...Reading the article assigned, “No Body, Never Mind Interest, Affect and Classroom Practice”, by Megan Watkins, brings to mind how I am also a firm believer that interest on anything one does is critical. Although this article is based on a student environment, I do believe this can be applied to all in life. Students' interest can be triggered in the moment by certain environmental factors such as teacher behaviors. Students who experience heightened emotional interest are pulled toward a subject because they are energized, excited, and emotionally engaged by the material. This increase in emotional arousal heightens a student's attention, making it easier to encode more information. Students who experience cognitive interest are pulled toward a subject because they possess a clear structural understanding of the course content. Teacher clarity behaviors can increase cognitive interest because they make information more organized and/or comprehensible for students. Those behaviors can occur verbally, as teachers talk about course material, and nonverbally, through teachers' use of PowerPoint displays, handouts, and notes on the board. Students who are emotionally and cognitively interested in a course are more likely to be engaged in the learning process. Much like teacher immediacy and clarity, students' emotional and cognitive interest lead to greater engagement, including silent (such as listening attentively) and oral (such as participating during class) in-class engagement...
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...My first think piece paper for this class is about my personality type and it is quite interesting. I have never taken this personality test before and I’m not sure if this is the same test that the military uses to determine the type of personality that we are as service members. My personality test revealed that I’m INTJ (introversion, intuition, thinking, and judgment). INTJs are one of the rarest of the sixteen psychological types and account for approximately 1-2% of the population. The MBTI assessment was developed from the work of prominent psychiatrist Carl G. Jung in his book Psychological Types. Jung proposed a psychological typology based on the theories of cognitive functions that he developed through his clinical observations. From Jung's work, others developed psychological typologies. Jungian personality assessments include the MBTI instrument, developed by Isabel Briggs Myers and Katharine Cook Briggs, and the Keirsey Temperament Sorter, developed by David Keirsey. Keirsey referred to INTJs as Masterminds one of the four types belonging to the temperament he called the Rationals. Even though Mr. Keirsey has considered my personality type as that of a mastermind, I’m sure that my superiors and peers would laugh at the thought of such a thing. I am comfortable working alone and tend to be less sociable than other people. I’ve been in the U.S. Navy for 23 years and I’m in a senior leadership position. I don’t always lead, as part of training junior personnel...
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...The Center Tear is a classic utility device in mentalism. Learning it is simple, and once you have learnt it you’ll have an impromptu method to gain a spectators thoughts, needing nothing more to hand than a pen and paper! Some people think that the center tear (and billet work in general) is somewhat antiquated and old fashioned, but I can assure you that with the right handling, you can create extremely powerful mind reading effects. Mentalism godfather Tony Corinda says of the center tear in his iconic book, 13 Steps to Mentalism: “The center tear is perhaps my most celebrated method of all those used in the art of mentalism.” So, lets get on with learning how to do a center tear. Though first, a quick word of warning. There are literally dozens of methods and presentations based on the center tear. I use the one that makes most sense to me – it’s loosely based on one used by Corinda. How to do a center tear You will need: - One small piece of paper (around 4×4 inches) – not see through or too thick. - One pencil (or pen) - One spectator with a mind worth reading (rare) - One ashtray (not essential) 1. Take the square of paper and explain you want them to write the name of someone close to them, that you do not know. 2. Draw a line just below the center middle of the paper, just so they know where to write. Do this casually and as you explain step 1. 3. As they write, look away. Explain that when they are done, you want them to fold the paper in...
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...Session 5 In today's session we got into a circle we all got a piece of paper and a marker , Caroline asked us to think about a person that we love and can talk with. we were then asked to think of we liked the most in the person. We wrote down the quality on the piece of paper and placed it down on the floor . We all read the pieces of paper on the floor . After we had read them all out we grouped the similar qualities and arranged them in a circle . We had 8 different qualities ; Caring , trust ,Non-judgemental ,giving , reliable ,funny/feel good , spiritual and wise . Caraline then took out a bag of stones and explained that we had to take eight stones each and place one stone on each of the qualities we think we have. We all got up at once and placed our stones on the qualities when we sat back to look at it we noticed the stones were all over the place and had been knocked off the paper we decided to take back up our eight stones and take it on turns of four at time .when we had finished this time round we sat back and counted the stones on each quality ; All of us put a stone on caring and trust , 17 on non-judgemental , 16 on giving , 14 on reliable , 10 on funny/feel good , 6 on spiritual and 3 on wise. We then discussed the result and talked about the importance of the qualities for a peer educator. I found it hard to think of the person who I love and who I could confide in when I want to talk , But when I thought of them I thought of the quality straight...
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...Select one of the pieces to write about. Both of these stories involve trips or vacations, time spent away from the author’s everyday environment. Both deal with memory and growing up. Take a look at how the author uses sentences to give details of the vacation or the trip. Are the sentences long, short, poetic, matter of fact? Then write about whether you think the author is successful in creating an interesting or moving piece about memory. What makes the writing successful for you? Select a favorite sentence from the piece and include it as a quotation with MLA citation, like this: “I read all the interesting articles in a couple of magazines I had, and then I went back and read all the dull stuff” (Perrin 243). Why is it a favorite for you? What was your reaction when you read it, and how did the author evoke that reaction? Do not post attachments to the forum. Type your answers in the text box provided or paste your material from Microsoft Word. Make your initial posts to the Forum by 11:55pm ET, Wednesday. Initial posts should be at least 200- 300 words. Students are expected to post on three separate days each week for full credit. During the week, read the messages posted by your instructor and classmates and join the discussion. Your instructor may ask questions, provide explanations, and include links to other resources. Please respond to at least 2 classmates, and in your response posts, try to bring together pieces of the discussion...
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...English 1010 July 5, 2015 Life is an Open Book: A Visual Analysis Brad Spencer’s free standing brick sculpture, Life is an Open Book, is one of his many pieces representing a profound declaration. This particular piece is located outside the Children’s Library at The Green Uptown in Charlotte, North Carolina. Many walk by daily. Tourist stop to pose for photos, and Pinners repin on Pinterest, but does any body really see what this piece is telling at us? It’s reminding us that our children are hungry for knowledge, direction and will stop at nothing to get it. I agree with Spencer that brick sculpture has a familiarity which is comforting to people, even though it can be dated back to ancient Babylonian times. In addition to it’s low maintenance, it blends well in settings where other brick construction can be found, and compliments surrounding landscaping. Many of Spencer’s pieces are on city walkways, local grocery stores and in park entrances. In this particular piece, Spencer has made the point that children have a desire. Whether this point is that the desire is for exploration of books or gaining knowledge about life I am unsure, but with the title of the piece I feel it is the latter. One child hangs on tightly to the progress he has made in reaching the top of the book. In life, when one advances to a new area one has worked so hard to obtain. they hold tight to that advancement. Another child peers around the side of the book, as if looking for something, like...
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...For my ceramics piece I have picked Antelope Jar by Adrian Saxe. This piece was made in 1979 of porcelain and stoneware. Unfortunately, the dimensions of this piece were not available. This piece was not a part of a series, although, he did entitle three works as Antelope Jar. I chose this piece because it was both thrown and carved. The simplicity of the white glaze emphasizes the antelope on top. His style is realistic, but the overall shape and scalloped edges also give it a romantic style. The thing I like most about this piece is the carvings on the lower part of the jar. They are both whimsical and confirming. If I could make a change to this part, it would be to make use of some of the open space left in between the carvings. The one thing I don’t like about this piece is the antelope on top. It is very random and doesn’t really fit with the rest of the piece. If I could make a change to this part, it would be to make the antelope some sort of bird instead. The concept behind Adrian Saxe’s pieces is that of “seduction and insult” according to Peter Schjeldahl, art critic for The New Yorker. I agree with this concept. Saxe’s piece is seductive in its lower piece and the antelope at the top is something of a slap to the face or insult. The artist uses circles, lines, and textures but the only symbolic item is the antelope on top. It is the brass-colored animal on top of the pristine-white jar. I can’t really be sure what they were meant to represent to...
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...Section A: Narrative/Descriptive/Imaginative Writing 1 Write a descriptive piece called The Workplace. In your writing focus on colours, sounds and textures to help your reader imagine the scene. 2 ‘Thunder could be heard rumbling faintly in the distance; rain began to spit from the sky; the wind was beginning to rise. The island lay just before them. They needed shelter and needed it now …’Continue a short story from this opening. In your writing create a sense of mood and place. (You do not have to complete the story.) 3 Write the opening chapter of a novel called The Outlaw. In your writing create a sense of character and motivation of someone who lives outside the law. 4 Imagine you have been imprisoned for thirty years and are released into a world which has changed enormously. Write a piece which conveys your new sights and sensations in contrast to the world you once knew. Section B: Discursive/Argumentative Writing 5 Does capitalism work? Give detailed reasons to support your views. 6 Two different newspapers cover the same national news event. One of the newspapers reports matters in a formal and restrained style, while the other offers a dramatic and sensationalised approach. Write these two contrasting pieces (between 300–450 words each). 7 ‘Astrology? Fortune telling? Prophecies? They’re all nonsense.’ Do you agree? 8 You are participating in a national speaking competition organised for students by the Ministry of Education. You are asked to deliver...
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...family circus business. She said these words may have caused slight confusion for students. But, otherwise, the style of questions was very similar to previous papers, The literary passage, about a father being very strict with his daughters, would have demanded very close reading , while some of the words in the questions such as ‘to arouse suspicion’ might have been difficult for weaker students, she said. In the productive writing section, Ms Gavenda said while Question 1, about whether parents in Ireland give too much freedom to their children. was “nice, it was quite broad, so students would need to have been careful with how they structured their piece”. She thought the subject of the diary question. tattoos was “very accessible”, while the email was one of the easier questions. Meanwhile the range of opinion pieces presented was “really excellent - from the use of iPads in the classroom, to shopping and young people, to the topic of tobacco and satirical cartoons about feminism”. - See more at:...
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...the Raspberry PI computer a functioning piece of equipment and obtain the necessary components. Submittal Date: Click here to enter a date. Objectives: (What was the purpose of this lab? What did you expect to find?) The purpose of this lab is to determine what components of the Raspberry Pi might be missing to make a fully operational device. Results: (What did you find?) Since I already had a previous functional Raspberry Pi device I have all the parts needed such as the AC adapter, an SD card loaded with an OS, HDMI cable, etc. Conclusions: (What does this mean? How can this be used? What implications can I draw from this?) If parts were missing I would need to come up with a solution to such as buying or borrowing the parts needed to make it functional device. III. Procedure 1. Using the Internet, threaded discussions, and other sources, identify the main components on the Raspberry PI board. Component A: _Ethernet RJ 45___________ Component B: _HDMI_________________ Component C: _Micro-USB power________ Component D: _Display Serial Interface_ Component E: _Composite Video RCA__ Component F: _2.5 mm audio output___ Component G: _USB 2.0 ports_____ 2. With the above parts identified, determine what you need to make this computer operational. Fortunately I don’t require any parts since I already have all the parts I need. 3. Determine where the missing pieces can be obtained. Parts needed to complete...
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...Moving the Capen House Transcript of 12:00 to 17:30 Guest: After consulting with the movers and looking at the many pieces of the puzzle that came together we concluded that it was very viable and made our plans the house over the lake with a barge. Host: How do you actually do that because I’m guessing, first of all you’ve got to get a barge that’s big enough to put this house on and to put that barge on the lake, you would have to move the house from its position on the property onto the barge on the lake, or just walk me through that process and how it works? Guest: Well, what we do is we have to assemble the barge, the barge is big, it’s going to have to be 40 feet by 60 feet and so you can’t just come up with a 40 foot by 60 foot barge, truck it into town and roll it to the dock. So the way it’s done is the barge is comprised of individual smaller barges that typically 10 feet wide and 20 or 40 feet long. Those are brought in on flatbed trucks brought down onto the property, dragged down onto the lake into the water, and then another piece and another piece. Those pieces are pinned together to form a large raft. And you can keep adding those individual pieces until you get a large barge as long as you need to carry the weight of a house. The way that the house is calculated and by knowing what it’s made out of and the sizes, and so, the barge is assembled and then a couple of small motor boats one in the front and one in the back pull and push it slowly across the lake...
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...Pieces of Me Kari Meckling PSY 202 Instructor Hopson August 11, 2013 I. What things do you remember about your childhood? a. Imbalance of relationships b. Financial struggles c. Parents argued constantly - - stress d. Warped puzzle piece II. What were you like as a teenager? a. Grew up too quickly b. Became a mother figure to my nieces c. Balanced school, work, and extra-curricular activities III. What were your educational experiences? a. Transferred from private college to community college b. Worked full-time while being a full-time student c. Stopped after 2-year degree due to financial situation d. Enlisted in the Air Force e. Pursuing Bachelor’s degree with the Post 9/11 GI Bill IV. Do you have your own family now? f. Husband g. Twins h. Church V. What would make you happy in the future? i. Balanced relationships j. Financial freedom k. Help my boys grow Pieces of Me Development is like a puzzle that takes an entire lifetime to piece together. It is a continuous process that can be ever changing based on knowledge, experiences, choices, and even some uncontrollable influences, like nature or the environment we live in. My puzzle pieces take on an eclectic shape, combing different perspectives or theories that potentially explain my developmental track (Witt & Mossler, 2010). When fused together and applied to my childhood, adolescent...
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...water. DO NOT USE TEMPERATURES ABOVE 110 F. Mix well. Let stand 5 minutes; stir. Set aside for use in Step 3. Place water, eggs, sugar, milk, and salt in mixer bowl. Using dough hook, mix at low speed just until blended. Add flour and yeast solution. Mix at low speed 1 minute or until all flour mixture is incorporated into liquid. Add shortening; mix at low speed 1 minute. Continue mixing at medium speed 10 minutes or until dough is smooth and elastic. Dough temperature should be between 78 F. to 82 F. FERMENT: Cover. Set in a warm place (80 F.) about 1-1/2 hours or until double in bulk. PUNCH: Divide dough into 3 pieces, 4 lb 5 oz each; shape into a rectangular piece. Let rest 10 to 20 minutes. MAKE-UP: Roll each 4 lb 5 oz piece of dough into a long rope of uniform diameter. (If using D 036 01, Sweet Dough Mix, use 4 lb 2 oz pieces.) Slice into 34 pieces, weighing 1-3/4 to 2 oz each. Shape into balls by rolling with a circular motion. Place on lightly greased sheet pans in rows 6 by 9. Melt butter or margarine. Brush 1/2 cup on rolls in each pan. PROOF: At 90 F. to 100 F. until double in bulk. BAKE: At 375 F. for 20 to 25 minutes or until golden brown or in a 325 F. convection oven for 15 minutes on high fan, open vent....
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...Amsterdam MBA Operations & Supply Chain Management Bayonne Packaging, Inc. HBS brief case 4420 March 5, 2013 Gulcin Askin Michelle Donovan Kivanc Ozuolmez Peter Tempelman 1 The answers in this report relate to the questions given in the document ‘Case 1: Bayonne Packaging, Inc.’ Question 1: Operations Performance of Bayonne Packaging 1A. How would you define the Operations Strategy of Bayonne Packaging? The operations strategy of a company is the prioritization of the five key performance measures: cost, quality, speed, dependability and flexibility. The president of Bayonne Packaging, Inc. indicates that the problems of the company are: they have incurred their first losses since 2001, there are complaints about quality and they are delivering late more often. The other department managers, except for the absent Finishing department manager, also indicate to the new vice president of operations that they have problems in their departments that relate to the performance measures dependability, quality and speed. Based on the priorities given by the key personnel of Bayonne Packaging we have determined the operations strategy of Bayonne Packaging to be as follows (key performance measures in descending order of importance: 1. Dependability 2. Quality 3. Speed 4. Costs 5. Flexibility 1B. How can Bayonne Packaging, Inc.’s Operations & Supply Chain performance be quantified? Per Key Performance Measure we have determined the following ways to...
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...know about courses and professors. One of many useful resources is an online website that consists of previous students stating reviews and comments about courses and professors, but the website doesn’t offer sufficient advice. I have several pieces of advice for incoming English 92 students to be able to succeed in the course. The first piece of advice for incoming English 92 students is to practice the concept that is taught. By practicing the new concepts, student will be able to develop useful skills needed throughout the semester, as well as for future college writing classes. Many students will begin the course with bad writing habits, but in English 92 they will have to let go of their bad habits to be able to replace them with good habits. The most important part of learning for English 92 will not be done in class; rather it’s done outside of class. At home or at a library the student will slowly begin to develop proper writing skills. Mr. Chapa is not a professor that will check on his students to see if effort is being put outside of class. Therefore, the students must really take into consideration that they must put in a lot of effort in order to be able to succeed in English 92. In addition, the second piece of advice for incoming English 92 students is to revise. Revision is such an important part of writing because it gives students the opportunity to improve...
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