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Medium 9780596006440

6. Honing Your Competitive Edge


Over a million new listings appear on eBay every single day. Almost any keyword you search for, from Abercrombie to Xbox, returns tens of thousands of auctions listed by thousands of sellers. With all that competition, why should somebody buy your faux-zebra-print slipcovers and not some other seller's?

The answer: because you made your listing stand out from the crowd using the above-and-beyond strategies described in this chapter. (For the basic how-tos of selling, check out Chapter 5.)

Implementing the advice in this chapter can mean the difference between sluggish sales and bidding warsbetween selling a couple of things and creating a profitable eBay business. Here you'll find tips for creating more enticing listings, building your reputation, promoting your auctions, avoiding the con artists who sometimes try to take sellers for a ride, and more:

Selling yourself with an About Me page.

Making your auctions irresistible.

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Medium 9781935542032

Chapter Ten Cooperative Learning

Calderón, Margarita Solution Tree Press ePub

By Liliana Minaya-Rowe

Educators struggle with the daily challenge of engaging those students who seem reluctant, disengaged, or apathetic in the classroom. These students appear to have a careless attitude about learning and succeeding at school. Sometimes they are labeled and excluded from participation in learning tasks. The underlying causes of students’ reluctance are varied, complex, and often interrelated, particularly for upper elementary, middle, and high school students who are struggling with an array of socioemotional and interpersonal conflicts as they navigate the difficult period of adolescence. Elementary schools need to find the means to educate reluctant students, to address their needs, and to reach out to them before they get to middle school. This chapter highlights strategies to do just that.

To be effective educators of every child, whether motivated or apathetic, teachers must be equipped with strategies and develop behaviors that will enable the students. Teacher quality is essential in addressing student needs and reducing the achievement gap; research shows that teacher effectiveness is connected to overall educational quality and has a great impact on student achievement (Liston, Borko, & Whitcomb, 2008). For example, there is wide consensus that today’s students need creativity and other 21st century skills in order to interact in a new age of technological advances, environmental awareness, and globalization (Pink, 2005; Rotherham & Willingham, 2009). A teacher who creates a cooperative learning environment that engages all students is likely to promote optimal learning for the 21st century.

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Medium 9780596007713

11. Security

Bill Siggelkow O'Reilly Media ePub

Security is one of those aspects of development that often gets relegated to the end of the programming process. It seems like customers expect security features can be bolted on to an application. What makes things worse is you can implement security in many ways. When it comes to building security into an application, determine the requirements before you start coding. Additionally, it can be tempting to let technology drive requirements. Some technologies are flexible and let you get away with this, but when it comes to security, this is not the case. Choosing one security approach or technology over another without understanding what the user wants and needs can leave you scrambling at the end of the development cycle. You don't want to be recoding your entire security layer before your application goes into production.

Security features center around two basic concepts: authentication and authorization. Users authenticate to the system to prove they are who they say they are. Authorization allows or disallows access to certain application features. Authentication requirements are usually specific and concrete:

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Medium 9781605099224

Seven The Fire Voice: Passion, Personal Power, and Vitality

Barbara McAfee Berrett-Koehler Publishers ePub



Nothing great in
the world has ever
been accomplished
without passion.

Georg Wilhelm Friedrich Hegel


The following are examples of the fire voice. Can you hear them in your imagination?

Dr. Martin Luther King, Jr., delivers his “I Have a Dream” speech at the Mall in Washington, DC.

A martial artist lets loose a shout as she practices her punches.

Luciano Pavarotti pours himself, heart and soul, into an aria at La Scala.

Rabid football fans yell as their team’s running back sprints for the end zone.

A drill sergeant dresses down a new recruit on the first day of basic training.

An outraged New York City cabbie yells out the window during rush-hour traffic.

No doubt you’ve heard the term “fire in the belly.” It’s an apt expression: the fire voice is centered in your solar plexus. It comes from smack dab in the middle of you. Making the fire sound literally heats up your body and physically prepares you for powerful action. You take in and expel lots of breath in a short period of time, sending oxygen-rich blood to all corners of your body. Yogic breathing practices include “the breath of fire”—a rapid breathing pattern that activates the abdomen and sends vital energy through your entire system. The connection between physical energy and the fire voice is a continuous feedback loop. The body enlivens the sound; the sound activates the body.

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Medium 9780946439782


Wilfred R. Bion Karnac Books ePub

If psycho-analysis is to survive and develop, there has to be a contact with the reality with which we deal.That is why the practice of psychoanaysis is dependent on the analyst and the analysand being able to contact psycho-analytic facts. When we talk about ‘psycho-analytic facts’, that is itself a theory; it is a definitory hypothesis and practice depends on being able to recognize what kind of event falls into the category of Tact’. Unfortunately, all I can do here is to mention further theories, but in the practice of analysis carried on in the consulting room, there is a chance of being able to say, ‘That is what I call a fact’, or, ‘That is what I mean when I say ”anxiety”’, or, ‘That is what I would call ”sex”’. The reply can be: What about it? We all know that’, or, ‘What about it? It’s nonsense—typical of psycho-analysts to say it’s sex’. This situation can arise over and over again because we have to use words like hate, envy, jealousy, anxiety and it is difficult to say ‘I don’t really mean what you mean when I say ”envy” or ”sex”’. It is relatively easy to talk about physical facts such as the resemblance of the baby’s hand to that of the adult. But it is not so easy when it comes to mental facts like the feelings of the baby which grow up into the feelings of a man or woman. In the consulting room it is easier, because it is possible to say, What you have just said’, or ‘What you have just done is what I call sex’, or, That which you have just expressed in ordinary language is what I call evidence of envy’. The advantage of being able to do that is that the analysand can say, 1 don’t agree with you’, or, ‘I agree with you’, or, 1 think I see what you mean’. One could say, Tou don’t deny this, but you can’t confirm that what I have said is right. Perhaps later on something will happen which may show that we are both right about this, or perhaps that we are both mistaken.’

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