The authors of this volume attempt to cohere the field of creativity and affect in a scholarly fashion by categorizing and characterizing some of its major features, including environmental influences; underlying processes; specific affective states; the role of atypical or pathological personalities; unconscious processes; physiological components; proactive and reactive stimuli; intrinsic motivation; eminence versus everyday creativity; and testing of assessing the affective component of creativity. The authors also examine and discuss the role that emotions, feelings and moods play in the creative process. This volume also provides a vehicle for students and psychotherapists, with which they can fully appreciate the feelings generated by the creative process and the various stages of it. How does a creator feel during its more mundane phases? Can he or she tolerate the frustration of failing and being unsuccessful most of the time? What is the real joy of achievement, success, and ultimate acceptance by one's peers in a given field? Do we have to exhibit major psychopathological features in order to achieve eminence in specific fields? What is the role of mind altering substances, mood disorders, and the like? This volume answers these questions and more.

Our lives are full of defining moments, but do we recognise them? We often fail to appreciate the significance of these moments. At work the pressure can be relentless and we can fail to enjoy these moments. The author shows how to recognise and appreciate these moments, which in turn helps us to better cope during more difficult times.

Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. There is an entire chapter devoted to tips for applying assessment and feedback strategies in rehearsals, which can result in a fresh and effective approach to performance preparation. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do, rather than whether they remembered their black socks. A variety of approaches, including Standards-Based Grading, are evaluated in light of music teachers' unique situations. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.

The Four Vs - Vision, Values, Value-added and Vitality - are the essential ingredients of effective leadership. They provide a framework for life and work that interrelates professional and personal priorities.

In The Four V's of Leadership, experienced executive coach Peter Shaw leads you through difficult career and life situations using the four Vs, helping you to vision where you want to be, harness the values that drive you, release the value-added you bring to a role and grow your sources of vitality.

By working with this framework, your vision will become clearer. It might be a specific vision in terms of your work or your community. You will enable change to happen. Your values will be consistent across each aspect of your life. You will be looking at all your decisions in relation to your values. Your value-added will become clearer in each aspect of your life. You will not be daunted for long by setbacks but will develop the resilience to maintain your value-added whatever the pressures. You will move on from rigid definitions of work-life balance. You will find new sources of vitality and energy and use your time to influence others constructively. You will experiment with different ways of ensuring freshness and joy in your life.

Be ready to be challenged and inspired.

Our lives are full of defining moments, but do we recognize them? We often fail to appreciate the significance of these moments. At work the pressure can be relentless and we can fail to enjoy these moments. The author shows how to recognize and appreciate these moments, which in turn helps us to better cope during more difficult times.

Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. There is an entire chapter devoted to tips for applying assessment and feedback strategies in rehearsals, which can result in a fresh and effective approach to performance preparation. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do, rather than whether they remembered their black socks. A variety of approaches, including Standards-Based Grading, are evaluated in light of music teachers' unique situations. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.

Title: Argument of Charles P. Shaw, Esq., before the Judiciary Committee of the House of Representatives, Forty-first Congress: in the matter of the application of William McGarrahan, for the Rancho Panoche Grande, California.Author: Charles P ShawPublisher: Gale, Sabin Americana Description: Based on Joseph Sabin's famed bibliography, Bibliotheca Americana, Sabin Americana, 1500--1926 contains a collection of books, pamphlets, serials and other works about the Americas, from the time of their discovery to the early 1900s. Sabin Americana is rich in original accounts of discovery and exploration, pioneering and westward expansion, the U.S. Civil War and other military actions, Native Americans, slavery and abolition, religious history and more.Sabin Americana offers an up-close perspective on life in the western hemisphere, encompassing the arrival of the Europeans on the shores of North America in the late 15th century to the first decades of the 20th century. Covering a span of over 400 years in North, Central and South America as well as the Caribbean, this collection highlights the society, politics, religious beliefs, culture, contemporary opinions and momentous events of the time. It provides access to documents from an assortment of genres, sermons, political tracts, newspapers, books, pamphlets, maps, legislation, literature and more.Now for the first time, these high-quality digital scans of original works are available via print-on-demand, making them readily accessible to libraries, students, independent scholars, and readers of all ages.++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++SourceLibrary: Huntington LibraryDocumentID: SABCP03029200CollectionID: CTRG99-B1456PublicationDate: 18700101SourceBibCitation: Selected Americana from Sabin's Dictionary of books relating to AmericaNotes: Includes index.Collation: 190 p.; 23 cm

Names for Navy ships traditionally have been chosen and announced by the Secretary of the Navy, under the direction of the President and in accordance with rules prescribed by Congress. Rules for giving certain types of names to certain types of Navy ships have evolved over time. There have been exceptions to the Navy's ship-naming rules, particularly for the purpose of naming a ship for a person when the rule for that type of ship would have called for it to be named for something else. Some observers in recent years have perceived a breakdown in, or corruption of, the rules for naming Navy ships. This book explores the Navy's process for selecting names for its ships; with a focus on the planned size of the Navy; the rate of Navy ship procurement and the prospective affordability of the Navy's shipbuilding plans.

The authors of this volume attempt to cohere the field of creativity and affect in a scholarly fashion by categorizing and characterizing some of its major features, including environmental influences; underlying processes; specific affective states; the role of atypical or pathological personalities; unconscious processes; physiological components; proactive and reactive stimuli; intrinsic motivation; eminence versus everyday creativity; and testing of assessing the affective component of creativity. The authors also examine and discuss the role that emotions, feelings and moods play in the creative process. This volume also provides a vehicle for students and psychotherapists, with which they can fully appreciate the feelings generated by the creative process and the various stages of it. How does a creator feel during its more mundane phases? Can he or she tolerate the frustration of failing and being unsuccessful most of the time? What is the real joy of achievement, success, and ultimate acceptance by one's peers in a given field? Do we have to exhibit major psychopathological features in order to achieve eminence in specific fields? What is the role of mind altering substances, mood disorders, and the like? This volume answers these questions and more.