In one sentence, describe what the following article is about: Simply doing an Internet search for the four-letter combination will result in several websites describing your Myers Briggs Personality Type. Read them in order to gain insights into your personality and determine areas where you can push out of your comfort zone and develop new skills. If the description isn't accurate, you may want to take an MBTI test. There are many types available, ranging from free online quizzes to long, thorough and official MBTI evaluations administered by a qualified professional. If you don't trust the abyss that is the Internet, you may be interested in taking the MBTI test from a professional, like a psychologist or even a career counselor. More than 10,000 companies, 2,500 colleges and universities and 200 government agencies use the test to understand their employees and students. Join 'em! You may or may not get the same results as you would on a test you take on the Internet. If you're on the fence on a trait or two, even the mood of that day could determine your results. Just knowing your type isn't all that's out there. There are entire profiles you can look up on the Internet or that your psychologist or employer could give you. It can help you understand what "sensing" or "perceiving" really mean. They are assigned titles, like "The Giver," or "The Teacher," etc. The full profile addresses your personality type in a number of environments -- work, personal relationships, home, and so on and so forth. You may think the four-letter code doesn't sound like you, but a more in-depth analysis may convince you.
Summary: Go online. Take the official MBTI test. Look up your type's profile.

You will need to use another formula, and pull the standard deviation value in order to calculate the standard error. This formula will return the standard error value of your data sample. This will pull the standard deviation value from the specified cell, and use it to calculate your standard error. For example, if your standard deviation value from the previous calculation is listed in cell G5, type G5 here. Enter the first and the last cells of your raw data here, and separate the two cells with a semicolon. For example, if your raw data is listed from cells B5 to B11, your formula will look like =G5/SQRT(COUNT(B5:B11)). This will calculate the standard error of the given data sample, and return the exact value in the formula cell.
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One-sentence summary -- Click an empty cell on the spreadsheet. Type =<SDcell>/SQRT(COUNT(<range>)) into the empty cell. Replace <SDcell> with your standard deviation cell number. Replace <range> with the cell range of your data. Hit Enter or Return on your keyboard.

Q: This is important so there is a concrete goal in mind for your lesson. Know what you want students to take away from the lesson. What is the overall theme or subject for the lesson? What are the main points students should know at the conclusion of the lesson? Your objective should directly address these points. Your objective should begin with the directive "students will be able to..." For example, "Students will be able to discuss the events that led up to the Battle of Waterloo in depth." Your objective should be broad enough that it encompasses all of the points you want to make to your students. Think of it as the umbrella under which the rest of the lesson rests. A collaborative lesson plan between an American history teacher and an economics teacher, for instance, might touch on topics like the Great Depression or the history of Social Security in the U.S. From there, the rest of the lesson plan will develop as you collaborate on the topic and delve into more specific events and people. Once you identify your objective, you can begin developing your lesson plan with the group you're collaborating with. Work backward from what you all identified as the main points your students should know by the end of the lesson. Think of your lesson's end goal and then work back to outline the steps necessary for students to reach that endpoint. See this article on how to Make a Lesson Plan for lesson plan development strategies to incorporate into your collaborative planning. Pay particular attention to time management when creating your lesson plan. Make sure that your lesson will fit within the allotted timeframe. Keep in mind student learning differences. Some students learn visually, while others learn best from hands-on lessons. Incorporate as many learning strategies as possible in order to reach as many students as possible. Give everyone time to speak and share their ideas. Once you have suggestions from the entire group, look for things that connect all of the ideas together. Use the connections to help build a single, coherent strategy. Rather than using a straight lecture format, it's important to incorporate learning activities into the lesson planning. This keeps students from becoming bored with the lesson and losing interest. Examples of active learning activities include group work, role-play, debates, think-pair-share, concept maps, and student presentations. To measure the success of your lesson plan objectives, it's important to utilize assessment strategies to determine student retention. Using Prior Knowledge Tests or Classroom Assessment Techniques (or CATs) will help you gauge student comprehension. You can choose to assess the class as a whole or individual students. Prior Knowledge Tests help instructors measure an individual student's understanding of the class material. It is helpful to administer these tests both before and after the lesson to gauge student comprehension. Comparing the prior knowledge test with its matching post-test is an excellent indicator of student retention. Classroom Assessment Techniques measure broader understanding of the class as a whole. Examples include asking students which points stood out to them the most in a class discussion or, conversely, which points were "muddiest" to them and might need more elaboration.
A: Set an objective. Develop a lesson plan that reflects the objective. Engage students. Assess student performance.

Problem: Article: If you're not adverse to using your nails and teeth as tools, you may be able to use them to push back (or carefully nibble away) some of the wood of your pencil. Once you've revealed enough of the graphite to begin working again, consider honing it to a tip using some of our other suggestions. Be very careful not to swallow any of the wood shavings. You also want to avoid ingesting the graphitenot because it's toxic like old lead pencils werebut just because it's gross! You also don't want to discolor your teeth.
Summary:
Use your nails and teeth.