rescue!


text:
The Kaukauna, WI Senior Guide contains key statistics and information about how senior citizens in Kaukauna live. Use this tool to compare healthcare quality, senior housing options, demographic and financial statistics, and other important data for Kaukauna with the rest of the country. This guide also contains helpful contact information for local government agencies that offer assistance to senior citizens.
Use these key statistics to learn more about Kaukauna, WI seniors.
Use our senior housing data to get a snapshot of the housing characteristics and living arrangements of the aging population in Kaukauna, WI.
Overall, 0% of Kaukauna senior households do not have access to phone service.
Overall, 18% of Kaukauna senior households do not have access to a vehicle.
View our Kaukauna, WI financial data below to learn about the income, wealth and costs incurred of those seniors living in the community.

lowercased:
the kaukauna, wi senior guide contains key statistics and information about how senior citizens in kaukauna live. use this tool to compare healthcare quality, senior housing options, demographic and financial statistics, and other important data for kaukauna with the rest of the country. this guide also contains helpful contact information for local government agencies that offer assistance to senior citizens.
use these key statistics to learn more about kaukauna, wi seniors.
use our senior housing data to get a snapshot of the housing characteristics and living arrangements of the aging population in kaukauna, wi.
overall, 0% of kaukauna senior households do not have access to phone service.
overall, 18% of kaukauna senior households do not have access to a vehicle.
view our kaukauna, wi financial data below to learn about the income, wealth and costs incurred of those seniors living in the community.


text:
Home: Amala Network Sakahagi, unlike most demons, takes the Amala Network itself as his permanent home, gorging himself on Magatsuhi, hiding when necessary, and attacking all who cross his path. It is his ambition to be master of all demons, and he will stop at nothing in his path of destruction.
Sakahagi was a Manikin resident of a certain Vortex World. In life, he was a successful businessman, a hard worker with a loving family and a prestigious position. However, a series of tragedies struck him and embittered him, causing him to vow vengeance on the world. With this mindset, his soul migrated to the holy river banks of Mifunashiro, shaping a Manikin body and personality according to his desires. Across the Vortex World, he terrorized Manikins and stole the Magatsuhi they had for himself, trying to grow in power such that he would be master of all he surveyed. Even after being resurrected as a demon, he continues his rampage, hunted by and hunting all around him.
Sakahagi has little patience for politics, and thus has no real opinion of any of the factions. Any are fair game to be added into his coat of skins.

lowercased:
home: amala network sakahagi, unlike most demons, takes the amala network itself as his permanent home, gorging himself on magatsuhi, hiding when necessary, and attacking all who cross his path. it is his ambition to be master of all demons, and he will stop at nothing in his path of destruction.
sakahagi was a manikin resident of a certain vortex world. in life, he was a successful businessman, a hard worker with a loving family and a prestigious position. however, a series of tragedies struck him and embittered him, causing him to vow vengeance on the world. with this mindset, his soul migrated to the holy river banks of mifunashiro, shaping a manikin body and personality according to his desires. across the vortex world, he terrorized manikins and stole the magatsuhi they had for himself, trying to grow in power such that he would be master of all he surveyed. even after being resurrected as a demon, he continues his rampage, hunted by and hunting all around him.
sakahagi has little patience for politics, and thus has no real opinion of any of the factions. any are fair game to be added into his coat of skins.


text:
An aggregate grouping or series of stylized printings, fonts, icons, emoticons, avatars, proverbs, etc., usually found at the end of an e-mail message uniquely identifying and personifying the sender. From "electronic" + "bling".
Last edited on May 16 2011. Submitted by Blaisep2 from Atlantic Highlands, NJ, USA on May 16 2011.
Definitions include: acronym for "talk amongst yourselves".
Definitions include: an Ecstasy (MDMA) tablet.
Definitions include: The act of observing a public or private incident or accident using a cell phone to send video, pix and / or text.
Definitions include: E-mix is slang for electronic mix as in digital download.
Definitions include: Old English malt liquor.

lowercased:
an aggregate grouping or series of stylized printings, fonts, icons, emoticons, avatars, proverbs, etc., usually found at the end of an e-mail message uniquely identifying and personifying the sender. from "electronic" + "bling".
last edited on may 16 2011. submitted by blaisep2 from atlantic highlands, nj, usa on may 16 2011.
definitions include: acronym for "talk amongst yourselves".
definitions include: an ecstasy (mdma) tablet.
definitions include: the act of observing a public or private incident or accident using a cell phone to send video, pix and / or text.
definitions include: e-mix is slang for electronic mix as in digital download.
definitions include: old english malt liquor.


text:
This file discusses briefly (1) the four dimensions underlying the Myers-Briggs Type Indicator (MBTI), and (2) several teaching approaches that will appeal to different MBTI profiles.
The 126 item Myers-Briggs Type Indicator (MBTI), Form G, is the most reliable method for assessing student learning style. The MBTI provides data on four sets of preferences. These preferences result in 16 learning styles, or types. A type is the combination of the four preferences. The most common MBTI type for business undergraduates is the ESTJ, the Extraverted-Sensing-Thinking-Judger.
The MBTI instrument should be administered in the first or second class period by the counseling center at your school. It takes about 45 minutes to complete the instrument. The counseling center can score the MBTI and share the data with the students. Students enjoy learning about themselves and find the MBTI data informative.
This preference tells us how people "charge their batteries." Introverts find energy in the inner world of ideas, concepts, and abstractions. They can be sociable but need quiet to recharge their batteries. Introverts want to understand the world. Introverts are concentrators and reflective thinkers. Their motto is: Ready, Aim, Aim, ..... For the introvert, there is no impression without reflection.
Extraverts find energy in things and people. They prefer interaction with others, and are action oriented. Extraverts are interactors and "on-the-fly" thinkers. Their motto is: Ready, Fire, Aim. For the extravert, there is no impression without expression.
The majority of undergraduate students are extraverts. Based on data from the Center for Applied Psychological Type (CAPT) between 56% and 58% of over 16,000 freshman students at three state universities were extraverts. Interestingly, over 83% of college student leaders were extraverts, while over 65% of Phi Beta Kappas were introverts. Our own data base indicates that over 65% of business students are extraverts. It is not surprising that almost two-thirds of undergraduate business students are extraverts. Students may major in business administration because the business world appreciates and rewards action which coincides with the extraverts' strength.
The majority of university faculty are introverts. CAPT reported that almost 55% of 2,282 faculty are introverts. Our own data base for business faculty indicates that over 60% are introverts..
Extraverted students learn by explaining to others. They do not know if they understand the subject until they try to explain it to themselves or others. Extraverted students have told us that they thought they knew the material until they tried to explain it to a fellow student. Only then did they realize they did not understand the subject.
Both support learning through explaining, but provide quiet time for introverted students.
Teacher poses question and provides quiet time for students.
Teacher designates the explainer and listener within each dyad.
Teachers pose question and provide quiet time for students.
Each team member shares ideas with others in a round-robin fashion.
Teams discusses ideas and reaches closure.
Teacher critiques some team's answers and provide closure.
In a seminal study, George Miller noted that people can hold 7 + 2 chunks of knowledge in their minds at any given time. If each knowledge chunk contains a specific fact, then the amount of knowledge possessed is limited. But if each chunk contains many interconnected facts, a network or framework of facts, then the amount of knowledge is almost unlimited.
Introverted students want to develop frameworks that integrate or connect the subject matter. To an introvert, disconnected chunks are not knowledge, merely information. Knowledge means interconnecting material and seeing the "big picture."
Faculty should teach their students how to chunk, or group and interconnect, knowledge. Introverted students will appreciate it, extraverted students may not. Nevertheless, cognitive psychologists tell us that through chunking, students master the material. We recommend that faculty teach students how to build a compare/ contrast table, flowchart, or concept map.
Some of us choose to rely on our five senses. Some prefer taking in information through our "sixth" sense. Sensing people are detail oriented, want facts, and trust them. Joe Friday from the TV show Dragnet epitomizes the extreme sensing detective. All he ever wanted was "just the facts".
Intuitive people seek out patterns and relationships among the facts they have gathered. They trust hunches and their intuition and look for the "big picture." The quintessential intuitive was Albert Einstein whose fanciful thought experiments revolutionized the 20th century. He could see patterns where others saw randomness or chaos.
The majority of undergraduates are sensing students. Based on data from the Center for Applied Psychological Type (CAPT) between 56% and 72% of over 16,000 freshmen at three state universities were sensing students. Interestingly, almost 83% of national merit scholarship finalists and 92% of Rhodes Scholars were intuitive students. Our own data base indicates that over 65% of business majors are sensing students.
The majority of university faculty are intuitive. CAPT reported that almost 64% of 2,282 faculty are intuitive. We obtained the same percentage from our business faculty data base.
-application organizing strategy and (3) the advance organizer.
In the what must be known (WMBK) method, we first ask: What is (are) the topic's most essential general principle(s) or goals? Place the answer in a goal box. We then ask: What topic(s) must be known such that students could achieve the goal? Place these subgoal boxes below the goal box and show an arrow leading from each subgoal box to the goal box. Continue to ask WMBK questions until you interface with material previously covered. You would then present the lecture by starting at the bottom of the diagram and work up towards the goal box.
The A-T-A method begins with a faculty member presenting an (A)pplication (problem or mini-case) to the class. The students attempt to analyze and solve the case or problem without the benefit of the upcoming chapter's theory or ideas. Applications motivate sensing students to learn the material. Applications answer the question that sensing students often ask, "why am I learning this material?" After the class has struggled with the problem (and sometimes emerged victoriously), the teacher presents the chapter's (T)heory or ideas, and then applies it to the original application. Afterwards the teacher presents additional (A)pplications and has the students apply the theory.
An opening application problem or mini-case should (1) be familiar to students, (2) engage their curiosity, (3) be almost solvable from previous text material or student experiences, and (4) be baffling, or counter-intuitive, if possible. A familiar problem assures sensing students that their experiences have prepared them to address the problem. The third attribute minimizes students' frustrations. The application should be "just beyond a student's reach". However, previously learned material or experiences should help students make a reasonable solution attempt. An application that is too significant a leap will cause frustration, and the feeling that the teacher is playing games with the students.
David Ausubel's advance organizer is a brief lecture or demonstration during the introduction of the lecture that provides a mental scaffolding to anchor the new material. The advance organizer provides a set of highly general concepts that subsume the material about to be learned. An advance organizer taps into students' existing knowledge structures. It helps cross-list new information with already existing information and thus aids learning and knowledge retrieval. It makes the unfamiliar more familiar; it makes the abstract more concrete.
Note how the following advance organizer taps into existing knowledge that the students should have already acquired.
Goal:-----------Connects Indian history to an existing civil rights knowledge base.
The advance organizer is not an overview. An overview would have introduced the students to the lecture's key ideas: Gandhi, salt monopoly, British policy, boiling sea water, etc..
The advance organizer provides a familiar setting to anchor new, and potentially strange, material. The organizer works because at a very general level, the marches of King and Gandhi dealt with charismatic leaders in a struggle against oppressive forces. For an African-American audience, the MLK organizer transformed an abstract lecture into a familiar and more concrete setting.
1. What do students know that at a very general level is similar to the subject matter about to be taught?
2. How can I demonstrate the connections between what is known and what is to be learned?
Intuitive students prefer either the traditional Theory-Application-Theory approach or the A-T-A approach using discovery learning. We illustrate the A-T-A approach using discovery learning in teaching the central limit theorem in a basic statistics course. The teacher selects 50 numbers from a random numbers table, and develops a frequency histogram. The data are not bell-shaped. The teacher then selects 30 samples of size eight numbers (replacing each number after it is drawn) from the 50 numbers, computes the 30 means, and develops a frequency histogram for the means. The histogram is now roughly bell-shaped. The teacher concludes the demonstration by asking why is the histogram of means nearly bell-shaped. Using the discovery method, students hopefully will discover the reasons underlying the central limit theorem.
The discovery method, or the why method, will appeal to intuitive students and will teach sensing students how to uncover general principles. In using this method, sensing and intuitive students should be combined in learning groups. The intuitive student can help the sensing student to discover the theory; the sensing student can help identify and marshal the facts of the exercise.
Intuitive students must have the big picture, or an integrating framework, to understand a subject. The big picture shows how the subject matter is interrelated. Intuitive students can develop reasonably correct concept maps or compare and contrast tables. Fortunately, sensing students can be taught to do the same.
Some of us choose to decide things impersonally on analysis, logic, and principle. Some of us make decisions by focusing on human values. Thinking students value fairness. What could be fairer than focusing on the situation's logic, and placing great weight on objective criteria in making a decision. Mr. Spock, science officer of the starship Enterprise, had an extreme preference for thinking.
Feeling students value harmony. They focus on human values and needs as they make decisions or arrive at judgments. They tend to be good at persuasion and facilitating differences among group members. Dr. McCoy, Spock's colleague aboard the Enterprise, demonstrated a preference for feeling.
Unlike the two previous sets of preferences, CAPT reports that on this dimension, the proportion of males and females differ. About 64% of all males have a preference for thinking, while only about 34% of all females have a preference for thinking.
Our own data base indicates that over 70% of male and female under-graduate business students are thinking students. It is not surprising that the majority of business majors are thinking students. Business is, after all, the domain of logic and analysis.
The majority of university faculty have a preference for thinking. CAPT reported that almost 54% of 2,282 faculty are thinking. Seventy percent of business faculty have a preference for thinking. Thus, on the thinking versus feeling preference, business faculty and students are similar.
Thinking students like clear course and topic objectives. Clear course or topic objectives avoid vague words or expressions such as "students will appreciate or be exposed to." Rather, objectives are precise and action-oriented. By precise we mean that teachers can write objectives at three meta-levels of learning: rote, meaningful and integrated, and critical thinking. By action oriented we mean that the verbs describe what students must do, not what faculty will do. The Bloom et al. taxonomy provides guidelines for writing clear and meaningful objectives.
1. Make process suggestions to regain session focus.
2. Keep individuals from personally attacking one another.
3. Monitor time remaining within a session and gently remind members.
4. Encourage equal participation among members in discussion phase.
5. Demonstrate collaborative-seeking (WIN-WIN) behaviors.
6. Assure that recorder writes legibly.
7. Respond to group member's questions to you by restating the question and asking other group members to respond (the boomerang method).
8. Recognize that all the objectives and goals within a session may not completed. Get group to do the possible given the time constraints.
9. Use light-hearted (or self-deprecating) humor to break tension.
10. Keep group enthusiasm high and sell ideas to members.
Some of us like to postpone action and seek more data. Others like to make quick decisions. Judging people are decisive, planful and selfregimented. They focus on completing the task, only want to know the essentials, and take action quickly (perhaps too quickly). They plan their work and work their plan. Deadlines are sacred. Their motto is: just do it!
Perceptive people are curious, adaptable, and spontaneous. They start many tasks, want to know everything about each task, and often find it difficult to complete a task. Deadlines are meant to be stretched. Their motto is: on the other hand ... .
The majority of undergraduate students are judging students. Based on data from the Center for Applied Psychological Type (CAPT) between 46% and 60% of over 16,000 freshmen at three state universities were judging students. Interestingly, almost 64% of Rhodes Scholars were perceptive students. Our own data base indicates that over 70% of undergraduate business students are judging students.
The majority of university faculty also have a preference for judging. CAPT reported that almost 65% of 2,282 faculty prefer judging. We obtained the same percentage from our business faculty data base.
We have found that the following hints on note taking and test taking help judging students learn more effectively.
Most students can learn speedwriting in several minutes. Just omit all (or most) vowels. Or develop your own shorthand method. For example, mst stdnts cn lrn spdwrtng in svrl mnts. Jst omt ll or mst vwls.
Draw a line down center of a notebook page. On the left-hand side, record the lecture (use speedwriting or your own shorthand notation). After class, write a commentary on the right-hand side. Include restating ideas in your own words, finding sources of confusion, identifying key points, looking for links to earlier learned material, and asking what does this mean to me (the student).
Use different colors to record ideas presented in class and found in the text or readings. For example, use blue to code major ideas and green to code links to previously learned material.
In answering an essay question, first Analyze the question and jot down key ideas, Organize the ideas into a logical sequence, and only then write the essay (Respond).
To review an essay question, first read your answer. Then construct a essay question based on your answer. Now compare your question to the teacher's question. If different, revise your answer. This strategy ensures that students answer the teacher's question.
Read the question's stem (the portion that contains the question) and write a brief answer. Then compare your answer to the four or five choices, and select the answer most similar to your mini-essay.
Your universities' learning resource center is an especially good source for additional hints on note and test taking. Include several hints in each course syllabus. Spend a few minutes explaining these hints in the first class period. Occasionally remind the students of the hints (especially before the first exam).
Judging students often reach too-quick closure when analyzing cases. Thus we recommend a second-look meeting. After completing the case, the group reviews their analysis. A student plays a "gentle" Devil's Advocate (DA) and challenges the group's conclusions. The DA should be prepared to recommend an alternative solution. This will force the group to consider the pros and cons of both approaches. The DA can also ask team members to state assumptions about stakeholders (those who are affected by or will affect the case solution) which must be true for the group's solution to be effective. The DA can then challenge the group to provide evidence that the assumptions are true. Guidelines for a second-look meeting should be included in the case preparation hints provided to students.
Perceptive students often postpone doing an assignment until the very last minute. They are not lazy. Quite to the contrary, they seek information to the very last minute (and sometimes beyond). We recommend decomposing a complex project or paper into a series of sub-assignments and providing deadlines for each sub-assignment. The deadlines may keep the perceptive students on target.
Decomposing a major project into sub-assignments provides the opportunity for continuous feedback to the student. Have students hand-in an audio tape with their sub-assignments. The teacher can then provide detailed audio (we speak faster than we can write) comments on content and grammar. When we have used the audio feedback approach, final papers are clear and readable, and thus less aggravation to read. Moreover, without the teacher's interim feedback, students lose an opportunity to improve their writing skills during the semester.
The MBTI instrument is available from Consulting Psychological Press in Palo Alto, California.
Percentage data taken from Isabel Briggs Myers and Mary McCaulley, Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator, Consulting Psychologist Press, 1985.
George Miller, "The Magical Number Seven, Plus or Minus Two," Psychological Review, April 1956, pp.81-97.
David Ausubel, Educational Psychology: A Cognitive View. Holt, Rinehart, and Winston, 1968.
Benjamin Bloom, M. Englehart, E. Furst, W, Hill and D. Krathwohl, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, Longmans Green, New York, 1956.
Return to Master Teacher document.

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this file discusses briefly (1) the four dimensions underlying the myers-briggs type indicator (mbti), and (2) several teaching approaches that will appeal to different mbti profiles.
the 126 item myers-briggs type indicator (mbti), form g, is the most reliable method for assessing student learning style. the mbti provides data on four sets of preferences. these preferences result in 16 learning styles, or types. a type is the combination of the four preferences. the most common mbti type for business undergraduates is the estj, the extraverted-sensing-thinking-judger.
the mbti instrument should be administered in the first or second class period by the counseling center at your school. it takes about 45 minutes to complete the instrument. the counseling center can score the mbti and share the data with the students. students enjoy learning about themselves and find the mbti data informative.
this preference tells us how people "charge their batteries." introverts find energy in the inner world of ideas, concepts, and abstractions. they can be sociable but need quiet to recharge their batteries. introverts want to understand the world. introverts are concentrators and reflective thinkers. their motto is: ready, aim, aim, ..... for the introvert, there is no impression without reflection.
extraverts find energy in things and people. they prefer interaction with others, and are action oriented. extraverts are interactors and "on-the-fly" thinkers. their motto is: ready, fire, aim. for the extravert, there is no impression without expression.
the majority of undergraduate students are extraverts. based on data from the center for applied psychological type (capt) between 56% and 58% of over 16,000 freshman students at three state universities were extraverts. interestingly, over 83% of college student leaders were extraverts, while over 65% of phi beta kappas were introverts. our own data base indicates that over 65% of business students are extraverts. it is not surprising that almost two-thirds of undergraduate business students are extraverts. students may major in business administration because the business world appreciates and rewards action which coincides with the extraverts' strength.
the majority of university faculty are introverts. capt reported that almost 55% of 2,282 faculty are introverts. our own data base for business faculty indicates that over 60% are introverts..
extraverted students learn by explaining to others. they do not know if they understand the subject until they try to explain it to themselves or others. extraverted students have told us that they thought they knew the material until they tried to explain it to a fellow student. only then did they realize they did not understand the subject.
both support learning through explaining, but provide quiet time for introverted students.
teacher poses question and provides quiet time for students.
teacher designates the explainer and listener within each dyad.
teachers pose question and provide quiet time for students.
each team member shares ideas with others in a round-robin fashion.
teams discusses ideas and reaches closure.
teacher critiques some team's answers and provide closure.
in a seminal study, george miller noted that people can hold 7 + 2 chunks of knowledge in their minds at any given time. if each knowledge chunk contains a specific fact, then the amount of knowledge possessed is limited. but if each chunk contains many interconnected facts, a network or framework of facts, then the amount of knowledge is almost unlimited.
introverted students want to develop frameworks that integrate or connect the subject matter. to an introvert, disconnected chunks are not knowledge, merely information. knowledge means interconnecting material and seeing the "big picture."
faculty should teach their students how to chunk, or group and interconnect, knowledge. introverted students will appreciate it, extraverted students may not. nevertheless, cognitive psychologists tell us that through chunking, students master the material. we recommend that faculty teach students how to build a compare/ contrast table, flowchart, or concept map.
some of us choose to rely on our five senses. some prefer taking in information through our "sixth" sense. sensing people are detail oriented, want facts, and trust them. joe friday from the tv show dragnet epitomizes the extreme sensing detective. all he ever wanted was "just the facts".
intuitive people seek out patterns and relationships among the facts they have gathered. they trust hunches and their intuition and look for the "big picture." the quintessential intuitive was albert einstein whose fanciful thought experiments revolutionized the 20th century. he could see patterns where others saw randomness or chaos.
the majority of undergraduates are sensing students. based on data from the center for applied psychological type (capt) between 56% and 72% of over 16,000 freshmen at three state universities were sensing students. interestingly, almost 83% of national merit scholarship finalists and 92% of rhodes scholars were intuitive students. our own data base indicates that over 65% of business majors are sensing students.
the majority of university faculty are intuitive. capt reported that almost 64% of 2,282 faculty are intuitive. we obtained the same percentage from our business faculty data base.
-application organizing strategy and (3) the advance organizer.
in the what must be known (wmbk) method, we first ask: what is (are) the topic's most essential general principle(s) or goals? place the answer in a goal box. we then ask: what topic(s) must be known such that students could achieve the goal? place these subgoal boxes below the goal box and show an arrow leading from each subgoal box to the goal box. continue to ask wmbk questions until you interface with material previously covered. you would then present the lecture by starting at the bottom of the diagram and work up towards the goal box.
the a-t-a method begins with a faculty member presenting an (a)pplication (problem or mini-case) to the class. the students attempt to analyze and solve the case or problem without the benefit of the upcoming chapter's theory or ideas. applications motivate sensing students to learn the material. applications answer the question that sensing students often ask, "why am i learning this material?" after the class has struggled with the problem (and sometimes emerged victoriously), the teacher presents the chapter's (t)heory or ideas, and then applies it to the original application. afterwards the teacher presents additional (a)pplications and has the students apply the theory.
an opening application problem or mini-case should (1) be familiar to students, (2) engage their curiosity, (3) be almost solvable from previous text material or student experiences, and (4) be baffling, or counter-intuitive, if possible. a familiar problem assures sensing students that their experiences have prepared them to address the problem. the third attribute minimizes students' frustrations. the application should be "just beyond a student's reach". however, previously learned material or experiences should help students make a reasonable solution attempt. an application that is too significant a leap will cause frustration, and the feeling that the teacher is playing games with the students.
david ausubel's advance organizer is a brief lecture or demonstration during the introduction of the lecture that provides a mental scaffolding to anchor the new material. the advance organizer provides a set of highly general concepts that subsume the material about to be learned. an advance organizer taps into students' existing knowledge structures. it helps cross-list new information with already existing information and thus aids learning and knowledge retrieval. it makes the unfamiliar more familiar; it makes the abstract more concrete.
note how the following advance organizer taps into existing knowledge that the students should have already acquired.
goal:-----------connects indian history to an existing civil rights knowledge base.
the advance organizer is not an overview. an overview would have introduced the students to the lecture's key ideas: gandhi, salt monopoly, british policy, boiling sea water, etc..
the advance organizer provides a familiar setting to anchor new, and potentially strange, material. the organizer works because at a very general level, the marches of king and gandhi dealt with charismatic leaders in a struggle against oppressive forces. for an african-american audience, the mlk organizer transformed an abstract lecture into a familiar and more concrete setting.
1. what do students know that at a very general level is similar to the subject matter about to be taught?
2. how can i demonstrate the connections between what is known and what is to be learned?
intuitive students prefer either the traditional theory-application-theory approach or the a-t-a approach using discovery learning. we illustrate the a-t-a approach using discovery learning in teaching the central limit theorem in a basic statistics course. the teacher selects 50 numbers from a random numbers table, and develops a frequency histogram. the data are not bell-shaped. the teacher then selects 30 samples of size eight numbers (replacing each number after it is drawn) from the 50 numbers, computes the 30 means, and develops a frequency histogram for the means. the histogram is now roughly bell-shaped. the teacher concludes the demonstration by asking why is the histogram of means nearly bell-shaped. using the discovery method, students hopefully will discover the reasons underlying the central limit theorem.
the discovery method, or the why method, will appeal to intuitive students and will teach sensing students how to uncover general principles. in using this method, sensing and intuitive students should be combined in learning groups. the intuitive student can help the sensing student to discover the theory; the sensing student can help identify and marshal the facts of the exercise.
intuitive students must have the big picture, or an integrating framework, to understand a subject. the big picture shows how the subject matter is interrelated. intuitive students can develop reasonably correct concept maps or compare and contrast tables. fortunately, sensing students can be taught to do the same.
some of us choose to decide things impersonally on analysis, logic, and principle. some of us make decisions by focusing on human values. thinking students value fairness. what could be fairer than focusing on the situation's logic, and placing great weight on objective criteria in making a decision. mr. spock, science officer of the starship enterprise, had an extreme preference for thinking.
feeling students value harmony. they focus on human values and needs as they make decisions or arrive at judgments. they tend to be good at persuasion and facilitating differences among group members. dr. mccoy, spock's colleague aboard the enterprise, demonstrated a preference for feeling.
unlike the two previous sets of preferences, capt reports that on this dimension, the proportion of males and females differ. about 64% of all males have a preference for thinking, while only about 34% of all females have a preference for thinking.
our own data base indicates that over 70% of male and female under-graduate business students are thinking students. it is not surprising that the majority of business majors are thinking students. business is, after all, the domain of logic and analysis.
the majority of university faculty have a preference for thinking. capt reported that almost 54% of 2,282 faculty are thinking. seventy percent of business faculty have a preference for thinking. thus, on the thinking versus feeling preference, business faculty and students are similar.
thinking students like clear course and topic objectives. clear course or topic objectives avoid vague words or expressions such as "students will appreciate or be exposed to." rather, objectives are precise and action-oriented. by precise we mean that teachers can write objectives at three meta-levels of learning: rote, meaningful and integrated, and critical thinking. by action oriented we mean that the verbs describe what students must do, not what faculty will do. the bloom et al. taxonomy provides guidelines for writing clear and meaningful objectives.
1. make process suggestions to regain session focus.
2. keep individuals from personally attacking one another.
3. monitor time remaining within a session and gently remind members.
4. encourage equal participation among members in discussion phase.
5. demonstrate collaborative-seeking (win-win) behaviors.
6. assure that recorder writes legibly.
7. respond to group member's questions to you by restating the question and asking other group members to respond (the boomerang method).
8. recognize that all the objectives and goals within a session may not completed. get group to do the possible given the time constraints.
9. use light-hearted (or self-deprecating) humor to break tension.
10. keep group enthusiasm high and sell ideas to members.
some of us like to postpone action and seek more data. others like to make quick decisions. judging people are decisive, planful and selfregimented. they focus on completing the task, only want to know the essentials, and take action quickly (perhaps too quickly). they plan their work and work their plan. deadlines are sacred. their motto is: just do it!
perceptive people are curious, adaptable, and spontaneous. they start many tasks, want to know everything about each task, and often find it difficult to complete a task. deadlines are meant to be stretched. their motto is: on the other hand ... .
the majority of undergraduate students are judging students. based on data from the center for applied psychological type (capt) between 46% and 60% of over 16,000 freshmen at three state universities were judging students. interestingly, almost 64% of rhodes scholars were perceptive students. our own data base indicates that over 70% of undergraduate business students are judging students.
the majority of university faculty also have a preference for judging. capt reported that almost 65% of 2,282 faculty prefer judging. we obtained the same percentage from our business faculty data base.
we have found that the following hints on note taking and test taking help judging students learn more effectively.
most students can learn speedwriting in several minutes. just omit all (or most) vowels. or develop your own shorthand method. for example, mst stdnts cn lrn spdwrtng in svrl mnts. jst omt ll or mst vwls.
draw a line down center of a notebook page. on the left-hand side, record the lecture (use speedwriting or your own shorthand notation). after class, write a commentary on the right-hand side. include restating ideas in your own words, finding sources of confusion, identifying key points, looking for links to earlier learned material, and asking what does this mean to me (the student).
use different colors to record ideas presented in class and found in the text or readings. for example, use blue to code major ideas and green to code links to previously learned material.
in answering an essay question, first analyze the question and jot down key ideas, organize the ideas into a logical sequence, and only then write the essay (respond).
to review an essay question, first read your answer. then construct a essay question based on your answer. now compare your question to the teacher's question. if different, revise your answer. this strategy ensures that students answer the teacher's question.
read the question's stem (the portion that contains the question) and write a brief answer. then compare your answer to the four or five choices, and select the answer most similar to your mini-essay.
your universities' learning resource center is an especially good source for additional hints on note and test taking. include several hints in each course syllabus. spend a few minutes explaining these hints in the first class period. occasionally remind the students of the hints (especially before the first exam).
judging students often reach too-quick closure when analyzing cases. thus we recommend a second-look meeting. after completing the case, the group reviews their analysis. a student plays a "gentle" devil's advocate (da) and challenges the group's conclusions. the da should be prepared to recommend an alternative solution. this will force the group to consider the pros and cons of both approaches. the da can also ask team members to state assumptions about stakeholders (those who are affected by or will affect the case solution) which must be true for the group's solution to be effective. the da can then challenge the group to provide evidence that the assumptions are true. guidelines for a second-look meeting should be included in the case preparation hints provided to students.
perceptive students often postpone doing an assignment until the very last minute. they are not lazy. quite to the contrary, they seek information to the very last minute (and sometimes beyond). we recommend decomposing a complex project or paper into a series of sub-assignments and providing deadlines for each sub-assignment. the deadlines may keep the perceptive students on target.
decomposing a major project into sub-assignments provides the opportunity for continuous feedback to the student. have students hand-in an audio tape with their sub-assignments. the teacher can then provide detailed audio (we speak faster than we can write) comments on content and grammar. when we have used the audio feedback approach, final papers are clear and readable, and thus less aggravation to read. moreover, without the teacher's interim feedback, students lose an opportunity to improve their writing skills during the semester.
the mbti instrument is available from consulting psychological press in palo alto, california.
percentage data taken from isabel briggs myers and mary mccaulley, manual: a guide to the development and use of the myers-briggs type indicator, consulting psychologist press, 1985.
george miller, "the magical number seven, plus or minus two," psychological review, april 1956, pp.81-97.
david ausubel, educational psychology: a cognitive view. holt, rinehart, and winston, 1968.
benjamin bloom, m. englehart, e. furst, w, hill and d. krathwohl, taxonomy of educational objectives, handbook i: the cognitive domain, longmans green, new york, 1956.
return to master teacher document.


text:
The Grocery Charity Ball remains the premier event on the grocery industry social calendar since 2004, proudly directing profits to charitable trusts throughout New Zealand.
They are delighted to confirm the amount raised at the 2018 event for Big Buddy was $225,000.
This is a huge amount which will make such a big difference to their organisation, a mentoring service run by dedicated professionals who recruit male volunteers from the community to become mentors to fatherless boys.
The Grocery Charity Ball is excited to announce the beneficiary for 2019 as Motor Neurone Disease (MND).
MND NZ are here to help and support people with motor neurone disease and their carers. They aim to provide useful material about the things that people affected by MND are likely to want to know, such as information on MND, research updates on MND, and where to go for help and support.

lowercased:
the grocery charity ball remains the premier event on the grocery industry social calendar since 2004, proudly directing profits to charitable trusts throughout new zealand.
they are delighted to confirm the amount raised at the 2018 event for big buddy was $225,000.
this is a huge amount which will make such a big difference to their organisation, a mentoring service run by dedicated professionals who recruit male volunteers from the community to become mentors to fatherless boys.
the grocery charity ball is excited to announce the beneficiary for 2019 as motor neurone disease (mnd).
mnd nz are here to help and support people with motor neurone disease and their carers. they aim to provide useful material about the things that people affected by mnd are likely to want to know, such as information on mnd, research updates on mnd, and where to go for help and support.


text:
Schindwolf, Eric, Bruce Swanson, and William Millard. "Launch of" Smallsats" using Low-Cost Sounding Rocket: Technologies, Methods, and Practices." (1998).
Sorensen, Trevor C., et al. "LEO-1: Development of a University Microsatellite for Flight Testing New Technologies." AIAA Space 2009 Conference & Exposition. 2009.
Sorensen, Trevor C., et al. "Hawai’iSat-1: Development Of A University Microsatellite For Testing a Thermal Hyperspectral Imager." Proc. AIAA-2010-8922 (2010).
Niederstrasser, Carlos, and Warren Frick. "Small launch vehicles–a 2015 state of the industry survey." (2015).

lowercased:
schindwolf, eric, bruce swanson, and william millard. "launch of" smallsats" using low-cost sounding rocket: technologies, methods, and practices." (1998).
sorensen, trevor c., et al. "leo-1: development of a university microsatellite for flight testing new technologies." aiaa space 2009 conference & exposition. 2009.
sorensen, trevor c., et al. "hawai’isat-1: development of a university microsatellite for testing a thermal hyperspectral imager." proc. aiaa-2010-8922 (2010).
niederstrasser, carlos, and warren frick. "small launch vehicles–a 2015 state of the industry survey." (2015).


text: This entry was posted on Tuesday, October 28th, 2014 at 10:57 am	and is filed under Research, Television. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.

lowercased: this entry was posted on tuesday, october 28th, 2014 at 10:57 am	and is filed under research, television. you can follow any responses to this entry through the rss 2.0 feed. you can leave a response, or trackback from your own site.


text:
(3) if disqualified from acting.
Subject to the points made below, any director can be removed by an ordinary resolution of the general meeting under the following provisions of the Companies Act 2006.
CA 2006, sec168 (1) A company may by ordinary resolution at a meeting remove a director before the expiration of his period of office, notwithstanding anything in any agreement between it and him.
(2) Special notice is required of a resolution to remove a director under this section or to appoint somebody instead of a director so removed at the meeting at which he is removed.
(5) This section is not to be taken (a) as depriving a person removed under it of compensation or damages payable to him in respect of the termination of his appointment as director or of any appointment terminating with that as director, or (b) as derogating from any power to remove a director that may exist apart from this section.
The special notice provisions are set out in sec312 CA 2006. This provides that the resolution is not effective unless notice of the intention to move it has been given to the company a least 28 days before the meeting at which it is moved. The company must then give notice of the resolution at the same time and in the same manner as it gives notice of the meeting (or, if that is not practicable, must advertise in an appropriate newspaper).
(b) if the poll is so demanded on a resolution to delete or amend the provisions of this article, to  votes for each share held by her/him."
Note that this clause can only a protect a director who is also a shareholder in the company, and the above wording will have to be modified to meet the circumstances of each case.
(e) he shall for more than six consecutive months have been absent without permission of the directors from meetings of the directors held during that period and the directors resolve that his office be vacated.
Other grounds could be added to the articles and/or provisions inserted to make it easier to remove a director.
A court may make a disqualification order prohibiting the person from acting as a director of a company, or being involved in the management of any company, for the period of the disqualification. Such orders are made under the Company Directors Disqualification Act 1986.
The provisions of that Act were amended by Part 9 of the Small Business, Enterprise and Employment Act 2015. Sec104 of that Act inserts a new sec5A into the CDDA making convictions abroad a ground for disqualification and sec105 inserts a new sec8ZA CDDA making it possible for someone who has had sufficient influence over another person who is themselves disqualified (“the main transgressor”) also to be disqualified.
Some detailed amendments are made to the matters to be taken into account when a court is determining unfitness to be a director. Sec 105 SBEEA amends CDDA sec6 to include conduct in relation to one or more overseas companies.
A new CDDA Schedule 1 (matters for determining unfitness) is enacted.
By sec110 SBEEA a new sec15A is added to the CDDA allowing the court to make a compensation order against a person who is subject to a disqualification order or disqualification undertaking and the conduct for which the person is subject to the order or undertaking has caused loss to one or more creditors of an insolvent company of which the person has been a director.
There are also detailed amendments to equivalent legislation in Scotland and Northern Ireland.
Note that if the director is removed from office as a director, this will not usually affect the director's position (if he/she has one) as a shareholder in the company. This is often a relevant consideration in private companies, where often a director is also a shareholder. In most circumstances the only solution is for there to be negotiations for the purchase of the ex-directors shares. In some circumstances, the removal of the director may be grounds for petition under CA 2006, sec994 (the unfairly prejudicial conduct provision) under which the court may order the remaining shareholders (or indeed, The Company itself) to buy the ex-directors shares. Some companies' articles contain a clause that a shareholder who ceases to be a director is deemed to have given the company a transfer notice in respect of his or her shares, so that the shares can, in effect, be compulsorily acquired.

lowercased:
(3) if disqualified from acting.
subject to the points made below, any director can be removed by an ordinary resolution of the general meeting under the following provisions of the companies act 2006.
ca 2006, sec168 (1) a company may by ordinary resolution at a meeting remove a director before the expiration of his period of office, notwithstanding anything in any agreement between it and him.
(2) special notice is required of a resolution to remove a director under this section or to appoint somebody instead of a director so removed at the meeting at which he is removed.
(5) this section is not to be taken (a) as depriving a person removed under it of compensation or damages payable to him in respect of the termination of his appointment as director or of any appointment terminating with that as director, or (b) as derogating from any power to remove a director that may exist apart from this section.
the special notice provisions are set out in sec312 ca 2006. this provides that the resolution is not effective unless notice of the intention to move it has been given to the company a least 28 days before the meeting at which it is moved. the company must then give notice of the resolution at the same time and in the same manner as it gives notice of the meeting (or, if that is not practicable, must advertise in an appropriate newspaper).
(b) if the poll is so demanded on a resolution to delete or amend the provisions of this article, to  votes for each share held by her/him."
note that this clause can only a protect a director who is also a shareholder in the company, and the above wording will have to be modified to meet the circumstances of each case.
(e) he shall for more than six consecutive months have been absent without permission of the directors from meetings of the directors held during that period and the directors resolve that his office be vacated.
other grounds could be added to the articles and/or provisions inserted to make it easier to remove a director.
a court may make a disqualification order prohibiting the person from acting as a director of a company, or being involved in the management of any company, for the period of the disqualification. such orders are made under the company directors disqualification act 1986.
the provisions of that act were amended by part 9 of the small business, enterprise and employment act 2015. sec104 of that act inserts a new sec5a into the cdda making convictions abroad a ground for disqualification and sec105 inserts a new sec8za cdda making it possible for someone who has had sufficient influence over another person who is themselves disqualified (“the main transgressor”) also to be disqualified.
some detailed amendments are made to the matters to be taken into account when a court is determining unfitness to be a director. sec 105 sbeea amends cdda sec6 to include conduct in relation to one or more overseas companies.
a new cdda schedule 1 (matters for determining unfitness) is enacted.
by sec110 sbeea a new sec15a is added to the cdda allowing the court to make a compensation order against a person who is subject to a disqualification order or disqualification undertaking and the conduct for which the person is subject to the order or undertaking has caused loss to one or more creditors of an insolvent company of which the person has been a director.
there are also detailed amendments to equivalent legislation in scotland and northern ireland.
note that if the director is removed from office as a director, this will not usually affect the director's position (if he/she has one) as a shareholder in the company. this is often a relevant consideration in private companies, where often a director is also a shareholder. in most circumstances the only solution is for there to be negotiations for the purchase of the ex-directors shares. in some circumstances, the removal of the director may be grounds for petition under ca 2006, sec994 (the unfairly prejudicial conduct provision) under which the court may order the remaining shareholders (or indeed, the company itself) to buy the ex-directors shares. some companies' articles contain a clause that a shareholder who ceases to be a director is deemed to have given the company a transfer notice in respect of his or her shares, so that the shares can, in effect, be compulsorily acquired.


text:
informal dress code are destined to provide confidence and charm. In creating a great online shopping experience, we have always strived to provide a huge array of dresses which can satisfy various tastes. Brides can choose from a range of long hemline or train dresses, but we also offer modern shorter dresses, to minis.
Dorriswedding, as one of the comprehensive wedding dress retailers around, we couldn’t but include an extensive range of informal dress code, like David's Bridal, Jlm Couture and so on. Our collection offers you a wide range of necklines, silhouettes, waist and back styles, and fabrics. Check these fabulous sellections.
This dress is exactly what I was looking for. Turned out perfectly and got here ahead of time! Thank you!!!

lowercased:
informal dress code are destined to provide confidence and charm. in creating a great online shopping experience, we have always strived to provide a huge array of dresses which can satisfy various tastes. brides can choose from a range of long hemline or train dresses, but we also offer modern shorter dresses, to minis.
dorriswedding, as one of the comprehensive wedding dress retailers around, we couldn’t but include an extensive range of informal dress code, like david's bridal, jlm couture and so on. our collection offers you a wide range of necklines, silhouettes, waist and back styles, and fabrics. check these fabulous sellections.
this dress is exactly what i was looking for. turned out perfectly and got here ahead of time! thank you!!!


text:
We are committed to quality outcomes in every area of our business with responsibility for quality control and assurance companywide.
Our head office systems and processes are defined and managed in detail, providing a comprehensive and highly efficient support structure for our construction projects.
Onsite, quality control and compliance-related aspects are contained in a project-specific plan and detailed in a Quality Management Plan. This also includes client policies and standards, and project- specific procedures, to verify that services are performed in accordance with the contract.
Our comprehensive and rigorous approach to quality provides clients with peace of mind and absolute confidence in a superior outcome throughout each phase of the project.
Our quality management system is accredited by Lloyd’s Register Quality Assurance to the international standard ISO 9001.

lowercased:
we are committed to quality outcomes in every area of our business with responsibility for quality control and assurance companywide.
our head office systems and processes are defined and managed in detail, providing a comprehensive and highly efficient support structure for our construction projects.
onsite, quality control and compliance-related aspects are contained in a project-specific plan and detailed in a quality management plan. this also includes client policies and standards, and project- specific procedures, to verify that services are performed in accordance with the contract.
our comprehensive and rigorous approach to quality provides clients with peace of mind and absolute confidence in a superior outcome throughout each phase of the project.
our quality management system is accredited by lloyd’s register quality assurance to the international standard iso 9001.


text:
Paris: Chris Froome is intent on defending his Tour de France title even if the owners of cycling's biggest race want to prevent the four-times winner from appearing in this year's event due to an ongoing doping investigation.
The Team Sky rider, who last week said he had every right to defend his title from July 7, tested positive for excessive levels of the asthma drug Salbutamol at last September's Vuelta a Espana.
Chris Froome riding last year's L'Etape Australia.
France's Le Monde newspaper reported that Froome will be banned from taking part in this year's race citing the race organisers, Amaury Sport Organisation (ASO), wishing to protect the image of the event.
Le Monde said Team Sky has already lodged an appeal to the court of arbitration of the French Olympic Committee, which will debate the case on Tuesday and is expected to issue a decision on the following day.
ASO did not comment on the report and Le Monde quoted a Team Sky spokesman saying "we are confident that Chris will be riding the Tour as we know he has done nothing wrong."
Team Sky also hasn't responded to the report, but Froome is confident he will start with his wife and representative, Michelle Froome, telling Reuters: "Chris will ride the Tour."
Froome has been racing under the cloud of a potential ban after a urine sample he provided at the Spanish Vuelta in September showed a concentration of the asthma drug salbutamol that was twice the permitted level.
Froome's use of asthma medication has been well documented, and the Kenyan-born rider has often been spotted using inhalers during races.
An athlete can be cleared for excessive salbutamol use if he proves that it was due to an appropriate therapeutic dosage.

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paris: chris froome is intent on defending his tour de france title even if the owners of cycling's biggest race want to prevent the four-times winner from appearing in this year's event due to an ongoing doping investigation.
the team sky rider, who last week said he had every right to defend his title from july 7, tested positive for excessive levels of the asthma drug salbutamol at last september's vuelta a espana.
chris froome riding last year's l'etape australia.
france's le monde newspaper reported that froome will be banned from taking part in this year's race citing the race organisers, amaury sport organisation (aso), wishing to protect the image of the event.
le monde said team sky has already lodged an appeal to the court of arbitration of the french olympic committee, which will debate the case on tuesday and is expected to issue a decision on the following day.
aso did not comment on the report and le monde quoted a team sky spokesman saying "we are confident that chris will be riding the tour as we know he has done nothing wrong."
team sky also hasn't responded to the report, but froome is confident he will start with his wife and representative, michelle froome, telling reuters: "chris will ride the tour."
froome has been racing under the cloud of a potential ban after a urine sample he provided at the spanish vuelta in september showed a concentration of the asthma drug salbutamol that was twice the permitted level.
froome's use of asthma medication has been well documented, and the kenyan-born rider has often been spotted using inhalers during races.
an athlete can be cleared for excessive salbutamol use if he proves that it was due to an appropriate therapeutic dosage.


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Processing biomass incorporates various types of materials like wood, wood pellets, grass, yard waste farm waste, and more. Because of this, biomass processing equipment is designed to handle specific processes, including vibratory screening, density separation, metering, or material drying. When the right biomass equipment is chosen, processes can be completed thoroughly and efficiently, cutting down on time and resources needed.
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Biomass equipment should complete processing tasks efficiently, but moving materials from one process to another should be efficient, too. Faulty, undersized, or unreliable conveyors or feeders can disrupt the material flow and, in turn, interrupt production.
Customizable vibratory conveyors can handle the unique needs of any facility’s workload or layout. Equipment that combines multiple processes like an activator/feeder can also save time and production cost. An activator/feeder combines two vibratory feeders with one pile activator, improving flow control and avoiding problems such as bridging or off-center loading.
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Water separation poses some hazards to the environment, when a greener, more efficient process can be used. Equipment like an air classifier that uses air instead of water to separate heavy materials from light materials eliminates that threat. Not only is this system more sustainable, but it reduces the time required for cleanup with water separation equipment.
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biomass equipment should complete processing tasks efficiently, but moving materials from one process to another should be efficient, too. faulty, undersized, or unreliable conveyors or feeders can disrupt the material flow and, in turn, interrupt production.
customizable vibratory conveyors can handle the unique needs of any facility’s workload or layout. equipment that combines multiple processes like an activator/feeder can also save time and production cost. an activator/feeder combines two vibratory feeders with one pile activator, improving flow control and avoiding problems such as bridging or off-center loading.
consideration should be taken using water to make a density separation such as wood mulch from glass, metals, or stones. these technologies create environmental emissions and wastewater that challenge the sustainability of the process.
water separation poses some hazards to the environment, when a greener, more efficient process can be used. equipment like an air classifier that uses air instead of water to separate heavy materials from light materials eliminates that threat. not only is this system more sustainable, but it reduces the time required for cleanup with water separation equipment.
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BRATTLEBORO—The team behind the three-station police-fire facilities upgrades project estimates it has found $400,000 in savings.
The town Police-Fire Facilities Building Committee hosted a meeting last week to give the public an opportunity to ask questions about the $14.1 million project. About 20 people attended the presentation in the Selectboard Meeting Room at the Municipal Center on Feb. 27.
“I’ve been your watchdog on the budget up to date,” said Steve Horton, project manager on incorporating the oversight committee and town’s input.
“The priority being the best value for the money and the outcome being the safety and security for the people of Brattleboro,” he said about the scrutinizing the project budget.
Controversy has accompanied the police-fire facilities upgrade project. Bonding for the project has been blamed for a jump in the town’s property taxes for fiscal year 2015.
The town’s police station and two fire stations, however, have significant health and safety issues: black mold in the West Brattleboro fire station, and in the police station, which is in the Municipal Center.
Modern fire engines are too heavy for the floor and too big for the doors of the Central Fire Station, which also has air-quality issues.
The damp of the police station’s basement damages records.
The two largest cost savings have come through changes to the West Brattleboro fire station and police station plans.
The project team has recommended building a new West Brattleboro station, rather than renovating the existing station.
The project team also decided to build the Police Station addition to the Municipal Center without a basement, said Raymond A. Giolitto, architect with Northeast Collaborative Architects, which is based in Connecticut and Rhode Island.
The new Station 2 will be constructed on property adjacent to the existing West Brattleboro fire station. The existing station is undersized, and renovating and expanding it would have required the costly relocation of a sewer tank and emergency generators.
According to Giolitto and Horton, the oversight committee has not decided whether to demolish the outdated West Brattleboro station or to put the building to new use. The exiting station will continue to house firefighters during construction.
Building a new Station 2 will save the project about $200,000.
Nancy Miller questioned whether having a station in West Brattleboro was prudent given the town’s tight finances.
“I have serious reservations whether we can afford all three sites,” said Miller.
Horton answered that before construction starts, the town will obtain from the contractor a guaranteed maximum price to help keep the project within budget.
Early plans for the Police Department renovations included renovations and expansion of the existing stone foundation of Municipal Center to the tune of $150,000 to $200,000, explained Horton.
“People think basements are cheap, but they’re not,” said Horton.
Phillips told the audience that the committee charged Interim Town Manager Patrick Moreland and Horton with evaluating alternative sites for the police station.
All the alternative sites proved more expensive than keeping the police station at the Municipal Center, said Phillips.
Giolitto and Horton also took questions on how the police station addition will affect the Municipal Center’s parking lot.
The town anticipates approximately 40 parking spaces, said Giolitto. The parking lot will also become one-way from Grove Street to Main Street for everything but police vehicles.
Horton told the audience that construction on all three building sites will occur simultaneously. The project team anticipates starting construction this summer. Of the three, the West Brattleboro station has the shortest construction schedule and will likely be completed this year. Central Station should be completed by the summer of 2015. The police station project has the longest timeline and should be completed the end of 2015.
The oversight committee has approved the plans for the three stations and will recommend the Selectboard approve the plans.
Originally published in The Commons issue #244 (Wednesday, March 5, 2014). This story appeared on page A1.

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brattleboro—the team behind the three-station police-fire facilities upgrades project estimates it has found $400,000 in savings.
the town police-fire facilities building committee hosted a meeting last week to give the public an opportunity to ask questions about the $14.1 million project. about 20 people attended the presentation in the selectboard meeting room at the municipal center on feb. 27.
“i’ve been your watchdog on the budget up to date,” said steve horton, project manager on incorporating the oversight committee and town’s input.
“the priority being the best value for the money and the outcome being the safety and security for the people of brattleboro,” he said about the scrutinizing the project budget.
controversy has accompanied the police-fire facilities upgrade project. bonding for the project has been blamed for a jump in the town’s property taxes for fiscal year 2015.
the town’s police station and two fire stations, however, have significant health and safety issues: black mold in the west brattleboro fire station, and in the police station, which is in the municipal center.
modern fire engines are too heavy for the floor and too big for the doors of the central fire station, which also has air-quality issues.
the damp of the police station’s basement damages records.
the two largest cost savings have come through changes to the west brattleboro fire station and police station plans.
the project team has recommended building a new west brattleboro station, rather than renovating the existing station.
the project team also decided to build the police station addition to the municipal center without a basement, said raymond a. giolitto, architect with northeast collaborative architects, which is based in connecticut and rhode island.
the new station 2 will be constructed on property adjacent to the existing west brattleboro fire station. the existing station is undersized, and renovating and expanding it would have required the costly relocation of a sewer tank and emergency generators.
according to giolitto and horton, the oversight committee has not decided whether to demolish the outdated west brattleboro station or to put the building to new use. the exiting station will continue to house firefighters during construction.
building a new station 2 will save the project about $200,000.
nancy miller questioned whether having a station in west brattleboro was prudent given the town’s tight finances.
“i have serious reservations whether we can afford all three sites,” said miller.
horton answered that before construction starts, the town will obtain from the contractor a guaranteed maximum price to help keep the project within budget.
early plans for the police department renovations included renovations and expansion of the existing stone foundation of municipal center to the tune of $150,000 to $200,000, explained horton.
“people think basements are cheap, but they’re not,” said horton.
phillips told the audience that the committee charged interim town manager patrick moreland and horton with evaluating alternative sites for the police station.
all the alternative sites proved more expensive than keeping the police station at the municipal center, said phillips.
giolitto and horton also took questions on how the police station addition will affect the municipal center’s parking lot.
the town anticipates approximately 40 parking spaces, said giolitto. the parking lot will also become one-way from grove street to main street for everything but police vehicles.
horton told the audience that construction on all three building sites will occur simultaneously. the project team anticipates starting construction this summer. of the three, the west brattleboro station has the shortest construction schedule and will likely be completed this year. central station should be completed by the summer of 2015. the police station project has the longest timeline and should be completed the end of 2015.
the oversight committee has approved the plans for the three stations and will recommend the selectboard approve the plans.
originally published in the commons issue #244 (wednesday, march 5, 2014). this story appeared on page a1.