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Chapter Six - Primal Scream: Dissonance and Repetition

Wilson, Scott Karnac Books ePub

Imagine there is no heaven or hell, or earth. An undifferentiated peace prevails. Imagine no sound, no conflict to disturb a silence in which unimaginable power is suspended. All at once, and for no apparent reason, an almighty scream erupts from nowhere. It is the music of creation.

Whether someone or something was lacking, dying, or simply distracted, a strange and dissonant music constitutes and begins to fill all time and space. If a scream must always be interpreted as an appeal (Lacan, 1986, p. 569), this appeal is addressed to nothing but silence. There is no Other. The music of creation is the only sound and it is omnipresent, ubiquitous, has always been ubiquitous, and provides the condition for all imagination, alterity, and interpretation. This unearthly sound is only audible, however, when another piece of music, both more holy and more satanic, precedes it from a universe within itself. Both pieces of music resonate within each other as, indecisively, points of origin and emergence are at once dissonant and endlessly repeated. They inaugurate and delimit a particular threshold of existence, continuously. Although they could be said to have a specific date of emergence, within the particular threshold of existence they begin and constitute, they are quite literally—if in parallel—universal, constant, everywhere at the same time.

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Medium 9781936764198

Chapter 5 Implementing Formative Assessments to Guide Instruction and Intervention

Fisher, Douglas; Frey, Nancy Solution Tree Press ePub

KEY QUESTIONS

In your preparations for teaching the lesson, chapter, or unit, to what extent does your collaborative team use the standards and aligned assignments to guide your planning?

What assessment instruments have you developed collaboratively? Do these instruments accurately reflect the expectations for student achievement that the standards define?

How do you use your assessment practices to enable students to better understand their learning strengths as well as their needs? In what ways do your assessment activities build students’ confidence and motivation?

To what extent do your schedules provide for timely assessment feedback to students? If changes are needed, how can you go about making them?

How can you use your assessment data more effectively to modify instruction and help students achieve success?

A week before the school year begins, fourth-grade teacher Hope Collingsworth is gathering assessment data about her new students. She mails each of them a letter with the following message.

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Medium 9780253008589

Indiana VS. Iowa, 1-29-12 (103-89)

The Herald-Times Indiana University Press ePub

Indiana Hoosiers guard/forward Will Sheehey (10) passes as Iowa Hawkeyes guard Matt Gatens (5) defends during the Indiana Iowa men’s basketball game at Assembly Hall in Bloomington, Ind., Sunday, Jan. 29, 2012.

By Dustin Dopirak

To an Indiana team that likes its tempo as fast as anyone in the Big Ten, Thursday’s game at Wisconsin had to feel like spending a day in a straitjacket.

Playing against Iowa Sunday was pretty much the exact opposite. Just like the No. 16 Hoosiers, the Hawkeyes like their track meets, and Iowa played into the hands of an Indiana team that was thrilled with the opportunity to revel in freedom of motion. Indiana didn’t play great defense — especially in the second half, when they allowed the Hawkeyes to shoot 79.2 percent from the field — but it didn’t much matter. The Hoosiers outran Iowa 103-89 in front of 17,243 at Assembly Hall, scoring more points in the first half (54) than they did all game in Thursday’s 57-50 loss to the Badgers.

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