Homework Related Quotes

Did you ever think our misfortune is directly related to your good fortune? Maybe the house your parents bought was on the market because the sellers didn't want my mama in the neighborhood. Maybe the good grades that eventually led you to law school were possible because your mama didn't have to work eighteen hours a day, and was there to read to you at night, or make sure you did your homework. How often do you remind yourself how lucky you are that you own your house, because you were able to build up equity through generations in a way families of color can't? How often do you open your mouth at work and think how awesome it is that no one's thinking you're speaking for everyone with the same skin color you have? How hard is it for you to find the greeting card for your baby's birthday with a picture of a child that has the same color skin as her? How many times have you seen a painting of Jesus that looks like you? Prejudice goes both ways, you know. There are people who suffer from it, and there are people who profit from it.

Fuck what you have heard or what you have seen in your son. He may lie about homework and laugh when the teacher calls home. He may curse his teacher, propose arson for the whole public system. But inside is the same sense that was in me. None of us ever want to fail. None of us want to be unworthy, to not measure up.

there are just two activities that are significantly correlated with depression and other suicide-related outcomes (such as considering suicide, making a plan, or making an actual attempt): electronic device use (such as a smartphone, tablet, or computer) and watching TV. On the other hand, there are five activities that have inverse relationships with depression (meaning that kids who spend more hours per week on these activities show lower rates of depression): sports and other forms of exercise, attending religious services, reading books and other print media, in-person social interactions, and doing homework.

Twenge finds that there are just two activities that are significantly correlated with depression and other suicide-related outcomes (such as considering suicide, making a plan, or making an actual attempt): electronic device use (such as a smartphone, tablet, or computer) and watching TV. On the other hand, there are five activities that have inverse relationships with depression (meaning that kids who spend more hours per week on these activities show lower rates of depression): sports and other forms of exercise, attending religious services, reading books and other print media, in-person social interactions, and doing homework.

We live in the world, Jacob thought. That thought always seemed to insert itself, usually in opposition to the word ideally. Ideally, we would make sandwiches at homeless shelters every weekend, and learn instruments late in life, and stop thinking about the middle of life as late in life, and use some mental resource other than Google, and some physical resource other than Amazon, and permanently retire mac and cheese, and give at least a quarter of the time and attention to aging relatives that they deserve, and never put a child in front of a screen. But we live in the world, and in the world there’s soccer practice, and speech therapy, and grocery shopping, and homework, and keeping the house respectably clean, and money, and moods, and fatigue, and also we’re only human, and humans not only need but deserve things like time with a coffee and the paper, and seeing friends, and taking breathers, so as nice as that idea is, there’s just no way we can make it happen. Ought to, but can’t.

And if I was seen as temperamentally cool and collected, measured in how I used my words, Joe was all warmth, a man without inhibitions, happy to share whatever popped into his head. It was an endearing trait, for he genuinely enjoyed people. You could see it as he worked a room, his handsome face always cast in a dazzling smile (and just inches from whomever he was talking to), asking a person where they were from, telling them a story about how much he loved their hometown (“Best calzone I ever tasted”) or how they must know so-and-so (“An absolutely great guy, salt of the earth”), flattering their children (“Anyone ever tell you you’re gorgeous?”) or their mother (“You can’t be a day over forty!”), and then on to the next person, and the next, until he’d touched every soul in the room with a flurry of handshakes, hugs, kisses, backslaps, compliments, and one-liners. Joe’s enthusiasm had its downside. In a town filled with people who liked to hear themselves talk, he had no peer. If a speech was scheduled for fifteen minutes, Joe went for at least a half hour. If it was scheduled for a half hour, there was no telling how long he might talk. His soliloquies during committee hearings were legendary. His lack of a filter periodically got him in trouble, as when during the primaries, he had pronounced me “articulate and bright and clean and a nice-looking guy,” a phrase surely meant as a compliment, but interpreted by some as suggesting that such characteristics in a Black man were noteworthy. As I came to know Joe, though, I found his occasional gaffes to be trivial compared to his strengths. On domestic issues, he was smart, practical, and did his homework. His experience in foreign policy was broad and deep. During his relatively short-lived run in the primaries, he had impressed me with his skill and discipline as a debater and his comfort on a national stage. Most of all, Joe had heart. He’d overcome a bad stutter as a child (which probably explained his vigorous attachment to words) and two brain aneurysms in middle age.

One of my greatest concerns for the young women of the Church is that they will sell themselves short in dating and marriage by forgetting who they really are--daughters of a loving Heavenly Father. . . . Unfortunately, a young woman who lowers her standards far enough can always find temporary acceptance from immature and unworthy young men. . . . At their best, daughters of God are loving, caring, understanding, and sympathetic. This does not mean they are also gullible, unrealistic, or easily manipulated. If a young man does not measure up to the standards a young woman has set, he may promise her that he will change if she will marry him first. Wise daughters of God will insist that young men who seek their hand in marriage change before the wedding, not after. (I am referring here to the kind of change that will be part of the lifelong growth of every disciple.) He may argue that she doesn't really believe in repentance and forgiveness. But one of the hallmarks of repentance is forsaking sin. Especially when the sin involves addictive behaviors or a pattern of transgression, wise daughters of God insist on seeing a sustained effort to forsake sin over a long period of time as true evidence of repentance. They do not marry someone because they believe they can change him. Young women, please do not settle for someone unworthy of your gospel standards. On the other hand, young women should not refuse to settle down. There is no right age for young men or young women to marry, but there is a right attitude for them to have about marriage: "Thy will be done" . . . . The time to marry is when we are prepared to meet a suitable mate, not after we have done all the enjoyable things in life we hoped to do while we were single. . . . When I hear some young men and young women set plans in stone which do not include marriage until after age twenty-five or thirty or until a graduate degree has been obtained, I recall Jacob's warning, "Seek not to counsel the Lord, but to take counsel from his hand" (Jacob 4:10). . . . How we conduct ourselves in dating relationships is a good indication of how we will conduct ourselves in a marriage relationship. . . . Individuals considering marriage would be wise to conduct their own prayerful due diligence--long before they set their hearts on marriage. There is nothing wrong with making a T-square diagram and on either side of the vertical line listing the relative strengths and weaknesses of a potential mate. I sometimes wonder whether doing more homework when it comes to this critical decision would spare some Church members needless heartache. I fear too many fall in love with each other or even with the idea of marriage before doing the background research necessary to make a good decision. It is sad when a person who wants to be married never has the opportunity to marry. But it is much, much sadder to be married to the wrong person. If you do not believe me, talk with someone who has made that mistake. Think carefully about the person you are considering marrying, because marriage should last for time and for all eternity.

Light-touch government works more efficiently in the presence of social capital. Police close more cases when citizens monitor neighborhood comings and goings. Child welfare departments do a better job of “family preservation” when neighbors and relatives provide social support to troubled parents. Public schools teach better when parents volunteer in classrooms and ensure that kids do their homework. When community involvement is lacking, the burdens on government employees—bureaucrats, social workers, teachers, and so forth—are that much greater and success that much more elusive.

He – and it implicitly is a he – doesn’t need to concern himself with taking care of children and elderly relatives, of cooking, of cleaning, of doctor’s appointments, and grocery shopping, and grazed knees, and bullies, and homework, and bath-time and bedtime, and starting it all again tomorrow. His life is simply and easily divided into two parts: work and leisure. But a workplace predicated on the assumption that a worker can come into work every day, at times and locations that are wholly unrelated to the location or opening hours of schools, childcare centres, doctors and grocery stores, simply doesn’t work for women.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

SOCIAL AND EMOTIONAL FUNCTIONING Another coexisting regulatory problem may be how the child feels about himself and relates to other people. • Poor adaptability: The child may resist meeting new people, trying new games or toys or tasting different foods. He may have difficulty making transitions from one situation to another. The child may seem stubborn and uncooperative when it is time to leave the house, come for dinner, get into or out of the bathtub, or change from a reading to a math activity. Minor changes in routine will readily upset this child who does not “go with the flow.” • Attachment problem: The child may have separation anxiety and be clingy and fearful when apart from one or two “significant olders.” Or, she may physically avoid her parents, teachers, and others in her circle. • Frustration: Struggling to accomplish tasks that peers do easily, the child may give up quickly. He may be a perfectionist and become upset when art projects, dramatic play, or homework assignments are not going as well as he expects. • Difficulty with friendships: The child may be hard to get along with and have problems making and keeping friends. Insisting on dictating all the rules and being the winner, the best, or the first, he may be a poor game-player. He may need to control his surrounding territory, be in the “driver’s seat,” and have trouble sharing toys. • Poor communication: The child may have difficulty verbally in the way she articulates her speech, “gets the words out,” and writes. She may have difficulty expressing her thoughts, feelings, and needs, not only through words but also nonverbally through gestures, body language, and facial expressions. • Other emotional problems: He may be inflexible, irrational, and overly sensitive to change, stress, and hurt feelings. Demanding and needy, he may seek attention in negative ways. He may be angry or panicky for no obvious reason. He may be unhappy, believing and saying that he is dumb, crazy, no good, a loser, and a failure. Low self-esteem is one of the most telling symptoms of Sensory Processing Disorder. • Academic problems: The child may have difficulty learning new skills and concepts. Although bright, the child may be perceived as an underachiever.

played than at rest. Both cocaine and Ritalin work in the basal ganglia. Side note: the reason cocaine is highly addictive and prescription stimulants like Ritalin tend not to be is related to how each drug is metabolized. Cocaine has a powerful, immediate effect that stimulates an enormous release of the neurotransmitter dopamine. The pleasure this brings rapidly fades, leaving the desire for more. Ritalin, and other stimulants like Adderall, on the other hand, work more slowly, inducing no high or pleasure in most people and the effects stay around for a longer time. Similarly, video games bring pleasure and focus by increasing dopamine release. The problem with them is that the more dopamine is released, the less neurotransmitter is available later on to do schoolwork, homework, chores, and so on.

Behavioral marital therapy is a relatively brief treatment in which the therapist meets regularly with the depressed person and his or her partner. In the first phase of treatment, the therapist tackles the biggest strains on the relationship and helps the couple have more positive interactions. The couple may be given a homework assignment to figure out what activity they have enjoyed doing together in the past and then going ahead and doing it. When this phase is successful, the depressed person is already feeling brighter and both partners are expressing positive feelings toward each other. This boost serves as the foundation for the second phase, whose aim it is to restructure the relationship—for example, to improve the way that the couple communicates, handles problems, and interacts on a daily basis. Sometimes this is done by having the couple write a behavioral “contract,” agreeing to change aspects of their behavior. When successful, this phase will leave the couple feeling more supportive and sensitive to each other’s needs, more intimate, and better able to cope with future difficulties. Finally, in the third phase, the therapist helps the two partners prepare for stressful situations that might come to pass and encourages them to attribute their improvement in therapy to their love and caring for each other. Interestingly, behavioral marital therapy has been found to be at least as effective as individual therapy at lifting depression. However, it has the additional benefit of bolstering marital satisfaction. Indeed, a number of studies have shown that the boost in marital happiness (or favorable changes in the marriage related to that boost) is in fact the reason that the marital therapy works.

Here are a few notable things that can spark inflammation and depress the function of your liver: Alcohol overload—This is relatively well-known. Your liver is largely responsible for metabolizing alcohol, and drinking too much liquid courage can send your liver running to cry in a corner somewhere. Carbohydrate bombardment—Starches and sugar have the fastest ability to drive up blood glucose, liver glycogen, and liver fat storage (compared to their protein and fat macronutrient counterparts). Bringing in too many carbs, too often, can elicit a wildfire of fat accumulation. In fact, one of the most effective treatments for reversing NAFLD is reducing the intake of carbohydrates. A recent study conducted at KTH Royal Institute of Technology and published in the journal Cell Metabolism had overweight test subjects with high levels of liver fat reduce their ratio of carbohydrate intake (without reducing calories!). After a short two-week study period the subjects showed “rapid and dramatic” reductions of liver fat and other cardiometabolic risk factors. Too many medications—Your liver is the top doc in charge of your body’s drug metabolism. When you hear about drug side effects on commercials, they are really a direct effect of how your liver is able to handle them. The goal is to work on your lifestyle factors so that you can be on as few medications as possible along with the help of your physician. Your liver will do its best to support you either way, but it will definitely feel happier without the additional burden. Too many supplements—There are several wonderful supplements that can be helpful for your health, but becoming an overzealous natural pill-popper might not be good for you either. In a program funded by the National Institutes of Health, it was found that liver injuries linked to supplement use jumped from 7 percent to 20 percent of all medication/supplement-induced injuries in just a ten-year time span. Again, this is not to say that the right supplements can’t be great for you. This merely points to the fact that your liver is also responsible for metabolism of all of the supplements you take as well. And popping a couple dozen different supplements each day can be a lot for your liver to handle. Plus, the supplement industry is largely unregulated, and the additives, fillers, and other questionable ingredients could add to the burden. Do your homework on where you get your supplements from, avoid taking too many, and focus on food first to meet your nutritional needs. Toxicants—According to researchers at the University of Louisville, more than 300 environmental chemicals, mostly pesticides, have been linked to fatty liver disease. Your liver is largely responsible for handling the weight of the toxicants (most of them newly invented) that we’re exposed to in our world today. Pesticides are inherently meant to be deadly, but just to small organisms (like pests), though it seems to be missed that you are actually made of small organisms, too (bacteria

Twenge finds that there are just two activities that are significantly correlated with depression and other suicide-related outcomes (such as considering suicide, making a plan, or making an actual attempt): electronic device use (such as smartphone, tablet, or computer) and watching TV. On the other hand, there are five activities that have inverse relationships with depression (meaning that kids who spend more hours per week on these activities show lower rates of depression): sports and other forms of exercise, attending religious services, reading books and other print media, in-person social interactions, and doing homework. Notice anything about the difference between the two lists? Screen versus nonscreen. When kids use screens for two hours of their leisure time per day or less, there is no elevate risk of depression. But above two hours per day, the risks grow larger with each additional hour of screen time. Conversely, kids who spend more time off screens, especially if they are engaged in nonscreen social activities, are at lower risk for depression and suicidal thinking.

The French are masters of "the dog ate my homework" school of diplomatic relations.

If an Asian starts to gossip, everyone looks at him like, “Don’t you have homework?

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

One spring day, I was away on a business trip; Karen was home with the kids. It was a warm afternoon, and she was sitting with our son Matthew at the computer in my office. The kitchen door that leads to the backyard was open. They were reviewing a homework project when they heard what sounded like fingernails scratching on the hardwood floors in the kitchen followed by a thumping gallop from our cat Sox. An instant later, a squirrel raced into the office with the cat at its heels. In a panic, Karen grabbed Matthew and the cat, and ran out of the office slamming the door behind her. Her plan was to leave the squirrel in my office and let me deal with it when I got home in a few days; the homework could wait. However, 30 minutes and two glasses of Merlot later, Karen saw the flaw in her plan. She wasn’t worried so much about sticking me with the task of removing a hungry, pissed-off squirrel from my office as she was the possibility of the squirrel shredding everything in there before I got home. Or worse, she feared the house would permanently smell of dead squirrel. There was a decent chance her scream gave it a heart attack. Luckily, the window in my office was open that afternoon. The only problem, there was a screen in the window. Karen figured if she could remove the screen, the squirrel, if it were still alive, would find its way back to the great outdoors. My office was on the first floor, so she was able to remove the screen easily from the outside. Standing in the backyard at a safe distance, she watched the open window, but no squirrel appeared. Venetian blinds were down covering the window opening. Karen thought, “If I just reach in and pull the cord on the blinds I can raise them enough for the little rodent to see his escape route.” Taking deep breaths while standing on the third rung of our stepladder, Karen thought through exactly what she had to do: raise the blinds with one hand, pull the cord with the other, lock it in place and get the hell out of there. No problem, the squirrel was no doubt cowering in the corner. Not quite. As soon as she raised the blinds, the squirrel – according to Karen who was the only witness – saw daylight and flew through the air, landing on her head. Its toes were caught in Karen’s hair as it made a desperate attempt to free itself. Karen said, “It was running in place on top of my head.” She fell off the ladder and ran screaming through the backyard with the squirrel stuck to her head. (I’m sure it was only a few seconds, but time stands still when there’s a squirrel on your head.) It eventually freed its claws, jumped off her head and ran away. Sue was the first person Karen called after she calmed down enough to speak. They discussed the situation thoroughly and agreed that shampooing several times with Head and Shoulders, rubbing the tiny scratch marks on her scalp with alcohol and drinking the rest of the bottle of Merlot were the proper steps to prevent rabies. I was her second call. Karen gave me a second-by-second recounting of the event, complete with sound effects and a graphic description of how the squirrel’s toes felt as they dug into her scalp. Then she told me the whole thing was my fault because I wasn’t home to protect the family when it happened. Apparently being away earning a living was not an acceptable excuse. She also said she learned a valuable lesson that day. “Not to leave the back door open?” I guessed. No, the lesson was that all squirrels are evil and out to get her. (She also decided that she doesn’t like “any animal related to squirrels,” whatever that means.)

How to tell a scary story Even before the birth of horror movies, people already used horror stories to entertain and scare people. The ability to scare people through stories is considered a rare and special talent. Not all storytellers are able to successfully frighten their audience. ●       Voice. Your voice can be an invaluable tool in telling scary stories. The tone of your voice will make it easier for the audience to feel scared. ●       Do your homework. Search for the scariest stories you can find and make a list of them. The more realistic they are, the better. ●       Choose new if possible. The latest stories are great choices since everyone can relate to them. Urban legends can also work, but some of your audience may have already heard the story. ●       Localize it. Change the setting of the story to make it seem like the story took place where you are telling it. You can also tie the story to a local resident. Horror stories about a person’s locality can have a different impact. ●       Don’t overdramatize.  Avoid using words that you do not often use. As a general rule, you have to make it sound like the story makes you uncomfortable inside. ●       Change the setting. You can change the setting of the story to make it similar to the one you’re in. For example, if your town has a local abandoned factory, you can use that as the main setting of your story. Ideally, when your listeners see the factory, they will be reminded of your scary story.

It’s not homework that gets them ready, nor is it classes on handling their emotions. Such adult-led lessons may provide useful information, but information doesn’t do much to shape a developing brain. Play does. This relates to a key CBT insight: Experience, not information, is the key to emotional development. It is in unsupervised, child-led play where children best learn to tolerate bruises, handle their emotions, read other children’s emotions,

We would be better off assuming from the outset that a relatively pronounced degree of pain and discord is going to be our lot.

If character development is a foundation of democratic societies, consider some of the ways emotional intelligence buttresses this foundation. The bedrock of character is self-discipline; the virtuous life, as philosophers since Aristotle have observed, is based on self-control. A related keystone of character is being able to motivate and guide oneself, whether in doing homework, finishing a job, or getting up in the morning. And, as we have seen, the ability to defer gratification and to control and channel one's urges to act is a basic emotional skill, one that in a former day was called will.

I once debated a pro-gun friend about the benefits of better gun control. I did my homework. I found empirical evidence suggesting violence may be triggered by other acts of violence, but guns make the violence worse. I found Leonard Berkowitz and Anthony LePage’s studies conducted over 50 years ago, which showed that the presence of a gun sitting on a table, relative to an object not associated with violence (like a badminton racquet), elicits stronger aggressive responses from participants. I found that more than 32,000 people die and over 67,000 people are injured by firearms each year in the United States. I found that firearm injuries result in over $48 billion in medical and work-loss costs annually. I believe attitudes about firearms should be scientifically driven and evidence-based, but none of these facts mattered to my pro-gun friend! Low-need-for-evidence individuals may portray themselves as concerned with or conveying evidence, but evidence is not actually important to them. Only high-need-for-evidence individuals care about evidence.

To avoid getting fooled by spurious correlations, we need to consider additional variables that would be expected to change if a particular causal explanation were true. Twenge does this by examining all the daily activities reported by individual students, in the two datasets that include such measures. Twenge finds that there are just two activities that are significantly correlated with depression and other suicide-related outcomes (such as considering suicide, making a plan, or making an actual attempt): electronic device use (such as a smartphone, tablet, or computer) and watching TV. On the other hand, there are five activities that have inverse relationships with depression (meaning that kids who spend more hours per week on these activities show lower rates of depression): sports and other forms of exercise, attending religious services, reading books and other print media, in-person social interactions, and doing homework.

5 Thumb Rules to Follow for Outsourcing 3D Character. Outsourcing has become one of the basic requirements of the digital industry. Be it software, websites, architecture rendering or 3D character modelling, companies look forward to outsource these tasks to reliable names. Reason is simple. When it comes to value for money, 3D Art Outsourcing Service stands to be the most viable option as setting up in-house production often isn’t considered a wise ROI choice. But, this necessity has also given rise to possible frauds. There are countless companies waiting to gulp your money in the blink of an eye. There are many more who are ready to lure you with lucrative offers when it comes to 3D character modelling concept. Since not everyone is familiar with the technicalities of this field, companies can easily get trapped with fake promises of giving top notch services well within their reach, only to find out that the whole thing was neither worth their time nor money. However, all the sham can be avoided if companies follow the six thumb rules while Game outsourcing character modelling tasks to animation studios as these will lead them to the right names. 1) Take a Tour of the Website Although you will find expert comments on not to judge a company by its cover, there is no denying the fact that website plays a decisive role in company’s credibility, especially when it comes to art and animation studios. A studio that claims to offer you state-of-art results must first focus on its own. A clean, crisp website with appropriate content can actually say a lot about the studio’s work. A poor design and inappropriate content often indicate the following things: - Outdated and poorly maintained - Negligence towards its virtual presentation - Unprofessionalism - Poor marketing A sincere design and animation studio will indeed feature a vibrant website with all its details properly included. 2) Location Matters Location has a huge impact on hiring charges as it largely decides the price range one can expect. If you are looking forward to countries like India, you expect the range to be well within your budget chiefly because such countries have immense talent, but because of the increasing demand and competition in the field of outsourcing, hiring charges are relatively cheaper than countries like UK or USA. This means that once can get desired expertise without spending a fortune. 3) Know Your Team Inside Out Since you will be spending your hard earned money, you have every right to know the ins and outs of your team. Getting to know the team can assist you in your decision. Do your part of homework and be ready with your queries. Starting from their names to their works, check everything you can, and if need be, go for one-to-one conversation. This will not only help you to know them better, but will also give you an idea of their communication, their knowledge about their work and their sincerity. A dedicated one will always answer you up to the point while a confused one with fidget with words or beat around the bush. 4) Don’t Miss Out on the Portfolio While the website of a studio is its virtual representative, it’s the portfolio which speaks about its execution. Reputed names of 3D modelling and design companies house excellent projects ranging from simple to complex ones. A solid portfolio indicates: - commitment of the studio towards its projects - competency of its team - execution and precision - status of its expertise Apart from the portfolio, some animation studios even feature case studies and white papers in their websites which indicate their level of transparency. Make sure to go through all of them.

The problems arise when they become exhausted with their role of spouse or parent, and life involves more than work. AVPs put in huge efforts toward the tasks they do. They have very little energy left. Their families begin to feel the abandonment when ambivalence replaces the structure of rules or work. They can clean up the kitchen, help with homework, but the needed or intimate parts of relationships are more minimal. The other issue is often trying to hold the line, as it were. Many of the AVP’s psychological symptoms turn into health-related issues, which can further remove them

Sharing Each week, we will take time to share what is happening in our lives. At first this sharing will include some planned “sharing questions.” After the first few weeks, it will become more informal and personal as our group feels safer and more comfortable. Study Each week we’ll study a portion of God’s Word that relates to the previous weekend’s sermon. Our goal is to learn how to apply and live out our Christianity in our day-to-day experiences and relationships. Support Each week, we’ll learn how to take care of one another as Christ commanded (see John 15:9–13). This care will take many forms, such as praying, listening, meeting needs, and encouraging and even challenging one another as needed. Five Marks of a Healthy Group For our group to be healthy, we need to 1. focus on spiritual growth as a top priority (Romans 8:29); 2. accept one another in love just as Christ has accepted us (Romans 15:7); 3. take care of one another in love without crossing over the line into parenting or taking inappropriate responsibility for solving the problems of others (John 13:34); 4. treat one another with respect in both speech and action (Ephesians 4:25–5:2); 5. keep our commitments to the group—including attending regularly, doing the homework, and keeping confidences whenever requested (Psalm 15:1–2, 4b). Guidelines and Covenant 1. Dates We’ll meet on ____________ nights for ____________ weeks. Our final meeting of the quarter will be on. 2. Time We’ll arrive between ____________ and ____________ and begin the meeting at ____________. We’ll spend approximately ____________ minutes in singing (optional),____________ minutes in study/ discussion, and ____________ minutes in prayer/sharing. 3. Children Group members are responsible to arrange childcare for their children. Nursing newborns are welcome, provided they are not a distraction to the group. 4. Study Each week, we’ll study the same topic(s) covered in the previous weekend’s sermon. 5. Prayer Our group will be praying each week for one another and specific missions requests. 6. Homework and Attendance Joining a growth group requires a commitment to attend each week and to do the homework ahead of time. Obviously, allowances are made for sickness, vacation, work conflicts, and other special events—but not much more! This commitment is the key to a healthy group. Most weeks, the homework will require from twenty to thirty minutes to adequately prepare for the group study and discussion. If we cannot come to a meeting, we will ________________________________ 7. Refreshments 8. Social(s) 9.

Far from being a good thing, your perfectionism can keep you from trying new things and taking on new projects. As before, the logic here will be, “Why start something if I will not be able to do it perfectly, anyways?” With projects and assignments you must do, like homework or job-related work, your perfectionism can cause you to procrastinate.

The following are a couple of the positive results of young relationships: Leveled up relational abilities; Extra daily reassurance; Experience for future relationships; Personality arrangement; Improvement in correspondence; Improved confidence; Expanded identity worth. Simultaneously, potential adverse results can be: Interruption from homework; Seclusion from fellowship circles; Expanded weakness to burdensome side effects; Expanded chance of partner viciousness; Profound strain and struggle; Sexual health risks; Unexpected pregnancies.

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