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Perfect Poetry Analysis Essay

How To Cite A Dissertation In APA Format

The following article will give some helpful tips on how to cite your dissertation in APA. Determining what is considered a research document for use in APA requires a little bit of knowledge about what the different terms mean. For instance, a journal article is defined as a “persistent and comprehensive overview of scientific reasoning about a particular field of study”. In APA, this is considered a “record of recent research findings regarding a particular subject or area of study”.

As a matter of fact, there really are three different types of citations that APA uses. First, citations are always citations. They include the author name, phrase, and dates if they appear in the source section of an APA publication. Citations are also expressed in full when they appear in electronic resources. However, it is important to note that electronic resources may not properly recognize APA format.

APA Format For Dissertation

APA style also strongly encourages the use of citations throughout the document. To show this, think about how you would cite a book in MLA format. You would actually begin by using the author’s name, title, publication year, and the page number where the work was published. A good suggestion for a good MLA format citation is the following: author’s name, title, (printed page) date (page number). Of course, when citing electronic sources, the format should be as follows: Author’s name, Title, (published page number) date (page number).

The most common mistake made when referencing a dissertation in APA is over-citing it. Over-citing a paper not only proves ineffective but can also lead to severe problems with the review board for your dissertation help. Before even starting your work, always read the complete citation to see if it appropriately gives credit to all parties involved in the field of study covered in your research. If there are additional resources required by the references or if additional information is not readily available in the Internet, a statement regarding all sources must be included in the citations. This statement will be helpful in determining if a party was adequately cited and should be higher than the number given in the bibliography.

When citing a source in APA, the proper format is always important. While using computer generated references may seem easier, using proper referencing formats can help avoid potential issues in reviewing your dissertation. When referencing a source in APA format, proper formatting is always important to ensure proper display of your sources and to ensure that your arguments have been sufficiently presented.

The proper formatting will depend on what format you choose to use for your citation. Using APA format for your references is fairly simple, as long as you keep in mind that it is best to use the front matter and the bibliography when possible, rather than choosing other formats.

For an example of citing your sources properly, let’s assume that we are studying the effects of microwaves on melon seeds. In your study, you would state the title of your book, the publishers, the edition number and the pages in which you found your findings. Another alternative, though perhaps a bit more difficult to follow, would be to type in the publisher, the edition number, the page where the cited work was printed and the year of publication. Of course, you could also specify the citation form you prefer (APA, Chicago, MLA, or Harvard), but keep in mind that your research should be consistent with each source you use. Otherwise, your references will not be properly accepted.

The proper formatting will depend on what format you choose to use for your citation. Using APA format for your references is fairly simple, as long as you keep in mind that it is best to use the front matter and the bibliography when possible, rather than choosing other formats. Your web citations should follow a particular format, as well, while citations of essays should generally follow the format used for the book itself. You can check with the publisher or a reference provider to determine the proper formatting.

In citations outside of the APA, a good reference provider may be able to help you with the formatting. The most common formatting is to insert the author’s name in quotation marks followed by their title.

In citations outside of the APA, a good reference provider may be able to help you with the formatting. The most common formatting is to insert the author’s name in quotation marks followed by their title. The year of publication is usually optional as well, though this may vary depending on the provider. One of the easiest ways to research a topic for which you are writing a dissertation is to consult with experts in the field about the proper formatting for your references. Once you know how to cite a dissertation in APA format, you can easily move forward with your research.

What APA Dissertation Formatting Includes

Many people embark on APA dissertation reviews only to find that they need help with the APA format. The truth is, most of us have been in this situation at one time or another. Dissertation format comes so second nature to him, but it doesn’t always do for all. Even if you already wrote your Ph.D. dissertation, it’d behoove you to seek out APA format dissertation editing assistance. Some key points to remember include:

  1. Title page: Every dissertation should start with a title page. This should always be the topmost page on the dissertation. It should give the entire content of your dissertation a quick overview, including your name, contact information, and career details. If you’ve added new sources while writing your dissertation, your title page will let your reader know about them. Be sure to edit your title and contact information, keeping in mind what the Ph.D. student is looking for in his or her dissertation.
  2. Introduction to the dissertation topic: The introduction is the first ten to twenty pages of your dissertation. It’s where you begin discussing your topic with little information about who you are, how your research was done, and what results in you came up with. For many students, the introduction is the most dreaded part of their formatting process. That’s why professional editing services will be able to offer you expert editing services in the APA format.
  3. Document organization: Every paper should have its own proper formatting structure. Every line should be written in its own segment, each paragraph should be written in its own paragraph, and your references (if any) should be properly formatted within the paper. The formatting for your dissertation should be easy to follow so that many readers will find it easy to read and understand. Many students do not take much time reading their documents; therefore, making your document readability and organization are imperative.
  4. Good Research: One of the most important steps in editing an APA dissertation is checking for writing errors. While researching your dissertation, be sure to use a reliable and trustworthy source. Check for spelling and grammatical errors, and check for punctuation, and writing style. Your editing services should be able to help you fix your dissertation according to the APA style. Any changes or corrections made to your document should be in line with the rest of your work and not appear as a mere personal opinion.
  5. Proofreading: Only a well-written essay can help a student win a dissertation prize. Every word in your dissertation must mesh well with the rest of your work. If there are any problems with your writing style, don’t hesitate to get help from your editing services. The last thing a student wants is to have his or her work exposed as he or she has spent hours improving it. Asking for a second set of eyes to read over your work can be extremely helpful.
  6. Formatting: While every paper should follow the APA formatting guidelines, not all students are equally proficient in this field. Everyone will create a different kind of format. Some will be comfortable using the full-fledged format while others will prefer a more condensed version. A student may also prefer to use a different format based on the theme of the dissertation. Determining what kind of format they prefer will help you choose the right one for them.
  7. Proofreading: While every student will edit his or her own dissertation, only a select few will edit well. It is important for a dissertation to be completely free of mistakes and grammatical errors. Your editing services should have a staff with enough expertise in these matters. However, impressive proofreading can only do so much.

The Purpose of an APA Dissertation Reference

Writing an APA dissertation is a complex undertaking. In most cases, a student will be required to assemble and organize information from many different sources. Sources may include primary research journals, specialist texts, dissertations, newspapers, and personal library resources. A student will then be required to synthesize all of the information into a meaningful dissertation. If you are preparing for an APA dissertation, you are advised to think carefully about the format you will use. Even if you have not previously written a dissertation, there are many tips and tricks that can help you ensure that your composition is as polished and impressive as possible.

The first step in the referencing process is finding a reliable publisher. The publisher is particularly important because he or she will be responsible for making sure that your work is properly formatted and that it reads well.

Your publisher should be able to provide you with a list of references, including individuals and institutions that have had success writing APA dissertations. The publisher should also be able to give you information about their terms of use. The use of an official publisher provides the most prestige and stability; however, it is the least expensive option.

After finding a publisher, your next step is writing the dissertation itself. A thorough, careful writing style is essential when writing an APA dissertation reference letter. The purpose of an APA dissertation is to present research findings in a clear and concise manner. While writing a reference, you should use specific language and avoid vague or elliptical language. Each sentence should have a clear focus and the conclusion must provide the most significant information.

After completing your dissertation, it is important to accurately assign sources and cite the appropriate sources correctly. Citations are necessary for supporting the conclusions you reach in your research paper. For this reason, students should always refer to a source document or a book review when planning to discuss a specific matter. This procedure will ensure that the reader fully understands your reasoning. The student may also want to compile a bibliography on hand before beginning to write the reference.

Once your dissertation is complete, you will have to prepare a cover letter. Your cover letter is the first contact you will have with an APA organization. It will be a brief introductory note to your intended audience and a general overview of your background, accomplishments and areas of expertise. A cover letter is an important part of preparing for an APA dissertation. The student should also begin writing a bibliography, if one has been established, prior to contacting the organization.

Final Thoughts

If possible, contacting the organization prior to writing the letter will help the student to get acquainted with the organization and to determine its scope. The student will be able to determine whether the organization has specific requirements for writers and editors. For instance, some APA organizations may require proofreading of all papers. This can help the student to ensure that all portions of the paper are correctly proofread and corrected. When contacting the organization, it is helpful to provide a detailed resume.

Once the student has decided which organization will accept his or her paper, he or she should begin writing the bibliography. This is the most difficult part of writing the bibliography. The student should attempt to include all of the primary sources as well as any other secondary sources that support the arguments of the paper. Including secondary sources is especially important in the case of a thesis or dissertation.

An APA dissertation reference can be as informal or formal as the student wants it to be. The only thing the student has to do is to organize the data in such a way that it clearly supports the arguments within the document. This can make writing the reference essay much easier, both for the writer and the editor. Many individuals who write their own references prefer to assemble them in a logical order, following the pattern set by their professors. However, the student should remember to include all of the necessary data and cite all of the secondary sources as they are appropriate.

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Five Ways To Write Perfect Poetry Analysis Essay

In a huge array of works of art, poetry can be called the most rational and prone to conducting such a technique as analysis. That is why the question “what is a poetry essay” raises among students. This knowledge is necessary for students from the Faculty of Philology. And if earlier such an issue was in the shade, today it is very relevant. Indeed, in the modern curriculum, an analysis of the poem is required more and more often. Essay about poems writing is a necessary skill for successful study. It reveals the main theme and idea laid down by the author in the plot. In order for the analysis to be complete and reveal all aspects of the text, the essay writer is required to follow a clear plan when writing it. So how to analyze a poem essay?

How to write a literary analysis of a poem?

The requirements for students are becoming more complicated every year. And today, they need to master a fairly vast layer of information, as well as be well-versed in various literary nuances. The analysis plan of the poem may be different. Some of them are more focused on the form. In others, the emphasis is put on the semantic content of the poem. Ultimately, everything will depend on the goal. The analysis scheme of the essay about poetry is more complex and multidimensional. An essay writer needs to focus on types of stanza and rhythms, artistic means, and vocabulary.

Despite the fact that a clear outline on how to write an essay about a poem is given, there is no strict algorithm for performing such a task. After all, the poetic text is quite vibrant and needs to have pre-fixed frames and a unified approach to its analysis. The perception of poetry works is closely related to subjectivity. This is why applying a parsing scheme in the poem analysis paper is a real art of feeling the poet. What is more, the task is much more complicated due to the uniqueness of each individual poetic work. Indeed, for some, size is important, and for others, the lyrical plot is crucial.

Therefore, sometimes a poem is called upon to represent an internal characteristic of a poetry hero. Often, the poet seeks to create poems or convey philosophical thoughts to the reader in the form of certain images. The lyrical hero often coincides with the author, but not always. For example, a poet can write a poem on behalf of a tramp, a robber, or a criminal – but this does not mean that the poet themselves is a tramp or a robber. That is why any poems essays analysis scheme is conditional. In this regard, the written text or commentary can have various directions. Ultimately, everything will be dictated by the reasoning and logic of the essay writer.

So how to write a poetry analysis like a pro essay writer?

  1. The history of the creation of a poetic text, and description of the events that led to its creation. In this part, the essay writer can provide little information about the life of the author. You should also indicate how significant this work is for the poet
  2. It is necessary to determine the genre, subject, and theme of the work. The subject of the image in the lyrical work is the inner world of a person, their thoughts, feelings in their movement, and development.
  3. The plot and composition of the poem are considered. The plot in the lyrical work is very often absent. This is mainly due to the fact that the lyrics are an expressive genre and not a narrative – it expresses rather than narrates.
  4. Description of the lyrical hero and the transmission of the general mood of the poem. Life in a poetic text is represented through the experiences of a lyrical hero. The concept of a lyrical hero is the key to this type of literature.
  5. Analysis of the vocabulary of the poem and expressive means. Expressive tools make the verse brighter and richer. These include epithets, metaphors, allegories, personification, hyperbole, etc. The essay writer should also pay attention to the poetic meter by which the poem is written. At the end of the analysis, you must express your own opinion on what you read, tell readers what feelings this work evoked.

Before you begin the analysis of the poem, you need to decide for yourself why this work was done in the first place. It is worth mentioning that just getting a grade for the sake of it is not a good goal. If you have a desire to convey the emotions and feelings that arise when reading a poetic work or after reading it, you should not limit yourself: everything that is happening in the soul should be transferred to paper. If needed, a more careful look at the literary aspects of the analysis of the poem should be taken. In this case, it is crucial not to deviate from the plan. Rhyme and theme, historical context, as well as the interaction and connection of all these parts should also be considered.

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Free Streaming

Enjoy current and past episodes of The Positive Educator for free by streaming them over the internet right now.

Episode 1: Silent curriculum

Teach For America’s capacity to attract and train young teachers to serve the historically under-served has yielded remarkable results in the classroom. But what prepares Teach for America’s corps members for the challenges they face on a human level? Listen to how Washington DC’s 2013 Teacher of the Year, Julia King, maintains her own wellbeing out of the classroom in order to support the wellbeing of her students in the classroom.

Episode 2: Three, two, one…zero dropouts

Bringing the high-school dropout rate to zero seems like one of those moonshot proclamations that presidents make in a State of the Union Address. But an organization called Zero Dropouts has helped reduce dropout rates in Colorado by 41% and is now working in states across the nation. Listen to how Zero Dropout’s CEO and President, Steve Dobo, leverages big data, relationships, and strength-based coaching to support kids who have or who are considering dropping out of school.

Episode 3: Good Will HuntingS

The Center for Talented Youth (CTY) at Johns Hopkins University offers gifted kids from all over the world the chance to take university-level courses each summer. In addition to challenging the students academically, CTY campuses come with an engaging and quirky culture that leaves kids, teachers, and staff smiling. Listen to how Academic Dean and Site Director at CTY, Corie Fogg, helps gifted students thrive by helping them find affinity and by helping them find flow.

Episode 4: when Donald Trump upped ap scores

Everyone likes a field trip. But what happens when your government teacher proposes a week-long trip to the New Hampshire primary to meet, amongst other candidates, Hillary Clinton and Donald Trump? Listen to how Chair of the History Department, Damian Cohen, at the prestigious and progressive Woodside Priory School uses experiential education to improve his students’ AP scores at the same time he promotes their civic capacity.

Episode 5: Pedagogy of the oppressed; pedagogy of the liberated

Rarely do educational scholars look to middle east for lessons in curriculum and pedagogy. Yet amazing things are happening in Iran, where educational training for women enrolled in Muslim seminaries is increasingly progressive, increasingly innovative, and increasingly comfortable “failing forward.” Listen to what Anthropologist of Education and Visiting Lecturer at the University of New Mexico, Dr. Amina Tawasil, learned from Iranian schools and how she has incorporated the lessons into her own university classroom.

Episode 6: A theology for the silicon valley gospel

The Menlo School is an academic powerhouse in Bay Area, California. And its graduates are routinely admitted to the most prestigious universities on the planet. Listen to how high-school teacher, Matthew Nelson, helps these students explore their spiritual side in a notoriously secular and outcome-oriented community.

Episode 7: beginner’s mind for beginners

The benefits of meditation and yoga are well documented. So why do we have to wait until we are stressed-out and over-worked adults to try it out? Listen to how University of Virginia researcher, Jane Doe, teaches mindfulness and movement to elementary students and finds herself learning as much as she is teaching.

Episode 8: voice for the voiceless

No nation on Earth incarcerates a greater percent of its population than the US. And the wide-spread privatization of America’s prisons provides some with an incentive to maintain this status quo. Listen to Bates College instructor and former inmate educator, Dr. John Doe, as he details his efforts to promote the intellectual development and wellbeing of the incarcerated.    

Episode 9: Daraja means bridge

Over the past decade, Kenyan girls have gained access to education in historic numbers. The Daraja Academy, an exemplar and leader in girls education, offers young women in Kenya free secondary eduation that provides them with a bridge toward a more positive future. Listen to school founders, Jason and Jenni Doherty, as they describe what the Daraja Academy means on the level of the head and the heart.

Positive Researchers

The following individuals are engaged in cutting-edge research in positive education and related fields. Their work has helped schools flourish at the level of theory and practice. As such, these positive researchers are also positive educators.

Dr. Martin Seligman

Dr. Seligman is the Zellerbach Family Professor of Psychology and the Director of the Positive Psychology Center at the University of Pennsylvania. For 14 years he was the Director of the Clinical Training Program of the Psychology Department of the University of Pennsylvania. He is a past-president of the Division of Clinical Psychology of the American Psychological Association. In 1996 Dr. Seligman was elected President of the American Psychological Association by the largest vote in modern history. He is widely credited with founding the field of positive psychology and was instrumental in the creation of the MAPP program at the University of Pennsylvania. He has published over 250 scholarly articles and written 20 books including Flourish, Authentic Happiness, and Learned Optimism.

Dr. James Pawelski

Dr. Pawelski is Director of Education and Senior Scholar in the Positive Psychology Center and Adjunct Associate Professor of Religious Studies in the School of Arts and Sciences at the University of Pennsylvania. He is the founding director of the Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania, where he teaches courses on positive interventions as well as the humanities and human flourishing. He is also the founding Executive Director of the International Positive Psychology Association (IPPA) and a charter member of its Board of Directors. Dr. Pawelski is author of The Dynamic Individualism of William James, editor of the philosophy section of The Oxford Handbook of Happiness, and co-editor of The Eudaimonic Turn: Wellbeing in Literary Studies as well as On Human Flourishing: An Anthology of Poems

DR. Jane Gillham

Dr. Gillham is an associate professor of Psychology at Swarthmore College and co-director of the Penn Resiliency Project at the Positive Psychology Center, University of Pennsylvania. For the past twenty years, Dr. Gillham’s research has focused on developing and evaluating school-based interventions that promote resilience and well-being and prevent depression in young people. Dr. Gillham is an author of several interventions and curricula for youth and adults including the Penn Resiliency Program (PRP) for Children and Adolescents, the Penn Resiliency Program for Parents, and the High School Positive Psychology Program. Dr. Gillham’s research is published in numerous articles in academic journals including Journal of Early Adolescence, School Psychology Quarterly, Psychological Science, Journal of Abnormal Child Psychology, Journal of Consulting and Clinical Psychology, and Journal of Positive Psychology. Together with Drs. Martin Seligman, Karen Reivich, and Lisa Jaycox, she is an author of The Optimistic Child.

DR. Angela Duckworth

Dr. Duckworth is the Christopher H. Browne Distinguished Professor of Psychology at the University of Pennsylvania. She is also the founder and scientific director of the Character Lab, a nonprofit whose mission is to advance the science and practice of character development. Dr. Duckworth studies grit and self-control, two attributes that are distinct from IQ and yet powerfully predict success and well-being. A 2013 MacArthur “Genius” Fellow, Dr. Duckworth has advised the White House, the World Bank, NBA and NFL teams, and Fortune 500 CEOs. She has received numerous awards for her contributions to K-12 education, including a Beyond Z Award from the KIPP Foundation. Her first book, Grit: The Power of Passion and Perseverance is a New York Times bestseller.

DR. Barbara Fredrickson

Dr. Fredrickson is the Kenan Distinguished Professor at the University of North Carolina at Chapel Hill, with appointments in Psychology and the Kenan-Flagler School of Business. She is the Director of the Positive Emotions and Psychophysiology Laboratory (PEP Lab). Fredrickson is a leading scholar within social psychology, affective science, and positive psychology. Fredrickson’s book, Positivity, describes the relevance of her 20-year research program on positive emotions for a general readership. Love 2.0 offers a fresh and practical perspective on this most vital human emotion.

DR. Jonathan Haidt

Dr. Haidt is the Thomas Cooley Professor of Ethical Leadership at the Stern School of Business at New York University. His research focuses on morality – its emotional foundations, cultural variations, and developmental course. He began his career studying the negative moral emotions, such as disgust, shame, and vengeance, but then moved on to the understudied positive moral emotions, such as admiration, awe, and moral elevation. This work got him involved with the field of positive psychology. His three TED talks have been viewed more than 3 million times. He was named a “top 100 global thinker” of 2012 by Foreign Policy magazine, and one of the 65 “World Thinkers of 2013″ by Prospect. He is the author of more than 90 academic articles and two books: The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom, and The Righteous Mind: Why Good People are Divided by Politics and Religion.

DR. Denise Pope

Dr. Pope is Senior Lecturer in the School of Education at Stanford University. Dr. Pope is co-founder of Challenge Success, a research and intervention project that aims to reduce unhealthy pressure on youth and champions a broader vision of youth success. Challenge Success is an expanded version of the SOS: Stressed-Out Students project that Dr. Pope founded and directed from 2003-2008. She lectures nationally on parenting techniques and pedagogical strategies to increase student well-being, engagement with learning, and integrity. Dr. Pope focuses on academic stress and its consequences for students’ mental and physical health, engagement with learning, and integrity. She is the author of  “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, which was awarded Notable Book in Education by the American School Board Journal in 2001. She is co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids.

DR. Adam Grant

Dr. Grant is Professor of Management at the Wharton School of Business and Professor of Psychology at the University of Pennsylvania. Dr. Grant has been recognized as Wharton’s top-rated teacher for five straight years and as one of the world’s 25 most influential management thinkers, one of the 100 most creative people in business, one of the top 40 business professors under 40, one of HR’s most influential international thinkers, and one of Malcolm Gladwell’s favorite thinkers. His research focuses on generosity, motivation and meaningful work, championing new ideas, personality traits like introversion-extraversion, and leadership, collaboration, culture, and organizational change. Dr. Grant is the author of two New York Times bestselling books: Originals considers how individuals champion new ideas and leaders fight groupthink and Give and Take explore why helping others drives our success.

DR. Carol Dweck

Dr. Dweck is the Lewis and Virginia Eaton Professor of Psychology at Stanford University. Dr. Dweck has held professorships at Columbia and Harvard Universities, has lectured all over the world, and has been elected to the American Academy of Arts and Sciences. Her research focuses on why people succeed and how to foster success. Dr. Dweck’s work bridges developmental psychology, social psychology, as well as personality psychology, and examines the mindsets people use to understand themselves and guide their behavior. Her research looks at the origins of these mindsets, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes. She is the author of the enormously influential Mindset: The New Psychology of Success and proprietor of

DR. Mihaly Csikszentmihalyi

Dr. Csikszentmihalyi is Distinguished Professor of Management and Psychology at Claremont Graduate University. Formerly, he was chair of the Department of Psychology at the University of Chicago. Dr. Csikszentmihalyi is the founder and co-director of the Quality of Life Research Center (QLRC). The QLRC is a non-profit research institute that studies “positive psychology”; that is, human strengths such as optimism, creativity, intrinsic motivation, and responsibility. He is credited with creating the psychological concept of “flow,” a highly focused mental state. Dr.  Csikszentmihalyi has published more than 120 scholarly articles and is the author of the national bestseller, Flow: The Psychology of Optimal Experience.

DR. Karen Reivich

Dr. Reivich is the Director of Training Programs for the Penn Positive Psychology Center and lead instructor/curriculum developer for the Penn Resilience Programs (PRP). She is also an instructor in the Masters of Applied Positive Psychology (MAPP) program at the University of Pennsylvania. Dr. Reivich’s work focuses on helping parents, educators, and leaders to promote resilience and well-being in adolescents and adults. For 20 years, she was a Co-Principal Investigator of several research studies of the Penn Resilience Programs funded by the National Institute of Mental Health and the U.S. Department of Education. Dr. Reivich has been the lead instructor for more than 200 Penn Resilience Programs that have included approximately 10,000 people. She has supervised the delivery of more than 300 Penn Resilience Programs to numerous organizations, including schools, the U.S. Army, and a professional sports organization. She has extensively published in peer-reviewed journals and is the co-author of The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life’s Hurdles.

DR. John Ratey

Dr. Ratey, MD, is an Associate Clinical Professor of Psychiatry at Harvard Medical School and an internationally recognized expert in neuropsychiatry. He has published over 60 peer-reviewed articles and 11 books. With the publication of Spark: The Revolutionary New Science of Exercise and the Brain, Dr. Ratey has established himself as one of the world’s foremost authorities on the brain-fitness connection. His latest book, Go Wild explores how we can achieve optimal physical and mental health by getting in touch with our caveman roots, and how we can “re-wild” our lives.

DR. Sonja Lyubomirsky

Dr. Lyubomirsky is Professor of Psychology at the University of California, Riverside. Her research has been awarded a Templeton Positive Psychology Prize, a Science of Generosity grant, two John Templeton Foundation grants, a Character Lab grant, and a million-dollar grant from the National Institute of Mental Health to conduct research on the possibility of permanently increasing happiness. In her work, Dr. Lyubomirsky has focused on developing a science of human happiness. To this end, her research addresses three critical questions: (1) what makes people happy? (2) is happiness a good thing? (3) how can we make people happier still? Dr. Lyubomirsky is author of two best-sellers: The How of Happiness: A Scientific Approach to Getting the Life You Want as well as The Myths of Happiness: What Should Make You Happy, But Doesn’t, What Shouldn’t Make You Happy, But Does.

MR. Tom Rath

Mr. Rath is a researcher, author, and filmmaker, who studies the role of human behavior in business, health, and well-being. He is a frequent guest lecturer at the University of Pennslyvania. Mr. Rath has been described by business leaders and the media as one of the greatest thinkers and nonfiction writers of his generation. Tom has written six New York Times and Wall Street Journal bestsellers over the past decade, starting with the #1 New York Times bestseller How Full Is Your Bucket? In 2016, his book StrengthsFinder 2.0 was listed by as the top selling non-fiction book of all time. Tom’s bestsellers include Strengths Based LeadershipWellbeing, and Eat Move Sleep: How Small Choices Lead to Big Changes. In total, his books have sold more than 6 million copies and have made more than 300 appearances on the Wall Street Journal bestseller list. In addition to his work as a researcher, writer, and speaker, Mr. Rath serves as a senior scientist for and advisor to Gallup, where he previously spent thirteen years leading the organization’s work on employee engagement, strengths, leadership, and well-being. He is also a scientific advisor to Welbe, a startup focused on wearable technology.

dR. Jane Dutton

Dr. Dutton is the Robert L. Kahn Distinguished University Professor of Business Administration and Psychology at the Ross School of Business at the University of Michigan. Dr. Dutton’s research focuses on how organizational conditions strengthen capabilities of individuals and firms. In particular, she examines how high-qualities connections (HQC), positive meaning, and emotions contribute to individual and organizational strengths. Dr. Dutton’s research has explored compassion and organizations, resilience and organizations, as well as energy and organizations. This research stream is part of positive organizational scholarship (POS), a sub-field of management and organizations that Dr. Dutton helped establish in 2001. In 2002, Dr. Dutton and colleagues founded the Center for Positive Organizational Scholarship, now known as the Center for Positive Organizations. She is the author of numerous scholarly articles and Energize Your Workplace.

DR. Barry Schwartz

Dr. Schwartz is the Dorwin P. Cartwright Professor of Social Theory and Social Action at Swarthmore College. He frequently publishes articles in the New York Times, USA Today, Scientific American, and The Chronicle of Higher Education. He has presented a TED Talk and is the author of numerous books including The Battle for Human Nature: Science, Morality, and Modern Life, The Costs of Living: How Market Freedom Erodes the Best Things in Life, The Paradox of Choice: Why More Is Less, and Practical Wisdom.

DR. Patricia Jennings

Dr. Jennings is an Associate Professor of Education at the Curry School of Education at the University of Virginia. She is an internationally recognized leader in the field of social and emotional learning with a specific emphasis on teacher stress and how it impacts the social and emotional context of the classroom and 12th grade student math learning. As Senior Director of the Initiative on Contemplative Teaching and Learning at the Garrison Institute, Dr. Jennings lead the faculty team that developed the Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based program for teachers designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes. As Research Assistant Professor at the Prevention Research Center while at Penn State University, she has conducted a federally funded study demonstrating that the CARE improves teachers’ general well-being, health, emotion regulation, efficacy and mindfulness. A study currently underway is examining CARE’s effects on classroom climate and student academics and behavior. In addition to research, Dr. Jennings has over 22 years of classroom teaching experience.

DR. Paul Bloom

Dr. Bloom is the Brooks and Suzanne Ragen Professor of Psychology & Cognitive Science at Yale University. Dr. Bloom is interested in the development and nature of common-sense understanding of ourselves and other people. Much of his research explores moral psychology—looking at morality in babies, developing intuitions about moral responsibility, and the role that anger, disgust, and empathy play in one’s moral lives. Dr. Bloom’s other ongoing projects explore children’s and adults’ beliefs about fate and free will; the relationship between thinking about populations and thinking about lifespans; the psychology of atheists; and common-sense dualism. He has presented a TED Talk and is the author of six books, including the acclaimed How Pleasure Works and Just Babies: The Origins of Good and Evil.

DR. Ryan Niemiec

Dr. Niemiec is a licensed psychologist, certified coach, author, and international workshop leader. His specialty areas include: character strengths, mindfulness meditation, positive psychology, health psychology, mind-body therapies, and psychology portrayed in media. Dr. Niemiec is Education Director of the VIA Institute on Character, a global, nonprofit organization in Cincinnati, Ohio that educates individuals about the science and practice of character strengths. The VIA Institute is considered a leading organization in positive psychology and the worldwide leader on the science of character strengths. Dr. Niemiec currently leads online workshops on the practice of character strengths for practitioners in coaching, business, psychology/counseling, and education. He is the author of Mindfulness and Character Strengths: A Practical Guide to Flourishing and co-author of Positive Psychology at the Movies: Using Films to Build Character Strengths and Well-Being.

DR. Amy Wrzesniewski

Dr. Wrzesniewski is a Professor of Organizational Behavior at the Yale School of Management, Yale University. Her research explores how people make meaning of their work, with a focus on the impact meaning has on employees and the organizations in which they work. These meanings have implications for how employees shape their tasks, interactions and relationships with others in the workplace to change the meaning of the job. Dr. Wrzesniewski’s research on the meaning of work has been published in a wide range of top academic journals and highlighted in several best-selling books and popular press outlets, including Forbes, Time, BusinessWeek, Harvard Business Review, U.S. News and World Report, and The Economist, as well as bestselling books such as Drive by Daniel Pink, The Happiness Advantage by Shawn Achor, Authentic Happiness by Martin Seligman, and The Art of Happiness by the Dalai Lama and Howard Cutler.

DR. David Cooperrider

Dr. Cooperrider is the Fairmount Minerals Professor of Social Entrepreneurship at the Weatherhead School of Management, Case Western Reserve University. Currently, Dr. Cooperrider serves as Faculty Director of the Center for Business as an Agent of World Benefit. The center’s core proposition is that sustainable value creation is the business opportunity of the 21st century, indeed that every social and global issue of our day is an opportunity to ignite industry leading innovation, eco-entrepreneurship, and new sources of value. Dr. Cooperrider is best known as the co-creator and creative thought leader of Appreciative Inquiry (AI). His founding work with AI is creating a positive revolution in the leadership of change; it is helping institutions all over the world discover the power of the strength-based approaches to multi-stakeholder innovation and collaborative design. Dr. Cooperrider’s work is especially unique because of its ability to enable positive change, innovation, and sustainable design in systems of large and complex scale. He has published numerous scholarly articles and is co-author of the Appreciative Inquiry Handbook.

Profiled positive educators

A positive educator is any individual that co-values student wellbeing and student achievement. On this podcast, we define “educator” broadly. We define “wellbeing” broadly. And we define “achievement” broadly. As such, anyone proffering ideas, innovations, or interventions that serve the wellbeing and the intellectual development of our schools’ stakeholders represents a positive educator.

The individuals below are exemplars. Listen to their stories and find out how they are serving their community on the level of the head and heart.

Episode 1: Julia King

Julia King was recruited by Teach for America in 2008 and currently teaches middle school math for DC Public Schools. She was the 2013 District of Columbia Teacher of the Year, an award given annually to the best educator in every state across the nation. Julia was the founding Assistant Principal of DC Prep Benning Middle School and the founding Director of Democracy Prep Public Charter School. She completed her undergraduate work at George Washington University and received a Master of Arts in Teaching degree from Dominican University. Julia is currently completing a second masters degree at the University of Pennsylvania in Applied Positive Psychology.

Episode 2: steve dobo

Steve Dobo is a nationally known practitioner, author, presenter and researcher in the field of education and dropout re-engagement.  He is the Founder and CEO of Zero Dropouts, an educational social enterprise based in Denver and committed to all students succeeding in education and life.  Steve consults with school districts across the country to improve high school graduation and dropout rates, and with colleges to increase post-secondary success rates.  Steve blends his unique background in science, math, data and technology with his expertise in counseling to approach his work in both a research and relationship based way.  Previously in 2005, Steve founded the nonprofit Colorado Youth for a Change to solve the high school dropout crisis in Colorado.

Steve has worked extensively with homeless teens and families in poverty and youth at risk of education failure across the country in various settings including municipal government, school districts and nonprofit organizations.  He has also been published contributing chapters to two books on working with at-risk students and re-engaging students who have dropped out of high school.  Steve earned his Bachelors Degree in Physics from the University of North Carolina at Chapel Hill in 1979 and his Masters of Education in Counseling from Colorado State University in 1985.  Steve currently resides in Denver, Colorado.

Episode 3: corie fogg

Corie Fogg has taught English, history, sociology, and social justice in both public and independent schools in Massachusetts and California for the past decade. She is currently the Director of Curriculum & Professional Development at Stone Ridge School of the Sacred Heart. Corie has served as an Academic Dean and then Site Director for the Johns Hopkins University Center for Talented Youth in Seattle, WA. She has also served as Upper Level Question Writer for the SSAT. In 2014, Corie was a national semifinalist in the Facing History Together Teacher Recognition Contest. Corie holds a BA in English and Theater Arts and a M.Ed. in Curriculum and Instruction from Boston College. In her spare time, Corie enjoys climbing mountains, her faith, practicing the fine art of the hand-written note, and celebrating the blissful joy that is her goddaughter.

Episode 4: damian cohen

Damian Cohen is Chair of the History and Social Sciences Department at the Woodside Priory School in Portola Valley, California. He has worked in both public and private schools and taught a range of courses including World History, U.S. History, English, AP U.S. History, AP U.S. Government, Criminology, Global Issues, and Health. Damian has served as Dean of Residential Life at the Woodside Priory School and on committees exploring innovation, trimesters, and balance in schools. Outside of the classroom, Damian has coached boys and girls soccer at the club, high-school, and junior college level.

Damian earned bachelors degrees in Political Science and Sociology with an emphasis on law at the University of California, Davis. He received a California teaching credential with an emphasis on cross-cultural, language and academic development. Damian also has a masters degree in United States History with an emphasis on the 20th century from San Jose State University. In addition to his considerable academic training, Damian has backpacked through 40 countries.

Episode 5: dr. Amina tawasil

Amina Tawasil holds a PhD in anthropology and education from Teachers College, Columbia University, and a master’s degree in social sciences in education from Stanford University. She is currently a Visiting Lecturer at the International Studies Institute, University of New Mexico. Previously, she was the inaugural Andrew W. Mellon Postdoctoral Fellow in Middle East and North African Studies at Northwestern University, with a courtesy appointment in the Department of Anthropology (2013-2015). Her current research focus is on the intersection of women, Islamic education and the state. She completed ethnographic research on seminarian women (zanan-e howzeh) in Tehran to examine the different ways agency and empowerment may be analyzed. As a Fellow, she co-organized a closed-workshop entitled “The Power of Women’s Islamic Education” for the Center of the Critical Study of Social Difference as part of the Women Creating Change project, Columbia University. Her research interests specific to the Middle East are women’s mobility, women’s Islamic education, and gender. Her general research interests are notions of slow work, apprenticeship as education, labor migration, mass incarceration and human trafficking.

Episode 6: Matthew Nelson

Matthew Nelson teaches world religions at the Menlo School in Atherton, California. He graduated from Harvard Divinity School and is currently pursuing a masters degree in liberal studies at Stanford University. Previously, Matthew was Chair of the Theology Department at the Woodside Priory School. He lives in Oakland, California with his partner.

Episode 7: jane doe

Jane Doe is a mindfulness and Hatha yoga teacher that leads the University of Virginia’s Contemplative Sciences Center (CSC) Mindfulness + Movement program in Albemarle County Public Schools. She began practicing yoga over fifteen years ago and received her degree in Social Science and Human Resource Management with Honors in 2002 from the University of Cape Town, South Africa. After teaching yoga, working on an organic farm and as an events planner in Charlottesville, Marian decided to venture into radio documentary, and attended the SALT Institute for Documentary Studies in Portland, Maine. She returned to South Africa to tell radio stories about the 2010 FIFA World Cup, andled her first yoga class for children in Khayelitsha township on the outskirts of Cape Town.

Jane returned to the United States in 2011 and taught Hatha yoga to teenagers at Common Ground Healing Arts in Charlottesville. In March of 2012, her mother was diagnosed with ovarian cancer. Through caring for her mother, Marian realized her gift as a caregiver, which led her to deepen her personal mindfulness and yoga practice. In November 2013, Jane began teaching mindfulness and movement in Charlottesville with Maria Kluge and the Holistic Life Foundation’s Ali & Atman Smith and Andy Gonzalez and transitioned into her work with Dr. Tish Jennings at the Center for Contemplative Sciences and Curry School of Education at UVA. Marian is filled with gratitude to be part of bringing self-awareness, compassion, and sense of happiness to her students.

Marian is interested in combining the practices taught in a Mindfulness + Movement class into the CARE Program for Teachers and is working on the Compassionate Schools Project, lead by Dr. Tish Jennings and Alexis Harris.

Episode 8: john doe

Dr. John Doe teaches at Bates College. His research interests include the intersection of race, state, and criminalization. Christopher earned a bachelors degree from Bates College, a masters degree from Harvard University, and a PhD in African-Diaspora Studies from the University of California, Berkeley. His work has been featured in the New Yorker, Harper’s Magazine, The Nation, Mother Jones, Boston Review, VICE, USA TODAY, Bill Movers, Forbes, The Washington Post, The Tavis Smiley Show, Truthout, Alterner, and a variety of other venues. Christopher’s work has also appeared on NPR, BBC, and MTV.

From legislative testimony to community advocacy, Christopher has collaborated with organizations including the ACLU’s National Prison Project, Harvard Law School’s Institute for Race and Justice, Columbia’s Prison Divest Project, UC Berkeley’s Afrikan Black Coalition, Southern Poverty Law Center, and Prison Legal News.

Episode 9: jason and jenni doherty

After graduating from the University of San Diego, Jason Doherty moved to Maicambako, Tanzania where he lived and worked at a secondary school. Before starting Daraja in 2008, Jason returned to California to earn his teaching credentials, met his wife, and began his teaching career with Terra Linda High School in San Rafael and Hogan High School in Vallejo. As Founder and CEO of the Daraja Academy, Jason’s duties change on a daily basis, ranging from project development and implementation, fundraising, substitute teaching in History class, to chasing a mongoose out of the girl’s bathroom. To Jason, Daraja is a dream come true where each day he can witness individuals making the world a better place.

Jenni Doherty, Founder and Executive Director of the Daraja Academy, graduated from Sonoma State University in 2004 with a Bachelor of Arts in English Literature. From there she used her education as a Research Associate for WestEd, an educational consulting firm in San Francisco, California. In 2008, Jenni moved to Kenya with her husband, Jason, to start Daraja Academy. As the first woman in her family to graduate from university, she values her education and wants to share that opportunity with all the women that she encounters. This project is truly her life’s work and she looks forward to each day that she gets to work with the incredible Daraja girls, dedicated staff, and passionate supporters of this program.