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manipulated positive and negative expectations of students while their brains were scanned and tested their performance on cognitive tasks. To induce expectations of success, she primed college students with words such as smart, intelligent and clever just before asking them to perform a test. To induce expectations of failure, she primed them with words like stupid and ignorant. The students performed better after being primed with an affirmative message. Examining the brain-imaging data, Bengtsson found that the students' brains responded differently to the mistakes they made depending on whether they were primed with the word clever or the word stupid. When the mistake followed positive words, she observed enhanced activity in the anterior medial part of the prefrontal cortex (a region that is involved in self-reflection and recollection). However, when the participants were primed with the word stupid, there was no heightened activity after a wrong answer. It appears that after being primed with the word stupid, the brain expected to do poorly and did not show signs of surprise or conflict when it made an error

Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.

education will be the key and wants all school students to study an Asian language.

Nearly 40% of parents with children aged 2-to-13 who read ebooks plan to purchase a new e-reading device for their children this holiday season

If you doubt that we live in a winner-take-all economy and that education is the trump card, consider the vast amounts the affluent spend to teach their offspring.

This power spending on the children of the economic elite is usually — and rightly — cited as further evidence of the dangers of rising income inequality.

But it may be that the less lavishly educated children lower down the income distribution aren’t the only losers. Being groomed for the winner-take-all economy starting in nursery school turns out to exact a toll on the children at the top, too.

Iran had "failed to restore international confidence in the exclusively peaceful nature of its nuclear programme", British Prime Minister David Cameron, French President Nicolas Sarkozy and German Chancellor Angela Merkel said in a joint statement.

Bank of Canada

The bank began operations on March 11, 1935, after the passage of the Bank of Canada Act. Initially the bank was founded as a privately owned corporation in order to ensure it was free from political influence. In 1938, under Prime Minister William Lyon Mackenzie King, it became " a special type of " Crown corporation, fully owned by the government; thus, in effect, by the Canadian taxpayers; with the governor appointed by Cabinet. The responsibility for creating small bills was transferred from the finance department and the private banks were ordered to remove their currency from circulation by 1949.[

Schools, police, and care agencies are all required to collect data on runaways, but the information is often not pulled together effectively or properly exchanged between the services.

Schools are on the frontline of safeguarding these vulnerable children. Teachers are in a prime position to identify children who are upset, under stress or frequently missing school. These are the children who are most likely to run away from home.

For Stansfield, the "key issue" is that schools know who to call, and that they call them as soon it becomes clear that someone has run away, even if it has been for just a few hours, as this behaviour can "quickly spiral"

Instructional Aid 1.1: Seven Strategies of Highly Effective Readers

Activating "Priming the cognitive pump" in order to recall relevent prior knowledge and experiences from long-term memory in order to extract and construct meaning from text Inferring Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from the text Monitoring-Clarifying Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text combined with the ability to clarify and fix up any mix-ups Questioning Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering Searching-Selecting Searching a variety of sources in order to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information Summarizing Restating the meaning of text in one's own words — different words from those used in the original text Visualizing-Organizing

Constructing a mental image or graphic organizer for the purpose of extracting and constructing meaning from the text