Crypto Market Analysis

Cryptocurrency have been around for a while now and there are multiple papers and articles on basics of Cryptocurrency. Not only have the Cryptocurrency flourished but have opened up as a new and trusted opportunity for investors. The crypto market is still young but mature enough to pour in the adequate amount of data for analysis and predict the trends. Though it is considered as the most volatile market and a huge gamble as an investment, it has now become predictable to a certain point and the Bitcoin futures are a proof of this. Many concepts of the stock market have now been applied to the crypto market with some tweaks and changes. This gives us another proof that many people are adopting Cryptocurrency market every day, and currently more than 500 million investors are present in it. Though the total market cap of crypto market is $286.14 Billion that is roughly 1/65th of the stock market at the time of writing, the market potential is very high considering the success despite its age and the presence of already established financial markets. The reason behind this is nothing else but the fact that people have started believing in the technology and the products backing a crypto. This also means that the crypto technology have proven itself and so much that the companies have agreed to put their assets in the form of crypto coins or tokens. The concept of Cryptocurrency became successful with the success of Bitcoin. Bitcoin, which once used to be the only Cryptocurrency, now contributes only 37.6% to the total Cryptocurrency market. The reason being, emergence of new Cryptocurrencies and the success of projects backing them. This does not indicate that Bitcoin failed, in fact market capitalization of Bitcoin has increased, rather what this indicates is that crypto market have expanded as a whole.

These facts are enough to prove the success of Cryptocurrencies and their market. And in reality investment in Crypto market is considered as safe now, to the extent that some invest as for their retirement plan. Therefore what we need next are the tools for analysis of crypto market. There are many such tools that enable you to analyze this market in a manner similar to stock market providing similar metrics. Including coin market cap, coin stalker, cryptoz and investing. Even thought these metrics are simple, the do provide crucial information about the crypto under consideration. For example, a high market cap indicates a strong project, a high 24hour volume indicates high demand and circulating supply indicates the total amount of coins of that crypto in circulation. Another important metric is volatility of a crypto. Volatility is how much the price of a crypto fluctuates. Crypto market is considered as highly volatile, cashing out at a moment might bring in a lot of profit or make you pull your hairs. Thus what we look for is a crypto that is stable enough to give us time to make a calculated decision. Currencies such as Bitcoin, Ethereum and Ethereum-classic (not specifically) are considered as stable. With being stable, they need to be strong enough, so that they do not become invalid or simply stop existing in the market. These features make a crypto reliable, and the most reliable Cryptocurrencies are used as a form of liquidity.

As far is crypto market is concerned, volatility comes hand in hand, but so do its most important property i.e. Decentralization. Crypto market is decentralized, what this means is that the price fall in one crypto does not necessarily means down trend of any other crypto. Thus giving us an opportunity in the form of what are called mutual funds. It’s a Concept of managing a portfolio of the crypto currencies that you invest in. The Idea is to spread your investments to multiple Cryptocurrencies so as to reduce the risk involved if any crypto starts on a bear run

Similar to this concept is the concept of Indices in crypto market. Indices provide a standard point of reference for the market as a whole. The Idea is to choose the top currencies in the market and distribute the investment among them. These chosen crypto currencies change if the index are dynamic in nature and only consider the top currencies. For example if a currency ‘X’ drops down to 11th position in crypto market, the index considering top 10 currencies would now won’t consider currency ‘X’, rather start considering currency ‘Y’ which have taken it’s place. Some providers such as cci30 and crypto20 have tokenized these Crypto indices. While this might look like a good Idea to some, others oppose due to the fact that there are some pre-requisites to invest in these tokens such as a minimum amount of investment is needed. While others such as cryptoz provide the methodology and a the index value, along with the currency constituents so that an investor is free to invest the amount he/she wants to and choose not to invest in a crypto otherwise included in an index. Thus, indices give you a choice to further smooth out the volatility and reduce the risk involved.

Conclusion

The crypto market might look risky at first look and many might still be skeptical of its authenticity, But the maturity that this market has attained within the short period of its existence is amazing and the proof enough for its authenticity. The biggest concern that investors have is volatility, for which there had been a solution in form of indices.

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Increasing Student Success Through Instruction in Self-Determination

An enormous amount of research shows the importance of self-determination (i.e., autonomy) for students in elementary school through college for enhancing learning and improving important post-school outcomes.
Findings

Research by psychologists Richard Ryan, PhD, and Edward Deci, PhD, on Self-Determination Theory indicates that intrinsic motivation (doing something because it is inherently interesting or enjoyable), and thus higher quality learning, flourishes in contexts that satisfy human needs for competence, autonomy, and relatedness. Students experience competence when challenged and given prompt feedback. Students experience autonomy when they feel supported to explore, take initiative and develop and implement solutions for their problems. Students experience relatedness when they perceive others listening and responding to them. When these three needs are met, students are more intrinsically motivated and actively engaged in their learning.

Numerous studies have found that students who are more involved in setting educational goals are more likely to reach their goals. When students perceive that the primary focus of learning is to obtain external rewards, such as a grade on an exam, they often perform more poorly, think of themselves as less competent, and report greater anxiety than when they believe that exams are simply a way for them to monitor their own learning. Some studies have found that the use of external rewards actually decreased motivation for a task for which the student initially was motivated. In a 1999 examination of 128 studies that investigated the effects of external rewards on intrinsic motivations, Drs. Deci and Ryan, along with psychologist Richard Koestner, PhD, concluded that such rewards tend to have a substantially negative effect on intrinsic motivation by undermining people’s taking responsibility for motivating or regulating themselves.

Self-determination research has also identified flaws in high stakes, test focused school reforms, which despite good intentions, has led teachers and administrators to engage in precisely the types of interventions that result in poor quality learning. Dr. Ryan and colleagues found that high stakes tests tend to constrain teachers’ choices about curriculum coverage and curtail teachers’ ability to respond to students’ interests (Ryan & La Guardia, 1999). Also, psychologists Tim Urdan, PhD, and Scott Paris, PhD, found that such tests can decrease teacher enthusiasm for teaching, which has an adverse effect on students’ motivation (Urdan & Paris, 1994).

The processes described in self-determination theory may be particularly important for children with special educational needs. Researcher Michael Wehmeyer found that students with disabilities who are more self-determined are more likely to be employed and living independently in the community after completing high school than students who are less self-determined.

Research also shows that the educational benefits of self-determination principles don’t stop with high school graduation. Studies show how the orientation taken by college and medical school instructors (whether it is toward controlling students’ behavior or supporting the students’ autonomy) affects the students’ motivation and learning.
Significance

Self-determination theory has identified ways to better motivate students to learn at all educational levels, including those with disabilities.
Practical Application

Schools throughout the country are using self-determination instruction as a way to better motivate students and meet the growing need to teach children and youth ways to more fully accept responsibility for their lives by helping them to identify their needs and develop strategies to meet those needs.

Researchers have developed and evaluated instructional interventions and supports to encourage self-determination for all students, with many of these programs designed for use by students with disabilities. Many parents, researchers and policy makers have voiced concern about high rates of unemployment, under-employment and poverty experienced by students with disabilities after they complete their educational programs. Providing support for student self-determination in school settings is one way to enhance student learning and improve important post-school outcomes for students with disabilities. Schools have particularly emphasized the use of self-determination curricula with students with disabilities to meet federal mandates to actively involve students with disabilities in the Individualized Education Planning process.

Programs to promote self-determination help students acquire knowledge, skills and beliefs that meet their needs for competence, autonomy and relatedness (for example, see Steps to Self-determination by educational researchers Sharon Field and Alan Hoffman). Such programs also provide instruction aimed specifically at helping students play a more active role in educational planning (for example, see The Self-directed Individualized Education Plan by Jim Martin, Laura Huber Marshall, Laurie Maxson, & Patty Jerman).

Drs. Field and Hoffman developed a model designed to guide the development of self-determination instructional interventions. According to the model, instructional activities in areas such as increasing self-awareness; improving decision-making, goal-setting and goal-attainment skills; enhancing communication and relationship skills; and developing the ability to celebrate success and learn from reflecting on experiences lead to increased student self-determination. Self-determination instructional programs help students learn how to participate more actively in educational decision-making by helping them become familiar with the educational planning process, assisting them to identify information they would like to share at educational planning meetings, and supporting students to develop skills to effectively communicate their needs and wants. Examples of activities used in self-determination instructional programs include reflecting on daydreams to help students decide what is important to them; teaching students how to set goals that are important to them and then, with the support of peers, family members and teachers, taking steps to achieve those goals. Providing contextual supports and opportunities for students, such as coaching for problem-solving and offering opportunities for choice, are also critical elements that lead to meeting needs for competence, autonomy and relatedness and thus, increasing student self-determination.

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How to Build a Better Educational System: Jigsaw Classrooms

The jigsaw classroom technique can transform competitive classrooms in which many students are struggling into cooperative classrooms in which once-struggling students show dramatic academic and social improvements.
Findings

In the early 1970s, in the wake of the civil rights movement, educators were faced with a social dilemma that had no obvious solution. All over the country, well-intentioned efforts to desegregate America’s public schools were leading to serious problems. Ethnic minority children, most of whom had previously attended severely under-funded schools, found themselves in classrooms composed predominantly of more privileged White children. This created a situation in which students from affluent backgrounds often shone brilliantly while students from impoverished backgrounds often struggled. Of course, this difficult situation seemed to confirm age-old stereotypes: that Blacks and Latinos are stupid or lazy and that Whites are pushy and overly competitive. The end result was strained relations between children from different ethnic groups and widening gaps in the academic achievement of Whites and minorities.

Drawing on classic psychological research on how to reduce tensions between competing groups (e.g., see Allport, 1954; Sherif, 1958; see also Pettigrew, 1998), Elliot Aronson and colleagues realized that one of the major reasons for this problem was the competitive nature of the typical classroom. In a typical classroom, students work on assignments individually, and teachers often call on students to see who can publicly demonstrate his or her knowledge. Anyone who has ever been called to the board to solve a long division problem – only to get confused about dividends and divisors – knows that public failure can be devastating. The snide remarks that children often make when their peers fail do little to remedy this situation. But what if students could be taught to work together in the classroom – as cooperating members of a cohesive team? Could a cooperative learning environment turn things around for struggling students? When this is done properly, the answer appears to be a resounding yes.

In response to real educational dilemmas, Aronson and colleagues developed and implemented the jigsaw classroom technique in Austin, Texas, in 1971. The jigsaw technique is so named because each child in a jigsaw classroom has to become an expert on a single topic that is a crucial part of a larger academic puzzle. For example, if the children in a jigsaw classroom were working on a project about World War II, a classroom of 30 children might be broken down into five diverse groups of six children each. Within each group, a different child would be given the responsibility of researching and learning about a different specific topic: Khanh might learn about Hitler’s rise to power, Tracy might learn about the U.S. entry into the war, Mauricio might learn about the development of the atomic bomb, etc. To be sure that each group member learned his or her material well, the students from different groups who had the same assignment would be instructed to compare notes and share information. Then students would be brought together in their primary groups, and each student would present his or her “piece of the puzzle” to the other group members. Of course, teachers play the important role of keeping the students involved and derailing any tensions that may emerge. For example, suppose Mauricio struggled as he tried to present his information about the atomic bomb. If Tracy were to make fun of him, the teacher would quickly remind Tracy that while it may make her feel good to make fun of her teammate, she is hurting herself and her group – because everyone will be expected to know all about the atomic bomb on the upcoming quiz.
Significance
When properly carried out, the jigsaw classroom technique can transform competitive classrooms in which many students are struggling into cooperative classrooms in which once-struggling students show dramatic academic and social improvements (and in which students who were already doing well continue to shine). Students in jigsaw classrooms also come to like each other more, as students begin to form cross-ethnic friendships and discard ethnic and cultural stereotypes. Finally, jigsaw classrooms decrease absenteeism, and they even seem to increase children’s level of empathy (i.e., children’s ability to put themselves in other people’s shoes). The jigsaw technique thus has the potential to improve education dramatically in a multi-cultural world by revolutionizing the way children learn.
Practical Application

Since its demonstration in the 1970s, the jigsaw classroom has been used in hundreds of classrooms settings across the nation, ranging from the elementary schools where it was first developed to high school and college classrooms (e.g., see Aronson, Blaney, Stephan, Rosenfield, & Sikes, 1977; Perkins & Saris, 2001; Slavin, 1980). Researchers know that the technique is effective, incidentally, because it has been carefully studied using solid research techniques. For example, in many cases, students in different classrooms who are covering the same material are randomly assigned to receive either traditional instruction (no intervention) or instruction by means of the jigsaw technique. Studies in real classrooms have consistently revealed enhanced academic performance, reductions in stereotypes and prejudice, and improved social relations.

Aronson is not the only researcher to explore the merits of cooperative learning techniques. Shortly after Aronson and colleagues began to document the power of the jigsaw classroom, Robert Slavin, Elizabeth Cohen and others began to document the power of other kinds of cooperative learning programs (see Cohen & Lotan, 1995; Slavin, 1980; Slavin, Hurley, & Chamberlain, 2003). As of this writing, some kind of systematic cooperative learning technique had been applied in about 1500 schools across the country, and the technique appears to be picking up steam. Perhaps the only big question that remains about cooperative learning techniques such as the jigsaw classroom is why these techniques have not been implemented even more broadly than they already have.

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Have Your Children Had Their Anti-Smoking Shots?

Findings

In the early 1960s, social psychologist William McGuire published some classic papers showing that it is surprisingly easy to change people’s attitudes about things that we all wholeheartedly accept as true. For example, for speakers armed with a little knowledge of persuasion, it is remarkably easy to convince almost anyone that brushing one’s teeth is not such a great idea. McGuire’s insight into this curious phenomenon was that it is easy to change people’s minds about things that they have always taken for granted precisely because most people have little if any practice resisting attacks on attitudes that no one ever questions.

Taking this logic a little further, McGuire asked if it might be possible to train people to resist attacks on their beliefs by giving them practice at resisting arguments that they could easily refute. Specifically, McGuire drew an analogy between biological resistance to disease and psychological resistance to persuasion. Biological inoculation works by exposing people to a weakened version of an attacking agent such as a virus. People’s bodies produce antibodies that make them immune to the attacking agent, and when a full-blown version of the agent hits later in life, people win the biological battle against the full-blown disease. Would giving people a little practice fending off a weak attack on their attitudes make it easier for people to resist stronger attacks on their attitudes that come along later? The answer turns out to be yes. McGuire coined the phrase attitude inoculation to refer to the process of resisting strong persuasive arguments by getting practice fighting off weaker versions of the same arguments.
Significance

Once attitude inoculation had been demonstrated consistently in the laboratory, researchers decided to see if attitude inoculation could be used to help parents, teachers, and social service agents deal with a pressing social problem that kills about 440,000 people in the U.S. every year: cigarette smoking. Smoking seemed like an ideal problem to study because children below the age of 10 or 12 almost always report negative attitudes about smoking. However, in the face of peer pressure to be cool, many of these same children become smokers during middle to late adolescence.
Practical Application

Adolescents change their attitudes about smoking (and become smokers) because of the power of peer pressure. Researchers quickly realized that if they could inoculate children against pro-smoking arguments (by teaching them to resist pressure from their peers who believed that smoking is “cool”), they might be able to reduce the chances that children would become smokers. A series of field studies of attitude inoculation, conducted in junior high schools and high schools throughout the country, demonstrated that brief interventions using attitude inoculation dramatically reduced rates of teenage smoking. For instance, in an early study by Cheryl Perry and colleagues (1980), high school students inoculated junior high schools students against smoking by having the younger kids role-play the kind of situations they might actually face with a peer who pressured them to try a cigarette. For example, when a role-playing peer called a student “chicken” for not being willing to try an imaginary cigarette, the student practiced answers such as “I’d be a real chicken if I smoked just to impress you.” The kids who were inoculated in this way were about half as likely to become smokers as were kids in a very similar school who did not receive this special intervention.

Public service advertising campaigns have also made use of attitude inoculation theory by encouraging parents to help their children devise strategies for saying no when peers encourage them to smoke. Programs that have made whole or partial use of attitude inoculation programs have repeatedly documented the effectiveness of attitude inoculation to prevent teenage smoking, to curb illicit drug use, and to reduce teenage pregnancies and sexually transmitted diseases. In comparison with old-fashioned interventions such as simple education about the risks of smoking or teenage pregnancy, attitude inoculation frequently reduces risky behaviors by 30-70% (see Botvin et al., 1995; Ellickson & Bell, 1990; Perry et al., 1980). As psychologist David Myers put it in his popular social psychology textbook, “Today any school district or teacher wishing to use the social psychological approach to smoking prevention can do so easily, inexpensively, and with the hope of significant reductions in future smoking rates and health costs.” So the next time you think about inoculating kids to keep them healthy, make sure you remember that one of the most important kinds of inoculation any kid can get is a psychological inoculation against tobacco.

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Early Intervention Can Improve Low-Income Children’s Cognitive Skills and Academic Achievement

National Head Start program conceptualized while psychologists were beginning to study preventive intervention for young children living in poverty.
Findings
As a group, children who live in poverty tend to perform worse in school than do children from more privileged backgrounds. For the first half of the 20th century, researchers attributed this difference to inherent cognitive deficits. At the time, the prevailing belief was that the course of child development was dictated by biology and maturation. By the early 1960s, this position gave way to the notion popularized by psychologists such as J. McVicker Hunt and Benjamin Bloom that intelligence could rather easily be shaped by the environment. There was very little research at the time to support these speculations but a few psychologists had begun to study whether environmental manipulation could prevent poor cognitive outcomes. Results of studies by psychologists Susan Gray and Rupert Klaus (1965), Martin Deutsch (1965) and Bettye Caldwell and former U.S. Surgeon General Julius Richmond (1968) supported the notion that early attention to physical and psychological development could improve cognitive ability.
Significance

These preliminary results caught the attention of Sargent Shriver, President Lyndon Johnson’s chief strategist in implementing an arsenal of antipoverty programs as part of the War on Poverty. His idea for a school readiness program for children of the poor focused on breaking the cycle of poverty. Shriver reasoned that if poor children could begin school on an equal footing with wealthier classmates, they would have a better of chance of succeeding in school and avoiding poverty in adulthood. He appointed a planning committee of 13 professionals in physical and mental health, early education, social work, and developmental psychology. Their work helped shape what is now known as the federal Head Start program.

The three developmental psychologists in the group were Urie Bronfenbrenner, Mamie Clark, and Edward Zigler. Bronfenbrenner convinced the other members that intervention would be most effective if it involved not just the child but the family and community that comprise the child-rearing environment. Parent involvement in school operations and administration were unheard of at the time, but it became a cornerstone of Head Start and proved to be a major contributor to its success. Zigler had been trained as a scientist and was distressed that the new program was not going to be field-tested before its nationwide launch. Arguing that it was not wise to base such a massive, innovative program on good ideas and concepts but little empirical evidence, he insisted that research and evaluation be part of Head Start. When he later became the federal official responsible for administering the program, Zigler (often referred to as the “father of Head Start”) worked to cast Head Start as a national laboratory for the design of effective early childhood services.

Although it is difficult to summarize the hundreds of empirical studies of Head Start outcomes, Head Start does seem to produce a variety of benefits for most children who participate. Although some studies have suggested that the intellectual advantages gained from participation in Head Start gradually disappear as children progress through elementary school, some of these same studies have shown more lasting benefits in the areas of school achievement and adjustment.
Practical Application

Head Start began as a great experiment that over the years has yielded prolific results. Some 20 million children and families have participated in Head Start since the summer of 1965; current enrollment approaches one million annually, including those in the new Early Head Start that serves families with children from birth to age 3. Psychological research on early intervention has proliferated, creating an expansive literature and sound knowledge base. Many research ideas designed and tested in the Head Start laboratory have been adapted in a variety of service delivery programs. These include family support services, home visiting, a credentialing process for early childhood workers, and education for parenthood. Head Start’s efforts in preschool education spotlighted the value of school readiness and helped spur today’s movement toward universal preschool.

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Family-Like Environment Better for Troubled Children and Teens

The Teaching-Family Model changes bad behavior through straight talk and loving relationships.
Findings

In the late 1960′s, psychologists Elaine Phillips, Elery Phillips, Dean Fixsen, and Montrose Wolf developed an empirically tested treatment program to help troubled children and juvenile offenders who had been assigned to residential group homes. These researchers combined the successful components of their studies into the Teaching-Family Model, which offers a structured treatment regimen in a family-like environment. The model is built around a married couple (teaching-parents) that lives with children in a group home and teaches them essential interpersonal and living skills. Not only have teaching parents’ behaviors and techniques been assessed for their effectiveness, but they have also been empirically tested for whether children like them. Teaching-parents also work with the children’s parents, teachers, employers, and peers to ensure support for the children’s positive changes. Although more research is needed, preliminary results suggest that, compared to children in other residential treatment programs, children in Teaching-Family Model centers have fewer contacts with police and courts, lower dropout rates, and improved school grades and attendance.

Couples are selected to be teaching-parents based on their ability to provide individualized and affirming care. Teaching-parents then undergo an intensive year-long training process. In order to maintain their certification, teaching-parents and Teaching-Family Model organizations are evaluated every year, and must meet the rigorous standards set by the Teaching-Family Association.
Significance
The Teaching-Family Model is one of the few evidence-based residential treatment programs for troubled children. In the past, many treatment programs viewed delinquency as an illness, and therefore placed children in institutions for medical treatment. The Teaching-Family Model, in contrast, views children’s behavior problems as stemming from their lack of essential interpersonal relationships and skills. Accordingly, the Teaching-Family Model provides children with these relationships and teaches them these skills, using empirically validated methods. With its novel view of problem behavior and its carefully tested and disseminated treatment program, the Teaching-Family Model has helped to transform the treatment of behavioral problems from impersonal interventions at large institutions to caring relationships in home and community settings. The Teaching-Family Model has also demonstrated how well-researched treatment programs can be implemented on a large scale. Most importantly, the Teaching-Family Model has given hope that young people with even the most difficult problems or behaviors can improve the quality of their lives and make contributions to society.
Practical Application
In recent years, the Teaching-Family Model has been expanded to include foster care facilities, home treatment settings, and even schools. The Teaching-Family Model has also been adapted to accommodate the needs of physically, emotionally, and sexually abused children; emotionally disturbed and autistic children and adults; medically fragile children; and adults with disabilities. Successful centers that have been active for over 30 years include the Bringing it All Back Home Study Center in North Carolina, the Houston Achievement Place in Texas, and the Girls and Boys Town in Nebraska. Other Teaching-Family Model organizations are in Alberta (Canada), Arkansas, Hawaii, Kansas, Michigan, Mississippi, New Jersey, North Carolina, Ohio, South Carolina, Tennessee, Texas, Utah, Virginia, and Wisconsin.

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Believing You Can Get Smarter Makes You Smarter

Thinking about intelligence as changeable and malleable, rather than stable and fixed, results in greater academic achievement, especially for people whose groups bear the burden of negative stereotypes about their intelligence.
Findings

Can people get smarter? Are some racial or social groups smarter than others? Despite a lot of evidence to the contrary, many people believe that intelligence is fixed, and, moreover, that some racial and social groups are inherently smarter than others. Merely evoking these stereotypes about the intellectual inferiority of these groups (such as women and Blacks) is enough to harm the academic perfomance of members of these groups. Social psychologist Claude Steele and his collaborators (2002) have called this phenomenon “stereotype threat.”

Yet social psychologists Aronson, Fried, and Good (2001) have developed a possible antidote to stereotype threat. They taught African American and European American college students to think of intelligence as changeable, rather than fixed – a lesson that many psychological studies suggests is true. Students in a control group did not receive this message. Those students who learned about IQ’s malleability improved their grades more than did students who did not receive this message, and also saw academics as more important than did students in the control group. Even more exciting was the finding that Black students benefited more from learning about the malleable nature of intelligence than did White students, showing that this intervention may successfully counteract stereotype threat.
Significance

This research showed a relatively easy way to narrow the Black-White academic achievement gap. Realizing that one’s intelligence may be improved may actually improve one’s intelligence, especially for those whose groups are targets of stereotypes alleging limited intelligence (e.g., Blacks, Latinos, and women in math domains.)
Practical Application

Blackwell, Dweck, and Trzesniewski (2002) recently replicated and applied this research with seventh-grade students in New York City. During the first eight weeks of the spring term, these students learned about the malleability of intelligence by reading and discussing a science-based article that described how intelligence develops. A control group of seventh-grade students did not learn about intelligence’s changeability, and instead learned about memory and mnemonic strategies. As compared to the control group, students who learned about intelligence’s malleability had higher academic motivation, better academic behavior, and better grades in mathematics. Indeed, students who were members of vulnerable groups (e.g., those who previously thought that intelligence cannot change, those who had low prior mathematics achievement, and female students) had higher mathematics grades following the intelligence-is-malleable intervention, while the grades of similar students in the control group declined. In fact, girls who received the intervention matched and even slightly exceeded the boys in math grades, whereas girls in the control group performed well below the boys.

These findings are especially important because the actual instruction time for the intervention totaled just three hours. Therefore, this is a very cost-effective method for improving students’ academic motivation and achievement.
Cited Research

Aronson, J., Fried, C. B., & Good, C. (2001). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 1-13.

Steele, C. M., Spencer, S. J., & Aronson, J. (2002), Contending with group image: The psychology of stereotype and social identity threat. In Mark P. Zanna (Ed.), Advances in experimental social psychology, Vol. 34, pp. 379-440. San Diego, CA: Academic Press, Inc.
Additional Sources

Blackwell, L., Dweck, C., & Trzesniewski, K. (2002). Achievement across the adolescent transition: A longitudinal study and an intervention. Manuscript in preparation.

Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

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Fashion Tips & Ideas On How To Get The Right Outfit To Suit You With Unique Fashionable Accessories

Is false fashion for you? What you have to bear in mind when keeping up with all the newest trends is, that never once were you in the designer’s thoughts when putting his or her creations together.

How many times have you cringed at styles of dresses, trousers, blouses or whatever knowing at the back of your mind how hideous you would look dressed in what was designed for the catwalk and yet you feel the need to have them because it’s in fashion.

Top designer labels do not come cheap and can be quite expensive leaving you broke when you could have bought a garment for half the price and still look just as stunning. Keeping up with fashion is all well and good but if you look stupid wearing something that wasn’t specifically designed for you don’t wear it. There is nothing worse than walking into a room thinking you are god’s gift because you paid a fortune for what you are wearing, only to be made a mockery of.

When out shopping next; find a shop selling quality gear for half the price of what it would cost to dress in designer gear. You will find similar or duplicated designs to the latest craze in most stores and even in second-hand or charity shops. This is your best option for picking up a bargain if you don’t have a lot of money. The good thing with charity shops their proceeds go to good causes, so as well as looking a million dollars in an outfit bought from such a shop you help the starving people of the world.

Fashion Tips:

Boob Tube: Not comfortable with the new boob tube you bought because your bare fleshed stomach is in full view but they are in fashion and you want one. This is easily sorted just narrow the gap down. Under, the breast where the hem of the garment is, stitch or glue tassels, beads or pearls. This makes a great cover up and also adds your own uniqueness to it. Another thing with this idea is you get to choose the colour of accessories you want to decorate the boob tube with –not having to make do with what the designer who has never met or seen you thinks is best for you.

Belts do not go down well with pleasantly plump girls. Well, they do but the big girl should exclude belts from her wardrobe as they are not complimentary for the woman with the big waistline. If belts are a must then let us find an alternative idea. Make your own belly piece. Get leather strips (off cuts) these can be any colour or assorted shades, braid/plait them together then hang the twisted menagerie loosely (not tight) around the middle securing it so it doesn’t slip down to the ankles. (You could also make a leather braided ankle strap to match) Add glitter or glue sequins to the strips to spice the belt up. This will not only look effective but complement your size. Off-cuts are cheap and you could if wanting to hang beads coins or whatever from the belt you made, this will let everyone know you are in the room or get you noticed on the dance floor because of the jingle and jangle.

Boots are in fashion but you cannot afford to buy them. Let’s be sneaky and clever to get you the nearest thing to boots. Buy closed in shoes then get a matching pair of the same colour as the shoe knee or ankle length socks and hey presto from a distance a pair of boots, how good is that?

Above are two ideas of what you can do if you put your mind to it, rather than end up in debt due to buying designer gear that no one gets to see because you emptied the bank account, and now can’t afford to go out and show your new outfit off.

In the fashion industry style and design changes every day, so you could be left with a very expensive dress left hanging in the wardrobe because it’s gone out of fashion

Forget about buying fashionable designer gear in the shops as those styles and design were not created for you personally. This is disastrous for some girls wanting to wear clothes trending at the time. If you can get away with wearing the latest trends then you are one of the lucky ones, sadly not all girls are that fortunate.

False fashion is what it is. Your height, weight, skin type was never taken into account by designers, unlike the rich and famous stars who always look good, that’s because these designers focus solely on what would suit or not suit each individual. How are the girls of today expected to look as fabulous unless they get the same treatment? The only one that can know what will suit you is you and not some stranger who has never set eyes on you.

It makes sense to put your own fashion ideas to use and into the bargain cost-effective. Design your own label? Who knows maybe your friends will want a piece of the action and a great way of making money too. Top designers started this way.

Tip: check out your jewellery box for odd broken pieces or visit a charity shop to pick up bits like gold or silver chains pendants rings pearls beads brooches etc. These can be used to decorate some of your already wardrobe content that is still in great condition but not as fashionable as they once were.

Look for scarves they make fabulous fashion accessories and colourful too for that drab outfit that needs that little something to set it off.

Make your own sparkly neck choker with glitter. Add studs in your own pattern. It’s your choice as to what and what you can do to put your own mark on it.

Hats will have heads turning so consider one or two for the wardrobe to stand out and be noticed. You can add jewellery bits and colourful feathers to headwear and make them your own

How many greeting cards come with tiny bows and more, save these and work with them. Add them to hair bands or stick them to shoes or boots. Gifts tend to come with some real eye-catching bits and bobs, so make these work for you. A lot can be done with silk flowers as well. It’s a cheap way to look good and fashionable… who needs fashion designers when you have you. To anyone wanting to save money and be fashionable all you need is imagination.

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Ingredients for the Classic English Garden

The classic English garden has evolved over time and taken on many guises, from for formality of seventeenth-century styles, the sweeping parklands of Capability Brown to the wild natural look of the Arts and Crafts movement. But even with the popularity of today’s modern designs with their minimalist planting schemes, the simplicity and romance of the English country garden still typifies what we understand as the classic English garden. Bring together pretty fragrance flowers, culinary herbs, garden buildings and a peaceful place to sit and you have the ingredients you need.

The garden bench is a must for any true English garden. Carefully placed for sun or shade in a place that is peaceful and conducive to quiet reflection, the bench can take on many and varied designs to suit taste and compliment garden design. The classic Thakeham seat or Lutyens bench, originally designed by the furniture maker and architect Sir Edwin Lutyens in 1900 still graces many a classic English garden. But there are other beautiful designs to be had in wood, iron and stone. Garden ornaments also have an important place in the English garden, stone statues of shy maidens or classic characters placed in amongst herbaceous borders; sundials creating a focal point at the end of a pathway, and birdbaths creating a showcase for birdlife.

The classic English garden cannot be without a greenhouse. It was the Victorians and their love of new and exotic species of plants that popularised the greenhouse. Basic aluminium structures are cheapest but a wooden structure in the Victorian or Edwardian style adds romance to a south-facing part of the garden. However, you can’t get more romantic than the humble potting shed. Typically used for re-potting seedlings, it is a place to escape the trials and hustle of life, offering sanctuary to the true gardener.

Traditionally associated with the English cottage garden, lavender is a Mediterranean plant originally brought to this country by the Romans but has now become synonymous with English garden planting schemes. Another plant the English garden cannot be without is of course the rose. By the nineteenth century horticulturalists were breeding a wide variety of roses for their colour and fragrance. Climbing roses grace the walled garden, while scented shrub roses fill the borders with irresistible scent to fill the senses and ramblers climb high into the branches of a tree.

Herb gardens were a vital part of horticulture in the Middle Ages, where herbs were mainly used for medicinal purposes. Some herbs with stunning flowers moved over time into the ornamental garden, whereas others became part of the vegetable garden where their culinary uses became popular. Today, more romantic additions are added to the herb garden such as scented herbs and sweet peas, grown in garden planters with tall wigwam supports.

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