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Hello reader, we are Team Prowler! We are a group of engineering students who have revolutionized the prowler exercise equipment. What is a prowler, you might be asking? A prowler is a type of exercise equipment that uses weights stacked on top of a sled to create resistance as the user pushes the sled across the ground. Shown below is what a traditional prowler looks like!
Prowlers can be used for a variety of workout routines, from lightweight sprints (less weight, fast pushing speed) to heavyweight pushes (lots of weight, slow pushing speed). Some problems with the current prowlers include the need for an extensive and expensive weight set, and that the sleds tend to tear up the terrain that they are being used on. Team Prowler's design, the Weightless Weight Sled (WWS), removes the need for weights and operates on wheels opposed to sleds, thus maintaining a user friendly interface without the damaging sleds. The design uses a closed loop fluid system (CLFS, see Proof of Concept) to apply a braking force to the axles, which simulates the effect of the weights on a traditional prowler. Team Prowler's design can be used in sports programs, gyms, and for personal fitness, and can be used on concrete, track, turf, and more!
Concept Overview
Throughout the Fall semester, Team Prowler has designed a prowler frame which includes a CLFS to give the user a wide range of different resistances. The design consists of a square frame with four wheels, a closed loop fluid system, two handles, and a set of sprockets accompanied by a chain. The design changed a great deal throughout the year, but the team could not be more satisfied with the final outcome. To get a better sense of the variety of ways a user can use the WWS, check out the video below!
Proof of Concept
To test whether or not the design would work, Team Prowler constructed a mock up of the Closed Loop Fluid System (CLFS). The CLFS works by turning the pump to build up pressure between the pump and the needle valve. With an increase in pressure, the pump becomes increasingly harder to turn. In the final design, the pump is attached to the axles through a series of sprockets and a chain, thus when the pump becomes more difficult to turn, the wheels become more difficult to turn as well.
The team determined that the CLFS was the most important aspect of the design, so testing it to make sure it met all the specifications that the team desired seemed appropriate. The system consists of a fluid pump, a needle valve, a bypass valve, a pressure gauge, and a reservoir for storing oil and bleeding the system of any air. With initial testing of the CLFS, the team determined that the design would work quite well for the final design and concluded that the Proof of Concept was a success.
Design Overview
The Weightless Weight Sled design eliminates the need for weights while maintaining a user friendly experience. The design is intended for a wide array of users, including low resistance workouts, heavy resistance workouts, endurance workouts, and quick sprint workouts. The design incorporates the CLFS from Team Prowler's Proof of Concept, which is attached to the frame and connected to the axles through a series of sprockets and a chain. The design was intended to be easily transportable and storable, with the weight under 100 lbs and the overall size within 4 cubic feet.
When the user pushes on the handles, the CLFS builds up pressure between the pump and the needle valve. With an increase in pressure, the pump becomes increasingly more difficult to rotate. With the pump connected to the axles through the series of sprockets and a chain, the rotation of the wheels becomes more difficult, effectively creating resistance against the user without the need for expensive weights. The amount of resistance against the user can be easily adjusted by simply turning the needle valve, where tightening the needle valve increases the resistance and loosening the needle valve decreases the resistance. The CLFS also contains a bypass valve, which can be opened to create a free-rolling sled.
The fabrication of the Weightless Weight Sled included a wide range of different processes. Aside from the welding of the frame, all of these processes were carried out in the Machine Shop in the basement of Palmer Engineering. The construction of the WWS was split up into three major parts; the CLFS, the frame, and the axles.
The CLFS required quite a bit of pipe cutting, soldering, and tightening of the components to complete. The team experience most of the construction problems with the CLFS, as certain sections decided to leak quite heavily at different stages of construction. After several attempts to fix the leak, the team was finally able to create a leak free CLFS.
The frame was welded together from four separate pieces, which were cut to size by a local steel company. Once the basic square was assembled, the handle mounts were welded onto two of the corners to support the removable handles.
After the welding was completed, several holes were drilled into the frame so that the axles and the CLFS could be attached. The axles simply required the attachment of the wheels, sprockets, and bearings before being mounted to the underside of the frame.
Once the frame was completely welded and the axles attached to the frame, it was time to bust out the spray paint and make it look good!
With everything painted and assembled, the team thought the (near) final product looked quite good!
After the WWS was completed and assembled, the team proceeded with testing the design to get some solid numbers. Throughout three separate trials, the team compiled the data into the graph shown below.
As shown in the graph, the team was able to inquire around 70 pounds of resistive force in the normal direction. Although this may not seem like a lot of resistance, it is actually quite difficult of a workout. When the coefficient of friction between a traditional prowler and the ground is taken, the team is very close to an equivalent of 160 pounds of weights.
The resistances shown in the graph seem to have both exponential and linear tendencies. From 1/8 of a turn to ½ of a turn, the team saw an exponential decrease in the resistance. After ½ of a turn the team witnessed a linear decrease in the force. This is due to the changing velocities of the different valve settings. This causes unusual shifts in the resistive forces. Overall, the team could not be more satisfied with the final outcome of the WWS!
Meet the Team
Matthew Schulze, Timothy Smith, Austin Brown, Maxwell Smith, Alysun Beard
Maxwell Smith – Team Leader
Maxwell Smith is a Senior Mechanical Engineering student who will be graduation in the Spring of 2015. While going to school, he enjoys skiing, hiking, and camping, as well as working at the local ski company. After graduation, he will be pursuing a career in either the snowsports or architectural industry.
Timothy Smith
Timothy Smith is a Senior Mechanical Engineering student who will be graduating in 2015. While going to school, he enjoys participating in UNR's disc golf team, skiing, hiking, and biking. After graduation, he will be pursuing a career in the energy field or the automotive industry.
Austin Brown
Austin Brown is a Senior Mechanical Engineering student who will be graduation in the Spring of 2015. In his spare time, he enjoys building custom beer pong tables. He spent the past three summers (2012-14) working at a privately owned water treatment facility in Weimar, CA, and now has an internship at a water filtration company in Reno, NV. After graduation, he will be pursuing a career in water treatment.
Matthew Schulze
Matthew Schulze is a Senior Mechanical Engineering student who will be graduating in the Spring of 2015. While going to school, he enjoys shooting, dirt biking, backpacking, and snowboarding. After graduation, he will be pursuing a career at an aftermarket parts company.
Alysun Beard
Alysun Beard is a Senior Mechanical Engineering student who will be graduating in the Spring of 2015. While going to school, she enjoys camping, snowboarding, skating, and surfing. After graduation, she will be pursuing a career in outdoor equipment product design.

subset: commoncrawl


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The Robots Arrive
Grades 4-5
Strange Mechanical Things
Human Body and a Robot
A Robot Takes Shape
The Robot Gets a Brain
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Roadmap to the Rescue
Mysterious Mars
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Learning becomes more meaningful when students can apply what they learn in one area to another area. The units follow a storyline and an integrated approach is used to help students make connections in their learning. Integrated thematic learning helps the brain organize thoughts, information, and experiences.
" The enormous size and strict separation of secondary curriculum areas do little to help students find time to make relevant connections between and among subjects. Helping students to make connections between subject areas by integrating the curriculum increases meaning and retention, especially when students recognize a future use for the new learning." (Sousa, 2006)
The brain is always attending to something but not necessarily to what we are teaching and, if students are not attending and are not engaged, learning will not occur. The brain attends to that which is new, unexpected, or emotional. The opening to this unit uses novelty to draw student attention to the objectives of the unit. The use of sound, visuals, and movement also encourage students to attend. See more information on the importance of novelty by going to the following links:
Sharing the project requirements, guideline, and scoring rubric in advance helps students know what will be expected of them. This reduces stress and confusion and allows them to self-assess their progress toward goals. "Preparing, distributing, and discussing written rubrics can incorporate the brain-friendly process of patterning and goal-directed learning." (Willis, 2010)
The anticipation guide is used at the beginning of this lesson to activate prior knowledge about robots. This tool is often used before reading assignments but it can be just as effective at the beginning of a new unit of study. It helps students make connections to what is known and it helps teachers assess where their students are in their understanding of a new topic. The brain learns best when new information is connected to that which is familiar or known.
Many of the lessons open or close with a review activity. The brain can hold small amounts of information in working memory but it will soon be forgotten unless we do something to commit it to long-term memory. Review is an excellent way to strengthen long-term memory networks. Varying the way review is done adds interest and addresses different learning styles.
"...auditory and visual rehearsal occurring during learning increase working memory's interactions with long term memory, raising the probability it will be stored. There is almost no long-term retention of cognitive concepts without rehearsal." (Sousa, 2006) If information is not stored in long term memory, it cannot be recalled for future use.
Think-Pair-Share gives students time to think about their learning and compare their understanding with a partner. This reduces the stress students often feel when called upon for a quick answer in front of the class. When students are under stress the emotional area of the brain blocks further learning. Think-Pair-Share also helps students consolidate and rehearse their learning making it more likely to be stored in long term memory.
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Robot Invasion
Krause Family Foundation
Honolulu, Hawaii
The Krause Family Foundation: 'Alana Ke Aloha
'Alana Ke Aloha places relationship at the heart of all learning. We create and support projects that engage participants' imagination, collaboration, and problem solving toward a healthy planet.
The Krause Family Foundation: 'Alana Ke Aloha is a private, 501(c) (3) nonprofit organization (EIN: 27-1531421) registered (01/21/2010) in the State of Hawai'i.
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Copyright © 2011 Krause Family Foundation Phone: 808.778.1265


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Established in 2004, Prike continually strives to surpass its goals and position itself globally within niche markets, through unique and innovative products. Our quest is to offer customers complete and fully integrated solutions that respond to their current and future needs while adhering to a vision of sustainable development.
By pinpointing key factors underlying the evolution of specific markets, we can accurately harness the research and development potential. Doing so requires a dynamic approach and targeted response to customer needs. This is achieved through research, analysis, and evaluation of past and present information, in all its forms, aimed at designing the best possible solutions for the future.
Our R&D activities focus on competitive differentiation for positioning ourselves in the international market via the omnipresence of the Internet. To accomplish this, we undertake a study and analysis of both the environment and of customer needs. Such an approach enables us to adapt marketing solutions and niche strategies that ensure successful commercial deployment.


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Start your morning off right with our Monogram Coffee Mugs! These ceramic personalized mugs hold 11 oz of liquid, and are UV Protected, FDA Compliant, and Microwave and Dishwasher Safe. Your design will be printed on both sides of the mug, so it will visible no matter how you hold it!
Our Monogrammed Coffee Mugs make great gifts for anyone, including family, friends, co-workers, and teachers! They are also great for house warming gifts and weddings!


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The short-term spending bill that is financing federal government operations will expire on Dec. 11, and unless Congress and President Obama agree on another extension or a final bill, there will be a shutdown.
In September, far-right Republicans in the Freedom Caucus were willing to shut down the government rather than allow federal spending on Planned Parenthood. That was averted only when the House speaker, John Boehner, announced he would resign, thus escaping pressure from that caucus. His successor, Paul Ryan, will now have to decide whether he wants to avoid a year-end shutdown fight or give in to right-wing demands.
Meanwhile, hundreds of potential "riders" are on the table. These are provisions that could be attached to a final bill that would do great harm to important policies and have nothing to do with spending. Many, like the attempt to defund Planned Parenthood, are ideologically driven. Many serve narrow interests (usually those of specific campaign donors). The House Agriculture Committee, for example, supports a rider that would exempt existing electronic cigarettes, including those with flavored liquid nicotine, from regulation by the Food and Drug Administration. It also wants to prevent the F.D.A. from improving generic-drug safety labeling.
Many anti-environmental riders have been put forward by lawmakers in committees with jurisdiction over energy, water, air quality, public lands and endangered species. Arguably the most serious threat is one that would invalidate a new rule from the Environmental Protection Agency that clarifies which waters are protected under federal law from unrestricted dredging, filling and development.
Consumer protections are another target of several riders, many of which would weaken the Consumer Financial Protection Bureau. One rider would delay, if not derail, the bureau's progress in restoring the right of aggrieved customers to join together in class-action lawsuits against corporations rather than being forced into arbitration. One would prevent the Department of Labor from finalizing or enforcing a rule to ensure that financial advisers put a client's interests first when giving advice on retirement accounts. Others would roll back protections against reckless mortgage lending and other risky bank practices that were put in place after the financial crisis.
The White House has said it opposes many of these riders, and has threatened previously to veto attempts to weaken the clean-water improvements. But in 2011, the administration caved on some environmental riders. And last year, it acquiesced in rolling back a major provision from the Dodd-Frank reform law that was intended to control bank speculation.
Republicans in the House and Senate appear divided, with the House's far-right caucus eager for a shutdown if it doesn't get its way and the Senate leadership desperate to avoid one for fear it would hurt its party's electoral prospects in 2016. That is an opening for Mr. Obama to do the right thing with harmful riders: Just say no.


text: ``Happy'' is the right word for these 25 deftly constructed poems about childhood pleasures: sounds, making faces (``How to Be Angry'': ``Scrunch your eyebrows/up to your hair,/pull on your chin/and glare glare glare...''), animals, weather, food, riddles, counting, day's end. The ebullient rhymes and onomatopoeia are perfect for tuning young ears for reading readiness (``Bath Time'' ends with ``Water down the drain...guggle uggle gluggle/Gurgle/urgle/gug''--Merriam's made- up words for sounds are always apt). Buoyant with humor and sketched with unassuming ease, Wilhelm's watercolors are actually crafted with great care. An expressive pink piglet that appears in most spreads lends unity to the whole, while even a simple vignette--like a rubber duck watching the last of the bathwater glug down the drain--can suggest a whole story. Nifty. (Poetry. 2-6)


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The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University
Maria Niari [email@example.com], Evaggelia Manousou [firstname.lastname@example.com], Antonis Lionarakis [firstname.lastname@example.com], Hellenic Open University [www.eap.gr], Greece
The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the impact of the Pygmalion Effect in distance adult learning. Observation was held in two Contact Sessions of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities at the Hellenic Open University (HOU). Also, 22 interviews were conducted, 6 with Tutors/Advisors and 16 with students of the same Postgraduate Module. The data analysis indicates that both Tutors/Advisors and postgraduate students shape form their expectations based on the behaviour as reflected in their first contact (telephone contact, face-to-face contact, written contact through the CV). Expectations originally are positive, though this could change due to mismatched following behaviour. Tutor's expectations are expressed in verbal and non-verbal ways both in written and face-to-face communication. However, it is the non-verbal behaviour – and mainly the encouragement and the support towards the students – that influences their positive mood and attitude towards the learning object and distance learning itself. In conclusion, not to reject the educational trend according to which the adult learner has developed self-motivation, we accept that Tutor's expectations reflected in encouragement and support towards the student may influence the learning process.
Abstract in Greek
Το φαινόμενο του Πυγμαλίωνα είναι η θετική έκφανση της αυτό-εκπληρούμενης προφητείας και περιγράφει πώς οι προσδοκίες του δασκάλου επηρεάζουν τη μαθητική επίδοση. Σύμφωνα με αυτό το φαινόμενο, οι υψηλές προσδοκίες του εκπαιδευτικού μπορούν να οδηγήσουν σε υψηλότερη επίδοση. Σε αυτή την έρευνα ποιοτική μεθοδολογία υιοθετήθηκε και στη συλλογή και στην ανάλυση των δεδομένων προκειμένου να διερευνηθεί η επίδραση του Φαινομένου του Πυγμαλίωνα στην εξ αποστάσεως εκπαίδευση ενηλίκων. Έγινε παρατήρηση σε δύο Ομαδικές Συμβουλευτικές Συναντήσεις στη Μεταπτυχιακή Θεματική Ενότητα για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση (ΕΚΠ65) της Σχολής Ανθρωπιστικών Σπουδών στο Ελληνικό Ανοικτό Πανεπιστήμιο (ΕΑΠ). Επίσης, 22 συνεντεύξεις διεξήχθησαν, 6 με Καθηγητές-Συμβούλους και 16 με σπουδαστές από την ίδια μεταπτυχιακή θεματική ενότητα. Η ανάλυση των δεδομένων φανερώνει πως και οι Καθηγητές-Σύμβουλοι και οι μεταπτυχιακοί φοιτητές διαμορφώνουν τις προσδοκίες τους με βάση τη συμπεριφορά του άλλου στην πρώτη τους επαφή (τηλεφωνική, πρόσωπο-με-πρόσωπο, γραπτή επαφή μέσω βιογραφικού σημειώματος). Οι προσδοκίες γενικά είναι θετικές αν και αυτό μπορεί να αλλάξει εξαιτίας αναντίστοιχης ακόλουθης συμπεριφοράς. Οι προσδοκίες του Καθηγητή-Συμβούλου εκφράζονται με λεκτικούς και μη λεκτικούς τρόπους και στη γραπτή και στην πρόσωπο-με-πρόσωπο επικοινωνία. Ωστόσο, η μη λεκτική συμπεριφορά – και κυρίως η ενθάρρυνση και η υποστήριξη προς το φοιτητή – είναι αυτή που κυρίως επηρεάζει τη θετική διάθεση και στάση απέναντι στο μαθησιακό αντικείμενο αλλά και στην ίδια την εξ αποστάσεως εκπαίδευση. Συμπερασματικά, χωρίς να απορρίπτουμε την εκπαιδευτική τάση σύμφωνα με την οποία ο ενήλικος σπουδαστής έχει αναπτυγμένη αυτενέργεια, δεχόμαστε ότι οι προσδοκίες του δασκάλου όπως εκφράζονται στην ενίσχυση και την υποστήριξη προς το σπουδαστή μπορούν να επηρεάσουν τη μαθησιακή διεργασία.
Abstract in French
L' effet Pygmalion est la forme positive de la prophétie auto-réalisatrice et montre comment les attentes des enseignants influencent la performance des élèves. Selon ce phénomène, des attentes plus élevées peuvent conduire à une augmentation des performances. Dans cette recherche, la méthodologie qualitative a été adoptée à la fois dans la collecte des données et dans l'analyse, afin d'étudier l'impact de l'effet Pygmalion dans l'apprentissage distance des adultes. Observation a eu lieu en deux sessions de contact du module de troisième cycle pour Open and Distance Education (EKP65) de l'École des sciences humaines à l'Université Οuverte Ηellénique (HOU). En outre, 22 entrevues ont été menées, 6 avec les tuteurs / conseillers et 16 avec les élèves du même module de troisième cycle. L'analyse des données indique que les deux tuteurs / conseillers et étudiants de troisième cycle façonnent forment leurs attentes fondées sur le comportement comme en témoigne leur premier contact (contact téléphonique, contact face-à-face, le contact écrit par le CV). Les attentes sont à l'origine positif, bien que cela pourrait changer en raison des comportements suivants dépareillés. les attentes de Tutor sont exprimés de façon verbale et non verbale à la fois dans la communication écrite et en face-à-face. Cependant, il est le comportement non-verbal - et surtout l'encouragement et le support à l'égard des étudiants - qui influe sur leur état d'esprit positif et l'attitude envers l'objet d'apprentissage et l'apprentissage à distance lui-même. En conclusion, ne pas rejeter la tendance éducative selon laquelle l'apprenant adulte a développé l'auto-motivation, nous acceptons que les attentes reflétées dans Tutor encouragement et de support envers l'étudiant peut influer sur le processus d'apprentissage.
Keywords: Pygmalion Effect, distance learning, adult learners, expectations, encouragement, support, interaction
In 1968, Robert Rosenthal and Lenore Jacobson published an experiment, the known Oak School, and introduced the Pygmalion Effect. The experiment was taken place at an elementary school where students took intelligence pre-tests. Rosenthal and Jacobsen informed the teachers of the names of twenty percent of the students in the school who were showing "unusual potential for intellectual growth" and would bloom academically within the year. Unknown to the teachers, these students were selected randomly with no relation to the initial test. When Rosenthal and Jacobson tested the students eight months later, they discovered that the randomly selected students who teachers thought would bloom scored significantly higher (Rosenthal & Jacobson, 1968). The researchers argued that biased expectancies could affect reality and create self-fulfilling prophecies.
Since then, many researchers have tried to replicate the experiment focusing on various aspects of the Pygmalion Effect in classroom and its impact on learning. In this article we present the results of an empirical study on the impact of Pygmalion Effect in higher distance education in Greece. It's a case study that took place at the Module for Open and Distance Education (EKP65) at the Hellenic Open University (HOU) from September 2012 till May 2013. Observation was held in two Contact Sessions of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities at the Hellenic Open University (HOU). Also, 22 interviews were conducted, 6 with Tutors/Advisors and 16 with students of the same Postgraduate Module (age: 28-60).
The myth of Pygmalion
Pygmalion can be traced back to Greek mythology. He was the king of Cyprus and also a sculptor. According to Ovid, Pygmalion after seeing the Propoetides was "not interested in women", so carved a statue of a woman named Galatea. His statue was so fair and realistic that he fell in love with it. The goddess Aphrodite pitied Pygmalion and brought the statue to life. Pygmalion and Galatea, the living form of the statue, were married and had a child named Metharme.
The basic Pygmalion story has been widely transmitted and re-presented in the arts through the centuries. For example, George Bernard Shaw's Pygmalion (1912, staged 1914) in which a king lacks interest in women, but one day falls in love with a young beggar-girl, later educating her to be his queen. The play was the basis for the Broadway musical My Fair Lady (1956).
The importance & innovation of this study
The Pygmalion Effect is not a one-way mechanism; different forms of interaction are taking place and both tutor's and student's expectations and behaviour are involved. As we strongly believe in the importance of the human factor in the process of learning – face-to-face and distance – meaning that both tutor and student play a significant part in the learning process by their engagement to learning and their interaction. As the interaction between tutors and students/learners is a field of our interest, we decided to research this phenomenon in the field of higher distance education in Greece. The initial literature review showed that only few researches have been conducted about the study of the Pygmalion Effect in distance adult learning (Rathert & Reed, 2001; Dominguez & Ridley, 2001), and none in Greece. In addition, we found interesting to study if and the Pygmalion effect could be a factor that could meliorate a distance adult learning experience.
Research scope and objectives
The main objective of this study was to investigate the existence and impact of the Pygmalion Effect on higher distance learning process.
More specifically, the sub-objectives were to study:
- by which ways expectations are formed for both Tutor-Advisor and distance adult learner;
- by which ways Tutor's expectations are expressed in face-to-face or written communication with the tutorial group;
- the impact of interaction between Tutor-Advisor's and learner's expectations on positive learning outcomes.
Literature review
The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows that teacher expectations influence student performance. According to this phenomenon, higher expectations lead to an increase in performance. "When we expect certain behaviours of others, we are likely to act in ways that make the expected behaviour more likely to occur." (Rosenthal & Babad, 1985). This process is also observed in every type of groups, educational, vocational or social (Meena, 2007, p.6; Mallet, 2006, p.2; Snyder & Stukas, 1999 as ref. in Trouilloud & Sarrazin, 2003, p.90; Manzoni & Barsoux, 1998, p.2; Blakey, 1970, p.6). Many researchers propose theoretical models that explain or describe the Pygmalion Effect (Brophy, 1982, pp.24-25; Rist, 1977, p.301; Good & Brophy, 1973, p.75), however Trouilloud and Sarrazin (2003; p.93) condense all these in a three-stage model.
According to this model, the teacher notes or collects information for students and modulates the original attitude towards them (stage 1). This creates differentiated expectations depending on the expected performance of students and thus differentiated behaviour for the various categories of students (stage 2). In fact, the teacher sends indirect constant messages to students about how they will behave or achieve academically, which leads to shape and enhance student's learning behaviour. Consequently, the student "is pushed" to a particular academic achievement and behaviour, which confirms teacher's initial expectations or estimations (stage 3).
Conditions for the efficiency and impact of this phenomenon is "durability and high frequency in the expression of expectations" (Brophy & Good, 1970, 1974, as ref. in Giannoudis et al., 2009, p.11), as well as the interaction between clear expression of teacher's expectations and student's behavioural response (Brophy, 1982, p.17; Rist, 1977, p.301; Good & Brophy, 1973, p.75).
Key component for the Pygmalion Effect are teacher's expectations. According to Trouilloud and Sarrazin (2003; p.95), expectations can be categorized into (a) positive – negative, (b) related to a student or group of students, (c) related to the ability and performance or to school characteristics (hardworking/lazy, independent/dependent, likeable/unlikeable, social/antisocial etc.), (d) related to one course (e.g. mathematics or physical education) or deviation in general (charisma, skills, level IQ).
In daily practice – and not under experimental conditions – expectations are usually formed based on previous school student performance (former grades, comments of colleagues, initial test / diagnostic evaluation, parental comments) or even on older brothers' performance, but can be based on generalizations – stereotypes, such as gender, appearance, socio-economic status, racial or ethnic origin (Giannoudis et al., 2009, p.11; Trouilloud & Sarrazin, 2003, pp.95-96; Katsillis, 2005, p.136; Sprouse & Webb, 1994, pp.5-6; Brophy, 1982, p.15; Rist, 1977, pp.296-298; Lavoie & Adams, 1973, pp.9-12), as well.
However, they are not expectations themselves that affect the performance and learning outcomes of students, but the teacher's unequal and differential behaviour and how students perceive and react to it (Brophy, 1982, p.34). According to Rosenthal (1974, as ref. in Trouilloud & Sarrazin, 2003, p.97) teacher's behaviour varies according to expectations in four aspects: (a) the pedagogical content and the presentation of the work (input), (b) expression opportunities granted to students (output), (c) feedback, d) the emotional climate and verbal or non-verbal interactions with students. Noted the first and fourth aspect have more significant impact on student's conduct (Harris & Rosenthal, 1985, as ref. in Trouilloud & Sarrazin, 2003, p.99). Meanwhile, Cooper and colleagues (Cooper et al., 1979; pp.5-7) add another aspect to teacher behaviour: the frequency of interaction between teacher and student.
Students, even the youngest, are able to understand the diversified behaviour of the teacher, particularly the favourable treatment towards "good" students (Trouilloud & Sarrazin, 2003; p.100). This may have implications both in intellectual development (Rosenthal & Jacobson, 1968), and school performance (Cooper et al., 1979; Zanna et al., 1975; Hecht & Strum, 1974; Cooper, 1971), the self-perception (Prihadi et al., 2010; Cooper, 1971), and motivation for learning (Merle, 2004; Coleman & Jussim, 1983). According to Snyder & Stukas (1999, as ref. in Trouilloud & Sarrazin, 2003, p.93) the effects of teacher expectations can be of two forms: (a) confirmation of student's actual behaviour or (b) perceptual confirmation in teacher's mind.
In the field of Adult Education there are not many empirical researches which focus on the Pygmalion Effect. It is accepted that adults are more experienced compared to children, they have preferred ways of learning and have formed their personality, so the teacher's ability to affect them is limited. Some worth-mentioning researches are the following: (a) Livingston (1969, as ref. in Cherie, 2006, p.3) explored the relations between employers and employees in the working place and mainly the effect of manager's expectations in the workers performance, (b) Blakey (1970) focused on verbal cues and highlighted the existence of a relation between the teacher's expectations and the students' performance, (c) Harriet Rosenthal tried to expand his research into a new level by testing Pygmalion Effect in adults of different tribes (although his research didn't replicate the initial assumptions), (d) Skilbeck and Collins (1976) investigated the interaction between employees and employers in the working place and their research showed that the effect of expectations constitute a "fragile" parameter in social interactions and it is not always easy to be defined.
In the field of Distance Learning, Moore (1993) defined distance education as "the universe of teacher-learner relationships that exist when learners and instructors are separated by space and/or by time" (p.22). This definition includes both synchronous and asynchronous delivery formats. Transactional distance theory is important conceptually, since it proposes that the essential distance in distance education is transactional, not spatial or temporal. Advances in communications technology, which made synchronous and asynchronous interaction readily available, enabled interaction to become a key factor in distance education systems. As far as the impact of Pygmalion Effect is concerned, we could mention the researches of: (a) Rathert and Reed (2001) who conducted an experiment aiming to explore the effects of encouragement through e-mail in students' performance, (b) Dominiguez and Ridley (2001) who – in one of their studies about configuration of a model who would improve the quality of classes held from distance – admit and utilize the effect of expectations of Pygmalion-teacher during the discussion of results, (c) Suplicz (2005) who realized during his research that the difference in accomplishing a higher performance and positive attitude lies in the emotional interaction between the teacher and the student, the values and the high goals. In conclusion, the Pygmalion Effect in distance adult learning describes how teacher's expectations and the ways that those are expressed and interact with students' expectations can affect the mood and the attitude of students, reducing the distance between teacher and learners.
Initial research plan
At first, we intended to expand the research to all forms of interaction between Tutor-Advisor and students through a wide range of media: written communication (emails, comments to written assignments, forum), communication by telephone, face-to-face communication (Contact Sessions). Unfortunately, we were not given permission to access the different forms of written communication or by telephone; so we were restricted to the secondary data from the answers that Tutors and students gave us. We managed though to gain access to Contact Sessions at the Hellenic Open University (HOU) in Athens.
The Hellenic Open University (HOU)
The Hellenic Open University (HOU) offers undergraduate and postgraduate courses through open and distance education using a variety of methods for distance learning. For that purpose, it develops and implements appropriate learning material and blended methods of teaching. According to HOU site (http://www.eap.gr):
"Students are provided with various learning materials that can be used from home to study: printed course material, set books, audio and video material, cd-roms / software, specially prepared for distance learning. They must plan their own time to study course material, work on course activities, and hand in assignments by the due date and also take a final course module examination at the end of each 10 month academic year. There are 5 Contact Session during the 10 month academic year in which they may participate. Each Contact Session – which is not compulsory, but is strongly recommended – is coordinated by the Tutor.
Tutorials provide students with the opportunity to solve problems and clear up misunderstandings, improve student understanding and performance, and promote tutor-student and student-student communication. In matters of student absence, Tutors/Advisors are available to assist their students regarding the previous session.
Module courses require 4 to 6 written assignments, according to the subject area, and are evaluated by Tutor/Advisors. Written assignments are compulsory for all students and must be sent to Tutor/Advisors by the due date referred on the study plans.
Students are continuously supported by the Academic Staff and are contacted regularly."
Due to the descriptive nature of the objective, qualitative methodology was adopted both in data collection and analysis. The data collection methods were the non-participatory observation and the semi-structured interview with open questions. We chose the non-participatory observation because it is flexible, is adjustable in small groups of people and provides significant data for social interaction (Androusou & Petrogiannis, 2008; pp.69-70). As far as the semi-structured open-questioned interview is concerned, we chose that method instead of questionnaire in situ, because it allows a deeper investigation of the subject; the researcher is much more connected and interacts with the interviewer which gives him the chance to gain many information related to his subject (Faulkner et al., 1999; p.81). More specifically:
Non-participatory observation was held in two Contact Sessions (March 2013) of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities in Hellenic Open University (HOU). The behaviour of both Tutor and students was observed in vivo and field notes were kept. We avoid using a video camera in order not to disturb the natural behaviour of participants. As soon as the aim was to observe behaviour that take place naturally into the educational context of a Contact Session of the tutorial group, we chose the semi-structural, naturalistic, holistic approach (Androusou & Petrogiannis, 2008; p.108).
More specifically, we observed the:
- non-verbal behaviour (face expressions, eye contact, gestures, body language), as it is an important factor for the formation of expectations, emotional climate and interaction;
- spatial behaviour, which could provide supplementary information for;
- extra-linguistic behaviour, as a way of expressing positive expectations according to literature;
- linguistic behaviour, more specifically the words of encouragement and support.
Therefore, we used an observation scale based on Weick's four categories (as ref. in Androusou & Petrogiannis, 2008, pp.113-114).
Also, 22 semi-structured open-questioned interviews were conducted, 6 with Tutors-Advisors and 16 with adult students (age: 28-51) of the same Postgraduate Module, between March and April 2013. The open-questioned interviews allow the researcher to ask for clarifications and also mark out subjects that the researcher might have not predicted (Faulkner et al., 1999; p.102). The semi-structured interviews were designed according to the objective and the sub-objectives. The basic points of the questions were the following:
- formation of Tutor's and Students' expectations;
- their expression into behaviour (verbal and non-verbal) both in face-to-face and written communication;
- the interaction between Tutor's and student's expectations;
- the impact on positive learning outcomes/influence of the Pygmalion Effect.
Each interview was recorded and after the transcript was sent back to each participant to validate.
We chose to use interviews with both Tutors/Advisors and students in order to have data from both sides and
The observations were held during the 4th Contact Session of the Postgraduate Module for Open and Distance Education of HOU, in order not to disturb the formation or interaction of the educational group. We visit two different groups so as to have data from different Tutors/Advisors.
As far as the participants are concerned, we conducted interviews with 6 Tutors/Advisors from the HOU and 16 postgraduate adult students, 14 of who had attended the Module for Open and Distance Education (EKP65). All of them were experienced learners and had attended successfully at least one module at a distance. Consequently, they all were familiar with the distance learning process and could provide more accurate information about the Pygmalion Effect at a distance, as we weren't able to gain access to written communication between them and the tutor.
It is obvious that is a convenient sampling relying on example-avalanche.
We chose the HOU because it was the only statutory institution in Greece that provides studies using exclusively the methodology of distance education.
As mentioned before, we weren't allowed to access various forms of written communication or by telephone between tutors and students. Although we were interested in using discourse analysis in written communication between Tutor-Advisor and students, we were restricted to collecting data from the interviewers. Moreover, although we intended to expand the research in other Modules and/or other Schools of HOU, we met refusal from both Tutors and student. As the time that we had in our disposal was not much (about nine months), convenient sampling was adopted. However, in order to guarantee the validity of research we used the triangulation, by using observation and interviews with both Tutors/Advisors and students.
The following table summarizes the findings.
By which ways expectations are formed for both Tutor-Advisor and distance adult learner
The collected data indicate that Tutors-Advisors form expectations about students based on: student's CV, performance in written assignments, telephone contact, face-to-face contact, and collaboration during the learning program. Tutors are interested in knowing about student's studies, professional status and experience, motives and expectations from the program, marital status, personal data and interests, experience in distance learning, in the HOU and in writing assignments. Expectations are mostly positive, especially when the student has previous experience in distance learning programs, meets the basic academic requirements and shows interest in the learning subject. Expectations tend to be negative when the student ignores teacher's instructions, repeats same mistakes, is inconsistent and does not meet the requirements of the program.
On the other hand, postgraduate adult students form expectations based on: Tutor's CV, published papers, social presence in the internet, telephone contact, face-to-face contact, classmates' comments, way of correction of written assignments and collaboration during the learning program. Students form positive expectations based on Tutor's experience in learning subject and in distance education, organizational skills, clarity, cooperation and support. Expectations tend to be negative in case of disposal of arrogance and lack of experience in distance education.
In both cases (Tutors and students), although expectations originally are positive, this could change due to mismatched following behaviour during the learning process. Collaboration and communication between them – in other words interaction – is the basic factor for this change.
By which ways Tutor's expectations are expressed in face-to-face or written communication with the tutorial group
Tutor's expectations are expressed in verbal and non-verbal ways both in written communication and face-to-face.
In written communication, tutor may communicate via email or/and the Forum. The emails are usually more personal, and Tutor expresses himself/herself in a more friendly way than his/her presence in Forum which tends to be typical. Apart from verbal ways, students perceive Tutor's expectations through his/hers attitude and the encouragement that they receive. The friendly and intimate atmosphere encourages them to continue studying and learning, despite problems or obstacles that may have arisen. On the other hand, typical and impersonal communication discourages or has no importance to them. Last but not least, response time is very important to students; immediate response from Tutor is translated into high expectations on behalf of Tutor, encourages and reinforces their effort.
For example,
- St_8: "Mostly by telephone. We preferred to talk on the phone rather than via email. My tutor used to encourage me even when things weren't going very well. She always had a good word for me, like "You're doing great" or "I expect a lot from you". She always was encouraging by the phone but not in the emails – there she used to be more typical, impersonal, you know";
- St_13: "First of all, it is the support and encouragement that I receive and also the guidance to the written assignments. Moreover, it makes me want to respond to the Tutor while the learning material is more impersonal (…) although, the HOU learning material is appropriate for distance learning, for me it would be impossible to continue studying without Tutor/Advisor's help and support";
- T/A_2: "I have seen the matter of emotional involvement in a text … in some cases it has positive impact, in other cases it has negative impact (…). So, I encourage (my students) whenever they have any questions, to call me on the phone; because the contact by the telephone – although is not interpersonal – is more rich in cues and messages compare to the email or the text, which is more likely to create misunderstanding. In my opinion, you should write less and communicate more";
- T/A_4: "The way we communicate with the students leads them to high performance. (…) My expectations are fulfilled because I create the appropriate emotional climate".
In Contact Sessions, Tutor's expectations are expressed both in verbal and non-verbal ways. As far as verbal ways are concerned, we noted that Tutors tend to use encouraging and rewarding phrases, first person plural, superlative adjectives, possessive pronouns and students' first names, in order to express high positive expectations. In addition, creating many opportunities for dialogue or working in groups is valued positively from students. As far as non-verbal ways are concerned, we noted frequent eye-contact between Tutor and students, many positive facial expressions (smiles, laughter etc), gestures, and closeness to students. Participating in Contact Sessions is very important for students, as they prefer learning by doing. This is also a way of emotional involvement in the learning process that pushes students to higher academic achievement.
- St_2: "First of all, the Contact Session affects my mood; I feel much more happy and content when I attend a Contact Session where everyone is cooperating with each other, or shows empathy and we all feel members of a group";
- St_3: "It (the contact session) affects me in a positive way because everyone shares pretty much the same problems and inquiries and therefore a much more intimate climate is growing between us";
- St_13: "(the Contact Session) is very important to me because there is a sense of community growing between us. I have communicated several times with my colleagues by telephone or via emails and this has been helpful to me not to give up trying".
The impact of interaction between Tutor-Advisor's and learner's expectations on positive learning outcomes
However, it is Tutor's encouragement and support towards students that influences their positive mood and attitude towards the learning object and distance learning itself. Although adult students have developed high levels of self-motivation, being in a new environment such as distance education makes them as vulnerable as children, so as interaction with Tutor may affect the learning process. Tutor's positive expectations reflected in encouragement and support can lead to trust positive emotions and reduce the distance. In other words, interaction between Tutor and student confirms the initial positive expectations and supports the idea that Pygmalion Effect influences the learning process.
- St_1: "In my opinion, it is the way the Tutor/Advisor manages every situation that matters. Everything starts from him/her. He/She is guiding and I am performing";
- St_3: "The Tutor may have a positive or negative impact on the way I may continue my studies, depending on the feedback he/she provides. But the main effort is upon me. I am the one who completes successfully or not a module. The Tutor affects me on the way I feel about the course or the learning process itself";
- St_14: "As far as Tutor/Advisor is concerned, at a moment I was so tired and was going to quite Studies and my Tutor/Advisor helped me so much. She encouraged me. I would have quite Studies, if she wasn't there for me";
- St_4: "I believe that the relationship between Tutor/Advisor and student at a distance learning program is vital – and by relationship I mean: communication via email or by telephone, interpersonal at a contact session, guidance, feedback, encouragement, intimacy, the feeling that there is always someone there for you, to help you and listen to your problems";
- St_7: "I believe that the tutor is really important because if he/she believes in me, it reinforces my effort. If not, I feel discouraged. It affects me emotionally. (…) Either way I would have completed my studies successfully, but in this case I feel more confident and complete";
- St_7: "Of course, it has an impact on me (tutor's expectation). Especially, when I receive a negative or an unexpected comment like "you did better than I expected from you" (yes, I've been told this) it makes me feel unhappy and discouraged. I considered this comment offensive and I found it difficult to build an honest and intimate relation with this tutor. Even if the course was interesting, I found myself unhappy during the learning process. By this meaning, I believe that tutor's role is crucial to learning process itself";
- T/A_1: "Its' (Pygmalion Effect) impact, though is weaker, is still there (in adult distance learning) as I have seen. I should be honest: … there are students that have completed their studies because of me";
- T/A_6: "In my opinion, the Pygmalion Effect may occur everywhere as long as both sides want it (…) I think that when someone is becoming online student, is facing a part of himself/herself that wasn't aware of that before. So, he/she becomes vulnerable, because knowing oneself as a conventional student can be helpful until a certain point but it can be scaring not knowing how he/she will react at this new way of learning. (…) So, what the student needs at that certain moment is to be told "Don't be scared, you will make it! You are capable, but I am here to help you" and knowing that is the tutor who says that – meaning an expert – can be facilitating".
To sum-up, the findings indicate that the impact of the Pygmalion Effect on distance learners involves guidance, feedback, encouragement, intimacy, the feeling that there is always there for you, to help you and listen to your problems. This way the transactional distance is being reduced and the learner accomplishes higher academic performance.
The research results confirm the findings of literature review that underline the importance of positive expectations as a means of reducing the distance between tutor and learner. As Harris and Rosenthal (1985, as ref. in Trouilloud & Sarrazin, 2003, p.99) have mentioned, the input and the emotional climate through verbal or non-verbal interaction with students can positively affect their academic achievement and engagement to the learning process. Indeed in this research, the students have experienced mostly positive expectations on behalf of Tutor/Advisor and these expectations have positively affected them. Examples from both positive and negative expectations have experienced their own or fellow students and conclude that the positive attitude and expectation of the Tutor strengthens and helps them, but the negative ones can affect their attitude towards learning. They also note that the impact of the Pygmalion Effect is more intense compared to children. Tutor's expectations mostly affect them at the emotional level, confirming the relevant literature (Prihadi et al., 2010; Cooper, 1971; Merle, 2004; Coleman & Jussim, 1983). It has to do with the encouragement and support they receive as a result of the interaction with the Tutor.
Tutors on their part agree that the encouragement and support that one gives can only have positive effects to students. Dealing with adulthood (which can, somehow, differentiate things) explain how adults when acquire a new status, that of a student of distance learning, can be as 'vulnerable' as children. As far as interaction is concerned, they consider it as a very important factor because it gives the possibility to exchange opinions and ideas with the students and also helps them create groups of inquiry with people who share the same interests. In other words, the interaction between Tutor's positive expectations and student's expectations leads to positive emotions and establishes trust relationship, which reduces the distance (Moore, 1972) and positively affects the learning process.
To sum up, the Pygmalion Effect may occur in distance learning and affects the part of the emotional involvement of the student, influencing the attitude towards the learning object, but also the role of Tutor/Advisor in distance education. The participation of the student in the learning process, the positive mood, the acceptance and understanding of his/her role as a distance learner and the satisfaction of learning depend and are influenced by Tutor's expectations and the way in which they interact with their own expectations. The completion of the studies, however, is not determined by expectations. It depends on the will, personal work and determination of the adult student himself.
Practical and theoretical consequences
Knowledge and awareness of the importance of the role of Tutor in regard to the guidance, encouragement, and support in distance education, as highlighted by this research, leads us to suggest pedagogical exploitation of results:
- All students, regardless of age or experiences, need support and encouragement. Even if they do not express that need verbally, it does not mean that they are not affected emotionally by the Tutor. Consequently, we believe that Tutor should encourage students at every given opportunity.
- Apart from that, adult students need guidance; so the Tutor should be clear about setting goals and requirements of the academic program.
- The response time to student's messages should be as short as possible; otherwise students get anxious and/or frustrated.
- The interaction and relationship with fellow students is very important, also. So we recommend that Tutor should try to engage students in collaborative learning.
- Tutors should try to use as possible of objective data in shaping expectations and avoid stereotyping perceptual bias.
- Concluding, the value-oriented and positive approaches in distance learning are important, "as we always find what we look for. If we look for the students' deficiencies, we will surely find them, and the conflict never ends. If we look for their virtues, we will find them, too" (Suplicz, 2005; p.67). So, Tutors should form high positive expectations for their students to motivate high performance.
Recommendations for further research
The Pygmalion Effect and its impact on learning at a distance is a field for research wide open. We intend to continue studying the phenomenon. Also, we would like to suggest future researchers to:
- Expand the research field to other schools of HOU (e.g. Science and Technology School), where Tutors/Advisors are not so familiar with the practices of distance learning.
- Compare the impact of Pygmalion Effect on undergraduate and postgraduate level.
- Study the impact of tutor on student morale, self-concept and performance.
- Compare the impact of tutor's expectations and behaviour on student in Contact Sessions, by telephone and via email.
- Investigate the impact of positive and explicit comments on written assignments.
- Study the nature of tutor-student interaction via email, by telephone and in the HOU forum.
- Apply/use quantitative or/and experimental methods to replicate the existence and impact of Pygmalion Effect at the HOU.
- Study the impact of students' expectation and experience in distance education on learning process.
- Study and compare the impact of negative expectations on learning process (Golem Effect).
- Research whether the Pygmalion Effect is based on Tutor's perceptual confirmation or on the ability to make relatively accurate predictions for students, relying on his/her experience.
- The role of gender, nationality, socio-economic and marital status in the formation of Tutor's expectations.
- The impact of Pygmalion Effect on absent students.
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- Rosenthal, H. P. (1975). The Effect of Teacher Expectancy Upon the Achievement and Intelligence Test Scores of Adult Students. Retrieved from http://www.eric.ed.gov, No ED 110850 (9/10/2012).
- Rosenthal, R., & Babad, E. Y. (1985). Pygmalion in the gymnasium. Educational Leadership, 43(1), 36–39.
- Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the Classroom. The Urban Review, 3(1), 16-20.
- Skilbeck, W., & Collins, B. (1976). Transmission and Compliance with Expectations in a Simulated Supervisor – Worker Interaction. Retrieved from http://www.eric.ed.gov, No ED 140137 (15/11/2012).
- Sprouse, J., & Webb J. (1994). The Pygmalion Effect and Its Influence on the Grading and Gender Assignment on Spelling and Essay Assessments. Retrieved from http://www.eric.ed.gov, No ED 374096 (20/10/2012).
- Suplicz, S. (2005). Psychological Aspects of E-learning. Paper presented at the VELVITT Conference, 6th Meeting, Heraklion, 9-12 October 2005.
- Trouilloud, D., & Sarrazin, P. (2003). Les connaissances actuelles sur l' effet Pygmalion: processus, poids et modulateurs. Revue Française de Pédagogie, 145, 89-119.
- Zanna, M., Sheras, P., Cooper, J., & Shaw, C. (1975). Pygmalion and Galatea: The Interactive Effect of Teacher and Student Expectancies. Journal of Experimental Social Psychology, 11, 279-287.


text:
Spring is here but not everyone can stop and take the time to sniff the flowers because spring fever is something nobody wants to deal with. If you're someone who's prone to spring fever, the beginning of the season may be more bad news to you than good. Getting to the office looking decent can be a challenge as well. Here are some beauty quick fixes for spring fever problems.
- CONTOUR – spring fever trigger your allergies which means that you'll need to deal with a puffy face. If the puffiness doesn't go away and you really need to leave the house ASAP, you can always contour to reduce the appearance of it. I recommend contouring with cream products and setting it with a light dusting of powder contouring products afterwards because this tends to be the best option for achieving a natural look.
- FIGHTING REDNESS – blowing your nose excessively on tissue and rubbing it all the time can make it really red and that's not a pretty sight to sport outdoors. Aside from using concealer, one really good way to fight off redness is to use a calming balm on the red area surrounding the nose. Primers with a green base / undertone can also help immensely with this.
- PULL YOUR HAIR BACK – aside from giving you a more refreshed and vibrant look, pulling your hair back into a sleek ponytail or a cute braid can also keep allergens that are trapped in your hair away from your face. Yes, allergens can be trapped in your hair, especially when you have styling products on that they can cling to.
- WATERPROOF IT – your eyes will get watery if you get spring fever so if you insist on wearing eye makeup while dealing with the symptoms, its best to wear waterproof eye products like mascara and eye liner. Tight line your upper lash line if you can (with water proof eye liner) to make it appear bigger and more open because, trust me, spring fever can make you look like you're squinting all the time.
- GIVE YOUR FACE A BREAK – if you're suffering badly from spring fever, it's best to just give your face a break and go makeup – free for a while. Aside from not having to worry about messing up your makeup all day long, it will also help you stay away from allergens that worsen your condition. Wash your face, moisturize (okay, maybe you can go for tinted concealer if you really want to) and be on your way. You will thank yourself for it in a few days.


text:
My whole life I have struggled with fear. As a child, and honestly through most of my adulthood, I have been afraid of not fitting in, of being made fun of, of people not liking me. I care what people think.
Ever since losing our baby, Faith, my fear has turned into a sometimes crippling anxiety. I know that things don't always turn out the way we want. I know bad things happen in an instant. I know that life is incredibly fragile. Worst of all, I know that I have no control over any of it. Recently, I feel as if this burden of anxiety has lessened. The weight on my shoulders has been lifted.
I'm going to be honest. I think there are a couple of things that have led to my current state of being slightly less neurotic. I saw the doctor a month or so ago. He gave me a prescription to help my anxiety. I initially felt funny about taking it--but the fact that the anxiety was causing me to be "stress paralyzed" (please watch Moms' Night Out--you will loooove it) on a regular basis, I decided to give it a shot.
The other, and more powerful contributor to my ability to make it through the day without wanting to curl up in a ball in the corner and rock, is the gift of time. Time with Him. Jesus, The Lover of my soul. Brendan is in the Early Childhood program and they built a new building over the summer. Due to this new building, Brendan gets on the bus at 7:00 am. This was BEYOND traumatic for me. But, as always, God knew what he was doing, even if I was kicking and screaming. Now, every morning I put Brendan on the bus, and then while the other two kids are still sleeping, I have my quiet time and read my Bible. I sit in the living room, where for now the sun pours in (winter is a-comin') and start my day seeking Him. I haven't had this kind of quality time in so long, I didn't realize how much my soul was craving it. I am filled with peace, and it spills over into the rest of my day. I am much more pleasant to Rori and Liam when they get up in the morning (most days--I'm not perfect, and neither are they ;) ). I am less stressed about things I have no control over. And honestly, I believe I no longer have a heart of fear. I am becoming comfortable in my own skin (granted I wish there was a little less of it ;) ).
I know that I am not cured of my anxiety, it is probably going to be the thorn in my side that rears its ugly head now and then, but I am thankful for this respite, no matter how long it lasts.
Matthew 11:28-30 "Come to Me all who are weary and heavy-laden, and I will give you rest. Take My yoke upon you and learn from Me, for I am gentle and humble in heart, and you will find rest for your souls. For My yoke is easy and My burden is light."
DIY No More Tangles Spray (all natural)
3 months ago


text:
Our monthly Pinpoint Predictions Report takes the best bits of the high performing Ripehouse Recommendation Engine and combines them with a healthy dose of expert due diligence.
View Results and Information
Monthly Research Report
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Our monthly Pinpoint Predictions Report takes the best bits of the high performing Ripehouse Recommendation Engine and combines them with a healthy dose of expert due diligence.
View Results and Information
Leaving no stone unturned, the Pinpoint Predictions Report provides precise recommendations, detailing the best suburbs, streets and exact properties to target in your investment search.
Released in a timely and relevant fashion, the Pinpoint Predictions Report delivers actionable recommendations in order to maximise your investment results.
All about results
Track Record of Success
How can you reliably research and target suburbs set for great capital growth?
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Getting your timing right is crucial to ensure you experience strong growth from day one.
The monthly Ripehouse Pinpoint Predictions Report has a track record of success. We have back-checked past reports, and in the last 12 months, Ripehouse recommended suburbs have delivered 18.7% capital growth*.
Capital Growth
* Based on an analysis of our April 2017 Pinpoint Predictions Report - tracking capital growth for each suburb and street recommended. Capital growth percentage was established and confirmed using independant third party sources.
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You need to have the confidence to purchase, knowing precisely where, what and how to select your next investment.
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A suburb "tip" is of little value if you do not understand the exact streets to target and the types of properties that are set to achieve the strongest growth.
The Pinpoint Predictions Report is conclusive. In addition to delivering detailed local government and suburb level research, it also provides map overlays, identifying which specific streets to target and which ones to avoid.
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In many cases, the optimum time to purchase, before the masses arrive, is approximately 10-12 weeks.
This is why we release The Pinpoint Predictions Report monthly - and would question the timeliness and relevance of a report which is quarterly, or takes many weeks to produce. Each month, with all hands on deck, the Ripehouse team collates our findings, comprehensively finalises a monthly due diligence check, all within a 3-4 day period.
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Redan - recommended April 2017
Redan (Ballarat) first appeared as a recommended suburb in our April 2017 Pinpoint Predictions Report.
In the immediate months prior, we observed an extremely healthy market dynamic - Rent Per Week and Rental Yield had recently risen to 5.6%, Sales Volumes where spiking and there was a distinct tightening of supply (evidenced by a drop in Day's on Market). These factors alerted us that growth would soon follow.
With investor demand and heat in the market rapidly increasing, we removed Redan from our Pinpoint Predictions list by July 2017. With a buying window of approximately 12-14 weeks, sophisticated investors, ready to execute on this recommendation secured excellent results.
In the last 6 months Redan has experienced tremendous growth of 10-13%.
The market is now experiencing BOOM like conditions and is primed for sustained and strong ongoing and future growth.
The buying window however, is now is firmly closed for REDAN. You can find out where we are NOW recommending nearby in this month's Report.
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text:
Elegance 2-1-B Denia apartment
Property Overview
Elegance Denia apartment on popular renowned family complex with 2 bedrooms and 2 bathrooms.
At a glance:
* Air conditioning * Wifi on complex * Sleeps 4/5 * 400 metres from sandy 'Las Marinas Beach' * Apartment faces the pool * Garage parking * Beautiful dolphin shaped pool * Gym and Sauna * Small children's play area * Satellite TV * Dishwasher & Washing machine.
Property Description
The Denia apartment sleeps 4/5 people with 1 double bedroom and ensuite plus heated towel rail, 1 twin bedroom and sofa bed (young child only) plus main bathroom also with heated towel rail. There is a large combined lounge/dining room inc Satellite TV (mainly Spanish/some UK known channels)which leads to the sunny balcony overlooking the pool. A fully fitted and well equipped kitchen includes both washing machine and dishwasher. Air conditioning is in the lounge and master bedroom.
The property includes allocated underground parking from which glass-enclosed elevators provide access to the lobby. The complex also boasts a 50m dolphin-shaped pool set within landscaped gardens as well as a business centre with Wifi internet access, childrens play area, gymnasium and sauna.
The town, port and sandy beaches of Denia are all within short 10 -15 minute walking distance so a car is not always essential unless exploring other sightseeing and picturesque towns along the Costa Blanca coastline.
Denia is a delightful cosmopolitan town, rich in history and culture. The town's focal point is the 16th Century castle, which dominates the town from a height of 58 metres. The main street for shopping in Denia is Calle Marques de Campo. This is a wonderful Parisian tree lined avenue with shops,cafe/bars and restaurants where you can sit and relax enjoying the culture and atmosphere of the town. There are exquisite boutiques and gift shops and the restaurants offer some of the best regional and international cuisine. Denia's warm climate makes it an all year round location.
If you are not familar with the area then visit Denia Uncovered...
Property Features
|Total bedrooms (2), Max Guests (5), Double beds (1), Single beds (2), Double Sofa Bed
|Internal Accommodation
|Lounges (1), Kitchens (1), Indoor Dining
|Bathrooms (1), Ensuites (1), WC's (2)
|Oven, Hob, Fridge, Freezer, Microwave, Dishwasher, Washing Machine, Kettle, Coffee maker, Toaster
|Local Attractions
|Promenade, Bars, Restaurants, Sightseeing, Beaches, Shopping, Walks, Street markets, Golf, Tennis, Scuba diving, Swimming, Abseiling, Water skiing, Fishing, Cycling, Sailing, Local towns, Sauna, Gym, Child's play area
|Communal pool, Terrace furniture, Outside dining, Sun Terraces, Balcony, Parasol
|TV, English channels, Internet access, DVD, CD player, Wifi Internet access on complex in communal areas
|Floor No: 1st, Air conditioning, Air cooling fans, Heating system, Secure parking, Garage parking, Secure entrance, Airport transfer available, There is a safe in the apartment. Bed linen and towels at start of let.
|Lift access, No smoking, Children welcome, Sorry no pets
|Shops (Walking), Bars and Restaurants (Walking), Beach (Walking), Town (Walking), Supermarket (0-1km)
Property Prices
|Weekly Pricing
|Easter 6th to 20th April 2020
|20th Apr to 16th May 2020
|16th May to 20th June 2020
|20th June to 4th July 2020
|4th July to 5th Sept 2020
|September 2020
|October 2019/20
|Bookings are normally Saturday to Saturday during July/August.
Bookings covering more than one price band will be a pro-rata priced.
Prices are in GBP. Euro & Dollar rates are approximate conversions and will vary slightly.
There is NO Final Cleaning charge


text:
ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at email@example.com.
- Saks, Michael
- Kwan, Sau
- 1 Arizona State University
- 1 Ellman, Ira
- 1 Varnum, Michael
- 1 Votruba, Ashley
- 1 English
- 1 Public
- Social psychology
- Culture
- 1 Attribution
- 1 Law
- 1 Tort
- Dwarf Galaxies as Laboratories of Protogalaxy Physics: Canonical Star Formation Laws at Low Metallicity
- Evolutionary Genetics of CORL Proteins
- Social Skills and Executive Functioning in Children with PCDH-19
- Deep Domain Fusion for Adaptive Image Classification
- Software Defined Pulse-Doppler Radar for Over-The-Air Applications: The Joint Radar-Communications Experiment
Research at the intersection of psychology and law has demonstrated that juror decision-making is subject to many cognitive biases, however, it fails to consider the influence of culturally derived cognitive biases. As jurors become increasingly demographically and culturally diverse it is possible—and even likely—that their attributions might vary because of their cultural background. I predict that cultural and demographic group affiliation affects attributional tendencies such that, compared to situationally focused individuals (those from East Asian cultures, women, those from lower socioeconomic status groups, and older individuals), dispositionally focused individuals (those from Western cultures, men, those from higher socioeconomic status groups, …
- Contributors
- Votruba, Ashley, Kwan, Sau, Saks, Michael, et al.
- Created Date
- 2017


text:
The Old Adana House in Adana Regional Museum,
In the summer stone objects from the pre-Islamic and Islamic periods are displayed in the garden of the museum together with a nomad tent. Among the unique works in the Adana Regional Museum are a statute of a God wearing a pointed hat made of natural crystal, dating from the Hittite Empire period, found during excavations at Gozlukule, a bas-relief style dating from the Late Hittites period, made of basalt and depicting a man and wife, a bronze Adak inscription and Urartu belts brought from Van and dated at 600 BC, a gold and silver bracelet decorated with two rams' heads, dating from the 4th Century BC and found in Mersin, a bas-relief of a man's head made of limestone dating from the 2nd Century BC Roman period found in Tarsus, a gold ring depicting a woman's head dating from the Roman period, and a cornelian stone ring from the Roman period. Among the sarcophagi at the Adana Museum which is especially worth mentioning is the bas-relief Akileus Sarcophagus, made of marble, and dating from the 2nd Century AD Roman period. The total number of works in the museum exceeds eighteen thousand, and there is an archive containing 449 volumes of canonical records. The Karatepe Open Air Museum: Excavations were carried out at the site of a Late Hittite city dated at 700-730 BC, in Karatepe 23 km. southeast of the district of Kadirli in Adana, and the walls and gates of the city were uncovered. The inscribed orthostats and bas-reliefs along the length of the inner walls were left in place and restored, a roof supported by concrete columns built over the works and thus the Open Air Museum was established.
The dark-colored basalt bas-relief depicts scenes of feasts, musicians, a bull being led away, the God of Storm, and various palace activities. There is Hittite hieroglyphic writing on the stones. The castle measures 430 m. from north to south, and 190 m. from east to west. There are remains of a wall whose breadth varies from 2-4 m, with towers at 18-20 m. intervals.
The Misis Mosaic Museum:
Misis is 27 km. to the east of Adana. In an excavation carried out on the western side of Misis Barrow in 1956, was found a mosaic floor of a mosque dating from the 3rd Century AD Late Roman period. After the mosaics had been repaired and cleaned they were covered with a glass construction and opened to the public as a museum in 1959. The mosaic depicts the domestic and wild animals which Noah took into his ark. Flower and geometric designs enhance the beauty of the mosaic.


text:
Given that lambs
are infant sheep, that sheep
are afraid and foolish, and lack
the means of self-protection, having
neither rage nor claws,
venom nor cunning,
what then
is this 'Lamb of God'?
I've been re-entering the atmosphere of my "real" life after a month-long writing retreat at a Benedictine Abbey. It's been a little hard. Thirty-one days is long enough to alter your body's rhythms around sleeping and eating, not to mention your very way in the world: how you order your day, what you notice around you, what you prioritize in your life, what you let go.
When you pray five times a day in a Benedictine community–with the arresting beauty of the liturgy, the patient pace of the psalmody, the lush silences–it is easy to forget that monasticism began as a protest movement in the midst of political chaos and decay.
The desert fathers and mothers in the second and third centuries and Benedict and his twin sister Scholastica in the sixth established each of their communities as a counter-polis–an experimental social order born of grievance against corruption, scandal, and state power, and as a witness to the gospel's call to humility, hospitality, and ceaseless prayer.
What terror lies concealed
in strangest words, O lamb
of God that taketh away
the Sins of the World: an innocence
smelling of ignorance,
born in bloody snowdrifts,
licked by forebearing
dogs more intelligent than its entire flock put together?
It is the gentleness of praying the liturgy of the hours that perhaps struck me most, moved me most–the unhurried attentiveness, the graceful cadences of sung or spoken lines, the ceremonial courtesy one must show to those with whom one prays. (Whether or not one feels particularly agreeable or amicable seems beside the point).
We live in the midst of a good deal of muscular Christianity–of stridency and bombast, of desperation for edginess and novelty and noise. And of course we live in a culture of violence and speed in which gentleness seems laughable, irresponsible.
But for centuries monastic communities of all kinds have entered the rhythm of daily prayer in order to be transformed by the way of gentleness. And it does not seem to me that this is merely an aesthetic or a matter of preference or, least of all, a retreat from the "real" world.
God then,
encompassing all things, is
defenseless? Ominpotence
has been tossed away, reduced
to a wisp of damp wool?
Is it implied that we
must protect this perversely weak
animal, whose muzzle's nudgings
suppose there is milk to be found in us?
Must hold to our icy hearts
a shivering God?
The way of Jesus that St. Benedict and others sought to embody was revolutionary gentleness–a response to the imperium romanum no less political for being nonviolent, no less radical for resisting the status quo. And in praying the ancient prayers born of such a movement we go deep into the heart of our vulnerable God, where gentleness–against every intuition of our age–is revealed to be the way that leads to life.
So be it.
Come, rag of pungent
dim star.
Let's try
if something human still
can shield you,
of remote light.
Excerpts from Denise Levertov's "Mass for the Day of St. Thomas Didymus – VI Agnus Dei"


text:
Walkers of all ages wearing bright blue t-shirts formed a tide that swept through Clumber Park, determined to put dementia on the back foot.
More than 5,500 people took part in the Alzheimer's Society's Memory Walk on Sunday, October 7 to raise money to fight the UK's biggest killer
Scott Smith, Alzheimer's Society operations manager, said: "Dementia devastates lives; it slowly strips people of their memories, relationships and identities. People are uniting against dementia to fight for a better future. Thank you for your support."
Jo Watts, 40, and her husband Philip, 52, chose an 8.5km stretch over a 2km stroll – despite him having undergone a heart transplant and Jo a pancreas and kidney transplant.
He said: "So many families are being hit by dementia and what it's doing to my wonderful mother-in-law kills me every time I see her.
"That's why we had to be at Clumber Park, with all of these people you feel that you're not alone. The support is wonderful."
Jo, from Sutton, the office manager at radio station Mansfield 103.2, defied arthritis and painful fibromyalgia for the walk and said: "We just had to go for it."
Anyone who missed out can even organise a walk, Your Walk, Your Way, to find out more go to memorywalk.org.uk
This year, Memory Walk aims to raise £9million with 40 walks nationally and has already brought together 100,000 walkers across the generations – more than ever before.


text:
Franch took their RBS Six Nations frustrations out on an overwhelmed Italy in Rome yesterday.
Smarting from defeats to England and Ireland, France put Italy to the sword with seven tries and an impressive kicking performance from young scrum-half Dimitri Yachvili.
Much of the damage was done in the first half as France swept into a 31-3 lead after the first quarter before going into the break 41-10 ahead.
Saracens back Thomas Castaignede broke through a poor Italian defence to score France's sixth try moments after half-time.
But Italy battled back and finally emerged as an attacking force in the latter stages.
The final word went to the Italians, who battled back bravely from their first-half mauling.


text: Redesigned mid-century modern nightstand/end table. Manufactured circa 1960 by the Johnson Carper furniture company. Classic clean lines. Beautiful architectural details. Solid build. The body and tapered legs are refinished with two coats of a highly durable Benjamin Moore semi-gloss paint over two coats of primer. The original finish on the walnut drawer fronts is in excellent condition. The drawers are constructed with dovetail joints. They both slide well. This nightstand/end table measures: 22"W x 14"D x 23"H.