In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
, see Kenny (2005) andMcGinnis and Milling (2005
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
heart rate at 10 min, 5
Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
person has few problems with performance anx-iety
Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
Performance Anxiety Inventory (PAI)
cognitive, behavioral, and physiological fac
and has beenwidely used in treatment outcome research
Behavioral Anxiety Index (BAI)
igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
how to use self-talk effectively and how touse cues
Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
" Early advocates of bloc
scheduling identified the block schedule as the ca
talyst, or vehicle, for bringing about desired
changes in secondary education (Carroll, 1990; Canady and Rett
ig, 1995)"
Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
This is from a website that explains why differentiating instruction is important. It also includes ways to incorporate technology in the classroom to help differentiate lessons.
Using the quotation below as a jumping off point, tell us about an event or experience that helped you define one of your values or changed how you approach the world. "Some questions cannot be answered./ They become familiar weights in the hand,/ Round stones pulled from the pocket, unyielding and cool."
Asking good questions and encouraging students to build on one another’s thinking gives students voice and enables them to become more critical thinkers in mathematics.
Good strategy for use in any content area classroom!
students move into pairs to write their ideas, solutions, and strategies. A variety of materials, such as linking cubes and two-colour counters, are available for students to choose from when constructing mathematical models, making conjectures, and connecting their ideas.
Wouldn't it be great to use mobile devices to document their manipulatives and narrate their thinking out loud using an app such as Educreations?
Scaffolding students’ exploration of a rich task too early can take away students’ opportunities to explore and build confidence with solving problems in their own way.
May need some opportunities to fail to make the learning richer and more personal.
Following each presentation, students are invited to paraphrase what the presenters have shared, to ask questions for clarification, to elab-orate on the presentation, and perhaps to challenge the presenters with a possible correction or alternative approach.
This Web provides:
l A review of the past 30 years of key research findings on the importance of involving families in their children's learning.
l Examples of family involvement efforts that are working.
l Concrete ways in which different participants in the family involvement partnership can help achieve success.
Links within this document will bring you to:
l The seven (7) chapters of Strong Families, Strong Schools.
l The reference list of Strong Families, Strong Schools, where you will find additional links to ERIC abstracts.
l Other Web sites related to families and family involvement in education.
More discussion on ethics is needed as technology is used to assess student learning. I believe the use of the letter grade system exacerbated the problem.
However, ‘academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays
Parts of an essay can be quoted in a Google search in order to trace "cut & paste" plagiarism.
However, where calculators make it easy for students and adults to make quick calculations, they are ‘becoming a mental crutch for students, rather than a tool that promotes higher order learning’
With this annotated bibliography, Suzanna So-Har Wong and Dr. Linda Laidlaw
address challenges faced by families in finding picture books that portray diverse family compositions such as in transracial adoptive families, single parent families, same-sex parents or blended families.
For the hyperactive familyPit Bull
Pit bulls are loving, affectionate, loyal and like your ADHD tween, have
a boatload of energy. Your kid and dog can wrestle and run for hours together.
This breed has an innate ability to detect when aggression is necessary and when
everything is okay.
For the outdoorsy familyLabrador
RetrieverDoes your family get kicks from hiking, camping, and swimming
in lakes? A lab will be able to keep up with the sportiest of families.
Intelligent, loyal, lovable, and trainable, this breed loves to splash in water
and play outside. Get this pooch his own Nalgene bottle and hit the trails.
For the big familyBearded
Collie Are you rivaling Brangeilna with the number of kids in your
house? Consider a bearded collie. This breed loves being around lots of people
and its herding instincts will keep everyone in the same room. With a bouncy
demeanor and constant tail wagging, the Bearded Collie will win the hearts of
your entire brood. Best for families with a big yard.
The apartment-dwelling familyWestland TerrierIf you’ve told your child time and time
again, We have no room in our home for a dog! you could be wrong. The
wee Westland Terrier needs no yard and very little space to be happy as can be.
Your youngsters will be delighted by the westie’s love of play. Just make sure
this dog gets a short walk every day.
For the couch potato familyMiniature
poodleFace it. You don’t want to be seen at a dog park. And your kids
are more into watching Star Wars over and over again than running
around the yard. Poodles like walks now and then, but will not demand a lot of
exercise. They simply like companionship and want to be included in all family
activities, like watching Oprah or maybe a trip to your kid’s favorite
cupcake stand.
Email writingFacebook updates and commentsTweeting and replying Discussion Boards - Replying and initiating topicsCommenting on blogsWriting a guest post on a blogCommenting in newspapers or magazines about subjects of interestWriting an article for a newspaper or magazine about a subject of interestWriting to persuade someone / some place to do something you want them to doWriting to teach others how to do something and knowing how to reach those who care
"# Email writing
# Facebook updates and comments
# Tweeting and replying
# Discussion Boards - Replying and initiating topics
# Commenting on blogs
# Writing a guest post on a blog
# Commenting in newspapers or magazines about subjects of interest
# Writing an article for a newspaper or magazine about a subject of interest
# Writing to persuade someone / some place to do something you want them to do
# Writing to teach others how to do something and knowing how to reach those who care"
Patterns play a critical role in enabling interdisciplinary thinking.
According to researchers, interdisciplinary thinking often follows a sequence of mental actions: relationships between ideas within a discipline are recognized→the relationships are recognized as forming pattern(s)→the pattern(s) are decontextualized/generalized→examples of the same pattern(s) are recognized in other disciplines→ideas from one discipline “overlay” with another, generating new ideas.3
“usable knowledge”—knowledge that “is connected and organized around important concepts” and “supports transfer (to other contexts) rather than only the ability to remember.”
Creativity, innovation, and deepened understanding can result from interdisciplinary thinking. Despite these potential benefits, schools rarely cultivate the "mental dexterity" required for thinking in the seams
This is Spring Branch library resource page. You can go to databases, search engines, or find multiple resources for teaching and learning.
Mission
The Learning Commons EMPOWERS students to
globally EXPLORE for
information by CONNECTING them to the
world. Students will inquire, collaborate, and critically think as they gain
knowledge, draw conclusions from skillful research, and ethically use new
information to CREATE final
products.
E2C2@yourLearningCommons
Mission
The Learning Commons
EMPOWERS
students to
globally
EXPLORE
for
information by
CONNECTING
them
to the
world. Students will inquire, collaborate, and
critically think as they gain
knowledge,
draw conclusions from skillful research, and ethically use new
information
to
CREATE
final
products.
E2C2@yourLearningCommons
Library of Congress Photo Archives is a site every teacher should bookmark. With over 1.2 millions images in this database, your students can certainly gather a wide variety of images for their history projects. Each image has different licensing, so look closely. Supporting units: famous Americans, presidents, civil rights, wars, inventors, authors, and just about any historical American event
AbstractNormal subjects
and patients with adult-onset diabetes received 10 gm. of aspirin in four days.
On the fourth day, the fasting serum glucose and the glucose response to oral
glucose were decreased in both groups. These changes were associated with
increased levels of serum insulin and pancreatic glucagon, although the glucagon
responses to oral glucose were unchanged. In the diabetic patients, aspirin
therapy was followed by a decreased glucose response to I.V. glucose and by the
appearance of an early insulin peak, which could not be demonstrated before
treatment. Aspirin did not affect the I.V. glucose tolerance in normal subjects,
although it did enhance the early insulin peak. A decrease in the fasting levels
of free fatty acids was noted in both groups, whereas the fasting level of
triglycerides decreased only in the diabetic patients. Cholesterolemia did not
change in either group. A few preliminary observations indicate that, in normal
subjects, ibuprofen and ketoprofen, two other presumed prostaglandin inhibitors,
did not affect fasting glycemia, glucose tolerance, or the insulin response to
glucose. No changes were noted after the administration of placebo.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
Reply
With Quote
11-08-2010 #2
trinitarian3n1
D.D. Family Moderator
Join Date
November 2007
Location
In the mitten, USA
Age
41
Posts
> 100
About
T2 dx 3/07, tx w/very lo carb D&E Met, bolus R
Blog Entries
127
That's a
hefty dose of aspirin.
John
C.A clean house is the sign of a broken computer.Last HgbA1c - 5.5%
2/2011
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11-08-2010 #3
MCS
D.D. Family
Join Date
August 2010
Posts
> 100
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T2, trying to live a healthy life
Yes it
is, 650mg 4 times a day. I wonder if they did that to make sure they had a
response and if there is a break point of some lower dose. I am on 325 once a
day now. Been that high in the past for other things, lots of ringing in the
ears when you get that high of a dose.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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11-08-2010 #4
furball64801
D.D. Family
Join Date
December 2009
Posts
> 100
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type 2 25 yrs mother aunt type 2 thin 50 yrs
Blog Entr
The therory is that it helps to
regenerate the once turned off Beta cells, not over working the exiting ones.
This is just one article I found, they are many, most of them concern Salsalate
a drug used for arthritis. It works by lowering the inflammation of the liver
and pancreas. Lowers IR, its a pretty interesting concept based largerly on
inflammation of one muscles and organs.
Originally
Posted by jeanne wagner
i know for heart health they recommend the baby 81 mg a day.
I would think you wouldn't have a stomach lining left if you took that on a
daily basis. Also just because it stimulates insulin doesn't mean it is a good
thing. Sulfonyureas also overstimulate insulin and there is some thought they
lead to beta cell burnout. I think it is better to find things like metformin
that make you more sensitive to the insulin you naturally
make.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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With Quote
11-08-2010 #7
MCS
D.D. Family
Join Date
August 2010
Posts
> 100
About
T2, trying to live a healthy life
Here is
a few more articles concerning NSAID's and insulin if you are
interested.http://www.annals.org/content/152/6/346.abstracthttp://onlinelibrary.wiley.com/doi/1...026.x/abstracthttp://www.theannals.com/cgi/content/abstract/44/7/1207
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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MCS was thanked for this post by:
Nan-OH
11-08-2010 #8
CalgaryDiabetic
D.D. Family
Join Date
June 2009
Location
Calgary,Canada
Posts
> 100
About
diabetic since 1997, on insulin 2000
Guarantied tummy
ulcer with so much aspirin.
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11-09-2010 #9
MCS
academia is just scratching the surface about the implications of social networking and what exactly it is, what it means, and how it happens
scholarly speculation
"Has social networking technology (blog-friendly phones, Facebook, Twitter, etc.) made us better or worse off as a society, either from an economic, psychological, or sociological perspective?"
"students were using Facebook to increase the size of their social network, and therefore their access to more information and diverse perspectives. "
"Powerful new technologies provide great benefits, but they also change the way we live, and not always in ways that everyone likes. An example is the spread of air conditioning, which makes us more comfortable, but those who grew up before its invention speak fondly of a time when everyone sat on the front porch and talked to their neighbors rather than going indoors to stay cool and watch TV. The declining cost of information processing and communication represents a powerful new technology, with social networking as the most recent service to be provided at modest cost. It can be expected to bring pluses and minuses."
social networking technologies support and enable a new model of social life, in which people’s social circles will consist of many more, but weaker, ties
Social networking technologies provide people with a low cost (in terms of time and effort) way of making and keeping social connections, enabling a social scenario in which people have huge numbers of diverse, but not very close, acquaintances.
A brief look at social networking theory with interesting views of SNs and where academia are "at" with regards to the emerging field. The post is a little old (Aug 2010) but much is still relevant and the link through to the Freakonomics blog is worthwhile following.
Students can access websites that do not contain or that filter mature content. They can use their real names, pictures, and work (as long it doesn’t have a grade/score from a school) with the notification and/or permission of the student and their parent or guardian
Anyone can begin making a difference and contributing real work at any age.
what puts kids at risk are things like:
having a lot of conflict with your parents
being depressed and socially isolated
being hyper
communicating with a lot of people who you don't know
being willing to talk about sex with people that you don't know
having a pattern of multiple risky activities
going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
It applies only to minors in places that apply for erate funds
Rules for tools don’t make sense. Rules for behaviors do.
The
Children's Online Privacy Protection Act of 1998 (COPPA) applies to the online collection of personal information by persons or entities under U.S. jurisdiction from children under 13 years of age.
She uses Facebook with her First grade students
While children under 13 can legally give out personal information with their parents' permission
he
Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records
Schools may disclose, without consent, information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance.
what puts kids at risk are things like:
having a lot of conflict with your parents
being depressed and socially isolated
being hyper
communicating with a lot of people who you don't know
being willing to talk about sex with people that you don't know
having a pattern of multiple risky activities
going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.