235 Chapters
  Title Author Publisher Format Buy Remix
Medium 9781523094073

14. Eating, Drinking, and Walking Around

Fleming, Carol Berrett-Koehler Publishers ePub

HOW TO CIRCULATE AND NOT SPILL

I just barely noticed you last night at the company cocktail party, slithering through the doorway and heading for the nearest dark corner. You stood out of the light until you spotted the food table. Then you left the corner for the croissants, the shadow for the salmon, and the dark for the drinks. It was clear you had not eaten dinner before you came, as you piled the chicken wings and quiche on your paper plate. I did get a glimpse of you standing in apparent confusion with plate in one hand and drink in the other, wondering how in the world you were going to eat with both hands occupied. I entertained the vision of someone approaching you to shake hands while you were so encumbered. But no, you had made a dash for your dark corner where you could deal with your meal. The next time I looked, you were gone. In my mind, I asked you, “Why did you come to the cocktail party? For the chicken wings?”

You actually came because you thought you “should” be socializing and meeting new people.

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Medium 9781626567856

4 Get Real With Your Goals

Burke, Fauzia Berrett-Koehler Publishers ePub

People with clear, written goals accomplish far more in a shorter period of time than people without them could ever imagine.
Brian Tracy

There is an old joke that’s been circling around the book publishing world since the 1930s.

Q: How do you make a small fortune in book publishing?
A: You start with a large one.

Book publishing is a labor of love for everyone. Yes, some authors make it big and get rich, but the rest of us work in book publishing because we love the written word. For every one of my clients publishing a book is a dream come true. Readers buying your book and absorbing your words is really a magical thing. To make your dreams a reality, we need to work on a plan.

You’ve spent time learning about online branding and why it is important. You have captured your dreams and refined your understanding of your readers. Now it’s time to take all that thinking and turn it into concrete, clear goals that can make your dreams into a reality.

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Medium 9781626560475

TWO YOU ARE THE PRESENTATION

Hough, Karen Berrett-Koehler Publishers ePub

We all refer to presentations in the third person, as though they were objects: “Send the presentation to Marketing” or “Post the presentation to the intranet.”

This assumes that the presentation is the PowerPoint file, the technology, the content. But guess what? The real presentation is you. You are the one who can make all of those mere props — PowerPoint slides, flip charts, pictures — come to life and have meaning. A slide deck without a person isn’t a presentation. It’s a document. So, if Marketing really wants the presentation sent over to them, you should just mail yourself in a manila envelope.

Do you think actors wait until the set, costumes, and props are in place before they rehearse or decide how their characters feel? Heavens, no. The acting and directing ensemble figures out what they want to accomplish — and the accouterments of the show support those decisions. The key here for presenters is to achieve real impact and get away from useless props.

So here are some ideas to unlock the baddest you.

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Medium 9781622500291

Assisting the Handicapped 2

Saddleback Educational Publishing Saddleback Educational Publishing PDF

name

_________________________________________

date ____________________________

ASSISTING THE HANDICAPPED II

A. These are symbols that everyone should recognize. They could be

especially important to someone with a handicap. Write a letter by each number to match each symbol with its meaning.

1. _____

2. _____

3. _____

4. _____

5. _____

a. elevator

b. handicapped

c. women’s, men’s restrooms

d. hospital

e. information

f. entrance / exit

g. ambulance

h. first aid

6. _____

7. _____

8. _____

HH

B. Use your own observations, experience, and good judgment to answer the questions.

1. What is the job of a seeing-eye, or guide, dog? ________________________

__________________________________________________________________

2. What does it mean when a law guarantees disabled people “equal opportunity”? _____________________________________________________

__________________________________________________________________

3. What does it mean when a law guarantees “equal education” for the handicapped? _____________________________________________________

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Medium 9781622500291

Styles of the Century 1

Saddleback Educational Publishing Saddleback Educational Publishing PDF

name

_________________________________________

date ____________________________

STYLES OF THE CENTURY I

Read about some clothing styles that were popular during the first half of the

20th century. Then circle words to complete the sentences that follow the chart.

DECADE STYLE

1900–

1910

1910–

1920

1920s

1930s

• corset

•top hat

• hobble skirt

• boater

• cloche hat

• raccoon coat

• evening gown

•high heels

• Skokies

• turban

• zoot suit

DESCRIPTION

•tight-fitting undergarment meant to slim a woman’s figure

•gentleman’s formal hat with high crown

•high-fashion gown tied near the hem by a straight band

•man’s straw hat for summer wear

•close-fitting woman’s hat; like a cloth bathing cap

•big fur coat popular with young men

•long, graceful formal dress

•women’s shoes with high, slender heels

•lightweight, rubber-soled men’s shoes

•cloth head wrap for women

•men’s suit coats with wide, padded shoulders,

1940s

  the pants ballooned at the knee and were tight

  at the ankles

1. For a popular “hourglass figure,” women of the early 1900s cinched their waists with stiff, uncomfortable ( corsets / blazers ).

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Medium 9781626567856

7 Your Online Marketing Plan

Burke, Fauzia Berrett-Koehler Publishers ePub

You have brains in your head.

You have feet in your shoes.

You can steer yourself in any

Direction you choose.

You’re on your own.

And you know what you know.

And YOU are the one who’ll decide where to go …

Dr. Seuss

In my experience, making a tangible plan allows you to start strong and maintain your enthusiasm for the extra work of marketing both your book and yourself. In this chapter we’ll assess where you are and what you’ll need to make a successful plan.

You’ll have to make some important decisions to make sure your plan is sustainable and scalable. Here’s another exercise to help you move forward with a plan.

Maybe you are just starting out and you don’t have a website up yet. Or maybe you have a website and a few social media platforms in place, but you haven’t devoted time to managing your social media pages yet. Take some time to assess your situation. This first step is perhaps the most important. Before you can commit to doing more digital branding, you need to assess where you are today and know what’s working and what’s not. Take a snapshot of where you stand by asking yourself the following questions. If the answer is no or if you know you need to do more work in the area, add it to your to-do list provided at the end of the chapter.

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Medium 9780253019417

5 Discursive Discriminations in the Representation of Western Mono and Yokuts Stories: Confronting Narrative Inequality and Listening to Indigenous Voices in Central California

Edited by Paul V Kroskrity and Anthony Indiana University Press ePub

Paul V. Kroskrity

AT THE HEART of folklore’s interest in oral traditions, traditional narratives provide critical resources for the mutually dependent projects of constructing selves and creating communities. But even though all human groups seem to display a penchant for stories, most also live in a world in which it is abundantly clear that not all stories are equally valued, supported, or permitted. This “narrative inequality,” to use a concept created and championed by Dell Hymes (1996), calls attention to disparities of treatment and to disparate evaluations of stories. Oral versus literate, schooled versus unschooled, standard language versus minority language, and elaborated versus restricted code provide a sample of the dichotomies used not only in the ranking of narratives, but in the stratification of their speakers. As noted by Jan Blommaert (2009, 258), Hymes’s “democratic” and ethnographically based “political” theory of language called for students of language and discourse to use their skills not to hierarchize language users but to offer resources to communities in what Hymes (1996, 60) termed a “mediative” manner that would enable them to better understand and use their linguistic and narrative diversity:

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Medium 9781574411713

Conclusion: Conclusion

Guadalupe San Miguel Jr. University of North Texas Press PDF

108

CONTESTED POLICY

targeted groups of individuals requiring special services. Many of them opposed bilingual education for different reasons. Some of them wanted to reverse the gains made by the supporters of bilingual education and halt the growth of bilingual education throughout the country. More specifically, they wanted to decrease or eliminate the use of non-English languages in public education and improve the academic achievement of low-income ELLs through the teaching of English only. Others wanted to eliminate the mandatory aspects of this policy and the federal preference for bilingual education. Others still wanted to promote Americanization instead of cultural pluralism in the schools and limit community involvement in education.

These individuals and groups did not formally organize and mount an assault against bilingual education until the late 1970s. During the next several decades, opponents of bilingual education coalesced around several key ideas that included ideological opposition to pluralism, to an

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Medium 9781936764976

PART II The Reading and Writing Connection

Richard E Ferdig Solution Tree Press ePub

PART II

The Reading and Writing Connection

Educators have long noted the complex relationship between reading and writing (Coker & Lewis, 2008; Pearson & Tierney, 1984). Obviously, there are differences: reading requires students to make “mental representations of words produced by others,” while writing necessitates that they “formulate their own thoughts” and “transcribe those mental representations into words” (Coker & Lewis, 2008, p. 233). However, there is an important interplay between the two cognitive processes. Many educators are interested in how deepening this relationship helps students grow as both readers and writers.

Professional writers point to reading as critical to their growth as writers. The importance of reading has been found to be effective for instruction as well. Two research meta-analyses (Graham & Perin, 2007c; Hillocks, 1986) support the idea that through close readings of texts, students can develop effective writing techniques. Studying quality examples allows students to read and analyze what makes a piece of writing “good.” Students can then emulate these elements in their own writing. Well-known practitioners such as Kelly Gallagher (2006) and Penny Kittle (2008) have examined the power of explicitly teaching students to deconstruct text to inform writing. They have noted that this not only teaches students about specific features of writing but allows them to create specific goals for their writing and empowers them to recognize the intentional decisions writers make.

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Medium 9781626567856

14 Monitor and Adjust

Burke, Fauzia Berrett-Koehler Publishers ePub

Efforts and courage are not enough without purpose and direction.
John F. Kennedy

Like many things in life, planning is key for an effective strategy. View your online presence just as you already view important relationships—you have to check in, touch base, and give updates to keep your relationships going. So you don’t just want to pop up randomly in the social media world and then disappear or go silent for a few months. To build your following you have to stay the course.

Monitor the data from your website, newsletter, and social networking, and adjust as you go. I am often asked what I know for sure in the book publishing, book marketing, and digital marketing industry. While there isn’t one magic formula for every author and every book, there are some specific steps you can take to carve out your niche, build your brand, and create a community. Let’s review them:

The age of the generalist is over. Find your niche, hone your skills, develop your audience, and be brilliant. Be a specialist. It’s better to have deep knowledge of a narrow topic than to have shallow knowledge of a great many topics. It is easier to build a brand if you define your expertise and become the master of that niche. Maybe your audience will not be huge, but every person who needs that information will look to you first.

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Medium 9781574411713

Chapter 3: Retrenchment and Redefinition, 1980-1988

Guadalupe San Miguel Jr. University of North Texas Press PDF

CHAPTER 3

RETRENCHMENT AND

REDEFINITION, 1980–1988

INTRODUCTION

During the 1980s, organized opposition to bilingual education policy grew significantly. Politicians, educators, scholars, and parent groups began to criticize bilingual education policies and programs at all levels of government and to call for their curtailment.

Several specific factors were responsible for the growth of this opposition. Among the specific factors were the changes in policy over time, the increased federal support of bilingual education methods, growing minority empowerment, and misunderstandings and ignorance of pedagogical methods concerning first and second language learning among language majority and minority students in the United States.

A variety of underlying factors also contributed to the emergence of organized opposition to bilingual education in this decade. One of these was the rise of conservatism in American life in general and the control by the Republican Party of the executive branch of the federal government in particular. In 1980, Ronald Reagan, a one-time film actor, former California governor, and staunch Republican, won by a landslide.

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Medium 9781626567856

2 You Gotta Dream Big

Burke, Fauzia Berrett-Koehler Publishers ePub

Without leaps of imagination, or dreaming, we lose the excitement of possibilities. Dreaming, after all, is a form of planning.
Gloria Steinem

Part of the reason I love my job is because I help authors make their dreams come true, but those dreams don’t manifest instantly. Okay, they do for some—but those are the exceptions. To become a well-known and well-established professional author you have to be ready for the long haul, so adjust your expectations and remember that building an effective brand is a marathon, not a sprint.

This work is important, but it’s not easy or quick. There may be an investment of years before you see the results you want. Or the results may look quite different from the ones you initially set out to achieve.

For now let’s just explore this territory. The next step is to think of your dreams. Have fun with this list and check all that apply:

I sell a zillion copies of my book.

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Medium 9781622500291

Dangerous Substances: Tobacco, Alcohol, and Drugs

Saddleback Educational Publishing Saddleback Educational Publishing PDF

name

_________________________________________

date ____________________________

DANGEROUS SUBSTANCES: Tobacco, Alcohol, and Drugs

Tobacco products, drugs, and alcohol can do serious, long-lasting damage to a person’s health. The vocabulary words in this lesson relate to the use of these substances.

Study the word forms shown on the chart. Then circle the word that correctly completes each sentence below.

Verb Noun

Adjective

addict

addiction, addict

addictive

abuse

abused, abuse

abusive

alcohol, alcoholism, alcoholic

alcoholic

depend dependency

dependent

habit

habitual

intoxicate

intoxicated, intoxicating

intoxication

sobriety

sober

recover

recovered, recovering

recovery

1. Paolo visited Marshall High School to speak about the dangers of alcohol ( abuse / abusive ).

2. Paolo himself had once had a problem with alcohol ( dependent / dependency ).

3.

He was ( recovery / recovering ) from the disease of ( alcoholism / alcoholic ).

4. “Don’t get in the ( habit / habitual ) of drinking every day,” Paolo warned the students.

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Medium 9781622500291

Travel to a Foreign Country 1

Saddleback Educational Publishing Saddleback Educational Publishing PDF

name

_________________________________________

date ____________________________

TRAVEL TO A FOREIGN COUNTRY I

Here are some useful words to know if you’re planning foreign travel. ambassador: official who represents his or her home country in another country citizenship:

the status of being an official member of a country

embassy: the building where an ambassador lives and works inoculations: shots, vaccinations passport: identification booklet needed for traveling to a foreign land visa: official written permission to visit another country

A. Unscramble each word and write it on the line.

1. A world traveler needs a

____________________ (sapsrotp) to show proof of ____________________ (zitshicnipe).

2. Some countries also require a traveler to show a

____________________ (savi) that grants permission to visit there.

3. To learn what documents a country requires, an American can call that country’s U.S. ____________________ (yesmabs) office.

4. The ____________________ (bamsasdora) or another official can answer your questions.

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Medium 9781622500291

Time Management

Saddleback Educational Publishing Saddleback Educational Publishing PDF

name

_________________________________________

date ____________________________

TIME MANAGEMENT

“Too much to do and too little time!” Have you ever heard that common complaint?

The words in the box are about planning your time wisely. appointment calendar entertainment exercise organized recreation schedule social stress responsibilities

Complete the dialogue below by filling in the missing letters. The complete words can be found in the box.

CHARACTERS: Crazed Carmen and Orderly Olivia

Carmen: (frantically) I can’t handle my r __ s __ __ __ __ __ b __ __ __ t __ __ __!

I have too much to do!

Olivia: (calmly) You need to get o __ __ __ n __ z __ d.

Let’s make a list of the things you usually do in a week.

We’ll write them on a __ a __ e __ d __ r. First, let’s plan next week’s __ c h __ __ __ l __. What do you have to do?

Carmen: I have a doctor’s   __ p __ __ __ n __ m __ __ t  at 3:00 on

Tuesday. I’ll go straight from school. Wait! That’s when I usually jog! When will I find time to e __ __ __ __ __ s __?

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