" dyslexic in one language but not another. It shows that readers of Chinese use a different part of their brains to readers of English. eported prevalence of dyslexia is much higher in English (about 5-6%) than Chinese. I surveyed 8,000 schoolchildren in the Beijing region, with Yin Wengang of the Chinese Academy of Science, and found that about 1.5% were dyslexic. English, French and Italian dyslexics all showed the same abnormal activity involving the brain system underlying phonemic analysis. In Alan, this theory predicts accurately that the affected language will be English, since Japanese does not require analysis into phonemes.a key peak in brain activity in Chinese readers fell outside the network typically used by European readers. The second surprise was that dyslexics showed lower activation in several key reading areas compared with normal Chinese readers, but this was in a very different brain area from Frith's European dyslexics. Chinese dyslexia may be caused by a different genetic anomaly than English dyslexia."
Rating Characteristics
4 Exceptional. The blog post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic.
3 Satisfactory. The blog post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic.
2 Underdeveloped. The blog post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic.
1 Limited. The blog post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic.
0 No Credit. The blog post is missing or consists of one or two disconnected sentences.
Problems with CC media literacy standards:
" focus marginalizes uses of a range of other media/digital literacies associated with social-networking sites, blogs, wikis, digital images/videos, smartphone/tablet apps, video games, podcasts, etc., for constructing media content, building social networks, engaging audiences, and critiquing status quo problems.And, other than a mention of the need to "evaluate information from multiple oral, visual, or multimodal sources," there is no specific reference in the common standards to critical analysis and production of film, television, advertising, radio, news, music, popular culture, video games, media remixes, and so on. Nor is there explicit attention on fostering critical analysis of media messages and representations."
stimulate the brain and even change how we act in life.
nterprets written words. What scientists have come to realize in the last few years is that narratives activate many other parts of our brains as well, suggesting why the experience of reading can feel so alive.
The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life; in each case, the same neurological regions are stimulated.
The novel, of course, is an unequaled medium for the exploration of human social and emotional life.
substantial overlap in the brain networks used to understand stories and the networks used to navigate interactions with other individuals
“theory of mind
other people’s intenti
comparing a plucky young woman to Elizabeth Bennet or a tiresome pedant to Edward Casaubon. Reading great literature, it has long been averred, enlarges and improves us as human beings. Brain science shows this claim is truer than we imagined.
Adam Gopnik discusses the appeal of high fantasy in YA. He misses the mark, I think, in not discussing Joseph Campbell's influence in all of this, and he's condescending throughout much of the piece, but it's an interesting analysis aside from these two admittedly major issues.
I'm all for using pop culture references in teaching, and I did read what Shmoop had to say on this particular video, but would you really feel comfortable sharing this video in class and having a discourse on it? I'm a Jay-Z fan and a hip hop lover from its earliest days, but this video and song are reprehensible on so many levels. With so much else that we can "source" for instruction, why this? Please help me understand. And don't say it's a gangsta thang.
To answer your first question about showing the music video: absolutely not.
Why this? I'm still struggling with it. We're in an age where we are entertained by self destruction. Kanye (unfortunately, because I was a fan of his earlier work) is definitely becoming one of the monster / Charlie Sheen / Jersey Shore / reality TV burnouts. And yet, there is an audience for it...
When I first skimmed the analysis, I thought I'd go back to see if Schmoop was established enough to have a worthy application of Freud to Kanye. Alas, I was mistaken. I haven't become a fan of Schmoop; they've got some work to do. I'm sorry I misplaced my "under investigation" tag in ECN's collection.
t was coined in 1913 by Wolfgang Riepl. It's as true now as it was then.
Science fiction writer Bruce Sterling says: "The future composts the past." There's even a law to describe this, Riepl's Law – which says "new, further developed types of media never replace the existing modes of media and their usage patterns. Instead, a convergence takes place in their field, leading to a different way and field of use for these older forms."
Staff at both schools will collect 10- to 15-percent pay hikes based on this year's scores, money that goes away next year. The raises, paid for by county commissioners eager to see kids succeed at low-performing schools, illustrate the rewards and penalties that can hang on test scores.
In 2006, a principal split Garinger into five academies with specialized themes. The New Technology school emerged strong, but the rest of the campus struggled.
She was convinced the dismal pass rate could change but believed many needed stronger skills to pass exams.
“We really had to put the brakes on things,” she said. That meant letting strong students go straight into the EOC classes. But weaker ones took a semester or more of preparatory classes designed to boost their reading, math or science skills.
We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.
People tweet and text one another during plays and movies, forming judgments before seeing the arc of the entire work.
Recent books by respected authors like Malcolm Gladwell (“Outliers”), Susan Faludi (“The Terror Dream”) and Jane Jacobs (“Dark Age Ahead”) rely far more heavily on cherry-picked anecdotes — instead of broader-based evidence and assiduous analysis — than the books that first established their reputations. And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.