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Margaret FalerSweany

The No-Fail Secret to Writing a Dissertation - 47 views

    Although this is focuses on writing dissertations, it's excellent advice for writing up any research paper--whether at the high school or college level.

MLA Talk 2012: "Dissing the Dissertation" | text2cloud - 3 views

    A two-minute slideshow on time to the PhD in the humanities: the cost is high, the technology has changed, will the writing practices of academics change?
Katt Blackwell-Starnes

using diigo with students - 568 views

I'm interested to see where this conversation goes next. There's some great information and pointers here. Thanks for the blog link, Andy. I'll be keeping up with what you're writing. In just ove...

diigo students bookmarking

Matt Renwick - 17 views

Trevor Cunningham

A Diagrammatical Dissertation on Opening Lines of Notable Novels - 43 views

    Great poster!

(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views

  • Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
  • A systematic review of all available treatment studies for music performance anxiety was undertaken.
  • reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
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  • 59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
  • A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
  • However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
  • A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
  • However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
  • Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
  • These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
  • with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
  • For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
  • Brodsky (1996) and Nube´(1991) were most useful.
  • The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
  • In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
  • Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
  • A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
  • Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
  • Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
  • The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
  • Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
  • Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
  • The findings regarding the effects of beta blockers on otheroutcome measures were less conclusive.
  • A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
  • Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
  • None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
  • In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
Bill Genereux

Research and Scholarship | Media Education Lab - 2 views

    Comprehensive list of Renee Hobbs' publications on Media Literacy

10 reasons Ph.D. students fail - 64 views

    "10 easy ways to fail a Ph.D. The attrition rate in Ph.D. school is high. Anywhere from a third to half will fail. In fact, there's a disturbing consistency to grad school failure. I'm supervising a lot of new grad students this semester, so for their sake, I'm cataloging the common reasons for failure. Read on for the top ten reasons students fail out of Ph.D. school."
Lee-Anne Patterson

One to One Computing Blueprint - 0 views

    The Stillwater Area Public Schools began their laptop initiative in November of 2003. At that time, each teacher at Stillwater Junior High School (SJHS) and Oak-Land Junior High School (OLJHS) received a laptop and began a program of professional development focused on increasing teachers' knowledge and skills related to using the laptops and integrating technology into their curriculum. Students at both schools received laptops in the spring of 2004. High school students had their own laptop in a one-to-one program that allowed computers to be taken home. The junior high used mobile laptop carts, offering a 3:1 student-to-laptop ratio. Both schools made wireless Internet access available throughout their buildings and offered students and parents online access to course assignments and grades.
Lee-Anne Patterson

Teachers for the 21st Century: making the difference - 1 views

    This report aims to improve teacher quality and increase the effectiveness of Australian schools. Issues include professional development, school leadership and management and recognition.
Björn Hedin

Princeton University - Kindle pilot results highlight possibilities for paper reduction - 20 views

  • However, e-readers must be significantly improved to have the same value in a teaching environment as traditional paper texts, participants said.
  • but they also said the ability to highlight directly on traditional text, to take notes and flip pages for ease in navigation suffers in the e-reader.
  • With hopes of assisting industry with the refinement of e-readers, and providing useful information to other academic institutions considering the devices, information and data from the one-time pilot have been compiled on an Office of Information Technology (OIT) website.
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  • About 65 percent of the participants in the pilot said they would not buy another e-reader now if theirs was broken. Almost all the participants said they were interested in following the technology to its next stages, because they think a device that works well in academia would be worth having.
  • "I found the device difficult to use and not conducive to academic purposes," he said, and added, "But I can see how it can be used for pleasure reading."
  • What they liked best about the devices was: the battery life, the wireless connection and the portability of the e-reader; the fact that all the course reading was on one device; the ability to search for content; and the legibility of the screen, including the fact it could be read in full sunlight. The top five suggestions students had for improving e-readers were: improving the ability to highlight and annotate PDF files; improving the annotation tools; providing a folder structure to keep similar readings together; improving the highlighting function; and improving the navigation within and between documents on the reader (including having more than one document open at the same time for comparison).
  • "The Kindle would be better for an academic setting if the PDF format worked more effectively,"
  • "There would be a greater benefit realized if the devices could develop a better way to deliver the ubiquitous PDF document, which is used by many journals and libraries to deliver documents, and is the common format in which dissertations and theses are published and read by faculty," Temos said. "Some students said they spent a considerable amount of time printing PDF documents during the semester, and hardly ever referred back to them once the semester was over. I don't expect that is unusual."
Drew Rosenshine

Does Teaching Kids To Get 'Gritty' Help Them Get Ahead? : NPR Ed : NPR - 49 views

  • they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.
  • ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.
  • We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.
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  • Instead, the school is plastered with signs and handmade posters promoting a "growth mindset."
  • The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.
  • praise students for their focus and determination.
  • "If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest," concedes the teacher, Nathan Cearley. "But what you see is actually a more rigorous and risky learning environment."
  • In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.
  • The number of schools using Brainology is expected to double this year, from 500 to 1,000.
  • A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. "We don't know whether we've had any effect — the jury's out," says Duckworth. "It just seems to me extremely implausible that that's going to permanently and impressively change a child."
  • "Grit as a goal seems to be multiply flawed and very disturbing," says education writer Alfie Kohn. For starters, he says, "the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking."
  • if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.
    • Drew Rosenshine
      Yes, but once again this is not an either/or situation.
  • I don't think people can become truly gritty and great at things they don't love," Duckworth says. "So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence."
  • But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes "you can teach old dogs new tricks."
  • Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
  • After years of focusing on the theory known as "multiple intelligences" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.
Smith Shots

Teaching 4-Year-Olds To Feel Better : NPR Ed : NPR - 11 views

  • Researchers have identified qualities like delayed gratification, "grit" and "mindset," and they've developed curricula designed to instill those qualities. The idea is that the ability to apply yourself to a task, screen out distractions and believe in the possibility of your own improvement is a bigger determinant of success than reading and math skills.
Caroline Kuhn

Common Sense or Good Sense - 3 views

    Gramsci's idea of good sense vs common sense: THis process does not entail "introducing from scratch a scientific from of thought into everyone's individual life, but of renovatin gand making critical an already existing acrivity" 1971: p. 331 Gramsci
    This idea of good sense vs common sense can be used in my work in relation to the use of technology in an already old task like writing a dissertation. It is renovating and making critical an already existing activity. I need to think in which sense the use of the tool will make the activity critical. One idea could be that they are going to be more self-directed?? Not sure
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