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Doris Reeves-Lipscomb

The Job Search and Resume Preparation - Career Connections Center : Columbus Technical ... - 0 views

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    PAR statements--problem, action, results
Doris Reeves-Lipscomb

5 Steps for Creating Healthy Habits | The Chopra Center - 0 views

  • Step 1: Set Goals by Baselining Your Health
  • Step 3: Identify Harmful Patterns
  • Visualizing your desired outcome is a useful tool in your journey. “Seeing” yourself as you wish to be has helped smokers quit, obese people lose weight, and sports champions achieve their goals. In order to change the printout of the body, you must learn to rewrite the software of the mind.
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  • Step 4: Make Steady Changes
  • So begin with a victory you can define and which means something to you.
  • Some of the choices that trigger dopamine's release: eating sweet foods, taking drugs, having sex.
  • One way to break that cycle is to reward ourselves in a different way. Instead of eating cake, we can go play a game or listen to music.
  • How long does it take to form a new habit? An average of 66 days, according to a 2009 study from University College, London. Repetition and giving yourself time to adjust are the main factors in forming a new behavior pattern.
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    Deepak Chopra offers 5 steps for creating healthy habits
Doris Reeves-Lipscomb

Don't Give Up on the Lecture - The Atlantic - 0 views

  • According to the data, students exposed to lecture more than other classroom activities showed more significant learning gains than their peers
  • Burgan points out that “being clueless in a discussion class is much more embarrassing and destructive of a student’s self confidence than struggling to understand in the anonymity of a lecture.” As a college student, I was often advised by well-meaning adults to sign-up for seminars rather than lectures in order to get “face time.” To be perfectly honest, though, the lecture format, far more than the noisy seminar, enabled me to think deeply about a topic rather than being distracted by poorly planned and redundant comments from peers (often aggravated by a teacher who is reluctant, for fear of being too top-down in terms of pedagogy, to deflect them).
  • They are delivered on engaging topics, by engaging people, and they offer time for reflection by the audience. Ever since Susan Cain delivered her 2012 TED talk “The Power of Introverts,”
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    article by Abigail Walthausen on value of lectures such as Ted Talks that enable independent, deeper thought especially for introverted types than being thrust into a group discussion; The Atlantic, November 21, 2013 
Doris Reeves-Lipscomb

No Girl Left Behind: Girl Scouts Expand Presence at CES: Associations Now - 0 views

  • According to a study from the Girl Scout Research Institute, 73 percent of girls are interested in STEM-related fields, but girls are more likely to “drop out” of STEM fields once they get to college. It also found that about half of all girls don’t think STEM is a typical career path for women, and 57 percent agreed if they went into a STEM career, “they’d have to work harder than a man just to be taken seriously.”
  • In 2014, GSUSA revolutionized its cookie program when it introduced Digital Cookie, which allowed Girl Scouts to sell cookies online via a personalized website or in-person using a mobile app..
  • Girl Scouts teaches the five essential skills of goal setting, decision making, money management, people skills, and business ethics,” Chávez said. “It’s all part of Girl Scouts’ legacy of teaching cutting-edge skills relevant to today’s girls, while staying true to the core values of our mission. Digital Cookie 2.0 is allowing us to do this on a whole new level, which will help girls in school, in their careers, and in life.”
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    Interesting post on heightened presence of the Girl Scouts at the Consumer Electronics Show in Las Vegas in January 2016; they have a Cookie 2.0 personal website and app to assist cookie sellers/buyers and encourage girls to go into STEM fields.
Doris Reeves-Lipscomb

Don't Blame Tenured Academics for the Adjunct Crisis - The Chronicle of Higher Education - 0 views

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    beautiful brief assessment of impact of losses in workplace and how they negatively affect earnings, job security, & retirement
Doris Reeves-Lipscomb

Adrienne Rich on Why an Education Is Something You Claim, Not Something You Get - Brain... - 0 views

  • One of the devastating weaknesses of university learning, of the store of knowledge and opinion that has been handed down through academic training, has been its almost total erasure of women’s experience and thought from the curriculum… What you can learn [in college] is how men have perceived and organized their experience, their history, their ideas of social relationships, good and evil, sickness and health, etc. When you read or hear about “great issues,” “major texts,” “the mainstream of Western thought,” you are hearing about what men, above all white men, in their male subjectivity, have decided is important. And yet Rich is careful to counter any misperception that taking
  • Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instincts; hence, grappling with hard work. It means that you do not treat your body as a commodity with which to purchase superficial intimacy or economic security; for our bodies to be treated as objects, our minds are in mortal danger. It means insisting that those to whom you give your friendship and love are able to respect your mind. It means being able to say, with Charlotte Bronte’s Jane Eyre: “I have an inward treasure born with me, which can keep me alive if all the extraneous delights should be withheld or offered only at a price I cannot afford to give.”
  • Responsibility to yourself means that you don’t fall for shallow and easy solutions
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  • The difference between a life lived actively, and a life of passive drifting and dispersal of energies, is an immense difference. Once we begin to feel committed to our lives, responsible to ourselves, we can never again be satisfied with the old, passive way.
  • Too often, all of us fail to teach the most important thing, which is that clear thinking, active discussion, and excellent writing are all necessary for intellectual freedom, and that these require hard work.
  • passive recipiency”
  • The contract on the student’s part involves that you demand to be taken seriously so that you can also go on taking yourself seriously.
  • The contract is really a pledge of mutual seriousness about women, about language, ideas, method, and values. It is our shared commitment toward a world in which the inborn potentialities of so many women’s minds will no longer be wasted, raveled-away, paralyzed, or denied.
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    taking responsibility for your own learning
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