Relevant bibliographies by topics / Embarrass (Minn.)

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Academic literature on the topic 'Embarrass (Minn.)'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "Embarrass (Minn.)"

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Wasserman, Mitchell. "Quick Reads: Another Good Idea: Active Involvement for Clear Assessment." Mathematics Teaching in the Middle School 15, no. 5 (2009): 258–60. http://dx.doi.org/10.5951/mtms.15.5.0258.

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Math teachers want to know if students get it when a new mathematics concept has been taught. Because we are not our students' mind readers, it is difficult to know who does and does not understand. Students often will not admit that they do not understand and are embarrassed to raise their hands when we ask, “Are there any questions?”
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Stein, Dan J. "Empathy: At the Heart of the Mind." CNS Spectrums 10, no. 10 (2005): 780–83. http://dx.doi.org/10.1017/s1092852900010294.

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Evelyn is a 35-year-old woman who presented to a psychiatrist with complaints of marriage difficulties. As she described some of these difficulties, she leaned forward, and her psychiatrist responded by changing her body posture and unfolding her arms. Evelyn explained that she had been brought up to be stoic in the face of difficulties. When she described some of the family's early circumstances, her expression became sad and her psychiatrist responded by furrowing her brow. Evelyn's parents had encouraged the kids to be self-reliant and independent; problems were not complained about, they w
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Cho, Hye Jung, Sung Woo Jang, and Pil Young Jung. "Self-extubation after major trauma: another trauma?" Trauma Image and Procedure 6, no. 1 (2021): 12–15. http://dx.doi.org/10.24184/tip.2021.6.1.12.

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Self-extubation can lead to detrimental outcomes for the patient. Complications that result from self-extubation range from laryngeal injury, respiratory distress, arrhythmia, pneumonia, to even death. With respect to patient safety, not only is prevention of self-extubation one of the most important goals in all intensive care units around the world, but also it is one of the most common mishaps in the area of intensive care. Since self-extubation and consequent re-intubation are unexpected events, they can embarrass the medical staff and negatively affect the treatment choice, and consequent
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Rahmi Rahmi, Afrinaldi Afrinaldi, and Linggana Tesya. "Upaya Guru BK dalam Mencegah Perilaku Bullying di SMA N 1 Candung." JISPENDIORA Jurnal Ilmu Sosial Pendidikan Dan Humaniora 3, no. 1 (2024): 252–58. http://dx.doi.org/10.56910/jispendiora.v3i1.1265.

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All humans are born in good condition, with intelligence that differentiates them from other creatures. The human mind needs to be directed so that it can function well, the way to direct it is through education. Education is an effort made to shape patterns of human behavior that should be, develop developmental tasks that must be completed, and produce human resources through the learning process of attitudes, knowledge and skills. The learning process refers to the reciprocal relationship carried out by a teacher with a group of students until they achieve a specified qualification. Compete
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Ha, Thai Thi Xuan, and Nguyen Kim Vu Bao. "Common Errors in Pronunciation of Non-English Majored Students at the University of Transport and Communication Ho Chi Minh Campus." South Asian Research Journal of Arts, Language and Literature 5, no. 03 (2023): 64–70. http://dx.doi.org/10.36346/sarjall.2023.v05i03.002.

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Pronunciation is an essential skill that significantly affects the effectiveness of foreign language learning. However, the reality shows that incorrect pronunciation is still a big obstacle for Vietnamese students in general and students of the University of Transport and Communications, HCM city campus, in particular, in the process of learning English. Many students feel embarrassed when speaking English and have difficulty listening comprehension because of incorrect pronunciation. This article presents the research results on pronunciation errors of 100 non-language majored students at Un
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Ariyanti, Ariyanti, Slamet Setiawan, and Ahmad Munir. "Students’ enjoyment and anxiety in reminiscing about mind-mapping use in the English writing class." Studies in English Language and Education 10, no. 2 (2023): 789–804. http://dx.doi.org/10.24815/siele.v10i2.28215.

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The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app becau
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Gregnanin Pedron, Irineu, João Paulo Pereira, Erika Regina Stocco Di Francesco, Antonio Santana Neto, and Danilo Lourenço. "The Impact of Orthodontic Treatment on Facial Appearance in Angle Class III Patients: A Mini Review." SVOA Dentistry 4, no. 5 (2023): 200–205. http://dx.doi.org/10.58624/svoade.2023.04.0151.

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Angle Class III malocclusion has a strong genetic influence that can occur in several generations of the same family group. This dentofacial deformity can be identified from an early age, even in childhood. The perception of beauty in the transition phase to adolescence has a greater weight, because in this phase there are immense physiological changes. The need for attention through aesthetic enhancement generates vanity, which can have both beneficial and harmful influences. Nowadays, the young generation craves prominence and subsequently values the exaggerated importance of beauty and the
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Knoepflmacher, U. C. "A Victorianist Looks Back: Fluidity vs. Fragmentation." Victorian Literature and Culture 47, no. 1 (2018): 137–53. http://dx.doi.org/10.1017/s1060150318001407.

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InMiddlemarch,when Mr. Brooke asks Edward Casaubon how he arranges his documents, the pedantic would-be author of “The Key to All Mythologies” replies with a “startled air of effort” that he puts them into “pigeon-holes mostly.” Dorothea's uncle is baffled. He complains that his own scattered gatherings became much too “mixed in pigeon-holes: I never know whether a paper is in A or Z.” Embarrassed, his niece volunteers to sort out his papers: “I would letter them all, and then make a list of subjects under each letter.” Her offer catches Mr. Casaubon's attention. Commending Mr. Brooke for havi
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SEN, AMARTYA. "Reason, Freedom and Well-being." Utilitas 18, no. 1 (2006): 80–96. http://dx.doi.org/10.1017/s0953820805001846.

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I am embarrassed at being placed in the dizzying company of one of the truly great thinkers in the world. The similarities between Mill's ideas and mine partly reflect, of course, his influence on my thinking. But I also discuss some difficulties in taking Mill's whole theory without modification, since there are internal tensions within it. In a paper I published in 1967, I tried to discuss how Mill's willingness to hold on to some contrary positions depended on the nature of his empirical reading of the world. I draw on that diagnosis in commenting on some of the articles here. There are som
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Tarling, Nicholas. "The British and the First Japanese Move into Indo-China." Journal of Southeast Asian Studies 21, no. 1 (1990): 35–65. http://dx.doi.org/10.1017/s0022463400001958.

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The French move into what they came to call Indo-China began, as the Hong Kong Register was to put it, with motives hostile to British power. Pre-revolutionary France had indeed seen such a move as a means of contesting Britain's supremacy in Asia: placing themselves between the growing empire in India and the growing trade with China, the French could embarrass their European rivals. But establishing themselves in Vietnam was easier said than done. The limited help they were able to afford Gia-long reaped them no great reward, and his successor, Minh-mang, even turned against the Catholic mis
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Books on the topic "Embarrass (Minn.)"

1

Gudmunson, Wayne, and Suzanne Winckler. Testaments in Wood: Finnish Log Structures at Embarrass, Minnesota. Minnesota Historical Society Press, 1991.

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Learning about Emotions: Embarrassed. Amicus, 2024.

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Book chapters on the topic "Embarrass (Minn.)"

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Matthews, Gareth B. "Perplexity and the Beginning of Philosophy." In Socratic Perplexity and the Nature of Philosophy. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198238287.003.0002.

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Abstract Somewhat hidden away in Aristotle’s treatise On the Heavens (De caelo) there is an interesting puzzle toward which Aristotle displays an intriguing ambivalence. On the one hand, he devotes a great deal of attention to it; in fact he discusses it for almost two of the fourteen chapters that make up book 2 of that work. On the other hand, he is rather apologetic in the way he introduces it, as if he were a little embarrassed to be bringing it up. This puzzle, he says at 294 10-1 I, must have occurred to everybody. Anyone who has not been astonished by it, he adds, rather sarcastically,
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Tompkins, Jane. "Me and My Shadow." In Feminisms. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780192892706.003.0007.

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Abstract There are two voices inside me answering, answering to, Ellen’s essay. One is the voice of a critic who wants to correct a mistake in the essay’s view of epistemology. The other is the voice of a person who wants to write about her feelings (I have wanted to do this for a long time but have felt too embarrassed). This person feels it is wrong to criticize the essay philosophically, and even beside the point: because a critique of the kind the critic has in mind only insulates academic discourse furcher from the issues that make feminism matter. That make lier matter. The critic, meanw
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Philippot, Pierre, and Bernard Rimé. "Social and Cognitive Processing in Emotion: A Heuristic for Psychopathology." In Emotions In Psychopathology. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195093216.003.0008.

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Abstract Three years ago, I was deeply in love with a man, but I had never told him. Finally, I couldn’t keep these feelings to myself any longer. I explained to him how much I was attracted by him. He looked very surprised and embarrassed. He told me that, although he liked me, he was not in love with me. I was petrified, and I tried to conceal my feelings but I felt very guilt<; and ashamed and disgusted about myself. I never told this story to anybody and I kept it secret. I felt so hurt and ashamed. After it happened, it often popped into my mind, and I felt very bad again. l tried
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Bennett, Peggy D. "Praise in the classroom." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0009.

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If every time you walked into my classroom I handed you a dol­lar for no apparent reason, you might be initially surprised and happy. You might be curious about what you did to deserve the dollar. Then, as I gave you a dollar each day for the next two weeks, perhaps you would just shrug and say, “Well, she must think I did something to deserve this, and I won’t argue.” As the daily dollar gift continues, you find yourself beginning to count on that dollar for a snack after school or savings toward a bicycle. You don’t ask why I’m giving you this gift, and I don’t tell. Then one day I stop. Whe
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Lycan, William G. "The Slighting of Smell (with a Brief Word on the Slighting of Chemistry)." In Of Minds and Molecules. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195128345.003.0026.

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Philosophy articles on prepositional attitudes, attitude content, and related matters sometimes begin by reminding us that there are many prepositional attitudes besides belief: there are desire, intention, remembering, guessing, speculating, wondering, hoping, wishing, resenting, regretting, being embarrassed, and whatnot. Those same philosophy articles then immediately serve notice that, for simplicity, they will discuss only belief. Desire, intention, and memory very occasionally receive attention from philosophers of mind and philosophers of psychology; the other attitudes almost never. It
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"allowable in your court to speak outside the main issue, please bear this in mind. It was they who entered our home by force; they who pursued; they who tried to drag us by force off the street. [47] Remember this and vote for what is just. Do not allow me to be exiled unjustly from my fatherland, for which I have faced many dangers and performed many public services; I have never been responsible for any harm to it, nor has any of my ancestors, but for much benefit. [48] So in justice I should be pitied by you and other men, not only if any of the things Simon wants were to happen to me but also because I have been forced as a result of events like this to face a trial of this nature. The case arises out of a dispute between two rivals for the affections of a youth named Theodotos. The dispute obviously has a long history. The speaker (§5) traces it back to vindictive jealousy on Simon’s part because the boy preferred the speaker’s kindness to Simon’s abusive treatment. Simon for his part appears to be arguing (§22) that he had a sexual contract with the boy and that the speaker induced the boy to breach this arrangement. The speaker’s evasiveness on the subject suggests that Simon may be telling the truth on this point. The rivalry has erupted into violence, and Simon is prosecuting the speaker for allegedly wounding him. The speaker claims that Simon laid an ambush for the boy and that the speaker and the boy were innocent victims. Simon claims that the speaker came to his house and threatened to kill him. The case for the defence relies heavily on a tapestry of contrasting characterization woven by Lysias. Noteworthy is the use of the preliminary narrative in §§5–10, tracing the prehistory of the dispute, to create a vivid impression of Simon in preparation for the main narrative. Simon emerges as consistently drunken, violent and lawless. In contrast, the speaker is a mild-mannered individual, painfully embarrassed at the strength of his passion, unbecoming in a man of his years, and eager to avoid trouble at all costs. As in Lysias 1 (Case I), the characterization effects an implicit argument: could a man as retiring as the speaker be an aggressor, and could a man as violent as Simon be an innocent victim of aggression? So powerful is this contrast that it is only on reflection that we notice that the speaker is our sole source for this characterization. The speaker also, by emphasizing that similar quarrels have taken place before and stressing the triviality of the cause, and by presenting the fight in question as a confused and slightly comic affair, seeks to present the incident as a petty squabble unworthy of the attention of the Areopagos." In Trials from Classical Athens. Routledge, 2002. http://dx.doi.org/10.4324/9780203130476-15.

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