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He said, Open, Sesame! and the door opened and shut behind him. He could have feasted his eyes all day on the treasures, but he now hastened to gather together as much of it as possible; but when he was ready to go he could not remember what to say for thinking of his great riches. Instead of Sesame, he said, Open, Barley! and the door remained fast. He named several different sorts of grain, all but the right one, and the door still stuck fast. He was so frightened at the danger he was in that he had as much forgotten the word as if he had never heard it. About noon the robbers returned to their cave, and saw Cassims mules roving about with great chests on their backs.

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For example, residency status becomes relevant as a statistic about the applicant pool as a whole because the overall residency statuses of the pool help inform how likely students are to attend the University if accepted. But, especially as the decisions get tighter, not everyone in a particular rating can be offered admission, which requires ways to distinguish between applicants with the same rating. Characteristics noted in individual evaluations such as family education level or income can then become relevant in deciding who makes the cut, aiding University initiatives to increase representation of certain groups. Even within yield, we might look at additional information there, Sanders said. So the priorities of then looking at, Wed really like to increase the number of students that are first generation or low income, so those things would come into play as another characteristic that could even hone in more the specific numbers of students that are offered admission. However, in response to a hypothetical scenario of two students with borderline ratings for admission, one first generation and the other not, Sanders said that factor wouldnt necessarily move the decision in favor of the first generation student.

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Harrisburg City School District is underfunded by $31 million, and its apparent that our local leaders are not interested in changing that. Over 800,000 students go to school in these underfunded districts. Everyday, they deal with less resources than their peers just miles away. Why has Harrisburg failed students so badly?This website uses cookies to improve your experience. By continuing to use the site, you accept our Privacy Policy and Cookie Policy. OKFor over 40 years, researchers have studied the personality traits and cognitive learning styles of intellectually gifted and academically talented students that distinguish them from the general population. This line of research is important since a number of these traits have been shown to be related to high level achievement, gender differences in mathematics and science ability and achievement, and even long term social emotional adjustment. Cognitive learning styles defined as "consistencies in the unique manner that a learner acquires and processes information", in particular, have been widely discussed and researched in an attempt to understand whether gifted and talented students learn differently than other students, or respond differently to particular teaching styles. A great deal has been written over the last 20 years about the need to know students' learning styles so that everything from the classroom environment to the teaching style of the instructor can be tailored to each student's learning style in the belief that this will increase learning, as well as the student's self concept as a learner. Researchers at the Johns Hopkins University Center for Talented Youth CTY have studied the personality and cognitive learning styles of academically talented students since 1983 and have accumulated the largest database of information in the world on this topic. Using primarily the Myers Briggs Type Indicator MBTI, a measure of "psychological type," and the Adjective Check List ACL, a measure of 14 indicators of personality and psychological adjustment, researchers have looked at the personality and learning styles of gifted and talented students across time, gender, culture, and type of academic talent.

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Under relatively calm conditions as in 2007, changes in the number of logins are clearly positively correlated with changes in the index. However, during the financial crisis in late 2008, many investors logged in to check their accounts even though, given the extremely visible news media reporting about falling stock prices, they would have expected to see bad news. Note also that aggregate trading is only weakly correlated with the Dow, or with logins, for most of the two year period. Daily spikes in trading do not line up with spikes in logins and vice versa. One notable exception is the market crash in the fall of 2008, which had high logins and high trading. In general, however, the data are consistent with a large nontrading component in investor attention. In this section, we investigate patterns in aggregate attention and trading. We show that an aggregate ostrich effect is operative for returns over multiple horizons and is robust to allowing for return nonlinearities. We also show how market volatility and media coverage affect attention. Our findings are strongly consistent with information dependent utility but are difficult to reconcile with a purely trading based explanation for attention. Further, we use the trading attention identity in 1 to decompose patterns in trading into patterns in attention and conditional trading.