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Transcript: 10. 'm just a buffalo soldier in the heart of America 11. Stolen from Africa, brought to America 12. Said he was fighting on arrival, fighting for survival Said he was a buffalo soldier, win the war for America 13. Dreadie, woy yoy yoy, woy yoy-yoy yoy 14. Woy yoy yoy yoy, yoy yoy-yoy yoy 15. Woy yoy yoy, woy yoy-yoy yoy 16. Woy yoy yoy yoy, yoy yoy-yoy yoy 17. Buffalo soldier troddin' through the land, wo-ho-ooh Said he wanna ran and then you wanna hand 18. Troddin' through the land, yea-hea, yea-ea 19. Said he was a buffalo soldier, win the war for America 20. Buffalo soldier, dreadlock rasta 21. Fighting on arrival, fighting for survival 22. Driven from the mainland to the heart of the Caribbean 23. Singing, woy yoy yoy, woy yoy-yoy yoy 24. Woy yoy yoy yoy, yoy yoy-yoy yoy 25. Woy yoy yoy, woy yoy-yoy yoy 26. Woy yoy yoy yoy, yoy yoy-yoy yoy When they arrived in America they were fighting for survival African Americans were brought from Africa to server in a war metaphor Fighting on arrival, fighting for survival 22. Driven from the mainland to the heart of the Caribbean heart of america They sailed on a boat 27. Troddin' through San Juan in the arms of America Troddin' through Jamaica, a buffalo soldier Fighting on arrival, fighting for survival Buffalo soldier, dreadlock rasta 28. Woy yoy yoy, woy yoy-yoy yoy Woy yoy yoy yoy, yoy yoy-yoy yoy Woy yoy yoy, woy yoy-yoy yoy Woy yoy yoy yoy, yoy yoy-yoy yoy Bob Marley Buffalo Soldier 11. Stolen from Africa, brought to America heart of the caribbean Metaphor Repitition 21. Fighting on arrival, fighting for survival 1. Buffalo soldier, dreadlock rasta There was a buffalo soldier in the heart of 2. America Stolen from Africa, brought to America Fighting on arrival, fighting for survival 3. I mean it when I analyze the stench To me it makes a lot of sense 4. How the dreadlock rasta was the buffalo soldier 5. And he was taken from Africa, brought to America Fighting on arrival, fighting for survival 6. Said he was a buffalo soldier, dreadlock rasta Buffalo soldier in the heart of America 7. If you know your history 8. Then you would know where you're coming from 9. Then you wouldn't have to ask me Who the 'eck do I think I am By: Ruben Arutunian

Love Works: Mountain Background

Transcript: Trusting: Place confidence in someone What was done to you doesn't matter in the end: all that matters is how you respond. Forgive someone who has wronged you. The longer you hold a grudge, the longer the grudge has a hold on you. Forgiveness releases you to focus on love & relationship, not anger. Forgiveness can release the person you forgive & give that person a fresh start. Forgiveness has a positive ripple effect that often extends for beyond our comprehension. All information taken from the book, Love Works. Seven Timeless Principles for Effective Leaders, by Joel Manby, Zondervan Publishing, 2012. Pages: 50, 68, 86, 108, 109, 131, 147, 165, 177, and 183. Forgiving: Release the Grip of the Grudge Listening carefully is a sign of trust. Interrupting people is a sign of distrust. Let others make the decisions they are responsible for. Avoid overriding a decision that has already been made unless it is absolutely necessary. Everyone matters. Everyone in your organization is dealing with something. Leading with love will help people get through their struggles. Model a lifestyle of leading with love. True contentment comes when we act in alignment with one set of values at work, at home, and in the community. A lifetime of being PATIENT, KIND, TRUSTING, UNSELFISH, TRUTHFUL, FORGIVING, & DEDICATED will lead to living a life of HUMILITY. We become humble only as we focus on others. Love Works. Seven Timeless Principles for Effective Leaders by Joel Manby Don't be patient with poor performance. Be patient with how you respond to poor performance. Praise patiently in public. Be specific and exact. Be legitimate; false praise kills creativity. Admonish in private. Private admonishment is effective and protects a person's dignity. Get to the point and be specific; reaffirm the person's value; get the person "back on the horse"; and don't speak of the reason for admonishment again. Unselfish: Think of yourself less Patient: Have Self-Control in Difficult Situations Make their day better. Every time you contact someone, you can make their day better or worse; so make it better. Making a day "better" sometimes requires very little action or effort. Write 'em up. Break through the email clutter & use handwritten notes of thanks. Begin each day reflecting on the previous day, thinking about what you want to reinforce. Consider writing notes to spouses as well. Be unselfish with your personal time & talent to make yourself, your organization, and the world better. Help your organization be unselfish. Give your time & talent to develop internal leaders. "Do for one what you wish you could do for all." Great leaders need to use both love & authority. Love without authority & authority without love are ineffective & unhealthy in relationships or organizations. Great leaders know how to navigate in tough times. It is possible to lead with love in the difficult times, but it takes dedication to the cause. Leaders must make difficult decisions; how they handle those decisions separates those who lead with love from those who don't. Be truthful about the organization. Don't "shoot the messenger" or confuse disagreement with conflict. Don't assume people see the truth; speak up. Be truthful to an employee. Same as / More of / Less of is an effective tool to communicate the truth. Be open to hearing the truth. No matter how you do it, find an accountability partner(s) in your life who will always tell you the truth about yourself. Photo used with permission from Jenica M. Ferguson Kind: Show Encouragement & Enthusiasm Truthful: Define Reality Corporately and Individually Leading with Love: A CHOICE You Make! Dedicated: Stick to your values in all circumstances

Powerpoint (Mr. Love)

Transcript: Research Powerpoint/Prezi CREATE A TITLE MAIN QUESTION HERE NAME(S) DATE PERIOD Table of Contents 1. 2. 3. 4. 5. TITLE Bullet Point Bullet Point Bullet Point Picture What is the purpose of the picture? TITLE PICTURE What is the purpose of the picture? PICTURE What is the purpose of the picture? TITLE Bullet Point Bullet Point Bullet Point Picture What is the purpose of the picture? TITLE (Students will explain each picture) PICTURE What is the purpose of the picture? PICTURE What is the purpose of the picture? 5 more bullet point slides 4 more picture + explanation slides Each bullet point slide is followed by a picture+explanation slide except for the last bullet point slide. Primary Document Title: What does the resource teach about your history topic? Bullet Point 2-3 words Bullet Point 2-3 words Bullet Point 2-3 words Hyperlink to Primary Document or Image of Primary Document TITLE (Summarize the Powerpoint) Bullet Point 2-3 words Bullet Point 2-3 words Bullet Point 2-3 words Bullet Point 2-3 words Bullet Point 2-3 words Bullet Point 2-3 words Movie Title (1-2 Minutes) Bullet Point 2-3 words Bullet Point 2-3 words Bullet Point 2-3 words Movie Hyperlink Here Study Guide Title Multiple Choice (question) Multiple Choice (question) Multiple Choice (question) CITATIONS THE END (topic/subtopic) (2-3 words only) (2-3 words only) (2-3 words only) (2-3 words only) (2-3 words only) (A 5 minute presentation) (2-3 words only) (Students will explain each picture) (topic/subtopic)

Prezi and "Theme Wizard"!

Transcript: In conclusion, Prezi makes your presentation from BORING to pretty/entertaining!! Theme Wizard to (this ones called "blue")...yet its green? PRETTY :) and What is Prezi? In simplest terms, a more entertaining, animated, and easy-to-use version of powerpoint! (and one of its cool features) and make your background 3D! best color ever.... I think Prezi is such a great tool for presenting ideas. I honestly would use it over Powerpoint for a class in the near future! I love how you can animate things and customize it the way you want! For me it was easier to use than Powerpoint too, it kind of guides you as you create your presentation. It's also very similar though, so if you enjoy Powerpoint, you might learn to enjoy this tool, too! I like how the final product is presented to you and how everything you added pops out and moves, as opposed to still-images used in Powerpoint. Overall, this tool lets students be more creative, adding color, animation, and videos to their presentation. This was a great extra credit project and I think everyone should try it because it was fun, easy and a tool I will definitly be using from now on! Easy as... BORING :( In Theme Wizard you can you can choose a theme template ENTERTAINING :) PREZI!! is there to make your "prezi" as pretty as you want! give your font a background color!` THEME WIZARD!!! There's an awesome feature called.... give your font a color! You can even customize your own colors/fonts instead of choosing a template already made! from

Pygmalion Background Powerpoint

Transcript: http://blog.oxforddictionaries.com/2013/03/my-fair-lady/ Eliza's accent was rather peculiar and immediately gave away her humble background and upbringing. She spoke "Cockney" dialect of the English language, a dialect which was associated with the suburbs of east London, the East End. Around the time when "Pygmalion" was published the East End of London grew to be associated with poverty and destitute. My fair lady phonetics Author http://www.shmoop.com/pygmalion/title.html Shaw was a very prolific writer, writing over 50 plays in addition to articles, reviews, essays, and pamphlets. His popularity rose in the early 1900s and he started to become a famous, well-respected playwright. In 1925, he was recognized for his work with the Nobel Prize in Literature and he died 25 years later, at the age of 94. http://www.eto-onlinenglish.com/2011/09/what-language-did-eliza-doolittle-speak.html The character of Higgins is said to have been inspired by Henry Sweet (1845–1912), a great phonetician whose works, including his History of English Sounds, Ango-Saxon Reader, and the History of Language, are still staples of the study of Old English and the philology of English. Summary http://www.litcharts.com/lit/pygmalion About the title Pygmalion Background Powerpoint Historical Background Cockney accent Shaw wrote Pygmalion in 1912, but he took its name from something way, way older: an Ancient Greek myth. The most famous of its many versions can be found in the Roman poet Ovid's Metamorphoses. He left behind him a truly massive corpus of work including about 60 plays, 5 novels, 3 volumes of music criticism, 4 volumes of dance and theatrical criticism, and heaps of social commentary, political theory, and voluminous correspondence. By, Jose Rios https://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1CHBF_enUS730US731&ion=1&espv=2&ie=UTF-8#q=my+fair+lady+summary Conclusion in this beloved musical, pompous phonetics professor Henry Higgins (Rex Harrison) is so sure of his abilities that he takes it upon himself to transform a Cockney working-class girl into someone who can pass for a cultured member of high society. His subject turns out to be the lovely Eliza Doolittle (Audrey Hepburn), who agrees to speech lessons to improve her job prospects. Higgins and Eliza clash, then form an unlikely bond -- one that is threatened by an aristocratic suitor (Jeremy Brett). Characters. Eliza Doolittle is the main character in the story. She is first introduced as an unpolished, foul-mouthed flower girl but is transformed into a beautiful woman. Professor Higgins is a linguist who believes he can transform Eliza Doolittle into a duchess in six months. Pygmalion who could find nothing good in women, and, as a result, he resolved to live out his life unmarried. Company Logo

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Transcript: 1 - Besnoy, K. (2012). 'Culturally Diverse Gifted', http: //youtu.be/XBhpdmHFbAc 2 - Davidson Institute. (2006). State mandates for gifted programs as of 2006. Retrieved May 19, 2013 from http: //www.gt-cybersource.org/StatePolicy.aspx?NavID=4_0 3- Davis, G. A., & Rimm, S. B. (2003). Education of the gifted and talented. Boston: Allyn & Bacon. 4 - Ford, D. Y, & Grantham, T C. (2003). Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory Into Practice, 42, 217-225. 5 - Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306. 6 - VanTassel-Baska, J., Lange, R.E., & Crammond, B. (2010). International Giftedness. http: //www.ctd.northwestern.edu/resources/displayArticle/?id=128 7 - WISE Qatar, (2012). 'Gifted Students', http: //youtu.be/LvrBUzTDYTg Linguistic - Using English-based assessments can lead to erroneous conclusions. Cultural - Traditional customs and gender roles differ between groups. Economic - The effects of poverty lead to a focus on survival more than education. Culturally and Linguistically Diverse Students in Gifted Education: Recruitment & Retention Issues Do we hold negative, stereotypical, or counterproductive views as defined by Ford and Grantham? WE ARE TEACHERS And We Help To Shape The Students’ Futures! FORGET about IQ- Alternative Assessments 5 Asian American students are NOT! Provide enrichment activities to students who are perceived "not ready" for gifted programs. 5 These students deserve a chance to shine and should be provided with support and opportunities to demonstrate their giftedness. "We suggest that deficit thinking and the use of traditional tests (especially IQ tests) and lack of teacher referral of CLD students for gifted education screening and placement are the primary contributing factors to underrepresentation." Bias 5 C) the burden rests with (or within) the student (e.g., he/she is cognitively inferior or "culturally deprived") Testing & Assessment Issues "The bright and the hungry ... are crucial to our success" Strengths Themes References Terminology 4 Make adjustments to your lessons with special attention to vocabulary acquisition. 1. Background/Bias stop students from being identified 2. Standardized test scores stop referrals 3. Lack of training in cultural diversity as well as gifted education 4. Lack of communication with cultural diverse parents whether intentional or unintentional 5. Policies & procedures that are both indefensible and have a negative impact on CLD students 6. Static definitions & theories of gifted that give little consideration to cultural differences Culturally diverse students are those that may come from different regions and races, social backgrounds, and may also be economically disadvantaged. English may even be their second language. Retention 2, 3 IQ or intelligence quotient is a general assessment of your ability to think and reason. Your IQ score is actually an indication of how you compare in this ability with the majority of people in your age group. A rating of 100, for example, means that, as compared to the majority of other people in your age group, you have a normal rate of intelligence. Most psychologists consider those falling in the range of 95-105 as having a normal or average IQ. Since it is difficult to pinpoint with absolute accuracy, your actual IQ may vary 5 points either way from your test score. In addition, there are many factors that may affect your scoring. If you are tired, ill or distracted, your score may be affected. Finally, there are many abilities which are not measured by IQ testing. For example, IQ does not measure musical talent, manual dexterity, or a variety of other abilities. However, IQ testing does give you an important indication of your ability to think, reason and solve problems. This is critical to your success in life. The IQ Test is comprised of 15 questions. Be sure to view your results at the end of this test. Do not begin until you are instructed to do so. You will have 3 minutes. Good luck! Reasons for Poor Test Performance of CLD students: Raven's Progressive Matrices 5 Become aware of teacher bias. Why do educators serve less Hispanic, Black, and Aboriginal students than White? (A) the burden rests within the test (e.g., test bias); 6 Limitations IQ Test Instructions This is the main reason educators should become more aware of their students who may be underserved and underrepresented. "As of 2002, Asian American students represented 4.42% of students in U.S. schools but 7.64% of those in gifted education" - No clear suggestions as to how to retain students in Gifted education. – Also does not compare states among one another. Ideally: Naglieri Non-Verbal Ability Test & Raven's Progressive Matrices Assess students from the perspective of individual learning styles. Currently: The first step is

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