summarize each article in 75-100 words. - Writing
two article:Annotation Instructionsannotations electronically via word comment options, keep track of your annotations in your metacognitive journal.Preview both documents, and write a few sentences on what you think you will learn from them. Why do you think this? What did you see that would indicate this?Ask a minimum of 2 questions on each of these textsSummarize a minimum of 3 paragraphs or sections on each text.React to a minimum of 4 things in each text. Be sure to explain your reaction or thought. This could be something you thought was cool, interesting, confusing, important, etc.Questions/TasksPlease summarize each article in 75-100 words.Review your annotations and select 1 golden line from each article to include in this post. A golden line is something very important, or that sticks out. What did you think was the most important line, or the line that stood out the most to you, and why? Your golden line can be more than one sentence, but shouldnt be more than 4.For each golden line you chose, write a minimum of 75 words explaining why you think it is important, or why it stood out to you.Compare these articles to the syllabus and course guidelines. How do they connect? How do you think these articles can help guide us as a class? brainology.dweck.docx bellhooks_criticalthinking__4_.docx Unformatted Attachment Preview Brainology Winter 2008 By Carol S. Dweck This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives. Does this have implications for students motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something thats fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks. How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students achievement. You will also learn how praise can have a negative effect on students mindsets, harming their motivation to learn. Mindsets and Achievement Many students believe that intelligence is fixed, that each person has a certain amount and thats that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence). To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This is when the academic work often gets much harder, the grading gets stricter, and the school environment gets less personalized with students moving from class to class. As the students entered seventh grade, we measured their mindsets (along with a number of other things) and then we monitored their grades over the next two years. Other students believe that intelligence is something that can be cultivated through effort and education. They dont necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasnt Einstein until he put in https://www.nais.org/magazine/independent-school/winter-2008/brainology/ years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter. The first thing we found was that students with different mindsets cared about different things in school. Those with a growth mindset were much more interested in learning than in just looking smart in school. This was not the case for students with a fixed mindset. In fact, in many of our studies with students from preschool age to college age, we find that students with a fixed mindset care so much about how smart they will appear that they often reject learning opportunities — even ones that are critical to their success (Cimpian, et al., 2007; Hong, et al., 1999; Nussbaum and Dweck, 2008; Mangels, et al., 2006). Next, we found that students with the two mindsets had radically different beliefs about effort. Those with a growth mindset had a very straightforward (and correct) idea of effort — the idea that the harder you work, the more your ability will grow and that even geniuses have had to work hard for their accomplishments. In contrast, the students with the fixed mindset believed that if you worked hard it meant that you didnt have ability, and that things would just come naturally to you if you did. This means that every time something is hard for them and requires effort, its both a threat and a bind. If they work hard at it that means that they arent good at it, but if they dont work hard they wont do well. Clearly, since just about every worthwhile pursuit involves effort over a long period of time, this is a potentially crippling belief, not only in school but also in life. Students with different mindsets also had very different reactions to setbacks. Those with growth mindsets reported that, after a setback in school, they would simply study more or study differently the next time. But those with fixed mindsets were more likely to say that they would feel dumb, study less the next time, and seriously consider cheating. If you feel dumb — permanently dumb — in an academic area, there is no good way to bounce back and be successful in the future. In a growth mindset, however, you can make a plan of positive action that can remedy a deficiency. (Hong. et al., 1999; Nussbaum and Dweck, 2008; Heyman, et al., 1992) Finally, when we looked at the math grades they went on to earn, we found that the students with a growth mindset had pulled ahead. Although both groups had started seventh grade with equivalent achievement test scores, a growth mindset quickly propelled students ahead of their fixed-mindset peers, and this gap only increased over the two years of the study. In short, the belief that intelligence is fixed dampened students motivation to learn, made them afraid of effort, and made them want to quit after a setback. This is why so many bright students stop working when school becomes hard. Many bright students find grade school easy and coast to success early on. But later on, when they are challenged, they struggle. They dont want to make mistakes and feel dumb — and, most of all, they dont want to work hard and feel dumb. So they simply retire. It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks. https://www.nais.org/magazine/independent-school/winter-2008/brainology/ How Do Students Learn These Mindsets? In the 1990s, parents and schools decided that the most important thing for kids to have was selfesteem. If children felt good about themselves, people believed, they would be set for life. In some quarters, self-esteem in math seemed to become more important than knowing math, and self-esteem in English seemed to become more important than reading and writing. But the biggest mistake was the belief that you could simply hand children self-esteem by telling them how smart and talented they are. Even though this is such an intuitively appealing idea, and even though it was exceedingly well-intentioned, I believe it has had disastrous effects. In the 1990s, we took a poll among parents and found that almost 85 percent endorsed the notion that it was necessary to praise their childrens abilities to give them confidence and help them achieve. Their children are now in the workforce and we are told that young workers cannot last through the day without being propped up by praise, rewards, and recognition. Coaches are asking me where all the coachable athletes have gone. Parents ask me why their children wont work hard in school. Could all of this come from well-meant praise? Well, we were suspicious of the praise movement at the time. We had already seen in our research that it was the most vulnerable children who were already obsessed with their intelligence and chronically worried about how smart they were. What if praising intelligence made all children concerned about their intelligence? This kind of praise might tell them that having high intelligence and talent is the most important thing and is what makes you valuable. It might tell them that intelligence is just something you have and not something you develop. It might deny the role of effort and dedication in achievement. In short, it might promote a fixed mindset with all of its vulnerabilities. The wonderful thing about research is that you can put questions like this to the test — and we did (Kamins and Dweck, 1999; Mueller and Dweck, 1998). We gave two groups of children problems from an IQ test, and we praised them. We praised the children in one group for their intelligence, telling them, Wow, thats a really good score. You must be smart at this. We praised the children in another group for their effort: Wow, thats a really good score. You must have worked really hard. Thats all we did, but the results were dramatic. We did studies like this with children of different ages and ethnicities from around the country, and the results were the same. Here is what happened with fifth graders. The children praised for their intelligence did not want to learn. When we offered them a challenging task that they could learn from, the majority opted for an easier one, one on which they could avoid making mistakes. The children praised for their effort wanted the task they could learn from. The children praised for their intelligence lost their confidence as soon as the problems got more difficult. Now, as a group, they thought they werent smart. They also lost their enjoyment, and, https://www.nais.org/magazine/independent-school/winter-2008/brainology/ as a result, their performance plummeted. On the other hand, those praised for effort maintained their confidence, their motivation, and their performance. Actually, their performance improved over time such that, by the end, they were performing substantially better than the intelligencepraised children on this IQ test. Finally, the children who were praised for their intelligence lied about their scores more often than the children who were praised for their effort. We asked children to write something (anonymously) about their experience to a child in another school and we left a little space for them to report their scores. Almost 40 percent of the intelligence-praised children elevated their scores, whereas only 12 or 13 percent of children in the other group did so. To me this suggests that, after students are praised for their intelligence, its too humiliating for them to admit mistakes. The results were so striking that we repeated the study five times just to be sure, and each time roughly the same things happened. Intelligence praise, compared to effort (or process) praise, put children into a fixed mindset. Instead of giving them confidence, it made them fragile, so much so that a brush with difficulty erased their confidence, their enjoyment, and their good performance, and made them ashamed of their work. This can hardly be the self-esteem that parents and educators have been aiming for. Often, when children stop working in school, parents deal with this by reassuring their children how smart they are. We can now see that this simply fans the flames. It confirms the fixed mindset and makes kids all the more certain that they dont want to try something difficult — something that could lose them their parents high regard. How should we praise our students? How should we reassure them? By focusing them on the process they engaged in — their effort, their strategies, their concentration, their perseverance, or their improvement. You really stuck to that until you got it. Thats wonderful! It was a hard project, but you did it one step at a time and it turned out great! I like how you chose the tough problems to solve. Youre really going to stretch yourself and learn new things. I know that school used to be a snap for you. What a waste that was. Now you really have an opportunity to develop your abilities. Brainology Can a growth mindset be taught directly to kids? If it can be taught, will it enhance their motivation and grades? We set out to answer this question by creating a growth mindset workshop (Blackwell, et al., 2007). We took seventh graders and divided them into two groups. Both groups got an eight-session workshop full of great study skills, but the growth mindset https://www.nais.org/magazine/independent-school/winter-2008/brainology/ group also got lessons in the growth mindset — what it was and how to apply it to their schoolwork. Those lessons began with an article called You Can Grow Your Intelligence: New Research Shows the Brain Can Be Developed Like a Muscle. Students were mesmerized by this article and its message. They loved the idea that the growth of their brains was in their hands. This article and the lessons that followed changed the terms of engagement for students. Many students had seen school as a place where they performed and were judged, but now they understood that they had an active role to play in the development of their minds. They got to work, and by the end of the semester the growth-mindset group showed a significant increase in their math grades. The control group — the group that had gotten eight sessions of study skills — showed no improvement and continued to decline. Even though they had learned many useful study skills, they did not have the motivation to put them into practice. The teachers, who didnt even know there were two different groups, singled out students in the growth-mindset group as showing clear changes in their motivation. They reported that these students were now far more engaged with their schoolwork and were putting considerably more effort into their classroom learning, homework, and studying. Joshua Aronson, Catherine Good, and their colleagues had similar findings (Aronson, Fried, and Good, 2002; Good, Aronson, and Inzlicht, 2003). Their studies and ours also found that negatively stereotyped students (such as girls in math, or African-American and Hispanic students in math and verbal areas) showed substantial benefits from being in a growth-mindset workshop. Stereotypes are typically fixed-mindset labels. They imply that the trait or ability in question is fixed and that some groups have it and others dont. Much of the harm that stereotypes do comes from the fixed-mindset message they send. The growth mindset, while not denying that performance differences might exist, portrays abilities as acquirable and sends a particularly encouraging message to students who have been negatively stereotyped — one that they respond to with renewed motivation and engagement. Inspired by these positive findings, we started to think about how we could make a growth mindset workshop more widely available. To do this, we have begun to develop a computerbased program called Brainology. In six computer modules, students learn about the brain and how to make it work better. They follow two hip teens through their school day, learn how to confront and solve schoolwork problems, and create study plans. They visit a state-of-the-art virtual brain lab, do brain experiments, and find out such things as how the brain changes with learning — how it grows new connections every time students learn something new. They also learn how to use this idea in their schoolwork by putting their study skills to work to make themselves smarter. We pilot-tested Brainology in 20 New York City schools. Virtually all of the students loved it and reported (anonymously) the ways in which they changed their ideas about learning and changed their learning and study habits. Here are some things they said in response to the question, Did you change your mind about anything? I did change my mind about how the brain works…I will try harder because I know that the more you try, the more your brain works. https://www.nais.org/magazine/independent-school/winter-2008/brainology/ Yes... I imagine neurons making connections in my brain and I feel like I am learning something. My favorite thing from Brainology is the neurons part where when u learn something, there are connections and they keep growing. I always picture them when Im in school. Teachers also reported changes in their students, saying that they had become more active and eager learners: They offer to practice, study, take notes, or pay attention to ensure that connections will be made. What Do We Value? In our society, we seem to worship talent — and we often portray it as a gift. Now we can see that this is not motivating to our students. Those who think they have this gift expect to sit there with it and be successful. When they arent successful, they get defensive and demoralized, and often opt out. Those who dont think they have the gift also become defensive and demoralized, and often opt out as well. We need to correct the harmful idea that people simply have gifts that transport them to success, and to teach our students that no matter how smart or talented someone is — be it Einstein, Mozart, or Michael Jordan — no one succeeds in a big way without enormous amounts of dedication and effort. It is through effort that people build their abilities and realize their potential. More and more research is showing there is one thing that sets the great successes apart from their equally talented peers — how hard theyve worked (Ericsson, et al., 2006). Next time youre tempted to praise your students intelligence or talent, restrain yourself. Instead, teach them how much fun a challenging task is, how interesting and informative errors are, and how great it is to struggle with something and make progress. Most of all, teach them that by taking on challenges, making mistakes, and putting forth effort, they are making themselves smarter. References Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. Binet, A. (1909/1973). Les idées modernes sur les enfants [Modern ideas on children]. Paris: Flamarion. Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78, 246–263. https://www.nais.org/magazine/independent-school/winter-2008/brainology/ Cimpian, A., Arce, H., Markman, E.M., & Dweck, C.S. (2007). Subtle linguistic cues impact childrens motivation. Psychological Science, 18, 314-316. Dweck, C.S. (2006). Mindset. New York: Random House. Ericsson, K.A., Charness, N., Feltovich, P.J., & Hoffman, R.R. (Eds.) (2006). The Cambridge Handbook of Expertise and Expert Performance. New York: Cambridge University Press. Good, C. Aronson, J., & Inzlicht, M. (2003). Improving adolescents standardized test performance: An Intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662. Hong, Y.Y., Chiu, C., Dweck, C.S., Lin, D., & Wan, W. (1999) Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599. Kamins, M., & Dweck, C.S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835–847. Mangels, J. A., Butterfield, B., Lamb, J., Good, C.D., & Dweck, C.S. (2006). Why do beliefs about intelligence influence learning success? A social-cognitive-neuroscience model. Social, Cognitive, and Affective Neuroscience, 1, 75–86. Mueller, C. M., & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33–52. Nussbaum, A.D., & Dweck, C.S. (2007, in press). Defensiveness vs. Remediation: Self-Theories and Modes of Self-Esteem Maintenance. Personality and Social Psycho ... Purchase answer to see full attachment
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Your assignment may be more than 5 paragraphs but not less. INSTRUCTIONS:  To access the FNU Online Library for journals and articles you can go the FNU library link here:  https://www.fnu.edu/library/ In order to n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.  Key outcomes: The approach that you take must be clear Mechanical Engineering Organic chemistry Geometry nment Topic You will need to pick one topic for your project (5 pts) Literature search You will need to perform a literature search for your topic Geophysics you been involved with a company doing a redesign of business processes Communication on Customer Relations. 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Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in in body of the report Conclusions References (8 References Minimum) *** Words count = 2000 words. *** In-Text Citations and References using Harvard style. *** In Task section I’ve chose (Economic issues in overseas contracting)" Electromagnetism w or quality improvement; it was just all part of good nursing care.  The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management.  Include speaker notes... .....Describe three different models of case management. visual representations of information. They can include numbers SSAY ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. 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Throughout your nurse practitioner program Vignette Understanding Gender Fluidity Providing Inclusive Quality Care Affirming Clinical Encounters Conclusion References Nurse Practitioner Knowledge Mechanics and word limit is unit as a guide only. The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su Trigonometry Article writing Other 5. June 29 After the components sending to the manufacturing house 1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard.  While developing a relationship with client it is important to clarify that if danger or Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business No matter which type of health care organization With a direct sale During the pandemic Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record 3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015).  Making sure we do not disclose information without consent ev 4. Identify two examples of real world problems that you have observed in your personal Summary & Evaluation: Reference & 188. Academic Search Ultimate Ethics We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities *DDB is used for the first three years For example The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case 4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972) With covid coming into place In my opinion with Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be · By Day 1 of this week While you must form your answers to the questions below from our assigned reading material CliftonLarsonAllen LLP (2013) 5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda Urien The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. 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The team is currently using an I would start off with Linda on repeating her options for the child and going over what she is feeling with each option.  I would want to find out what she is afraid of.  I would avoid asking her any “why” questions because I want her to be in the here an Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych Identify the type of research used in a chosen study Compose a 1 Optics effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. 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