Personal Branding: Building Your Pathway to Professional Success

Personal branding is an introspective process by which you define yourself professionally, and it can serve as your pathway to professional success. There are six steps to building your personal brand: (1) taking an introspective look, (2) understanding the brand that may already exist, (3) developing your personal brand mantra, (4) crafting your physical footprint, (5) creating your digital footprint, and (6) communicating your message. Your personal brand is a promise of value and performance, and it is necessary to meet the expectations of your audience. Effective brand management is a key component to maintaining a positive brand reputation.     

Pragmatism: Making the Most Out of Training

Nothing comes close to the method of pragmatic, experiential education where we train individuals by making them actually do what they need to learn. A pragmatic approach to an instructor‐led training session may include role plays and case studies, which can provide many significant benefits to the learning process, especially when the situations reflect real‐life examples.     

Early Communicative Gestures Prospectively Predict Language Development and Executive Function in Early Childhood

Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with later EF (φ_s ≥ .44), the effect was entirely mediated through later language. In contrast, language had significant direct and indirect effects on later EF. Exploratory analyses indicated that the pattern of results was comparable for low‐ and not‐low‐income families. The results were consistent with theoretical accounts of language as a precursor of EF ability, and highlighted gesture as an early indicator of EF.     

Children's shyness,popularity, school liking,cooperative participation,and internalizing problems in the early school years

Aims of the present study included understanding the manner in which shyness during the first year of formal schooling predicts early popularity in the peer group, as well as the manner in which children's shyness and popularity uniquely contribute to later school liking, cooperative participation, and internalizing problems. Structural equation modeling using parents’, teachers’, and children's reports suggested that children's (N = 291; 46% girls) kindergarten shyness predicted lower school liking and lower cooperative participation during second grade through its negative association with first grade popularity. Shyness during the first year of formal schooling may relate to difficulties in the classroom during later years due to problematic peer relations. The indirect relation of kindergarten shyness to second-grade internalizing problems through first-grade popularity was not statistically significant. Kindergarten shyness was also directly related to higher cooperative participation, which suggests that relations between early shyness and classroom engagement may be more complex than previously assumed.     

Legislative Branch: House

Stephen Heath, QUESTIONS OF CINEMA (Bloomington: Indiana University Press, 1981—$22.50/$9.95)

Rick Altman, ed., GENRE: THE MUSICAL (London: Routledge and Regan Paul, 1981—$19.95)

A.J. Prats, THE ALTIONOMOUS IMAGE: CINEMATIC NARRATION AND HUMANISM (Lexington: The University Press of Kentucky, 1981—$14.50)

Thomas Allen Nelson, KUBRICK: INSIDE A FILM ARTIST'S MAZE (Bloomington: Indiana University Press, 1982—$37.50/$9.95)

Ingmar Bergman can be found in Paisley Livingston, INGMAR BERGMAN AND THE RITUALS OF ART (Ithaca: Cornell University Press, 1982—$19.95)

Annette Kuhn, WOMEN'S PICTURES: FEMINISM AND CINEMA (London: Routledge Et Kegan Paul, 1982—$9.95 paper)

Herbert Eagle ( ed . ) , RUSSIAN FORMALIST FILM THEORY (Av ailable from Michigan Slavic Publications, 3040 MLB, Department of Slavic Languages and Literatures, University of Michigan, Ann Arbor'48109 —no price given)

Robert Edmonds, THE SIGHTS AND SOUNDS OF CINEMA AND TELEVISION: HOW THE AESTHETIC EXPERIENCE INFLUENCES OUR FEELINGS (New York: Teachers College Press, 1982—no price given)

Gerald Mast, HOWARD HAWKS, STORYTELLER (New York: Oxford University Press, 1982—$29 95)

John R. May and Michael Bird (ed.), RELIGION IN FILM (Knoxville: University of Tennessee Press, 1982—$16.50/$7.95)     

Motion Pictures and Photography

William Kuhns' Movies in America (Dayton, Ohio: Pflaum/Standard, 1973 - $6.50, paper)

William Kuhns and John Carr Teaching in the Dark (same publisher, $4.50, paper)

Peter Wollen's Signs and Meaning in the Cinema (Bloomington: Indiana University Press, 1972 - $5.95 2.95)

David Shipman's The Great Movie Stars: The International Years (New York: St. Martin's Press, 1972 - $15.00)

The Silent Picture (quarterly, $4.00 per year)

Films Illustrated (monthly, $10.00 per year)

Slide Albums ($35.00 each)

Herbert Volkmann's Film Preservation (1965, 60 pp., $1.50)

Theodore Huff's The Early Work of Charles Chaplin (1961, 24 pp., 500)

Fifty Years of Soviet Cinema: 1917-1967 (1967, 30 pp., 950)

Rules for Use in the Cataloguing Department of the National Film Archive (1960, $1.20)

Literature/Film Quarterly (Salisbury State College, Salisbury, Md. 21801 - $5.00 per year/four issues, or $2.00 each)     

Coming to know within ‘healthy uncertainty’: an autoethnography of engagement and transformation in undergraduate education

This article is an autoenthnographic account of the yearlong journey of two undergraduates and their instructor when the traditional classroom structures associated with the banking concept of education were altered in an upper division class and follow-on research experiences. These changes focused on foregrounding students' experiences of the uncertainties inherent in the process of coming to know. Scaffolding this process within a context of ‘healthy uncertainty’ is described. Within this context, student engagement deepened allowing for generalization of knowledge and transformative personal experiences as the links between school and everyday life became more transparent.