How To Half Time In Gross Beat BETTER
Our favorite preset is the half time preset. This is one of the most popular presets. This can be found under the Momentary preset bank. To view this just click on the presets bar in the top right corner. Then click Momentary.
How To Half Time In Gross Beat
Three speed Modes give you classic half-speed, tight harmonies and shuffling swing rhythms, and drugged-out quad-time playback. Adjustable Loop length allows multi-bar slow-downs, funky syncopations and totally new grooves.
Volume editing is the more straightforward of the two. The horizontal axis represents time - four beats to be exact, with no customisation possible. The vertical axis represents volume, with 100% at the top.
The Weeknd's most popular song "Blinding Lights" saw a tremendous soar in streams following the halftime show, eventually surpassing 2 billion streams in February 2021 and becoming the second-most streamed song on Spotify worldwide, according to Forbes.
Peterson finished with 62 yards on 10 carries and 21 yards on three receptions, but the Vikings (1-4) trailed the whole game and didn't have much use after halftime for Peterson. The NFL MVP learned on Friday a 2-year-old son of his died in South Dakota of injuries from alleged abuse.
DeAngelo Williams had 64 yards on 17 rushes, and the Panthers finally put together a complete performance after leading at halftime in every game, but stumbling through several stretches of ineffective offense.
More interesting seems the fact of the difference in participation in male Ethiopian and Kenyan athletes in both half-marathons and marathons. Compared to their Ethiopian counterparts, more Kenyan men were participating in marathons and fewer in half-marathons. A possible explanation for this might be differences in anthropometry between Kenyan and Ethiopian runners. Ethiopians are more mesomorphic in somatotype, which includes more muscle mass especially expressed in a high thigh circumference . Kenyans in contrast are more ectomorphic with slender legs . Zillmann et al. showed differences in anthropometric characteristics between recreational marathoners and recreational half-marathoners competing in Switzerland. They reported for half-marathoners a thicker thigh circumference compared to marathoners . To the best of our knowledge anthropometric characteristics of Ethiopian runners have not been analysed yet. Based on reported differences in anthropometry between Ethiopians and Kenyans  we can only speculate that Ethiopian runners were more predestined for running half-marathons than marathons. Therefore, we had a higher number of Ethiopian participants in half-marathons than in marathons. Also in the IAAF top list from 2011 in marathons and half-marathons there was a significant difference between the number of Ethiopian and Kenyan runners for the top 20 race times . In the top 20 marathoners there were 20 Kenyans . In half-marathons there were 13 Kenyans and 9 Ethiopians ranked . Future studies need to analyse anthropometric differences between Ethiopian and Kenyan long-distance runners.
With a low production cost of only $17M, AQuiet Place looks to gross at least seven or eight times thatamount in North America alone. Half of international territories openedthis weekend with $21M so reaching $250M worldwide looks possible makingfor one of 2018's most profitable films.
Another weekend, another box office milestone for BlackPanther. The T'Challa hit sailed past Titanicon the all-time domestic blockbusters chart with $665.4M to take the numberthree spot behind only Star Wars: The Force Awakens($936.7M) and Avatar ($760.5M). Droppingonly 27% in its eighth weekend, the biggest super hero movie ever grossedan estimated $8.4M which was more than the $7M that ForceAwakens did in its eighth round. Look for domestic to finishin the $690M neighborhood.
The performance of actively managed funds over the five-year time horizon was notably lower, with less than a quarter of funds in the South African Equity category beating the S&P South Africa DSW Capped Index. The annualized asset-weighted return of funds in the South African Equity category over the five-year period was 4.4% compared with 5.1% for the benchmark.
A: Well, the -- I guess in going clear back to when I started - I've always been a person to want to work with, with the people that I'm working with. In other words, I don't want to be considered to be over them - if I'm in charge, then they understand that, but I still like to work very carefully with the people. Q: What kind of techniques helped you in that leadership philosophy? A: Well, I think the best thing is I tried to reward the people. I tried to commend them for a job well-done and give them -- let them know that I was in there with them, I appreciated what they were doing. And that's been very -- I don't -- it's kind of -- it would appear that I was one of them, which I am, and some people say that's not the right approach to working with people, but that's the way I always liked to work with people. Q: Were there some techniques that were more successful or less successful in your experiences? Did you ever experiment with different things to use when working with people like that-- A: Yes-- Q: Any ideas? A: Yes, there again, you have to, I think, work -- that's a good point -- working with the people -- some of them you can give them the reigns, so to speak, others, you have to kind of hold the reigns on what they're doing, and other people you have to more or less, just don't give them the reigns, because they need to be slowed up, and it's so interesting how many people want to be able to do what they want to do while others expect you to be there principal-wise, assistant principal, whatever it may be -- just tell them what to do. I always found that very (inaudible) . Q: Okay. Did you try some leadership techniques that didn't work for you at all? Were there some things that were bombs? A: Not, not (inaudible), not that I can think of. Probably in my case, I tried, and probably too hard, I always tried to be -- have -- to do the right thing. I guess that's always my upbringing and stuff, but I just can't remember anything that really -- from a leadership standpoint, that really bombed. (inaudible phrase). Q: You probably worked in different sizes of schools, what would have been, in your opinion, the ideal size for an elementary? A: If you can have all of the support, I would say around 500 -between five and six -- anything over 600 -- if you have many more students -which I have had -- it taxes the facility and the program because you have to break down and have half-time people in the building and they're not there all the time to see what's going on -- I think it really gets difficult. But I'd say around five or six hundred. Q: The last school that you were principal at was -- A: Malley -- Q: Malley. And how large was that? A: I think the most we had while I was there was about 390. Q: Okay. A: That was, again, the size -- we could only have half-time music, half-time P.E., person because of allocations -- personnel allocations. Some of the classes had to be large because you didn't have the flexibility to make your classes smaller because you didn't have the personnel. Q: If you could use one or two work descriptors, how would you prioritize your activities for most effective leadership? A: Well, I think, which I probably should have mentioned before, one of the biggest things that I work with people -- that I always felt good about and it became a buzz word and I had it 20 years ago was 'expectation.' Student expectation as well as teacher expectation -- that I expected and I wanted them to do the same as the student. That would be one - expectations. And so, probably understanding I guess would be another expectation. Understanding. Understanding meaning what they're doing, but also having some ideas as to what to do or how to help them become more effective as far as the teacher's concerned. Q: Which methods or incentives did you usually use to motivate your classroom teachers? A: Well, probably, I guess, and this goes back, one of them anyway, goes back to when I was -- I did a, had a class in the University of Nebraska, and one thing was brought up that I always remember that -- I can't remember the instructor's name, but I always remember he said, "Always remember, as an administrator, that all teachers are intelligent human beings, and don't --and use that as sort of a background part." I think probably in working close, letting them know I appreciate them, again, working with them, not talking down to them, but talking with them and just appreciating what they're doing and let them know that hey, you can do that, I know you can do that, so go ahead and do that. Now, sometimes, in doing that, you realize what may happen, and it has happened in various cases, where the teacher sort of took it literally and went ahead without really doing too much planning, and as a result ended up getting behind the eight-ball for a while. But I don't know, I just always wanted them to feel wanted and it's been very interesting in the buildings that I've been in where the teachers -- I guess the big experience was that -- is when I started at Westview I opened the building and it took me seven years, because of the structure of the building, to get a staff that would stay -- wanted to stay -- in that building because of what we wanted to do and I and they together, and I always worked together with them -- always included the teachers in decision-making, but when it came to the decision, though, I made the decision and they understood that. Or I listened to them, anytime they had something to say or comment about, I would listen to them. But I said, "I'll listen to you," as I told them, but I said, "I may not agree with you." And so when it comes to the decision, I would still, still make the decisions. Q: So, you used mostly intrinsic motivators and not too many extrinsic motivators, I mean, you didn't give them extra teaching supplies or a new -- A: No -- Q: kind of chair or something -- A: No -- Q: like that? A: No. I tried to, in all cases, treat them the same. But what I did do, at various times -- and its very interesting -- I offered to take their classes if they wanted to go observe someone that they really liked -- even in the building. That was the think that I never could understand -- never will -- we have these teachers within the building and this person's in second grade and this other person we'll say is in fifth grade and they wanted to see -- they've heard so much about that teacher within their own building, but they ever had an opportunity to go watch that person operate -- never saw them function in the classroom, and I offered to take their classes, "I'll come and take your class, or if you're here if you want to go over to another building or some place else, I would cover your class." Or, if I wasn't available right at the time, we'd see that your class was covered so that you could have that opportunity to visit someone else. Q: What needs do you think teachers have? What do you think they desire most as teachers? A: Probably, somewhat the freedom of operating as they see fit. Also the reassurance that they're doing the job -- a pat on the back every once in a while, I think is still -- I've always felt for my part, and I've had real good results with that. That's the way I work with people. That's a lot of it. They still like to do, well, they want to be independent, as I had mentioned earlier, but they also want to be dependent, all at the same time. So, I think that's -- I think they're looking for that and being able to support them, being able to back them when something comes up. Again, you may not agree with them -- if they got in trouble with a parent or something of this nature -- but, I always went the extra mile, myself, to support them, even though I really didn't believe -- I didn't degrade them, I didn't do anything in front of them. We may have a conference afterwards and try to get it straightened out, but never in a way that would degrade them as an individual. Q: Did you see the needs of your teachers change over the years, from the time you started as an administrator to 1987. A: Uh-huh, yes. Q: And how did they change or what did they change from? A: Well, I think, probably the biggest thing, was the -- in working with students when I first started -- from my part and from their part -- I think they were able to get more things done, because the laundry list wasn't quite as long. And as time went on, the students got more difficult to handle. I know one teacher -- I'll just relate this -- she said, "We'd have a beautiful education system if we didn't have any parents." So -- if they're all orphans. But then I've seen that and it's just more difficult to get along and also the expectation of the district for doing more. Doing more. Doing more. We've got to do more of this, we've go to do more of this, more, more. Pretty soon, you had a curriculum, even in an elementary, that was so wide that you didn't really know, and they got frustrated. "What am I supposed to do?" And I, I guess, took more of a -- a lot of the things we did District-wide -- I never believed was worth the time and effort and paper to do it. And a lot of times I would tell them, "Hey, don't worry about that. We'll all take care of -- we'll get it taken care of." And probably, and Susan can relate to this, is the objectives that we had to keep working with. When I went to Malley, those people were so frustrated, because they thought they had -- that that was their main concern. Now, to me, it was a concern, but not the main concern. And in two years there, I hope I sort of helped them get away from that a little bit and relax. Because they were just so uptight. I said, "Oh, those objectives will be there, don't worry about them. We'll take care of them." But they still couldn't --and another thing that a lot of principal's expect I never did -- this may be rambling a little bit, but I think it may relate because I never expected a teacher to complete a textbook unless they truly felt that they had accomplished everything to the end of the book that they were using -- and naturally they use -- a lot of them use a textbook as their guide, anyway. I never expected it, and I've gone to buildings where the principal, regardless, come what may, that math book has to be done, that English book has to be done, the reading book has to be done. I never have had that philosophy. So you may have to push them a little bit -- not to get it completed, but just to keep them going so they don't think, "Well, I can get by with the least amount of work." Q: Are you familiar with McGregor's theories? Like, the X person and Y person. The X person is lazy and needs a lot of direction and maybe a kick in the pants now and then and the Y person is one that is innately good wants to do well and things like that. Are you familiar with -- A: Somewhat -- Q: that concept? A: but not in that context, but yes. Q: Okay. How would you describe your practice? Would you say that your treatment of people was like a theory X administrator or a theory Y administrator? A: Well, really not totally either one. I would say kind of a combination of both, and then the big thing that I, again, I tried to do was read the people, regardless of who they were. But, I also, at the same time, have them feel, regardless if they're an X or a Y, that they are still part of the group -- the total group. They may be individualistic, and we have a lot of those, and I wouldn't be -- I wouldn't be either one, I guess, well politically, I guess I was in the middle. Whatever that means. But, I just didn't -- and some people are very adamant about being one way or the other. I was not. Q: Did you feel that most of your teachers had a desire to improve in their skills and in their instruction? A: Not all of them, no. I had several, luckily, a small percentage, as I referred to as on working retirement. Q: Working retirement. A: Yes. Q: How would describe those people? A: Well, those are the people who got on tenure, and as soon as they got on tenure, they did just enough to keep their head above water so that, again, they didn't get zapped, and that's -- and that's the way they always, that's the way they've always done it. And you've still got some of them -- still in the schools. Some of them I tried to get rid of, like counseling, or whatever -- being very discreet about it, but unfortunately that goes back -- I think that has a lotto do, at the time, when you couldn't get teachers. If you had a warm body walk up to your desk or to come in to your door, you hired them, because they were there physically, otherwise they weren't there. But, they get by and they've always gotten by. I known some, for 20 years or longer, 25, 26, 30 years, whatever it be. They're still getting by. That's unfortunate. No, that's what I -- Q: How about the other teachers, the ones that were there to improve? What kinds of things did you do, administratively, to help them improve in their skills. A: Well , I would try to help them, myself, if I couldn't, then I would refer them to someone who was in training in the area if the district (inaudible) since '72 has (inaudible) as trainers and that type of thing. Or, if they wanted to take a workshop or go see someone, again, if we had the funds, I would give them a day, and paid for their day, and maybe they would probably supply, like a sick day or something, to supply a substitute for their class, but I would pay for the registration or whatever it may be to go take the other class. Or, I'd give them time off -- which I did several times. They had something special, a class they wanted to take, so they may want to leave half an hour early once a week or something like that, that was fine. We covered it. The only thing is with that is -- and I -- to me -this is still a problem we have with taking classes or whatever, and those people who wanted to do it, I'm going to give them the benefit of the doubt that they were taking it for improvement, but a lot of times it got down to the point they weren't taking it -- well, we'll say, give them a benefit -they were taking it for improvement, but that wasn't the biggest motivation. The biggest motivation was to get the next step on the salary schedule. You kind of -- but then again -- you couldn't single them out and say "I'm not going to send you. I'll send you, but I'm going to send you because of that." But, I think it was part of it. Q: When you think of the teachers that you worked with, what were some of the most satisfying things for them and some of the more unsatisfying things for teachers that worked in your buildings? A: From whose standpoint? From their standpoint? Q: From their standpoint. A: Well, I -- I guess from the negative side was the demands made upon them, and I thought at some times, a lot of the teachers, the majority of the teachers, felt that they were not appreciated, and that somebody else, like the "Great White Father" type thing had to tell them what to do always. And maybe the "Great White Father" didn't even know what was going on and nine times out of ten they didn't, but I think from a negative standpoint, I think that was a big concern for me. Uh, on the positive side, and again, relating to that, I think some of the people enjoyed having the opportunity to take more classes or whatever it may be to improve their instruction --hopefully that's what it would have been. I don't know. I -- that's a --satisfaction - why do