Attention Grabber Quotes

I had let her dab a little makeup on my face, but she'd freaked out when I asked her to cover up the pesky freckle at the end of my upper lip. Are you crazy? Don't ever cover your beauty mark! Why did people call it that? A freckle was not beautiful. It was a small, dark attention grabber. I hated the way everyone's eyes went to it when they talked to me.

But unpredictability was not the reason physicists and mathematicians began taking pendulums seriously again in the sixties and seventies. Unpredictability was only the attention-grabber. Those studying chaotic dynamics discovered that the disorderly behavior of simple systems acted as a creative process. It generated complexity: richly organized patterns, sometimes stable and sometimes unstable, sometimes finite and sometimes infinite, but always with the fascination of living things. That was why scientists played with toys.

Another force that can make pain valuable is its power to focus the mind. Whatever the negatives of physical pain—or of emotions such as horror and disgust—they sure are attention grabbers.

At the core of who we are, we crave the acceptance that comes from being loved. To satisfy this longing we will either be graspers of God’s love or grabbers for people’s love. If we grasp the full love of Christ, we won’t grab at other things to fill us. Or if we do, we’ll sense it. We’ll feel a prick in our spirit when our flesh makes frenzied swipes at happiness, compromising clutches for attention, paranoid assumptions with no facts, joyless attempts to one-up another, and small-minded statements of pride. We’ll sense these things, and we’ll be disgusted enough to at least pause. In this pause lies the greatest daily choice we can make. Am I willing to tell my flesh no, so that I can say yes to the fullness of God in this situation? Here

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Here are eight tips for writing effective cover letters.   Address the cover letter to a specific person, ensuring the correct name, title, company, and address. This shows respect for the person you are sending the résumé to. “To Whom It May Concern” salutations should be used only if you can’t determine the name of the hiring person or the company (for instance, when responding to a blind ad). If you were referred by someone, be sure this is included in the first sentence of the cover letter: “Jennifer Wells suggested I contact you in regard to an accounts receivable position you have open …” It’s an attention grabber. If asked to include salary history or requirements, you must address this or risk being disqualified. Provide a healthy range, such as “Over the past five years I have earned between $35,000 and $48,000. However, I am open to any reasonable offer consistent with my ability to produce results and meet your performance expectations.” If asked for salary requirements, use the same strategy: “I am aware that the salary range for a loss prevention manager in the Houston area averages between $75,000 and $110,000. Given my experience and, most importantly, my ability to make significant contributions to your company, I would hope to be on the upper end of this scale.” If you are sending the résumé out electronically, the cover letter can be inserted as the e-mail itself; just attach your résumé. If you prefer that your cover letter is the first page of the attachment, that’s fine. But the general guideline is not to attach multiple files. Make it easy on the hiring manager and send only one attachment or file to open (unless you have a good reason to do otherwise). Do not rehash what is on the résumé. This is disrespectful of the reader’s time. If you have done a good job with your résumé, you want the cover letter to quickly entice the hiring manager to read your résumé. Cover letters should not be preachy. Sales managers know that sales are the heartbeat of any company; you don’t have to lecture them on this. Nurse supervisors know the importance of compassionate patient care; you don’t have to tell them what they already know. Keep the letter short and concise. The cover letter is not the place to preach or teach. It’s the place to invite recipients to read your résumé! Finally, the four most important words on the cover letter are “I respect your time.” The following cover letter is a sample template to use in these challenging and troubled times. Notice the first four words of the second paragraph.

The March of Time) CBS chief William S. Paley and Time publisher Henry R. Luce were conspicuously present. Few in the assembled party liked the show, but plans continued for its premiere, which took place on a partial CBS hookup a month later. Luce remained uneasy over the show’s bellicose nature: it sounded like a midway event, with barkers and hustlers hawking the news. It seemed to fly in the face of journalistic integrity, causing many Time editors to remain skeptical even when it quickly caught on with critics and the public. The March of Time was a success whether Luce liked it or not. It was nothing if not an attention-grabber. Its sound was like an authentic Movietone newsreel, with shouting mobs, riveting sound effects, and music that conveyed the merciless, relentless pace of time. Through this vivid audio potpourri, listeners would “see” the rise of Hitler, the trial of Bruno Richard Hauptmann, the abdication of Edward VIII, the controversy over the New Deal, the Italian conquest of Ethiopia, and the tragedy of the Spanish Civil War. Many listeners were convinced that they were hearing the voices of real newsmakers on the scene, and some wondered aloud how it was done.

My costume is a baggy sweater, old jeans, and a gray wig. Not exactly an attention grabber. Grandma Prisbrey’s actually pretty cool once you read about her, but I know I won’t get the same oohs and aahs and head-snapping attention as Addie Lucas. She chose Mrs. Fields and got special permission to pass out homemade chocolate chip cookies.

Incentive-based campaigns are another arena where the classics can get a fresh makeover. One institution I worked with offered a $500 scholarship to students who visited the campus and took the typical two-hour campus tour. But they weren’t getting much interest. So at the next fair, we created a sign that said “Earn $250 an hour—ask me how!” Talk about an attention grabber! Suddenly we had student after student asking us what that meant and filled up the campus tour slots for weeks to come. By approaching these classic strategies with a creative mindset, institutions can ensure their campaigns remain relevant, engaging, and effective. The key lies in the twist.