Downloads & Free Reading Options - Results

ICYMI! A special moment from #FacetoFace with Becky G. Guest star, @ddlovato joined @iambeckyg on her ALL-NEW talk show this week to share what the journey on finding their authentic self has looked like. Catch the full episode now, only on Facebook Watch! 🎥🎤 https://t.co/o7qTSSO5qL Source: https://twitter.com/facebook/status/1459310043682148358 Uploader: Facebook

ICYMI! A special moment from #FacetoFace with Becky G. Guest star, @ddlovato joined @iambeckyg on her ALL-NEW talk show this week to share what the journey on finding their authentic self has looked like. Catch the full episode now, only on Facebook Watch! 🎥🎤 https://t.co/o7qTSSO5qL Source: https://twitter.com/facebook/status/1459310043682148358 Uploader: Facebook

astrology book by demetra george

This study examines how visual displays of political authenticity on Instagram affect voters' perceptions of warmth, trustworthiness, and voting intentions. The study uses an online survey experiment with German participants that features synthetically generated Instagram posts from a fictional politician. Participants are exposed to either a neutral control post or posts designed to evoke key dimensions of authenticity, such as intimacy, immediacy, and ordinariness (Luebke, 2021; Luebke & Engelmann, 2022). The study measures emotional and attitudinal responses to these posts and the potential moderating effects of political ideology and political awareness. This examination aims to determine the persuasive power of visual cues of authenticity in digital political communication.

This study examines how visual displays of political authenticity on Instagram affect voters' perceptions of warmth, trustworthiness, and voting intentions. The study uses an online survey experiment with German participants that features synthetically generated Instagram posts from a fictional politician. Participants are exposed to either a neutral control post or posts designed to evoke key dimensions of authenticity, such as intimacy, immediacy, and ordinariness (Luebke, 2021; Luebke & Engelmann, 2022). The study measures emotional and attitudinal responses to these posts and the potential moderating effects of political ideology and political awareness. This examination aims to determine the persuasive power of visual cues of authenticity in digital political communication.

The hypothesis that task-specific criterion-referenced self-assessment can have a positive effect on students' metacognitive engagement and learning was tested. Seventh graders (n=47) were asked to invent, apply, and explain a classification system for a group of animals. Treatment subjects periodically assessed their performance in terms of a written rubric that listed the criteria for each task and gradations of quality for each criterion. Students in the control group were not asked to assess their work. Think-aloud protocols were collected and coded to provide insight into spontaneous self-assessment, the classification of self-assessment, and the influence of self-assessment on metacognitive engagement and learning. Approximately three-quarters of the students assessed themselves spontaneously. Girls in the treatment group were more metacognitive than boys, but no statistically significant differences were found for boys in treatment and control groups. Treatment students tended to outperform the control group on posttests. The rubric appeared to have a positive effect on the criteria that students used in their spontaneous self-assessments, and students who assessed their own work were remarkably willing to revise it. An appendix contains the scoring rubric given to the experimental group. (Contains 18 tables and 109 references.) (Author/SLD)

The hypothesis that task-specific criterion-referenced self-assessment can have a positive effect on students' metacognitive engagement and learning was tested. Seventh graders (n=47) were asked to invent, apply, and explain a classification system for a group of animals. Treatment subjects periodically assessed their performance in terms of a written rubric that listed the criteria for each task and gradations of quality for each criterion. Students in the control group were not asked to assess their work. Think-aloud protocols were collected and coded to provide insight into spontaneous self-assessment, the classification of self-assessment, and the influence of self-assessment on metacognitive engagement and learning. Approximately three-quarters of the students assessed themselves spontaneously. Girls in the treatment group were more metacognitive than boys, but no statistically significant differences were found for boys in treatment and control groups. Treatment students tended to outperform the control group on posttests. The rubric appeared to have a positive effect on the criteria that students used in their spontaneous self-assessments, and students who assessed their own work were remarkably willing to revise it. An appendix contains the scoring rubric given to the experimental group. (Contains 18 tables and 109 references.) (Author/SLD)

The hypothesis that task-specific criterion-referenced self-assessment can have a positive effect on students' metacognitive engagement and learning was tested. Seventh graders (n=47) were asked to invent, apply, and explain a classification system for a group of animals. Treatment subjects periodically assessed their performance in terms of a written rubric that listed the criteria for each task and gradations of quality for each criterion. Students in the control group were not asked to assess their work. Think-aloud protocols were collected and coded to provide insight into spontaneous self-assessment, the classification of self-assessment, and the influence of self-assessment on metacognitive engagement and learning. Approximately three-quarters of the students assessed themselves spontaneously. Girls in the treatment group were more metacognitive than boys, but no statistically significant differences were found for boys in treatment and control groups. Treatment students tended to outperform the control group on posttests. The rubric appeared to have a positive effect on the criteria that students used in their spontaneous self-assessments, and students who assessed their own work were remarkably willing to revise it. An appendix contains the scoring rubric given to the experimental group. (Contains 18 tables and 109 references.) (Author/SLD)

Salt Magazine - Cathy Jain

Today Julie and I discuss the perils of cycling on Kauai, a few adventures from our experience at Ultraman 2009 and some strategies for unlocking your more authentic self, followed by some incredible insight from Julie on self-sovereignty and navigating relationships. The show closes with a live performance of Julie's song \"In the Sun\" with our son Tyler on guitar.We hope you enjoy the program.As of today, we are the #1 podcast on iTunes in the Health category (first 3 episodes all in the top 10) and the #22 podcast overall for all of iTunes. Showing up on a list that includes such tremendous talent - names like Ira Glass, Adam Carolla, Joe Rogan and Alec Baldwin - is beyond an honor. Even more astounding given that we just started this little show last week. So THANK YOU for your support. We will do our best to live up to the early hype and continue to provide helpful, informative, enlightening and entertaining content. If you haven't yet, you can subscribe on iTunes HERE.SHOW NOTES* The Artist's Way by Julia Cameron* Compton Rom Videos on YouTube* Ascended Health* \"6 Ways to Experience Deeper Love & Intimacy in Your Relationship\" by Julie Piatt on MindBodyGreen* Ultraman 2009 From the Spiritual perspective of Julie* SriMatiMusic on iTunes* Ultraman WebsiteFinally, Julie mentioned that we made a movie together. We did (I directed & Julie and & I co-wrote it back in 2005). A short film actually. It's called \"Down Dog\" - and if I do say so myself, it's pretty darn funny. So check it out HERE if you have 20 minutes to kill.Peace + Plants,RichHOW CAN I SUPPORT THE PODCAST?1. TELL A FRIEND! (Self-explanatory)2. SHARE ONLINE! (Also self-explanatory)3. SUBSCRIBE & REVIEW the show on iTunes, Stitcher and Soundcloud and TuneIn.4. DONATE: Check out the DONATE button on the right hand margin or click HERE to learn more. We even accept Bitcoin!5. DOWNLOAD THE NEW MOBILE APP! Now you can access, stream, download and share the entire RRP catalog in the palm of your hand on any iOS mobile device (iPhone, iPad and iPod Touch) with our new mobile app. See acast.com/privacy for privacy and opt-out information.

Today Julie and I discuss the perils of cycling on Kauai, a few adventures from our experience at Ultraman 2009 and some strategies for unlocking your more authentic self, followed by some incredible insight from Julie on self-sovereignty and navigating relationships. The show closes with a live performance of Julie's song \"In the Sun\" with our son Tyler on guitar.We hope you enjoy the program.As of today, we are the #1 podcast on iTunes in the Health category (first 3 episodes all in the top 10) and the #22 podcast overall for all of iTunes. Showing up on a list that includes such tremendous talent - names like Ira Glass, Adam Carolla, Joe Rogan and Alec Baldwin - is beyond an honor. Even more astounding given that we just started this little show last week. So THANK YOU for your support. We will do our best to live up to the early hype and continue to provide helpful, informative, enlightening and entertaining content. If you haven't yet, you can subscribe on iTunes HERE.SHOW NOTES* The Artist's Way by Julia Cameron* Compton Rom Videos on YouTube* Ascended Health* \"6 Ways to Experience Deeper Love & Intimacy in Your Relationship\" by Julie Piatt on MindBodyGreen* Ultraman 2009 From the Spiritual perspective of Julie* SriMatiMusic on iTunes* Ultraman WebsiteFinally, Julie mentioned that we made a movie together. We did (I directed & Julie and & I co-wrote it back in 2005). A short film actually. It's called \"Down Dog\" - and if I do say so myself, it's pretty darn funny. So check it out HERE if you have 20 minutes to kill.Peace + Plants,RichHOW CAN I SUPPORT THE PODCAST?1. TELL A FRIEND! (Self-explanatory)2. SHARE ONLINE! (Also self-explanatory)3. SUBSCRIBE & REVIEW the show on iTunes, Stitcher and Soundcloud and TuneIn.4. DONATE: Check out the DONATE button on the right hand margin or click HERE to learn more. We even accept Bitcoin!5. DOWNLOAD THE NEW MOBILE APP! Now you can access, stream, download and share the entire RRP catalog in the palm of your hand on any iOS mobile device (iPhone, iPad and iPod Touch) with our new mobile app. See acast.com/privacy for privacy and opt-out information.

Today Julie and I discuss the perils of cycling on Kauai, a few adventures from our experience at Ultraman 2009 and some strategies for unlocking your more authentic self, followed by some incredible insight from Julie on self-sovereignty and navigating relationships. The show closes with a live performance of Julie's song \"In the Sun\" with our son Tyler on guitar.We hope you enjoy the program.As of today, we are the #1 podcast on iTunes in the Health category (first 3 episodes all in the top 10) and the #22 podcast overall for all of iTunes. Showing up on a list that includes such tremendous talent - names like Ira Glass, Adam Carolla, Joe Rogan and Alec Baldwin - is beyond an honor. Even more astounding given that we just started this little show last week. So THANK YOU for your support. We will do our best to live up to the early hype and continue to provide helpful, informative, enlightening and entertaining content. If you haven't yet, you can subscribe on iTunes HERE.SHOW NOTES* The Artist's Way by Julia Cameron* Compton Rom Videos on YouTube* Ascended Health* \"6 Ways to Experience Deeper Love & Intimacy in Your Relationship\" by Julie Piatt on MindBodyGreen* Ultraman 2009 From the Spiritual perspective of Julie* SriMatiMusic on iTunes* Ultraman WebsiteFinally, Julie mentioned that we made a movie together. We did (I directed & Julie and & I co-wrote it back in 2005). A short film actually. It's called \"Down Dog\" - and if I do say so myself, it's pretty darn funny. So check it out HERE if you have 20 minutes to kill.Peace + Plants,RichHOW CAN I SUPPORT THE PODCAST?1. TELL A FRIEND! (Self-explanatory)2. SHARE ONLINE! (Also self-explanatory)3. SUBSCRIBE & REVIEW the show on iTunes, Stitcher and Soundcloud and TuneIn.4. DONATE: Check out the DONATE button on the right hand margin or click HERE to learn more. We even accept Bitcoin!5. DOWNLOAD THE NEW MOBILE APP! Now you can access, stream, download and share the entire RRP catalog in the palm of your hand on any iOS mobile device (iPhone, iPad and iPod Touch) with our new mobile app. See acast.com/privacy for privacy and opt-out information.

Career direction is an important consideration for university students in attaining life satisfaction, meaning, and purpose after graduation (Akosah-Twumasi et al., 2018; Bühler et al., 2021; Wei et al., 2024). The process of making career direction decisions encourages students to identify, compare, and evaluate the available alternatives in the field (Gati et al., 2021). Satisfaction with these choices is evaluated by the extent to which individuals are able to balance communal life goals (social connectedness and societal contribution) and personal life goals (control over one’s environment and autonomy in decision-making) (Bühler et al., 2021). However, students may also experience pressure due to expectations that demand they make the “right” choices (Gati et al., 2021; Mun et al., 2019; To et al., 2021). According to previous studies (Akosah-Twumasi et al., 2018; Esbroeck et al., 2005; Meddour et al., 2016), students must consider both external factors (such as parental influence, peer influence, institutional support, socioeconomic conditions, job trends, job stability, social recognition of certain careers, income, and major life events) and internal factors (alignment with personal interests, values, personality, self-efficacy, competencies, internal locus of control, and aspirations for an ideal career) in their career decision-making. Parental involvement and personal interests have been widely discussed as important factors influencing students' career direction decisions (Akosah-Twumasi et al., 2018; Bakke et al., 2021; Damas et al., 2015; Hegna et al., 2016; To et al., 2021). The relationship between parental involvement and personal interests may at times result in conflict. External conflict refers to demands, value impositions, and expectations from the social environment, which may carry consequences when individuals either accept or reject them (Gati et al., 2001, 2021). Internal conflict occurs when individuals experience a wide gap between their expected conditions and the realities they encounter (Gati et al., 2001, 2021). Compromising personal career choices becomes a challenge as individuals attempt to navigate between what they personally desire, what they are capable of achieving, and what is approved by their parents (Gati et al., 2005, 2021; Kwok et al., 2018). Previous researchers have highlighted how cultural constructs further complicate the process of compromising career decisions (Akosah-Twumasi et al., 2018; Bakke et al., 2021; Sedikides et al., 2019; Slabu et al., 2014). In collectivistic Eastern cultures, including Indonesia, career success tends to be perceived as the congruence between personal choices and parental expectations (as opposed to autonomy-based choices in individualistic Western cultures; Akosah-Twumasi et al., 2018; Guan et al., 2015; Li et al., 2015; Sawitri et al., 2017). This ongoing pattern led students’ tendency to rely more on external standards (e.g., wealth, social status, societal approval) rather than personal goals, in order to avoid the risks associated with pursuing uncertain career paths (Akosah-Twumasi et al., 2018; Arbona et al., 2021; Gati et al., 2021; Kwok et al., 2018). In the context of this study, pursuing a career in the creative industry—specifically in fields such as graphic design and illustration—is not typically regarded as a primary career choice across generations (Hasibuan, 2024; Wulandari, 2024; Zahrotustianah, 2022).Individuals who are interested in the creative industries are more likely to prioritize career choices that align with their personal values and goals (Grohman et al., 2017; Lennox, 2025; St-Louis et al., 2015). However, they may also face disagreements and rejection from parents, thus requiring a more complex journey in making their career direction decisions (Ryan et al., 2019; Sedikides et al., 2019). This study aims to explore the mechanisms of students’ career decision-making processes, as reflected through the interaction between internal factors (authentic self-pursuit) and external factors (Career-related Parental Involvement).This mechanism specifically focuses on career decisions within the creative industries, particularly in the fields of graphic design and illustration.

This study explores electronic portfolios and their potential to assess student literacy and selfregulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen's kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen's kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests, fourth edition (CAT4s), the scores we assigned to the CAT4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p<0.01) to scores we assigned the CAT4s using our assessment tools, and to government pre-CAT4 scores, but the self-regulatory learning scores did not correlate to our measure of student's self-regulation. The results suggest that electronic portfolio assessment is time-consuming and difficult due to the range of varying evidence within even a single individual's portfolio and that it may not be fair to do across diverse classrooms unless there are shared guidelines or tasks.

This episode has themes of: Intuitive Awareness, Self-abandonment, boundaries, the Authentic Self, Personal Power, Cultural Indoctrination, Finding Silence, Finding yourself.If you are feeling the pull to go against yourself more and more or to try harder to "be like someone or something else", you are in the vortex that is the death of the authentic self.Do NOT let the external world decide who you are. Do not give your personal power to others. Do NOT let your wellbeing, or sense of self be at the mercy of something outside of yourself...This episode is a taste of Elisa Unfiltered Coaching that ONLY my students usually get. But I am opening the doors and inviting you into the world of the Intuitive Awareness Solution. If you loved this episode please share it to your social media, and subscribe or leave a review on Apple Podcasts.Anupaya Cabin Co: https://anupayacabinco.ca (https://anupayacabinco.ca)Elisa Unfiltered Workshop: https://elisaunfilteredcoaching.com

To be authentic or not to be... that is the question. But what the heck does that even mean? I am aware that I used to project a different version of myself to people depending on the situation. For example, I would act differently around certain friends, certain family members, and especially co-workers. I would pretend to be something I was not be it more confident, hard working, funny... This podcast is all about how I began to understand and learn about my true sense of \"self\", and how this impacted me to connect with and live a more authentic life. I find that the most authentic people in the world have a strong sense of self, stay true to themselves and to their word, and have a strong connection to their inner voice. We all have that spirit, that energy, that love inside of us. So this week, I share how I found that love, and how I am able to confidently be guided by my intuition to live an authentic life that is true to me!

The Embodiment of an Authentic Filipino Art of Self-Preservation and Well-being

Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated learning strategies including active reading, management of study time and achievement goals, proactive interaction with faculty, and metacognitive reflection within the context of a student-selected course. Four instructors implemented the assignment in their first-year seminar courses, and student reflection papers were analyzed for emerging themes. These themes suggest the positive impact of applying pedagogy that requires intentional within-course application of self-regulated learning strategies, suggesting the strategy project may be a viable way to teach and encourage college-level strategic behavior.

199 pages ; 24 cm

This article is from PLoS ONE , volume 9 . Abstract The current studies examine how valuation of authentic items varies as a function of culture. We find that U.S. respondents value authentic items associated with individual persons (a sweater or an artwork) more than Indian respondents, but that both cultures value authentic objects not associated with persons (a dinosaur bone or a moon rock) equally. These differences cannot be attributed to more general cultural differences in the value assigned to authenticity. Rather, the results support the hypothesis that individualistic cultures place a greater value on objects associated with unique persons and in so doing, offer the first evidence for how valuation of certain authentic items may vary cross-culturally.

This article is from PLoS ONE , volume 9 . Abstract The current studies examine how valuation of authentic items varies as a function of culture. We find that U.S. respondents value authentic items associated with individual persons (a sweater or an artwork) more than Indian respondents, but that both cultures value authentic objects not associated with persons (a dinosaur bone or a moon rock) equally. These differences cannot be attributed to more general cultural differences in the value assigned to authenticity. Rather, the results support the hypothesis that individualistic cultures place a greater value on objects associated with unique persons and in so doing, offer the first evidence for how valuation of certain authentic items may vary cross-culturally.

Platypod is the official podcast of the Committee for the Anthropology of Science, Technology, and Computing. We talk about anthropology, STS, and all things tech. Tune in for conversations with researchers and experts on how technology is shaping our world. This bonus content is a reading from Platypus, the CASTAC Blog.

Platypod is the official podcast of the Committee for the Anthropology of Science, Technology, and Computing. We talk about anthropology, STS, and all things tech. Tune in for conversations with researchers and experts on how technology is shaping our world. This bonus content is a reading from Platypus, the CASTAC Blog.

Astrology Libraries For a collection of Traditional Astrology Books visit: https://archive.org/details/traditional-astrology-books For a collection of Astrological Magic Books visit: https://archive.org/details/astrological-magic-book-collection For the Solar Fire Astrology Software: https://archive.org/details/solar-fire-v-9.0-astrology-software Other Hermetic / Magic Libraries: The Golden Dawn LIBRARY: https://archive.org/details/the-golden-dawn-book-compilation The Magick MASTER LIBRARY: https://archive.org/details/magick-book-collection This Channel contains many western esoteric and history collections of books and important materials, check it for further content

Astrology Libraries For a collection of Traditional Astrology Books visit: https://archive.org/details/traditional-astrology-books For a collection of Astrological Magic Books visit: https://archive.org/details/astrological-magic-book-collection For the Solar Fire Astrology Software: https://archive.org/details/solar-fire-v-9.0-astrology-software Other Hermetic / Magic Libraries: The Golden Dawn LIBRARY: https://archive.org/details/the-golden-dawn-book-compilation The Magick MASTER LIBRARY: https://archive.org/details/magick-book-collection This Channel contains many western esoteric and history collections of books and important materials, check it for further content

Astrology Libraries For a collection of Traditional Astrology Books visit: https://archive.org/details/traditional-astrology-books For a collection of Astrological Magic Books visit: https://archive.org/details/astrological-magic-book-collection For the Solar Fire Astrology Software: https://archive.org/details/solar-fire-v-9.0-astrology-software Other Hermetic / Magic Libraries: The Golden Dawn LIBRARY: https://archive.org/details/the-golden-dawn-book-compilation The Magick MASTER LIBRARY: https://archive.org/details/magick-book-collection This Channel contains many western esoteric and history collections of books and important materials, check it for further content

This registration contains supplementary materials to the paper "Empowerment through Inclusion: The Dynamics of Inclusive Leadership, Authentic Expression, and Perceived Self-Status—A Social Identity Approach": 1. Database 2. Research Survey 3. Scales

This registration contains supplementary materials to the paper "Empowerment through Inclusion: The Dynamics of Inclusive Leadership, Authentic Expression, and Perceived Self-Status—A Social Identity Approach": 1. Database 2. Research Survey 3. Scales

A philosophical essay on the development of the authentic self.

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

Self-discovery isn’t about becoming someone new—it’s about reconnecting with who you’ve always been beneath the noise of expectations. As Vasilis Mazarakis - The Metamorphosis Coach, I’ve guided many clients who believed they were “stuck.” The truth? They weren’t lost—they were simply buried under layers that didn’t belong to them. Take John’s story: corporate success, impressive résumé—but no joy. When we uncovered his true identity, he didn’t force a change. He remembered himself. That shift gave him freedom, clarity, and direction. Your authentic self has always been there, quietly waiting. What are you ready to release so that your true self can rise? Follow along for real stories, tools, and strategies to support your personal growth, mindset mastery, and transformation journey.

2021 DMin Professional Project

2021 DMin Professional Project

2021 DMin Professional Project

2021 DMin Professional Project

TikTok mega star Dylan Mulvaney seemingly came out of nowhere, and when from totally obscurity to instant stardom practically overnight. It seems as though Dylan gained a million new followers every other week, and is now up to 6.5 million followers. Dylan tracks his progress as a trans identifying male who identifies as a “trans woman”, or I should say, a trans “girl child”, as he often talks of “girl hood”. But where did Dylan come from? Let’s find out. ⚡️⚡️⚡️⚡️ By Brittany Rouxx of A Slightly Twisted Female Credit to @buddwhy_ on Instagram for clips 💜🤍💚 Support the channel: PayPal: [email protected] Venmo: ASlightlyTwistedFemale CashApp: $ASlightlyTwistedXX Follow me: Twitter: @ASTFxx GETTR: @ASTwistedFemale Instagram: @ASlightlyTwistedFemale Email: [email protected]

TikTok mega star Dylan Mulvaney seemingly came out of nowhere, and when from totally obscurity to instant stardom practically overnight. It seems as though Dylan gained a million new followers every other week, and is now up to 6.5 million followers. Dylan tracks his progress as a trans identifying male who identifies as a “trans woman”, or I should say, a trans “girl child”, as he often talks of “girl hood”. But where did Dylan come from? Let’s find out. ⚡️⚡️⚡️⚡️ By Brittany Rouxx of A Slightly Twisted Female Credit to @buddwhy_ on Instagram for clips 💜🤍💚 Support the channel: PayPal: [email protected] Venmo: ASlightlyTwistedFemale CashApp: $ASlightlyTwistedXX Follow me: Twitter: @ASTFxx GETTR: @ASTwistedFemale Instagram: @ASlightlyTwistedFemale Email: [email protected]