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The joy in his life seems hard to find, when Kass invites a girl from the audience to his backstage changing room.

For the first time ever Kass gets rejected. With this new goal to occupy him, Kass becomes determined to find his mystery girl. Get A Copy. Kindle Edition , pages. More Details Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Behind The Spotlight , please sign up.

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Lists with This Book. This book is not yet featured on Listopia. Add this book to your favorite list. Community Reviews. Showing Average rating 0. Rating details. With this in mind, our work focuses on enabling the four factors we have learnt are essential for successful development: inclusive development, systemic change, local ownership, and contextualized solutions.

Over a period of 3 years SNV aims to have brought energy access and clean cooking solutions to 2.

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Behind The Spotlight (Explicit)

The objective of this project is to provide access to clean solar energy for , rural Tanzanians. So far, , people have been reached and almost solar related jobs have been created for the local community. We feel a more explicit focus is needed for financing and better policies for decentralized renewable energy off-grid solutions which are rapidly becoming the most competitive option for underserved communities.

The SDGs pledge to leave no one behind, but that is exactly where the problem lies: money mainly flows to large, on-grid energy production, and the energy does not reach the poorest communities in remote, rural areas in developing countries. Also, as mentioned above financial commitments for clean cooking are still extremely low and insufficient. The lack of access to solar energy across rural areas in the developing world prompted SNV to launch a Call to Action to ignite solar markets, at the Vienna Energy Forum with the aim of providing 5m people with solar entry solutions in 5 countries in 5 years.

To advance this Call to Action, SNV and SEforALL became delivery partners which the goal of working together to enhance energy access and develop an enabling market environment for last mile-distribution of solar powered products in Africa. We also aim to support the shaping of solar markets through appropriate policy and regulatory consultations and collaborate on the unlocking of finance to increase diffusion of entry-level off-grid solar products.

The Story Collider website includes hundreds of to min-long, often funny or emotionally stirring autobiographical stories told by diverse scientists. The podcast descriptions can be searched for certain key terms through the website, which can be helpful in identifying scientists working in areas connected with course content.

In terms of the assignment prompt itself and the regularity of the assignments, our work suggests that performing Scientist Spotlights regularly and including a metacognitive question about who does science assisted in achieving the outcomes we observed. Course Reader Homework classes included three references to scientists working in the fields being studied in class see Methods. Two of those scientists identified as people of color and all three had counterstereotypical qualities. Students were introduced to those scientists during class, saw pictures of the scientists, and watched short videos featuring two of the scientists.

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However, students did not engage in any individual or group activities regarding the scientists and were not asked to reflect on whether those segments of class impacted their views of scientists. Our results suggested these students did not substantially change their views of scientists. Alongside content expectations and time limitations, fear of student resistance represents another of the main barriers to the adoption of new teaching strategies by faculty Henderson and Dancy, ; Seidel and Tanner, We encountered very little evidence of student resistance to completing Scientist Spotlights in these classes.

Students completed Scientist Spotlights at very high rates, earned high scores, and seemed to find the assignments engaging and helpful. In this way, students could settle into their own comfort zones of discussing issues of content versus issues of diversity and scientist stereotypes. While Scientist Spotlights are largely out-of-class activities, J. They need not strictly respond to each assignment prompt in equal amounts or in the order shown. Following the first and second Spotlights, J. This showed students in their own words that diversity is necessary to ensure diverse scientific questions are addressed and that it is important to understand who does science when considering what currently is and is not known about the topics studied in class.

While quasi-experimental studies can represent a robust means of addressing education research questions, it is critical to explore alternate explanations for outcomes that might stem from the lack of random assignment to quasi-experimental groups Shadish et al. Though the course sections we studied were equivalent in many respects, they differed slightly in student demographics, timing during the year, and lecture location. This would confound our ability to attribute differences to our intervention. Similar scenarios could be proposed for differences in lecture locations or timing during the year.

However, all lecture rooms were similarly appointed and neither treatment group was isolated to a single part of the year. The five Scientist Spotlight courses took place throughout the year three Fall classes, one Winter class, one Spring class , while one Course Reader Homework class took place in the Fall and the other in the Spring. Though differences between the courses appeared relatively subtle, we used statistical corrections to partition out variance introduced by demographics, course section differences, and the unequal sizes of quasi-experimental groups i.

These weighted means often differed substantially from means observed in our raw data Supplemental Material, part E. This provided us more assurance that the differences we observed were due to the Scientist Spotlights but at the cost of variability that may have demonstrated a more robust effect. As a result, it might be argued that our results provide only conservative estimates of the impacts of Scientist Spotlights due to overly aggressive statistical corrections.

That said, some researchers argue that statistical corrections are still insufficient to account for a lack of randomization, and issues with unequal group characteristics could confound the ability to make strong inferences Shadish et al. It is also possible that Course Reader Homework students were less engaged in class, causing more of them to miss one of the days when a survey was scheduled. This scenario seems unlikely, however, given that our findings suggest students conveying higher levels of Nonstereotypes and relatability have increased success in class Schinske et al. It seems more likely that attrition could have masked larger differences between our groups by eliminating additional data points for Course Reader Homework students who did not shift in these variables.

It is also possible that the addition of a coteacher for one Course Reader Homework section influenced these differences between groups as well as our results. However, J. Further, we included course section as a covariate in analyses to control for course-level differences.

Spotlight Stories: King County, Washington

While we observed significant variation in dependent variables among students, we did not observe such variation between course section groups. Further surveys and interviews would be necessary to evaluate the deeper meanings and relative importance of various descriptions within the Stereotypes and Nonstereotypes categories.

It should additionally be noted that our results do not provide specific insights regarding the mechanism s behind the outcomes observed surrounding Scientist Spotlights. Future work could explore the roles of metacognition, stereotype threat reduction, identification of possible selves, and other factors as mechanisms underlying these results.

Our measure was also limited in its ability to capture how students thought of themselves in terms of the characteristics of scientists they named. Finally, results presented in this paper might not be broadly generalizable to all school settings. Qualitative studies have the strength of more deeply exploring student ideas but can lack the generalizability of some quantitative studies Johnson and Christensen, , pp.

We conducted our study in the unique environment of a large, diverse community college in the San Francisco Bay Area. One might anticipate different results or student reactions in less diverse settings in different parts of the United States. We envision multiple opportunities to extend this work in the future, ranging from further explorations of the present findings in Human Biology classes to dissemination of the intervention across new institutions and teaching contexts.

In light of the limitations discussed in the previous section, pursuing study designs that match students to quasi-experimental groups or randomize participants could reveal further significant trends and more fully illuminate the impacts of the intervention. Assessing Scientist Spotlights in additional class contexts would assist in exploring the generalizability of our findings.

For example, while we observed intriguing trends connecting shifts in relatability to broader student outcomes, such as higher Science Interest and course grades, these trends did not achieve statistical significance. Further studies of relatability would assist in more fully illuminating its connections to these broader outcomes and clarifying its relationship to the broader concept of possible science selves.

Future studies might additionally more directly explore the impacts of Scientist Spotlights on stereotype threat or classroom equity gaps. However, our unequal group sizes and the nonrandom distribution of students among conditions prevented us from drawing conclusions along these lines. Additional longitudinal data would also assist in understanding the enduring impacts of Scientist Spotlights. Longer-term follow-up data from both Scientist Spotlight students and control students would allow us to investigate how sustained shifts in stereotypes and relatability correlate with motivation and behavior in the future, specifically as they relate to pursuing and persisting in STEM majors.

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Perhaps the most exciting extension of this work involves engaging additional faculty in the creation and deployment of Scientist Spotlights in new institutional and classroom contexts. Through our workshops and presentations at conferences, a wide array of faculty from diverse STEM and non-STEM fields have expressed interest in using Spotlights in class.

The only somewhat time-consuming step in using Scientist Spotlights is the work done before the start of a course to select scientists, gather appropriate scientific and biographical resources regarding the scientists, and compose the assignment prompts. It might therefore be useful to nucleate a community of STEM faculty to build Scientist Spotlight modules for many different curricular areas.

This could result in a database of ready-to-use assignments matching a wide range of content areas and could additionally build a strong community of STEM educators focused on issues of equity and diversity. We extend our appreciation to Kimberly Tanner, Jennifer Myhre, the monitoring editor, and three anonymous reviewers for providing valuable feedback with regard to this article and to Jahana Kaliangara and Monica Cardenas for assisting in processing and presenting preliminary data leading up to this study.


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The organizers of the Conference on Understanding Interventions That Broaden Participation in Science Careers kindly provided travel funding to support our presentation of preliminary findings from this work in a lunchtime plenary in National Center for Biotechnology Information , U. Jeffrey N. Pat Marsteller, Monitoring Editor. Author information Article notes Copyright and License information Disclaimer.

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Schinske et al. This article is distributed by The American Society for Cell Biology under license from the author s. It is available to the public under an Attribution—Noncommercial—Share Alike 3. This article has been cited by other articles in PMC. Abstract Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science.

Goals and Scope of This Study Given the evidence that counterstereotypical perceptions of scientists are important in diverse science classrooms Schinske et al. METHODS Below we review the development of the Scientist Spotlight intervention, the study context, and our mixed-methods analysis of student essays and quantitative surveys to evaluate the intervention.

One of the Scientist Spotlights assigned to students read as follows: Ben Barres is a Stanford professor of neurobiology. You might wish to discuss: What was most interesting or most confusing about the articles you read about Dr.