what are 16 habits of mind developed by Costa and Kallick?
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Wonderful question!!!\nBy definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for\nwhich is not immediately known. Thus, we are interested in focusing on student performance under those\nchallenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and\ncraftsmanship to resolve a complex problem. Not only are we interested in how many answers students\nknow, but also in knowing how to behave when they DON'T know. Habits of Mind are performed in response\nto those questions and problems the answers to which are NOT immediately known. We are interested in\nobserving how students produce knowledge rather than how they merely reproduce knowledge. The critical\nattribute of intelligent human beings is not only having information, but also knowing how to act on it.\nA "Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems,\nthe answers to which are not immediately known. When humans experience dichotomies, are confused by\ndilemmas, or come face to face with uncertainties--our most effective actions require drawing forth certain\npatterns of intellectual behavior. When we draw upon these intellectual resources, the results that are\nproduced through are more powerful, of higher quality and greater significance than if we fail to employ those\npatterns of intellectual behaviors.\nEmploying "Habits of Mind" requires a composite of many skills, attitudes cues, past experiences and\nproclivities. It means that we value one pattern of thinking over another and therefore it implies choice\nmaking about which pattern should be employed at this time. It includes sensitivity to the contextual cues\nin a situation which signal this as an appropriate time and circumstance in which the employment of this\npattern would be useful. It requires a level of skillfulness to employ and carry through the behaviors\neffectively over time. It suggests that as a result of each experience in which these behaviors were\nemployed, the effects of their use are reflected upon, evaluated, modified and carried forth to future\napplications\nHABITS OF MIND ATTEND TO: .\n·  Value: Choosing to employ a pattern of intellectual behaviors rather than other, less\nproductive patterns.\n·  Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.\n·  Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of\nbehavior.\n·  Capability: Possessing the basic skills and capacities to carry through with the behaviors.\n·  Commitment: Constantly striving to reflect on and improve performance of the pattern of\nintellectual behavior.
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The mind is the human consciousness that originates in the brain and is manifested especially in thought, perception, emotion, will, memory, and imagination. \n\nThe collective conscious and unconscious processes in a sentient organism that direct and influence mental and physical behavior. \n\nThe principle of intelligence; the spirit of consciousness regarded as an aspect of reality. \n\nThe faculty of thinking, reasoning, and applying knowledge: Follow your mind, not your heart. \n\nA person of great mental ability: the great minds of the century. \n\na. Individual consciousness, memory, or recollection: I'll bear the problem in mind. b. A person or group that embodies certain mental qualities: the medical mind; the public mind. c. The thought processes characteristic of a person or group; psychological makeup: the criminal mind. \n\nOpinion or sentiment: He changed his mind when he heard all the facts. \n\nDesire or inclination: She had a mind to spend her vacation in the desert. \n\nFocus of thought; attention: I can't keep my mind on work. \n\nA healthy mental state; sanity: losing one's mind.
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this is all i have been able to find - so far - Craig, Robert P. comp. Issues in philosophy and education, edited by Robert P. Craig. New York, MSS Information Corp. 128 p. 23 cm. $3.75 1973 ISBN: 0842203729 CONTENTS: Includes bibliographical references. Rogers, C. R. and Skinner, B. F. Some issues concerning the control of human behavior.--Broudy, H. S. Didactics, heuristics, and philetics.--Craig, R. An analysis of the psychology of moral development of Lawrence Kohlberg.— Scudder, J. R., Jr. Freedom with authority: a Buber model for teaching.--Hook, S. Some educational attitudes and poses.--Strike, K. A. Freedom, autonomy, and teaching.-- Elkind, D. Piaget and Montessori.--Raywid, M. A. Irrationalism and the new reformism.--Doll, W. E., Jr. A methodology of experience: the process of inquiry.--Neff, F. C. Competency-based teaching and trained fleas.--Brown, A. "What could be bad?" Some reflections on the accountability movement.\n\nIssues in Philosophy and Education\n\n \nAuthors Robert P. Craig (editor) \nPublisher Irvington Pub \nPublication date June 1, 1973 \nBinding Paperback \nBook category Adult Non-Fiction \nISBN 0842203729 \n\n Subjects\n  Education; Philosophy.\n\nhttp://www.amazon.ca/exec/obidos/ASIN/0842203729/isbnnu-20/701-0108103-3205151
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A mind map (or mind-map) is a diagram used to represent words and ideas linked to and arranged radially around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, and decision making.
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D.I.S.C.\nDrive, Influence, Stability, Conformance\nDeveloped by Dr. Tom Hendrickson, Phd\nUniversity of Arizona
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cognitive processes\n\nwhich may be analytical/holistic and ecological, qualitative/quantitative, deductive/inductive, complex/theoretical, value-free/value-laden. \n\nDepending on that the teaching may lead to ability just to repeat skills or to develop skills for information processing and conscious use of knowledge.
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The internet:\nhttp://www.valuebasedmanagement.net/methods_contingency_theory.html
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Your question is not clear enough but I will try and answer. \n\nI think you mean. how can we control a bad habit?\nWell OCD(Obsessive Compulsive disorder.) Is a condition where people have habits they cant shake and rituals they cant live without I believe the most common form is counting constantly. When I was little I always counted and had other weird compulsive conditions but through prayer and knowledge of God and disconnecting bad habits from my life I stopped. Oh and your first answer talks about the bible. Where you can find those scriptures is in Galatians 5 and Romans 10:9-10 is the one about salvation. God Bless hope I helped even a little.
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Managers and leaders are two very different types of people. Managers' goals arise out of necessities rather than desires; they excel at defusing conflicts between individuals or departments, placating all sides while ensuring that an organization's day-to-day business gets done. Leaders, on the other hand, adopt personal, active attitudes toward goals. They look for the opportunities and rewards that lie around the corner, inspiring subordinates and firing up the creative process with their own energy. Their relationships with employees and coworkers are intense, and their working environment is often chaotic. In this article, first published in 1977, the author argues that businesses need both managers and leaders to survive and succeed. But in the larger U.S. organizations of that time, a "managerial mystique" seemed to perpetuate the development of managerial personalities--people who rely on, and strive to maintain, orderly work patterns. The managerial power ethic favors collective leadership and seeks to avoid risk. That same managerial mystique can stifle leaders' development--How can an entrepreneurial spirit develop when it is submerged in a conservative environment and denied personal attention? Mentor relationships are crucial to the development of leadership personalities, but in large, bureaucratic organizations, such relationships are not encouraged. Businesses must find ways to train good managers and develop leaders at the same time.
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crtical thinking [reasoning n judgement]\nlymbic system control [control of adrenaline etc.]\nimpulse control\nmemory \nplanning\n\nhope this helped!
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My worst habit:I have a one way track mind.\nMy best habit:is to follow up at what my worst habit suggests.\nthat's pretty clever for a p rick like me,don't you think??lol.
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[entry, MIT Encyclopedia of the Cognitive Sciences]\n\n\n\nGRICE, H. PAUL\n\n\nKent Bach\n\n\n\n\nGRICE, H. PAUL (1913-1988), English philosopher, is best known for \n\nhis contributions to the theory of meaning and communication. This work \n\n(collected in Grice 1989) has had lasting importance for philosophy and \n\nlinguistics, with implications for cognitive science generally. His \n\nthree most influential contributions concern the nature of communication, \n\nthe distinction betwen speaker's meaning and linguistic meaning, and the \n\nphenomenon of conversational implicature. \n\n\n\n\nGrice's concept of speaker's meaning was an ingenious refinement of the \n\ncrude idea that communication is a matter of intentionally affecting \n\nanother person's psychological states. He discovered that there is a \n\ndistinctive, rational means by which the effect is achieved: by way of \n\ngetting one's audience to recognize one's intention to achieve it. The \n\nintention includes, as part of its content, that the audience recognize \n\nthis very intention by taking into account the fact that they are intended \n\nto recognize it. A communicative intention is thus a self-referential, or \n\nreflexive, intention. It does not involve a series of nested intentions \n\n--the speaker does not have an intention to convey something and a \n\nfurther intention that the first be recognized, for then this further \n\nintention would require a still further intention that it be recognized, \n\nand so on ad infinitum. Confusing reflexive with iterated intentions, \n\nto which even Grice himself was prone, led to an extensive literature \n\nreplete with counterexamples to ever more elaborate characterizations of \n\nthe intentions required for genuine communication (see, e.g., Strawson \n\n1964 and Schiffer 1972), and to the spurious objection that it involves \n\nan infinite regress (see Sperber and Wilson 1986, whose own "RELEVANCE" \n\ntheory neglects the reflexivity of communicative intentions). Although \n\nthe idea of reflexive intentions raises subtle issues (see the exchange \n\nbetween Recanati 1986 and Bach 1987), it clearly accounts for the \n\nessentially overt character of communicative intentions, namely, that \n\ntheir fulfillment consists their recognition (by the intended audience). \n\nThis idea forms the core of a Gricean approach to the theory of speech \n\nacts, including nonliteral and indirect speech acts (Bach and Harnish \n\n1979). Different types of speech acts (statements, requests, apologies, \n\netc.) may be distinguished by the type of propositional attitude (belief, \n\ndesire, regret etc.) being expressed by the speaker.\n\n\n\n\nGrice's distinction between speaker's and linguistic MEANING reflects the \n\nfact that what a speaker means in uttering a sentence freque diverges \n\nfrom what the sentence itself means. A speaker can mean something other \n\nthan what the sentence means, as in "Nature abhors a vacuum," or \n\nsomething more, as in "Is there a doctor in the house?" Grice invoked \n\nthis distinction for two reasons. First, he thought linguistic meaning \n\ncould be reduced to (standardized) speaker's meaning. This reductive \n\nview has not gained wide acceptance, because of its extreme complexity \n\n(see Grice 1989, ch. 14 and ch. 6, and Schiffer 1972) and because it \n\nrequires the controversial assumption that language is essentially a \n\nvehicle for communicating thoughts and not a medium of thought itself. \n\nStill, many philosophers would at least concede that mental content is a \n\nmore fundamental notion than linguistic meaning, and perhaps even that \n\nSEMANTICS reduces to PROPOSITIONAL ATTITUDE psychology.\n\n\n\n\nGrice's other reason for invoking the distinction between speaker's and \n\nlinguistic meaning was to combat extravagant claims, made by so-called \n\n"ordinary language" philosophers, about v
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Book:  The Introvert Advantage.
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I really recommend reading Tony Buzan's books on mindmapping and learning - very useful and applicable.\n\nA website which you mind find useful (memory techniques, brain teasers) is http://www.braingle.com/\n\nAnd when I'm learning lines for a play, I stick post-its everywhere or sing my lines in the shower. Repetition, repetition, repetition.
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It is not in the course but in the winning qualities.what ever you study develop those habits
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Here is a list of habit breaking techniques typified by each zodiac sign: http://www.katsong.com/wdzohabits.html\n\nPerhaps that's what you are looking for.
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labeling approach\nsymbolic interactionism\nrational choice\nrole theory