"I'm stuck, feel unfulfilled, I am not succeeding. I don't know where to start, I'm not sure what to fix and I really not sure what to do or which direction to take."

This dilemma can happen to us at any age – and this is when we need to find the tools to create a clearer picture about who we are, what we want and how to go about reaching our true potential.

This is the work of Linda Dirmeik, creator of Attimo – Attitude - Image – Motivation. "AIM For What You Want" is a Workbook developed and nurtured from Linda's own life experience and research, grew from her observations and concern that somewhere along the way, we lose the power to be all we can be. Negative reinforcements about who we are and what we can do – from the home, school or work environment – add layers of negativity, which seep into our attitude and approach to life. We eventually believe these thoughts, stories and attitudes and use them over and over again, eroding the courage, confidence and belief that we can be any different.

The "AIM For What You Want" workbook creates a reality (devoid of the thinking that limits our potential) around five key areas of life: our social circle, our family, our physical being our ethical being and our career/education.

Creating this reality is a powerful mechanism towards change, growth and unlocking our potential. Linda encourages moms and educators to explore these life management skills for the people whose lives they influence.

How can you protect young people from the dangers of the internet, now that they are living increasingly hidden lives online? Cyber bullying, sexual harassment, cyber stalking - these are all risks that young people may face every day, and effective e-safety is more important than ever. This practical, hands-on resource will help you understand issues such as cyber bullying and sexual dangers online, what e-safety is, how to adopt a whole school approach to e-safety, how to involve parents and carers in e-safety, and responding to incidents. It also covers how to implement an e-safety policy, with a complete e-safety model to use. The book also includes activities with photocopiable handouts to teach young people about staying safe online. This easy-to-use manual is essential for school staff and educators, and all those working in youth and community settings.

By understanding the realities, complex relationships and conditions of practice that influence urban schooling, educators can take advantage of the opportunities that urban settings present. The authors identify nine key problems of practice affecting city schools in the United States and provide examples of the possible interventions needed to improve the education of urban youth. The theory, research and analytic tools relevant to each issue are presented clearly and in a non-technical way.

Though there has been a rapid increase of women's representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women's progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

Establish a school change culture where desired outcomes are actually achieved Change in schools is hard, but often essential. Internal and external factors require careful analysis before jumping into any change. Are you prepared to work with colleagues with confidence and clarity through such shifts? In Shifting, educators and leadership experts Jeff Ikler, Kirsten Richert, and Margaret Zacchei empower educational change leaders to proactively and coherently navigate complex change in schools to achieve the desired outcomes. Using a three-part framework-Assess, Ready, Change-this book leads educators to examine a school's imperatives and readiness for change, identity the tools and abilities required to manifest change, and take action by defining the roles and processes necessary to effectively implement both sweeping change and smaller day-to-day adjustments. Change leaders learn to * Shift the emphasis in the change process from procedure to the people implementing change * Move from an environment of "command and control" to one of leaders creating other leaders * Reframe change as an essential shift in school culture rather than a series of episodic events Rich with leadership insights, stories, podcasts, and hands-on activities, Shifting offers an integrated tapestry of wisdom and support for changemakers intent on meaningful collaboration in a positive, engaged workplace.

In 2009, the Good News Club came to the public elementary school where journalist Katherine Stewart sent her children. The Club, which is sponsored by the Child Evangelism Fellowship, bills itself as an after-school program of Bible study. But Stewart soon discovered that the Club's real mission is to convert children to fundamentalist Christianity and encourage them to proselytize to their unchurched peers, all the while promoting the natural but false impression among the children that its activities are endorsed by the school. Astonished to discover that the U.S. Supreme Court has deemed this--and other forms of religious activity in public schools--legal, Stewart set off on an investigative journey to dozens of cities and towns across the nation to document the impact. In this book she demonstrates that there is more religion in America's public schools today than there has been for the past 100 years. The movement driving this agenda is stealthy. It is aggressive. It has our children in its sights. And its ultimate aim is to destroy the system of public education as we know it.

Social-Emotional Learning Lab: A Comprehensive SEL Resource Kit (SEL Lab) provides students with concrete lessons to help them think rationally in the emotionally charged, stressful situations that children face every day. This valuable resource helps school counselors, psychologists, and social workers, as well as educators and after-school program providers by giving students the tools to develop the skills needed to deal with the stressors occurring in and out of school. Counselors and educators use this important tool to help students achieve personally, socially, academically, and vocationally. This curriculum is designed to complement and enhance any program that addresses both self-awareness and social skills by focusing on self-control, cooperative skills for working within groups, problem-solving, decision-making, and everyday skill application. The SEL Lab can also function as a "stand-alone" in schools where there are no social-emotional programs being implemented. The book includes an implementation manual, tutorials, a decision-making guide and more than 100 downloadable worksheets to assist instructors in the step-by-step process of initiating and implementing an SEL Lab in your setting. You will find all the forms, worksheets, games, and activity instructions you will need, available for photocopying, or you can download the Lab Kit materials. Note, the book is plastic coil-bound. These materials are designed to prepare you for your work as a Social-Emotional Learning Lab Facilitator or Lab Coordinator for your school or after-school program. In setting up this program, you will have many roles, including teacher, problem-solver, and mentor to your students. Who Should Take Advantage of the SEL Lab? The following is a list of behaviors that suggest who should be considered. Students who: Behave inappropriately in social interactions with peers. Exhibit aggressive or violent behaviors. Exhibit low self-esteem. Are verbally abusive to others. Lack self-control. Take a long time to settle down or are unable to "process" following a "meltdown." Are unable to problem-solve to prevent trouble. Have special needs, ADD/ADHD, or physical and other challenges. Have weak family support. Demonstrate an inability to work effectively and cooperatively with peers. Are new to the school. Need to fill out more than one problem-solving worksheet or reflection log. Have three or more incident reports in a marking period.

Hymni magici minime contemnendi sunt (Wilamowitz, Kl.Schr. IV 658) Es gibt wertvolle Untersuchungen zu den griechischen magischen Papyri, und seit 1928/31 liegt das Preisendanz'sche Corpus dieser Texte vor, durch welches das Gebiet iibersehbar gemacht worden ist. Man wird dennoch sagen diirfen, dass wir von einem wirklichen Verstiindnis noch weit entfemt sind. Aus welchen AnUissen wurden die Zeremonien vollfiihrt und die Gebete gesprochen, welche wir in den Papyri lesen? Welchen Zweck haben die Menschen verfolgt, welchen Empfindungen haben sie Ausdruck gegeben, als sie die magisch-religiosen Handlungen durchfiihrten, die in den Papyri beschrieben werden? Dies sind die Fragen, welche wir angesichts der uns vorliegenden Texte stellen; und wir hoffen, wenigstens fiir einen Teil von ihnen zu Antworten gekommen zu sein. In welcher Richtung wir die Antwort suchen, wird der Leser am besten dem einleitenden Kapitel "Drei magische Hymnen" entnehmen, in dem der Altere der heiden Bearbeiter unser V erfahren fUr einen nicht allzu exklusiven Kreis von Fachgenossen beschrieben hat; der Inhalt dieses Kapitels wurde im November 1988 in Munster und im Mai 1989 in Oxford vorgetragen. In den nachfolgenden Kapiteln dieses Bandes werden dann einige Abschnitte aus den "magischen" Papyri abgedruckt und kommentiert, in denen Gebete vorkommen; in einigen Hillen wird versucht, eine ungefahre Grundform des behandelten Gebets zu rekonstruieren. Im zweiten Band sollen weitere Gebete folgen. In diesem Buch steht also die inhaltliche Erklarung der Texte im Vordergrund; wir bieten keine kritischen Editionen, sondern nur Lesetexte.

"Follow the science." How often have you picked up an education book to read how, according to the authors, the system is broken, failing, and flailing-but their ideas for fixing it will bring about a miraculous transformation? That's not the approach of this volume. Sure, the editors believe that our system of education could achieve significantly better results. But they also recognize that schools have gotten better over time. One explanation is the progress schools have made in "following the science". Especially in early reading and math instruction, scholars know more now about what works than we did in the past, and more schools are putting that knowledge into practice. Now, in the wake of a horrific pandemic, even the best elementary schools are struggling to help their students get their momentum back again. In this book, the editors share high-quality syntheses of evidence and insights from leading educators, academics, and other experts. And they communicate those findings in user-friendly language, with an understanding of the real-world complexities of schools and classrooms.

Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups. Table of Contents Front Matter Introduction The Need to Improve STEM Learning Goals for U.S. STEM Education Three Types of Criteria to Identify Successful STEM Schools Summary of Criteria to Identify Successful K-12 STEM Schools What Schools and Districts Can Do to Support Effective K-12 STEM Education What State and National Policy Makers Can Do to Support Effective K-12 STEM Education Appendix: Background Papers Prepared for May 2011 Workshop Notes Acknowledgments Photo Credits

This innovative portrait of student life in an urban high school focuses on the academic success of African-American students, exploring the symbolic role of academic achievement within the Black community and investigating the price students pay for attaining it. Signithia Fordham's richly detailed ethnography reveals a deeply rooted cultural system that favors egalitarianism and group cohesion over the individualistic, competitive demands of academic success and sheds new light on the sources of academic performance. She also details the ways in which the achievements of sucessful African-Americans are "blacked out" of the public imagination and negative images are reflected onto black adolescents. A self-proclaimed "native" anthropologist, she chronicles the struggle of African-American students to construct an identity suitable to themselves, their peers, and their families within an arena of colliding ideals. This long-overdue contribution is of crucial importance to educators, policymakers, and ethnographers.