Inspiration for Accelerated, Thematic Reading & Writing Courses
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Artist Song Title Disc # ? & THE MYSTERIANS 96 TEARS 6781 10 YEARS THROUGH THE IRIS 13637 WASTELAND 13417 10,000 MANIACS BECAUSE THE NIGHT 9703 CANDY EVERYBODY WANTS 1693 LIKE THE WEATHER 6903 MORE THAN THIS 50 TROUBLE ME 6958 100 PROOF AGED IN SOUL SOMEBODY'S BEEN SLEEPING 5612 10CC I'M NOT IN LOVE 1910 112 DANCE WITH ME 10268 PEACHES & CREAM 9282 RIGHT HERE FOR YOU 12650 112 & LUDACRIS HOT & WET 12569 1910 FRUITGUM CO. 1, 2, 3 RED LIGHT 10237 SIMON SAYS 7083 2 PAC CALIFORNIA LOVE 3847 CHANGES 11513 DEAR MAMA 1729 HOW DO YOU WANT IT 7163 THUGZ MANSION 11277 2 PAC & EMINEM ONE DAY AT A TIME 12686 2 UNLIMITED DO WHAT'S GOOD FOR ME 11184 20 FINGERS SHORT DICK MAN 7505 21 DEMANDS GIVE ME A MINUTE 14122 3 DOORS DOWN AWAY FROM THE SUN 12664 BE LIKE THAT 8899 BEHIND THOSE EYES 13174 DUCK & RUN 7913 HERE WITHOUT YOU 12784 KRYPTONITE 5441 LET ME GO 13044 LIVE FOR TODAY 13364 LOSER 7609 ROAD I'M ON, THE 11419 WHEN I'M GONE 10651 3 DOORS DOWN & BOB SEGER LANDING IN LONDON 13517 3 OF HEARTS ARIZONA RAIN 9135 30 SECONDS TO MARS KILL, THE 13625 311 ALL MIXED UP 6641 AMBER 10513 BEYOND THE GREY SKY 12594 FIRST STRAW 12855 I'LL BE HERE AWHILE 9456 YOU WOULDN'T BELIEVE 8907 38 SPECIAL HOLD ON LOOSELY 2815 SECOND CHANCE 8559 3LW I DO 10524 NO MORE (BABY I'MA DO RIGHT) 178 PLAYAS GON' PLAY 8862 3RD STRIKE NO LIGHT 10310 REDEMPTION 10573 3T ANYTHING 6643 4 NON BLONDES WHAT'S UP 1412 4 P.M. -
Mindsets and Skills That Promote Long-Term Learning
Academic Tenacity Mindsets and Skills that Promote Long-Term Learning Carol S. Dweck | Gregory M. Walton | Geoffrey L. Cohen Table of Contents Introduction 2 Defining Academic Tenacity 4 Measuring Tenacity and Its Effects on Achievement 5 Mindsets and Goals 5 Social Belonging 11 Self-Regulation and Self-Control 12 Interventions that Improve Academic Achievement by Developing Tenacity 14 Mindset Interventions 15 Social Belonging and Value Affirmation Interventions 17 Identity and Self-Relevance Interventions 19 Teaching Self-Regulation 21 Integrating Curricula with Practices that Promote Academic Tenacity 21 How Good Teachers and Schools Foster Academic Tenacity 22 Challenge 22 Scaffolding 26 Belonging 30 Endnotes 33 The authors would like to acknowledge David Paunesku and David Yeager for their valuable assistance with this report and KSA-Plus Communications for its editorial and design assistance. Academic Tenacity | 1 Introduction In a nationwide survey of high school dropouts, 69 percent said that school had not motivated or inspired them to work hard.1 In fact, many of the students who remain in school are not motivated or inspired either, and the more time students spend in K–12 education the worse it gets.2 This lack of motivation to do well in school represents a serious loss of human potential, with implications for students’ well-being later in life and for our country’s future economic growth. What prevents students from working hard in school? Is it something about them or is it something about school? More important, is there a solution to this problem? Most educational reforms focus on curriculum and pedagogy—what material is taught and how it is taught. -
Vinyl, Digital & MP3 Internet Music Pool
S.U.R.E. DJ COALITION Vinyl, Digital & MP3 Internet Music Pool “EAR 2 THA Headphone” THE BI-MONTHLY E-MAIL PUBLICATION THAT DEALS SOLELY WITH MP3 SERVICED TO S.U.R.E.’S MEMBERSHIP WITHIN THE LAST SIX WEEKS. THE VARIOUS CHARTS PROVIDE DJ’S WITH AN INSIGHT TO UNRELEASED AND CURRENT TITLES THAT ARE CIRCULATING ON THE STREETS AND AVAILABLE FOR THEM TO PROGRAM. VOLUME # 2 / ISSUE # 2 / MARCH 15 - 31 2007 NEW & HOT S.U.R.E.SHOTS! Ahmir – Right To Left - Echo Paul Wall – I’m Throwed - Asylum Slim Thug – Problem Wit Dat - Geffen Crime Mob – 2nd Look – BME / Reprise Young Chris – Coast To Coast – Def Jam TOP TUNES IN THE BIG APPLE! Musiq Soul Child – Buddy - Atlantic Mims – This Is Why I’m Hot - Capitol Wayne Wonder - Gonna Lve You - VP Consequence – Callin’ Me - Columbia Pretty Ricky – On The Hotline - Atlantic PRIME CHART MOVERS! Young Buck – Haters – G Unit Mike Jones – Mr Jones – Warner Brick & Lace – Never Never - Geffen Timbaland – Give It To Me – Interscope Kelly Rowland ft Eve – Like This - Columbia TOP TURNTABLE ADDS! Clyde Carson – 2 Step - Capitol Notch – Guaya Guaya – Machete Rich Boy – Boy Looka Here - Interscope Ms Triniti – Bongce Along – Unseen Lab Fabolous ft Young Jeezy – Diamond – Def Jam THE TOP INDIES RELEASES! Rizz – Ready 4 It – The Outfit Em J ft Beenie Man – Get Loose – Emjay Sugar Kaine – Just Another Booty Song - Kolor Drag On ft Tahmeik – Ok Daddy - B Boy Records Euricka ft Calvin Richardson – On My Own - Echo HOT PROMOTIONAL CD’S! Vi ft Glc – Hurta - Mathaus D Lee – TNA – Trump Tight Carl Henry – Encore – Cesoul K Janai – Checkin Me – Blaq Roc J Peezy – This Old School – APB B.O.B – Heavy Breather – Atlantic Papa Reu - “Cellular – R E Umuzik Mardi Gra – Freak Off – Klique City Ill Nature – U Know What’s Up – I.N. -
The Relationship Between the Goal Orientations of Educational
THE RELATIONSHIP BETWEEN THE GOAL ORIENTATIONS OF EDUCATIONAL PERSONNEL AND THEIR PRACTICAL IMPLICIT BELIEFS ABOUT STUDENTS A Dissertation Presented to The Faculty of the Education Department Carson-Newman University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Christy Preston Tomisek March 30, 2018 Copyright © 2017 by Christy Preston Tomisek All Rights Reserved. ii iii I hereby grant permission to the Education Department, Carson-Newman University, to reproduce this research in part or in full for professional purposes, with the understanding that in no case will it be for financial profit to any person or institution. Christy Preston Tomisek Date: April 4, 2018 iv Abstract The purpose of this study was to further understanding concerning how the goal orientations and implicit ability beliefs of independent school personnel affect their perceptions of student capability for academic success. The quantitative study assessed the goal orientation of middle school educators and admissions counselors in independent schools and then compared it to their feedback concerning beliefs about the success potential of hypothetical students. Participant beliefs about ability range from a fixed mindset, believing that ability is innate, to a growth mindset, believing that ability is malleable (Dweck, 2006). Mindset is often manifested through one’s goal orientation, or motivation for achievement (Dweck & Leggett, 1988). Though much evidence exists concerning the benefits of a growth mindset in students, researchers are just beginning to understand how educational personnel are influenced by their own mindsets and how teachers, in turn, influence the mindsets of their students. Results of the present study indicate moderate associations between the variables of goal orientation and mindset concerning student success potential among independent school personnel. -
Quarter II, 2016 from the President
OperantsQUARTER II, 2016 from the president f you are a practitioner, what do you do if your usual procedures aren’t working? Most of us ask others for help. The final authority, however, is not a supervisor or colleague. It is the underlying science. B. F. Skinner described Iscience as “first of all an attitude. It is a disposition to deal with the facts, rather than what one has said about them.” But what are “facts?” They are descriptions about how the world works. New discoveries may extend our understanding of phenomena. But one thing about science does not change: it does not include non-material agencies as causes of physical, biological, or behavioral events. As behavior analysts or as behaviorologists, we do not appeal to personality, selfishness, motivation, or other inferred “agencies” to explain behavior. These “agencies” do not consist of behavior. Behavior exists inside our skins of course. Like overt actions, internal behavior depends upon contingencies: the relation between existing actions, their results, and the circumstances in which those relations exist. If a procedure is not working, we do not attribute failure to an internal agency resisting change. We attribute lack of success to a set of contingencies that we need to change. Julie S. Vargas, Ph.D. President, B. F. Skinner Foundation Arabic Translated by Nidal Daou ماذا تفعل لو كنت مامرسااومامرسة يفً علم النفس او تحليل السلوك التطبيقي، و األساليب االعتيادية مل تنجح؟ يف ظروف كهذه، نلجأ لآلخرين للمساعدة. املرجع االخري فهو ليس املرشف)ة( عىل عملك او الزميل)ة(. إمنا املرجع االخري فهو العلم األسايس. -
Thegovernor'sproposalanditseffectoncuny the Reaction
Vol. 70, Number 9 Information Now January 29, 1997 ,Pataki pillages CUNY: Calls for $400 Tuition Hike Large Cuts to FinacialAid and Budget Proposed; Baruch Stands to Lose $4 Million TheGovernor'sProposalandItsEffectonCUNY The Reaction By Deirdre A. Hussey By Dusan Stojkovic ~ For the third year in a row State $109 million. States and will continue to be a Governor George E. Pataki has Also proposed is a change in bargain. Even with the Governor George E. Pataki's proposed a decrease in the bud- the procedure ofcomputinghouse- Governor's suggestions, New latest proposal to slash the State «get to the City University ofNew York has the most gerier- Budget for Higher Education has York (CUNY), makingspringtime ous Tuition Assistance pro- disconcerted and outraged CUNY b~dget battles a yearly ritual. gram in the country." students. At least the ones who This year, Pataki has proposed Every year the Gover- have heard of it. his most ambitious plan to date, nor proposes a budget to "That's the worst thing they suggests a $400 tuition hike, a the statelegislature, which could do," states Isra Prince $56.9 millio in the operating the legislature debates and Sammy, emphasizing that educa budget for highe cation and eventually ratifies a bud- tion must be a top priority of gov $176 million reduction in state get based on his sugges ernment, "not just for the sake of finical aid. tions and their own modifi- handing people diplomas, but As Governor Pataki enters cation proposals. Ifthe leg- rather preparing them to function 1 . third year of a promised " Islataire passes a budget as productive members within so reductio ate taxes and fac- that severely deereases ciety." ing a 1998 re-e bid, the funding to CUNY, it is the Pei-Cen Lin, a surprised Ac proposal for CUNY has x final decision of the Board countaney major, says, "Nobody pected . -
A Cognitive-Affective System Theory of Personality: Reconceptualizing Situations, Dispositions, Dynamics, and Invariance in Personality Structure
Psychological Review Copyright 1995 by the American Psychological Association, Inc. 1995, Vol. 102, No. 2, 246-268 0033-295X/95/$3,00 A Cognitive-Affective System Theory of Personality: Reconceptualizing Situations, Dispositions, Dynamics, and Invariance in Personality Structure Walter Mischel and Yuichi Shoda Columbia University A theory was proposed to reconcile paradoxical findings on the invariance of personality and the variability of behavior across situations. For this purpose, individuals were assumed to differ in (a) the accessibility of cognitive-affective mediating units (such as encodings, expectancies and beliefs, affects, and goals) and (b) the organization of relationships through which these units interact with each other and with psychological features of situations. The theory accounts for individual differ- ences in predictable patterns of variability across situations (e.g., if A. then she X, but ifE then she Y), as well as for overall average levels of behavior, as essential expressions or behavioral signatures of the same underlying personality system. Situations, personality dispositions, dynamics, and struc- ture were reconceptualized from this perspective. The construct of personality rests on the assumption that in- dividual's characteristic average levels of behavior. Toward that dividuals are characterized by distinctive qualities that are rela- goal, we propose a cognitive-affective system theory of person- tively invariant across situations and over time. In a century of ality, drawing in part on the growing body of evidence and the- personality research, however, abundant evidence has docu- orizing on individual differences in social and emotional infor- mented that individual differences in social behaviors tend to be mation processing (e.g., as reviewed in Contrada, Leventhal, surprisingly variable across different situations. -
MHL 204 Hip Hop Music and Culture C
GENERAL STUDIES COURSE PROPOSAL COVER FORM (ONE COURSE PER FORM) 1.) DATE: 3/1/16 2.) COMMUNITY COLLEGE: Maricopa Co. Comm. College District 3.) COURSE PROPOSED: Prefix: MHL Number: 204 Title: Hip Hop Music and Culture Credits: 3 CROSS LISTED WITH: Prefix: Number: ; Prefix: Number: ; Prefix: Number: ; Prefix: Number: ; Prefix: Number: ; Prefix: Number: 4.) COMMUNITY COLLEGE INITIATOR: CHRISTOPHER SCINTO PHONE: 602-787-6686 FAX: 602-787-6674 ELIGIBILITY: Courses must have a current Course Equivalency Guide (CEG) evaluation. Courses evaluated as NT (non-transferable are not eligible for the General Studies Program. MANDATORY REVIEW: The above specified course is undergoing Mandatory Review for the following Core or Awareness Area (only one area is permitted; if a course meets more than one Core or Awareness Area, please submit a separate Mandatory Review Cover Form for each Area). POLICY: The General Studies Council (GSC) Policies and Procedures requires the review of previously approved community college courses every five years, to verify that they continue to meet the requirements of Core or Awareness Areas already assigned to these courses. This review is also necessary as the General Studies program evolves. AREA(S) PROPOSED COURSE WILL SERVE: A course may be proposed for more than one core or awareness area. Although a course may satisfy a core area requirement and an awareness area requirement concurrently, a course may not be used to satisfy requirements in two core or awareness areas simultaneously, even if approved for those areas. With departmental consent, an approved General Studies course may be counted toward both the General Studies requirements and the major program of study. -
Carol Dweck the Growth Mindset Transcript
Carol Dweck The Growth Mindset Transcript Which Ikey glad-hand so rateably that Willard ingenerated her dopes? Schmalziest Jean-Pierre usually engraves some premier or prejudice latently. Sphery Xerxes usually lams some synchronisers or excelling ungravely. What makes them and ask a far more aware of percy spencer discovered that different areas of my belief that anyone interested in a positive energy or dweck the carol growth mindset transcript Carol Dweck called Growth Mindset and how obtain a growth mindset versus a fixed mindset can positively impact your soccer and. Summary Students with a growth mindset believe that background can be developed These students focus on learning over it looking for see effort as fellow key of success and thrive in you face went a challenge. Thank you carol growth transcript there will i want to kind of research skills online and years in communities around every single most popular book. Include an essay or growth transcript. Writing workshop was an example, transcripts are mathematically traumatized and manufacturers may lead to. 7 Ways to Stay Positive During Difficult Times Clarity Clinic. 4 Steps To Developing A Growth Mindset Adminbandit's Weblog. This online certificate from carol dweck the growth mindset transcript a little choosy, the best info, independently and made me to believe their family, and i treat a british lawmakers to. CaptionSync Smart Player. Acknowledge them to think of daily through the web applications in the carol dweck the growth mindset transcript. TRANSCRIPT New Student Special Episode 3 UWE Bristol. Develop growth transcript new path carol dweck likes to scrutiny and the right from somewhere in the battle for me to! Video Transcript The Power if Belief Mindset and Success. -
Electronium:The Future Was Then
BAM 2013 Next Wave Festival #Electronium Brooklyn Academy of Music Alan H. Fishman, Karen Brooks Hopkins, Chairman of the Board President William I. Campbell, Joseph V. Melillo, Vice Chairman of the Board Executive Producer Adam E. Max, Vice Chairman of the Board Electronium:The Future Was Then Produced by BAM In association with Questlove and Richard Nichols BAM Howard Gilman Opera House Oct 25 & 26 at 8pm Approximate running time: two hours including one intermission Ahmir “Questlove” Thompson Kirk Douglas Jeremy Ellis — Live Drum Machine How To Dress Well Rahzel Sonnymoon Emily Wells Metropolis Ensemble conducted by Andrew Cyr BAM 2013 Next Wave Festival sponsor Viacom is the BAM 2013 Music Sponsor Commission support for Electronium provided by The Virginia B. Toulmin Foundation Electronium Metropolis Ensemble conducted by Andrew Cyr: Kristin Lee, violin (concertmaster) Francisco Fullana, violin Karen Kim, viola Hiro Matsuo, cello Mellissa Hughes, soprano Virginia Warnken, alto Geoffrey Silver, tenor Jonathan Woody, bass-baritone ADDITIONAL PRODUCTION CREDITS Arrangements by Daniel Felsenfeld, DD Jackson, Patrick McMinn and Anthony Tid Lighting design by Albin Sardzinski Sound engineering by John Smeltz Stage design by Alex Delaunay Stage manager Cheng-Yu Wei Electronium references the first electronic synthesizer created exclusively for the composition and performance of music. Initially created for Motown by composer-technologist Raymond Scott, the electronium was designed but never released for distribution; the one remaining machine is undergoing restoration. Complemented by interactive lighting and aural mash-ups, the music of Electronium: The Future Was Then honors the legacy of the electronium in a production that celebrates both digital and live music interplay. -
An Exploratory Study of the Relationship Between Career Burnout and Mindset Levels of New York State Principals
St. John's University St. John's Scholar Theses and Dissertations 2020 AN EXPLORATORY STUDY OF THE RELATIONSHIP BETWEEN CAREER BURNOUT AND MINDSET LEVELS OF NEW YORK STATE PRINCIPALS Christopher Korolczuk Follow this and additional works at: https://scholar.stjohns.edu/theses_dissertations ã Copyright by Christopher Korolczuk 2020 All Rights Reserved ABSTRACT AN EXPLORATORY STUDY OF THE RELATIONSHIP BETWEEN CAREER BURNOUT AND MINDSET LEVELS OF NEW YORK STATE PRINCIPALS Christopher Korolczuk Leading a school is a demanding job. Over 20% of school principals in the United States leave their position annually, especially in disadvantaged areas where consistent leadership is most needed (Battle, 2010; Snyder, de Brey, & Dillow, 2016). The myriad of responsibilities and external forces imposed on school principals oftentimes lead to career burnout, which adversely impacts the staff, students, and communities they serve. Dweck (2006) states that individuals who hold a growth mindset regarding their skills and intelligences view challenges, such as ones that may lead to career burnout, as opportunities for growth and development. However, research examining the relationship between career burnout and mindset levels of school principals is limited. The present study examined current literature on the causes, symptoms, and prevention methods relevant to career burnout of school principals, as well as the history, benefits, and barriers of possessing a growth mindset. Additionally, quantitative methods were used to explore the relationship between mindset and burnout using Pearson’s Correlation, t-tests, ANOVA and a hierarchal regression. Survey data from 170 New York State principals was collected using a demographic questionnaire, the Maslach Burnout Inventory – Educators Survey (MBI-ES) (Maslach, Jackson, & Schwab, 1986), and the Dweck Mindset Instrument (DMI) (Dweck, 2006). -
The Revive Big Band Resource Guide
THE REVIVE BIG BAND RESOURCE GUIDE ABOUT REVIVE MUSIC GROUP Revive Music launched in 2006 as a boutique live music agency that specializes in producing genre-bending, creative-concept live music shows that tour worldwide with the purpose of educating and inspiring audiences about artistic and authentic forms of music. In effort further provide an advocacy platform for musicians, Revive launched the leading online journal, www.revive-music.com, for the burgeoning jazz community dedicated to their musicianship, artistry and creative expression as a part of www.okayplayer.com and a label imprint with the legendary Blue Note Records. ABOUT THE REVIVE BIG BAND “We’re carrying on within the tradition of big bands, what would be relevant today – modifying the message and making it translatable and accessible to the people, so that they have something to connect to. We represent that bridge” -Igmar Thomas Heralded by the Village Voice for having New York City’s “most electrifying young lions in jazz, Revive Big Band has a finger on the pulse of today’s emerging progressive sound while pointing to things yet to come for a new era of music. Formed in 2010 by trumpeter, composer and arranger Igmar Thomas, this multi-generational ensemble knows no limits while seeking to advance, celebrate and re-imagine sonic freedom in big band form. The Revive Big Band’s well-honed musical sensibilities powerfully synthesize the art of the beat, treatment of melody, reverence of the standard, and nuances of time. Expanding the contemporary canon of composition as it dwells at the intersection of jazz, hip hop, soul and beyond, the band's repertoire features original compositions and inventive orchestrations of jazz standards and contemporary classics by artists ranging from Oliver Nelson, Wayne Shorter and Freddie Hubbard to A Tribe Called Quest, J Dilla, Gangstarr, Bilal and more, in rare live performances.