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izz aty

Daniel Kahneman: The riddle of experience vs. memory | Talk Video | TED.com - 0 views

www.ted.com/...transcript

memory brain pain health suffering tedtalk experience remember psychology social science

shared by izz aty on 07 Jun 14 - No Cached
  • cognitive traps. This applies to laypeople thinking about their own happiness, and it applies to scholars thinking about happiness, because it turns out we're just as messed up as anybody else is
  • cognitive traps. This applies to laypeople thinking about their own happiness, and it applies to scholars thinking about happiness, because it turns out we're just as messed up as anybody else is.
  • The first of these traps is a reluctance to admit complexity. It turns out that the word "happiness" is just not a useful word anymore, because we apply it to too many different things
  • ...33 more annotations...
  • The second trap is a confusion between experience and memory; basically, it's between being happy in your life, and being happy about your life or happy with your life. And those are two very different concepts, and they're both lumped in the notion of happiness.
  • he third is the focusing illusion, and it's the unfortunate fact that we can't think about any circumstance that affects well-being without distorting its importance. I mean, this is a real cognitive trap. There's just no way of getting it right.
  • They counted for nothing because he was left with a memory; the memory was ruined, and the memory was all that he had gotten to keep.
  • What this is telling us, really, is that we might be thinking of ourselves and of other people in terms of two selves.
  • There is an experiencing self, who lives in the present and knows the present, is capable of re-living the past, but basically it has only the present.
  • then there is a remembering self, and the remembering self is the one that keeps score, and maintains the story of our life, and it's the one that the doctor approaches in asking the question, "How have you been feeling lately?" or "How was your trip to Albania?" or something like that.
  • Those are two very different entities, the experiencing self and the remembering self, and getting confused between them is part of the mess about the notion of happiness.
  • the remembering self is a storyteller.
  • "How much did these patients think they suffered?" And here is a surprise. The surprise is that Patient A had a much worse memory of the colonoscopy than Patient B.
  • The stories of the colonoscopies were different, and because a very critical part of the story is how it ends. And neither of these stories is very inspiring or great -- but one of them is this distinct ... (Laughter) but one of them is distinctly worse than the other.
  • And the one that is worse is the one where pain was at its peak at the very end; it's a bad story. How do we know that? Because we asked these people after their colonoscopy, and much later, too, "How bad was the whole thing, in total?" And it was much worse for A than for B, in memory.
  • What defines a story? And that is true of the stories that memory delivers for us, and it's also true of the stories that we make up. What defines a story are changes, significant moments and endings. Endings are very, very important and, in this case, the ending dominated.
  • From the point of view of the experiencing self, if you have a vacation, and the second week is just as good as the first, then the two-week vacation is twice as good as the one-week vacation. That's not the way it works at all for the remembering self. For the remembering self, a two-week vacation is barely better than the one-week vacation because there are no new memories added. You have not changed the story. And in this way, time is actually the critical variable that distinguishes a remembering self from an experiencing self; time has very little impact on the story.
  • We actually don't choose between experiences, we choose between memories of experiences.
  • when we think about the future, we don't think of our future normally as experiences. We think of our future as anticipated memories.
  • basically you can look at this, you know, as a tyranny of the remembering self, and you can think of the remembering self sort of dragging the experiencing self through experiences that the experiencing self doesn't need.
  • we go on vacations, to a very large extent, in the service of our remembering self
  • Why do we put so much weight on memory relative to the weight that we put on experiences?
  • there is a conflict between your two selves, and you need to think about how to adjudicate that conflict, and it's actually not at all obvious, because if you think in terms of time, then you get one answer, and if you think in terms of memories, you might get another answer. Why do we pick the vacations we do is a problem that confronts us with a choice between the two selves.
  • The distinction between the happiness of the experiencing self and the satisfaction of the remembering self has been recognized in recent years, and there are now efforts to measure the two separately.
  • now we are capable of getting a pretty good idea of the happiness of the experiencing self over time. If you ask for the happiness of the remembering self, it's a completely different thing. This is not about how happily a person lives. It is about how satisfied or pleased the person is when that person thinks about her life. Very different notion. Anyone who doesn't distinguish those notions is going to mess up the study of happiness, and I belong to a crowd of students of well-being, who've been messing up the study of happiness for a long time in precisely this way.
  • You can know how satisfied somebody is with their life, and that really doesn't teach you much about how happily they're living their life, and vice versa.
  • What that means is if you met somebody, and you were told, "Oh his father is six feet tall," how much would you know about his height? Well, you would know something about his height, but there's a lot of uncertainty. You have that much uncertainty. If I tell you that somebody ranked their life eight on a scale of ten, you have a lot of uncertainty about how happy they are with their experiencing self. So the correlation is low.
  • if you want to maximize the happiness of the two selves, you are going to end up doing very different things.
  • it turns out that climate is not very important to the experiencing self and it's not even very important to the reflective self that decides how happy people are
  • their experiencing self is not going to get happier. We know that. But one thing will happen: They will think they are happier, because, when they think about it, they'll be reminded of how horrible the weather was in Ohio, and they will feel they made the right decision.
  • When we looked at how feelings, vary with income. And it turns out that, below an income of 60,000 dollars a year, for Americans
  • 60,000 dollars a year, people are unhappy, and they get progressively unhappier the poorer they get. Above that, we get an absolutely flat line. I mean I've rarely seen lines so flat
  • money does not buy you experiential happiness, but lack of money certainly buys you misery, and we can measure that misery very, very clearly.
  • n terms of the other self, the remembering self, you get a different story. The more money you earn, the more satisfied you are. That does not hold for emotions.
  • people are going to debate whether they want to study experience happiness, or whether they want to study life evaluation, so we need to have that debate fairly soon.
  • How to enhance happiness goes very different ways depending on how you think, and whether you think of the remembering self or you think of the experiencing self.
  • CA: Well, it seems to me that this issue will -- or at least should be -- the most interesting policy discussion to track over the next few years. Thank you so much for inventing behavioral economics.
izz aty

Wahab et al 2010 Transformational of Malaysian's Polytechnic into University College in... - 0 views

fptk.upi.edu/...28_Sahul_Hamed_Abd_Wahab.pdf

lifelong learning HTVET educational policy education

shared by izz aty on 21 Dec 15 - No Cached
  • izz aty on 21 Dec 15
     
    Proceedings of the 1stUPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November 2010 570 Transformational of Malaysian's Polytechnic into University College in 2015: Issues and Challenges for Malaysian Technical and Vocational Education Sahul Hamed Abd. Wahab1 , Mohd Amin Zakaria2 , Mohd Ali Jasmi3 Politeknik Johor Bahru 81700 Pasir Gudang Johor Malaysia. sahul@polijb.edu.my, mohd_amin_zakaria@yahoo.com, matali_jasmie@yahoo.com Abstract Malaysian Polytechnic has been operated for almost 41 years. It was established by the Ministry of Education with the help of UNESCO in 1969. The amount of RM24.5 million is used to fund the pioneer of Politeknik Ungku Omar located in Ipoh, Perak from the United Nations Development Program (UNDP). At present, Malaysia have developed 27 polytechnic at all over states in engineering, agriculture, commerce, hospitality and design courses with 60,840 students in 2009 to 87,440 students in 2012. The Department of Polytechnic Education is committed to provide quality, efficient and customer-friendly services to the highest level of objectivity, confidentiality, integrity and professionalism. Their main purpose is to breaking boundaries for the creation of transformative and creative learning environment for an innovation-led economy and to be Malaysia's number one provider of innovative human capital through transformational education and training for the global workforce by 2015. The objective of this paper is to analyze the issues related on transformational of conventional polytechnic towards students, lecturers, stakeholders, communities, and workforce and skill development in lifelong learning. In addition, to study new courses aligned with development of new technology and currents trend of employment has take into consideration. Finally, a basic frame work of a new dimension for University College based on technical and vocational training is discussed at the end of this p
izz aty

Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views

www.inklusion-online.net/...172

finnish special ed inclusive issues dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
  • statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
  • A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
  • ...70 more annotations...
  • second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
  • Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
  • third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
  • Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
  • increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
  • nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
  • At the political level, inclusion is not raised as a goal to be sought
  • it is understood as a state that has already been achieved, because all that is possible has already been done.
  • The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
  • Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
  • A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
  • The academic world of special education has traditionally taken a conservative stance towards inclusion
  • Very recently there has been observable some change in the discussion
  • First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
  • Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
  • More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
  • If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
  • Finland is a black sheep in the international movement on inclusive education.
  • The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
  • There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
  • In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
  • There are no visible interest groups questioning this ongoing development.
  • The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
  • The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
  • the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
  • The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
  • The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
  • The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
  • ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
  • The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
  • During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
  • School began at the age of seven and continued until an age 16
  • School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
  • Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
  • The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
  • A new profession of special education teachers, professionals without a grade level class responsibility, was established.
  • In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
  • The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
  • From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
  • The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
  • There was not, however, a true change from categorical to non-categorical special education.
  • First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
  • Second, local municipalities began to develop new, more medical, special education categories.
  • Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
  • During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
  • One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
  • For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
  •   Disability category 2002 2008 N % N %
  • Autism and Asperger syndrome 679 2.0 1408 3.0
  • An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
  • A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
  • This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
  • The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
  • proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
  • The last ten years have witnessed a rapid growth of segregated special education in Finland
  • Year   Total   SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
  • 2008 561 061 47 257 8.4 2.3 6.1
  • 1998 591 679 21 826 3.7 0.3 3.4
  • Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
  • Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
  • During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
  • the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
  • The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
  • The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
  • Large towns slightly more often use special class placements than rural schools
  • While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
  • Large towns also relied more on separate special schools (Memo, 2006)
  • In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
  • The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
  • The significant distances in the countryside of Finland explain why integration is more common in rural areas.
izz aty

Breaking News English Lessons: ESL Plans Teaching Current Events - 0 views

www.breakingnewsenglish.com

esl esol lesson plans resources news newspaper language learning language learning reading listening speaking writing materials activities issues english teaching reference

shared by izz aty on 21 Feb 12 - Cached
  • izz aty on 21 Feb 12
     
    Free, 13-Page, Ready-to-Print EFL/ESL Lesson Plans on Current Events
izz aty

Main - Malaysia - Viral video reveals varsity 'brainwash' tactics, says student @ Wed J... - 0 views

www.themalaysianinsider.com/...brainwash-tactics-says-student

malaysia politics students youth bawani sharifah zohra education tertiary education free education causes society people community social issues

shared by izz aty on 16 Jan 13 - No Cached
  • Follow kopite 131p kopite has not yet written a personal description. View IntenseDebate profile +133 Vote up Vote down kopite 131p · 11 hours ago Freedom of speech means cutting off others and bullying? Freedom of speech means belittling and humiliating others? Freedom of speech means avoiding a valid question and went to a defensive mode of equating real problems with animals? Freedom of speech means asking others to leave if they don't like it? Geez.... are you Sharifah?
  • ponu299 126p · 5 hours ago The students who were all vocally supporting this BITCH are equally responsible for the state of affair of this country. To think that we have student of this mentality, where they don't support their own uni mate, who was bring the topic of free education. To the student this was just a argument between a Muslim and a Hindu. WHAT 1MALAYSIA IS ABOUT.
  • · 5 hours ago Typical of Big Brother- UMNO - I speak you listen. No questions allowed. Just follow what I say. Only Big Brother is right. Also - whenever there is a seminar or forum organised by them, it only addresses the muslim crowd. To them, the other races do not exist and they are not bothered.
  • ...9 more annotations...
  • hailamkiak 146p
  • ummNO 158p · 12 hours ago Exactly. How can universities teach such blatent behaviour, and they seem to condone it. When I help a person, it does not need to be an indian, malay or chinese. It cannot be based on race or religion. Yet, UiTM Melaka allows it's students to protest against intake of non-muslims. And the authorities and current govt adminstration does nothing. It's as though they condone such behaviour. It's not good for nation building. By their actions, they are making themselves to be exclusive to one race only.
  • Follow worried22 82p worried22 has not yet written a personal description. View IntenseDebate profile +40 Vote up Vote down worried22 82p · 8 hours ago An Indian student standing up and speaking about free education whereas most of the Malay students clapped in support of that Listen Listen lady when she asked her to leave the country if she is not happy with the government's policies. What an irony!
  • karulann 130p · 10 hours ago not every malaysia have the "privileged" of getting grants. Loans are just burdening the graduates. I say we MUST advocate for free education, regardless of anyone income or place of living, education should be free at any level. Let us stop with the speculation that Malaysia does not afford to provide free education, but now the BN goverment are able to dishes out billions of ringgit for the BR1M, and have "janji" to continue giving every year IF they win and probably MIGHT increase the amount to RM1000.. You do the calculation of how many billions is wasted just like that.. and you get how much? Give me free education instead of RM500 yearly
  • Malaysian 154p · 10 hours ago WHO WANT SAMSUNG GALAXY NOTE BOOK!!! What kind of forum is this.
  • Hobbesianism 166p · 11 hours ago We are not angry mind you. We're simply astounded at the fact that there are such people like Ms. Sharifah in what you called the one-sided, barisan friendly forum. In fact, its freaking funny! Is that how you respond to a question, i.e. if you don't like, get out, my education is better than yours, you cannot compare with others, must always listen to elders, animals also got problems? Haha! No wonder you are still sad.
  • ankmlysia 153p · 13 hours ago ‘All that is necessary for the triumph of evil is that good men do nothing’
  • AaronID 156p · 12 hours ago What's even scarier than the dozens, if not hundreds, of these roadshows are the obvious fact so many, so young, are already too far into being brainwashed by BTN/BN! The video of Sharifah belittling and humiliating Bawani is made worse by the cheerleaders, cheering Sharifah, on! Poor kids...
  • VJK001 177p · 13 hours ago Why is Sharifah with one sided views allowed to mediate in Universities of Malaysia? No wonder our universities are going down in ranks compared to rest of the world. How can a mediator asked a fellow Malaysian to go to countries of her choice if she don't agree with policies in Malaysia? Imagine the other students clapping and supporting Sharifah! That shows the true strength of our Malaysians university students? The only one outstanding there is little Ambiga Bawani! Syabas Bawani..
izz aty

Top 100 Documentary Movies - Rotten Tomatoes - 0 views

www.rottentomatoes.com/...top_100_documentary_movies

documentary movies video entertainment infotainment information knowledge society people community world current issues

shared by izz aty on 28 Feb 14 - No Cached
  • izz aty on 28 Feb 14
     
    "Movies with 40 or more critic reviews vie for their place in history at Rotten Tomatoes. Eligible movies are ranked based on their Adjusted Scores."
izz aty

Ken Robinson: How to escape education's death valley | Talk Video | TED - 0 views

www.ted.com/...transcript

education learning teaching educational policy policy government politics cultrue society lifestyle social phenomenon social issues social justice drop out students

shared by izz aty on 08 Mar 14 - No Cached
  • . I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved." I don't know why people think this. We've invaded every country we've encountered.
  • I knew that Americans get irony when I came across that legislation No Child Left Behind. Because whoever thought of that title gets irony, don't they, because -- (Laughter) (Applause) — because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: Millions of Children Left Behind. I can see that. What's the plan? Well, we propose to leave millions of children behind, and here's how it's going to work. 2:04 And it's working beautifully. In some parts of the country, 60 percent of kids drop out of high school. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.
  • the difference between the task and achievement senses of verbs. You know, you can be engaged in the activity of something, but not really be achieving it, like dieting. It's a very good example, you know. There he is. He's dieting. Is he losing any weight? Not really. Teaching is a word like that. You can say, "There's Deborah, she's in room 34, she's teaching." But if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it.
  • ...1 more annotation...
  • The role of a teacher is to facilitate learning. That's it. And part of the problem is, I think, that the dominant culture of education has come to focus on not teaching and learning, but testing. Now, testing is important. Standardized tests have a place. But they should not be the dominant culture of education. They should be diagnostic. They should help.
izz aty

Teaching strategies and students' learning approaches by Dr. Lew Tek Yew | Curtin Saraw... - 0 views

www.curtin.edu.my/...IN13_18.htm

education higher education learning

shared by izz aty on 29 May 15 - No Cached
  • Malaysian Quality Assurance (QA) system in higher education evolved from certain educational legislation and directives that aspire to achieve international recognition and excellence and make Malaysia the educational hub in the Asian region.
  • established in 2007 with the overall responsibility for the local accreditation of higher education programmes and qualifications, and for supervising and regulating quality and standards in education providers
  • a principle instrument that classifies qualifications based on a set of criteria that is agreed nationally and benchmarked with international practices, and which clarifies the academic levels and learning outcomes. 
  • ...11 more annotations...
  • Curtin Sarawak is committed to developing the abilities, knowledge and skills of its undergraduates so that they are able to apply concepts and understanding of the business disciplines for the benefit of the society and the nation.  
  • they will assume intellectually demanding positions in industry such as consulting, market research and policy making. These types of work require students to go beyond the rote memorisation skills that characterise surface approaches and develop deeper research and analytical skills. 
  • Biggs (1987) and Biggs and Moore (1993) have distinguished two common approaches to learning adopted by students. According to the researchers, the deep approach is characterised by a personal commitment to learning and an interest in the subject, and consequently, searches for relationships among materials and interprets knowledge in light of previous knowledge structures and experiences. The deep approach to learning is likely to result in better retention and transfer of knowledge and may lead to quality learning outcomes
  • This allows face-to-face class sessions to be used for active engagement and discussions between students in order to develop their critical thinking skills
  • On the other hand, a surface approach to learning is characterised by an intention to acquire only sufficient knowledge to complete the task or pass the subject. Students rely on memorisation and reproduction of material and do not seek further connections, meaning or the implications of what is learned. Therefore, they are unlikely to experience high quality learning outcomes or develop appropriate skills and competencies.
  • the conventional lecture style approach will thwart students’ ability to learn real world skills. Hence, a combination of the traditional teaching method and a student-centred learning approach will develop relevant skills and knowledge to fulfil the requirement of a dynamic and complex business environment.
  • classes where students report adopting a deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students, encourage students to construct their own knowledge, involve the students and challenge the students’ conceptions and current ideas through questions, discussions and presentations (Trigwell, Prosser & Waterhouse, 1999; Trigwell & Prosser, 2004).  
  • At Curtin Sarawak’s School of Business, we are encouraged to use the ‘flipped classroom’ model of teaching. This method requires students to prepare well before classes commence using the learning materials posted in the online learning platform
  • Students using the deep approach study longer, perform better, and tend to be more intrinsically motivated than those adopting a surface approach (Mashishi & Rabin, 1999)
  • the School invites prominent industry speakers to share practical industry applications of business theories and concepts with the students.         
  • to produce critical thinkers, academics need to adopt teaching strategies that challenge the students to think likewise on a regular basis. Conceptual change/student focused approaches to teaching are more likely to lead to student abilities to seek creative and innovative solutions to future issues, problems and situations.  
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Inclusive Education In Malaysia Education Essay - 0 views

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  • Inclusive education in Malaysia originated from the ‘special education’ agenda as defined in the Education Act 1996 (1998) and its approach is referred to this tradition.
  • These mandates are intended to promote equal rights and access to education for persons with disabilities. The ‘educability’ criterion assumes that there are children who are uneducable within the public school system and thus these children are catered to within community-based rehabilitation (CBR) settings (MOE, 2006). CBR programmes are government-initiated, centre-based programmes at the community level aimed to provide education that emphasises therapy and rehabilitation to children with learning disabilities (Kuno, 2007). CBR programmes are quite detached from the mainstream school system. However, in practice, the division between both provisions is less definite, and students who should benefit from them become victims of bureaucratic procedures (Adnan & Hafiz, 2001).
  • Malaysia embarked on the first stage when the first school for the blind was opened in 1929, followed by a school for the deaf very much later in 1954
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  • These schools were initiated under the programs of the Ministry of Social Welfare with the help of religious missionaries. Malaysia entered its second stage when professional preparation programs for special education were formally established by the Ministry of Education in 1961. Lacking its own expertise and technology, Malaysia entered its third stage when it began importing knowledge and expertise by sending its education professionals abroad for research degrees and in-service attachments in special needs education in the 1980s and 1990s, and attempting to customize what was learned to its national conditions. Malaysia’s participation in international workshops and activities of the UN and UNESCO and subsequent reforms as reflected in the Education Act (1998) describes the active development of policy and changes in practices during this period. In 1993, the first preservice teacher preparation leading to a Bachelor of Education degree program in special needs education was initiated in Universiti Kebangsaan Malaysia. The program was developed alongside a collaborative project in curriculum development with three universities in the United Kingdom, namely, the Universities of Manchester, Birmingham and Cambridge (Jelas, 1996; 1999).
  • The terms ‘special needs’ introduced in the Education Act 1996 (1998) are defined as follows: “Pupils with special needs’ means pupils with visual impairment or hearing impairment or with learning disabilities” And ‘inclusive education’ is introduced as part of the continuum of services available for children with special needs: “Special education programme” means – A programme which is provided in special schools for pupils with visual impairment or hearing impairment; An integrated programme in general schools for pupils with visual impairment or hearing impairment or with learning disabilities; and An inclusive education programme for pupils with special needs and who are able to attend normal classes together with normal pupils” (Education Act 1996, 1998, p. 341)
  • However, the eligibility for special education placement is based on the ‘educability’ of children as assessed by a team of professionals. This is documented in the Act, which states: “(1) For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme except for the following pupils: physically handicapped pupils with the mental ability to learn like normal pupils; and pupils with multiple disabilities or with profound physical handicap or severe mental retardation. A pupil with special needs is educable if he is able to manage himself without help and is confirmed by a panel consisting of a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD, as capable of undergoing the national educational programme” (Education Act 1996, 1998, p. 342) The eligibility dilemma
  • While the current public policy for children with special educational needs, particularly those categories of children classified as experiencing ‘learning disabilities’ have access to regular schools as stated in the Act, the ‘educability’ criteria contradicts the goals of providing equal education opportunities as stipulated in the United Nation’s Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), The Salamanca Statement (1994) and the Biwako Millenium Framework for Action (UNESCAP, 2002).
  • Foreign experts are initially relied upon to provide the knowledge and to encourage its development prior to the emergence of a profession within a country. The first professionals to provide services are usually trained abroad. The second stage followed this first stage, in which colleges and universities established programs and departments to teach the discipline and prepare the professionals. The second stage leads to the third stage, in which colleges and universities import developed from abroad to achieve standards that characterised the discipline in more developed nations. During this stage, the concepts, theories and models of implementation found in the more developed countries are taught, applied and tested; some of which may transfer more successfully than others.
  • Before special programmes were available, students with special needs were described by their characteristics and by the instructional challenges they presented to teachers. When the education system began to respond to the needs of each emerging group of special needs students, services were established and eligibility criteria determined. From that point on, a child was identified (for school and placement purposes) as having or experiencing a ‘special educational need’ and if he or she is “able to manage him or herself without help” (Education Act 1996, 1998), the child will be eligible for a given programme or service. This process was repeated as each new group of special needs students emerged – for example, children with visual and hearing impairments in the 1960s, children with mild intellectual in the 1980s and 1990s, and more recently, children with attention deficit hyperactivity disorders and children with dyslexia.
  • in the Education Act 1996 (1998) that the perspectives of professionals (“a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD” p. 342) have the most power in determining the way children are categorised and whether these children are “capable of undergoing the national educational programme” (Education Act 1996, 1998)
  • policy makers and professionals continue to see special schools and classes as well as categories as having an important place in provisions. Responses at the Ministerial level revealed an emphasis on diversity and acceptance of human characteristics as problematic and that learning difficulties are technical problems that require specialised discipline knowledge that cannot be dealt with in the “normal classes with normal children” (Education Act 1996, 1998 p. 341).
  • The National Report on the development of education states: Inclusion in Malaysia subscribed to the concept of placing SEN students into mainstream classes to be educated alongside their peers, either with or without additional support, and within the present school system. This concept of IE (inclusive education) might not be in line with the ideal concept based on “acceptance, belonging and about providing school settings in which all disadvantaged children can be valued equally and be provided with equal educational opportunities … (MOE, 2004, p. 28),
  • Even though inclusive education was implemented at the policy level more than 10 years ago and school participation has rapidly increased quantitatively, Malaysia is far from reaching its goal of providing “a responsive education path for every child and youth with SEN” (MOE, 2004)
  • The emphasis on the ability “to cope with mainstream learning” seemed consistent with the integration models that came about in the 1980s. Integration models mainly focused on placing students with mild disabilities, identified and “diagnosed” as having special needs in mainstream schools. In such models, students must adapt to the norms, expectations, styles, routines and practices of the education system instead of the education system adapting to the learner (UNESCO, 2008). The integrated programme is the dominant format for delivering services to special needs students in Malaysia, then and now.
  • Once placed, few special education students returned to the regular education class on full-time basis. Although the special classroom and special schools continued as options, integrated programmes (placement in regular classrooms) for students with visual and hearing impairments are available with support from the resource teacher
  • Historically, the disenchantment of many special educators and the concern of the efficacy of the prevailing approach (Ainscow, 1994; Meyen & Skrtic, 1995; Sorrells, Rieth & Sindelar, 2004; Stainback & Stainback, 1992) raised questions about how best to assure a quality and equitable education for students with disabilities and spawned the push for a more inclusive approach to special education programming. While these reforms were mandated in the United Nations Declarations and UNESCO’s Framework of Actions on special needs education of which Malaysia’s policy on inclusive education subscribes to, the focus on diagnosis, prescription, and intervention continued to be central to determining eligibility and making placement decisions. Thus, although special education practices had changed, the grounding assumptions of human pathology and organisational rationality (Biklen, 2000; Oliver, 1996; Skrtic, 1991) have not been critically examined. In this context, special education is used to maintain and legitimise exclusion of students with disabilities within a school culture and system characterised by competition and selection (Skrtic, 1995; Corbett, 1999; Slee, 2001; Kearney & Kane, 2006).
  • While the philosophical basis of including SEN students into mainstream schools is accepted as a policy, the continued legitimization of paradigms that exclude SEN students is also acknowledged by rationalising between the “ideal” and the “not-so-ideal” concept of inclusive education. This ambivalence is reinforced by the following statements: Prior to inclusion, especially in the early part of their formal education, SEN students are equipped with relevant basic skills and knowledge to enable them to cope with mainstream learning. Only those who are diagnosed capable to cope with mainstream learning would be included fully or partially. (MOE, 2004, p. 29)
  • In principle, Malaysia is committed to providing education for all with the implementation of compulsory education in 2003 as evident by a high participation rate of 98.49 per cent (MOE, 2004). This statement of intent towards compulsory education for all which was an amendment of the Education Act 1996, however, did not include children with disabilities
  • The radical perspective that leads to a reconceptualisation of special educational needs have been well documented for the past twenty years (Barton, 1988; Lipsky & Gartner, 1989; Ainscow, 1991; Fuchs & Fuchs, 1994; Clark et. al., 1998; Donoghue, 2003) and critiques argued and showed evidence how the education system creates rather than remediate disabilities (Skrtic, 1991; Corbett, 1999; Vlachou, 2004; Carrington & Robinson, 2006). The new perspective on special educational needs is based on the view that the way forward must be to reform schools in ways that will make them respond positively to pupil diversity, seeing individual differences as something to be nurtured. But, as cautioned by Ainscow (1994): This kind of approach is only possible in schools where there exist a respect for individuality and a culture of collaboration that encourages and supports problem-solving. Such cultures are likely to facilitate the learning of all pupils and, alongside them, the professional learning of all teachers. Ultimately, therefore, this line of argument makes the case that increasing equity is the key to improvements in schooling for all. (Ainscow, 1994, p12)
  • Education in Malaysia is driven largely by an examination–oriented system characterised by curriculum rigidity and rote learning rather than critical and independent thinking. Like schools in Singapore and Hong Kong (Poon-McBrayer, 2004), school leadership are in great pressure to compete for the best examination results in terms of the percentages of passes and the number of A’s acquired by students in public school examinations
  • The culture of elitism compels parents to prepare their children to be accepted into high ranking or fully residential schools which usually achieve high scores in examination results.
  • Although the ‘intertwining of the standards and inclusion agenda’ can lead to positive consequences (Ainscow et al, 2006), the emphasis on the preparation and drill for the public examinations therefore, left little or no time for teachers to accommodate individual learning needs of students in general. Media reports on schools’ and students’ performance intensify competition and further marginalise SEN students, who, to a large extent are not expected to compete. Competing priorities make it more difficult for schools to fully include children with SEN.
  • Continued advancement of special needs education in Malaysia will require bifocal perspectives. One focus has an international perspective and requires Malaysians’ awareness of the international body of literature and trends in practice that enables them to take advantage of the knowledge and experience gained by those in other countries. Malaysia may also profit especially from knowledge provided by its Asian neighbours namely Japan, India and China, or other countries that seems to be struggling with many of the same issues.
  • effective special needs education services require awareness of social and educational traditions, social philosophies that manifest in schooling and school culture and ways of resolving conflict that may be unique to one country and the impact these qualities have on general and special needs education services (Peters, 2003).
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