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Idioms and Phrases Dictionary - Android Apps on Google Play - 0 views

play.google.com/...details

english esol esl education language language learning idioms vocab vocabulary phrases reference

shared by izz aty on 10 Feb 13 - No Cached

izz aty on 10 Feb 13

"Largest archive of 1000s of idioms, phrases, sayings, expressions and their meanings. FREE!!! Learn and practice a lot of great phrases for your upcoming conversations, from this app. An idiom is a phrase where the words, when used together, have a meaning that is different from the idiom dictionary definitions of the individual words. The group of words in an idiomatic expression do not mean what they appear to mean. This at times can make idioms hard for students and learners to understand. This app lists the English idioms and Phrases, idiomatic expressions, proverbs and sayings, in alphabetical order by theme, with their meaning and an example. It has clear and crisp explanations and illustrations, perfectly suitable for homework as well as general spoken English learning & usage."

<div class="cArrow"> </div><div class="cContentInner">"Largest archive of 1000s of idioms, phrases, sayings, expressions and their meanings. FREE!!! Learn and practice a lot of great phrases for your upcoming conversations, from this app. An idiom is a phrase where the words, when used together, have a meaning that is different from the idiom dictionary definitions of the individual words. The group of words in an idiomatic expression do not mean what they appear to mean. This at times can make idioms hard for students and learners to understand. This app lists the English idioms and Phrases, idiomatic expressions, proverbs and sayings, in alphabetical order by theme, with their meaning and an example. It has clear and crisp explanations and illustrations, perfectly suitable for homework as well as general spoken English learning & usage."</div>

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Idioms | ESL Voices - 0 views

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idioms esl english esol learning language learning language education phrases

shared by izz aty on 21 Feb 12 - No Cached

izz aty on 21 Feb 12

The English language has many idiomatic expressions. Idiomatic expressions or phrases are difficult because their meanings are not literally, but metaphorical. For example the expression, "Time on my hands" does not mean that there is a clock on my hands, or that I am holding a clock or watch, but that there is additional time to do other things. For example, in the sentence " I have a lot of time on my hands now that classes are finished" means now that I no longer have to study for classes, I am free to do other things with my time. The following idioms are common in American English. They are listed in alphabetical order for your convenience. When you think you're ready, go test your knowledge in the Game room.

<div class="cArrow"> </div><div class="cContentInner">The English language has many idiomatic expressions. Idiomatic expressions or phrases are difficult because their meanings are not literally, but metaphorical. For example the expression, "Time on my hands" does not mean that there is a clock on my hands, or that I am holding a clock or watch, but that there is additional time to do other things. For example, in the sentence " I have a lot of time on my hands now that classes are finished" means now that I no longer have to study for classes, I am free to do other things with my time. The following idioms are common in American English. They are listed in alphabetical order for your convenience. When you think you're ready, go test your knowledge in the Game room.</div>

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205 Ways to Praise a Student/Learner - 0 views

callcentergal.com/...raise-a-studentlearner-batch-1

classroom praise compliment positive motivation education reference teaching learning language english

shared by izz aty on 23 Aug 11 - No Cached

izz aty on 23 Aug 11

When was the last time you received a compliment from someone? Did you like it? Did you feel the sincerity that comes with the statement? I remembered before how we were praised in the classroom. It's common to hear a teacher who would say "very good", "good" or "excellent" to praise a student. Now that we're part of the workforce, our superiors would most likely say, "good job","great job" or "excellent job" to express their satisfaction for a job well done. Do you share the same observation? Now let's go back to my personal call center training experience. One of the things I learned in doing call center training is that I have to explore a lot of ways to acknowledge what learners do best. Another is to use effective acknowledgment expressions to celebrate the learners' improvement/ achievement. That's why I am very thankful when my Senior Trainer shared a copy of these acknowledgment expressions that I can use in my training sessions. On the other hand, you can use this list not only when praising a student. You can also use this whenever you have the chance. Just check the list and let me know what you think ok?

<div class="cArrow"> </div><div class="cContentInner">When was the last time you received a compliment from someone? Did you like it? Did you feel the sincerity that comes with the statement? I remembered before how we were praised in the classroom. It's common to hear a teacher who would say "very good", "good" or "excellent" to praise a student. Now that we're part of the workforce, our superiors would most likely say, "good job","great job" or "excellent job" to express their satisfaction for a job well done. Do you share the same observation? Now let's go back to my personal call center training experience. One of the things I learned in doing call center training is that I have to explore a lot of ways to acknowledge what learners do best. Another is to use effective acknowledgment expressions to celebrate the learners' improvement/ achievement. That's why I am very thankful when my Senior Trainer shared a copy of these acknowledgment expressions that I can use in my training sessions. On the other hand, you can use this list not only when praising a student. You can also use this whenever you have the chance. Just check the list and let me know what you think ok?</div>

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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.
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statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
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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).
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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.
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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.
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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).
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Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
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increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
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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).
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At the political level, inclusion is not raised as a goal to be sought
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it is understood as a state that has already been achieved, because all that is possible has already been done.
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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.
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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.
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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.
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The academic world of special education has traditionally taken a conservative stance towards inclusion
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Very recently there has been observable some change in the discussion
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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.
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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.
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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
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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
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Finland is a black sheep in the international movement on inclusive education.
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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.
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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).
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In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
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There are no visible interest groups questioning this ongoing development.
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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.
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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
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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.
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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.
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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.
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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
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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).
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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.
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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
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School began at the age of seven and continued until an age 16
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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.
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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.
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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.
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A new profession of special education teachers, professionals without a grade level class responsibility, was established.
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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).
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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).
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From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
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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.
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There was not, however, a true change from categorical to non-categorical special education.
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First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
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Second, local municipalities began to develop new, more medical, special education categories.
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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.
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During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
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One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
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For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
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  Disability category 2002 2008 N % N %
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Autism and Asperger syndrome 679 2.0 1408 3.0
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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
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A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
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This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
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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.
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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.
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The last ten years have witnessed a rapid growth of segregated special education in Finland
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Year   Total   SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
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2008 561 061 47 257 8.4 2.3 6.1
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1998 591 679 21 826 3.7 0.3 3.4
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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.
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Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
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During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
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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.
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The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
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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).
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Large towns slightly more often use special class placements than rural schools
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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%
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Large towns also relied more on separate special schools (Memo, 2006)
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In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
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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
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The significant distances in the countryside of Finland explain why integration is more common in rural areas.
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ESL Cafe's Idea Cookbook - Simple and fun homework - 0 views

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homework speaking listening idioms expressions proverbs idea language learning education reference language english esl

shared by izz aty on 10 Aug 11 - No Cached

izz aty on 10 Aug 11

Ss prepare an idiom, expression etc to say to 5 persons before the next class. It works because I hear them say the words and it is fun to hear. Simple but students like it and practice it...

<div class="cArrow"> </div><div class="cContentInner">Ss prepare an idiom, expression etc to say to 5 persons before the next class. It works because I hear them say the words and it is fun to hear. Simple but students like it and practice it...</div>

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5 Tips on Spoken Word | Power Poetry - 0 views

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spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached

Choose a subject and have attitude. No attitude, no poem! Feelings and opinions give poetry its “richness.” Each poet has a unique perspective and view of the world that no one else has. It is important that a spoken word poem embodies the courage necessary to share one’s self with the rest of the world. The key here is to build confidence. We must acknowledge ourselves as writers and understand what we have to say is important. Practice. Practice. Practice.  
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Pick your poetic devices. Poems that get attention are ones that incorporate simple, but powerful poetic elements. Repetition is a device that can help a writer generate exciting poems with just repeating a key phrase or image. Rhyming can enrich your diction and performance. (Check out other poetic devices while you’re at it.)
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Performance. Spoken word poems are written to be performed. After your poem is written, practice performing the poem with the elements of good stage presence in mind.  It is important to maintain Eye Contact – Don’t stare at the floor, or hide behind a piece of paper/phone. From time to time, look into the eyes of people in the audience to capture their attention. Projection  is also crucial, so remember to speak loudly and clearly so that your voice can be heard from a distance. Enunciation helps the listeners to hear exactly what you say. Don’t mumble. Speak clearly and distinctly so that the audience can understand what you are saying. Facial Expressions  help animate your poem. You’re not a statue: smile if you’re reading something happy. Look angry if your poem is about anger. This might sound silly, but using the appropriate facial expressions help express various emotions in your performance. Gestures such as hand motions and body movements emphasize different elements of your performance. Choose the right gestures for your poem.
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...2 more annotations...
Memorization. Once you’ve memorized your spoken word piece, you can devote more time to your performance. Memorization allows you to be truly in touch with the meaning and the emotional content of your poem, even if you forget a word or a line you can improvise (freestyle), which is one of the most important elements of spoken word.
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Power Poetry. Spoken word must be, well, spoken. To create an online performance (so that you can share it on Power Poetry, of course) check out our multimedia tip guide to bring your work to life.
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izz aty on 10 Aug 14

"Spoken Word is writing that is meant to be read out loud. Some examples of spoken word you might be familiar with are stories, poems, monologues, slam poetry, rap and even stand-up comedy. Spoken word is written on a page but performed for an audience and since it is performed, this poetry demonstrates a heavy use of rhythm, improvisation, rhymes, word play, and slang. It is more animated than more traditional forms of poetry. When writing a spoken word piece use words and phrases that project onto the minds of the listeners like vivid images, sounds, actions and other sensations. If your poem is rich with imagery, your listeners will see, smell, feel and maybe even taste what you're telling them. Here are some spoken word poems from our Power Poets."

<div class="cArrow"> </div><div class="cContentInner">"Spoken Word is writing that is meant to be read out loud. Some examples of spoken word you might be familiar with are stories, poems, monologues, slam poetry, rap and even stand-up comedy. Spoken word is written on a page but performed for an audience and since it is performed, this poetry demonstrates a heavy use of rhythm, improvisation, rhymes, word play, and slang. It is more animated than more traditional forms of poetry. When writing a spoken word piece use words and phrases that project onto the minds of the listeners like vivid images, sounds, actions and other sensations. If your poem is rich with imagery, your listeners will see, smell, feel and maybe even taste what you're telling them. Here are some spoken word poems from our Power Poets."</div>

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Optimism and the Law of Attraction in Islam | Muslim Mind - 0 views

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islam faith religion law of attraction lifestyle culture society positive quran

shared by izz aty on 12 Dec 12 - No Cached

If you have hope in God, if you are certain that He will give you what’s good, then this is what He indeed will give you. But if you don’t, it’s like you’re saying to Him: I don’t trust You. God is the Generous, if you don’t have hope in His bounties, it only means that you don’t even believe He is really Generous. Do you realize how serious this is?
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If you fear injustice, you forget that He is the Just. If you are confused and you don’t think you’ll find your way, you forget that He is the Guide. Remember that the reason to mention all that is to prove that a Muslim should be positive and focus on the positive; it’s how we Muslims should build our mind and our inner world.
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Poverty is the promise of Satan, while forgiveness and abundance are God’s promise. Which promise are we to believe!? Remember that poverty is not only lack of money, which is only a manifestation; poverty is first of all a state of mind. Those who live in this state of mind are following and believing Satan instead of God.
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One can be poor while having tons of money, whereas those who truly believe in God don’t hesitate to give, even if they are not so rich; it’s because they don’t have this poverty state of mind. That also explains why the Prophet used to give so much that his companions said he used to give in the manner of a person who fears no poverty; this is the example of the Prophet who wasn’t really rich as we know.
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Let’s also look at some other indications of this Law of Optimism in Islam. The Prophet says “Ask God with firm conviction that He will answer your prayer.” Now imagine the state of mind of a person believing this saying of the Prophet. Imagine that you pray to God and ask Him for good and Halal things, then you go about in life certain that God’s mercy and generosity will give you what you wish. Imagine how much power this will give you, how much enthusiasm and how much hope! It’s true that God will not answer your prayer on the spot, not immediately, but you know He will, and your worries disappear.
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The verse also links this attitude of asking for the bad to being hasty, notice that pessimism is usually connected to impatience as well; a pessimist loses hope as soon as he is challenged, whereas hope can’t be there without patience, because you don’t really expect the good to happen overnight. Reasonable and hopeful people realize that, so they are not hasty and impatient to have what they want.
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izz aty on 12 Dec 12

"Not long ago, a book was published, which had a great success, and it was entitled: "The Secret". It tries to give an answer to the previous questions, and it claims that the secret of happy and successful people lies in what is called, "the Law of Attraction." So what is the Law of Attraction, and do we have it anywhere in the teachings of our religion? I will tell you what the secret and what the Law of Attraction are, then I will explain that the belief in this so-called secret, which was told about by our Prophet and revealed in the Quran in the most simple and expressive ways, is in fact essential for a true Islamic life-style. It is essential for the inner life of a true Muslim and believer."

<div class="cArrow"> </div><div class="cContentInner">"Not long ago, a book was published, which had a great success, and it was entitled: "The Secret". It tries to give an answer to the previous questions, and it claims that the secret of happy and successful people lies in what is called, "the Law of Attraction." So what is the Law of Attraction, and do we have it anywhere in the teachings of our religion? I will tell you what the secret and what the Law of Attraction are, then I will explain that the belief in this so-called secret, which was told about by our Prophet and revealed in the Quran in the most simple and expressive ways, is in fact essential for a true Islamic life-style. It is essential for the inner life of a true Muslim and believer."</div>

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JED - Japanese Dictionary - Android Apps on Google Play - 0 views

play.google.com/...details

japanese offline tools kanji language language learning dictionary vocabulary android apps android apps resources reference learning

shared by izz aty on 31 May 12 - No Cached

izz aty on 31 May 12

ED is an offline Japanese Dictionary. FAQ: - The new design, the new icon, the fix for the tags bug, the improved search results, the edict data update, the fix for FC on ICS, the removal of permissions and the hand writing recognition based kanji search mentioned in the posts were all due for the next release, but the development is currently on hold. - The server that hosts the dictionaries also hosts projects of higher priority, so I might take off them from time to time. Please retry and be patient. - Some users reported the their data got corrupted, please try to delete the jed folder on your sd card and reinstall the app from scratch. - This application works offline once the dictionary files are downloaded, BUT does send analytics data (Google Analytics) if wifi is available! - User data ( especially tags!!! ) gets deleted when updated! - Only use the current version; data files of older versions gets deleted! - Feel free to contact me or comment if something does no work, but please provide as much information as you can (device, version number, etc). Current features: - Works offline - Search and view results as you type! - Multiple dictionaries ( English-Japanese, French-Japanese, Spanish-Japanese ) - Search in readings (romaji), meanings (english) and japanese (kanji, hiragana and katakana) - Search results can contain words, expressions, kanji (both onyomi and kunyomi) and inflected form for adjectives and verbs. - Filters results based on content type (meaning, reading, character type, parts of speech, common words, common kanji) - Radicals lookup - tags (vocabulary list) with possibility to search and export to Google Docs and Anki. - Animated Stroke Order Diagrams for kanji - Copy-Paste for most of the field and a notepad to gather information - Move to SD card (above 2.2) Acknowledgements: - Electronic Dictionaries Research Groups - KanjiVG - Tatoeba - KanjiCafe

<div class="cArrow"> </div><div class="cContentInner">ED is an offline Japanese Dictionary. FAQ: - The new design, the new icon, the fix for the tags bug, the improved search results, the edict data update, the fix for FC on ICS, the removal of permissions and the hand writing recognition based kanji search mentioned in the posts were all due for the next release, but the development is currently on hold. - The server that hosts the dictionaries also hosts projects of higher priority, so I might take off them from time to time. Please retry and be patient. - Some users reported the their data got corrupted, please try to delete the jed folder on your sd card and reinstall the app from scratch. - This application works offline once the dictionary files are downloaded, BUT does send analytics data (Google Analytics) if wifi is available! - User data ( especially tags!!! ) gets deleted when updated! - Only use the current version; data files of older versions gets deleted! - Feel free to contact me or comment if something does no work, but please provide as much information as you can (device, version number, etc). Current features: - Works offline - Search and view results as you type! - Multiple dictionaries ( English-Japanese, French-Japanese, Spanish-Japanese ) - Search in readings (romaji), meanings (english) and japanese (kanji, hiragana and katakana) - Search results can contain words, expressions, kanji (both onyomi and kunyomi) and inflected form for adjectives and verbs. - Filters results based on content type (meaning, reading, character type, parts of speech, common words, common kanji) - Radicals lookup - tags (vocabulary list) with possibility to search and export to Google Docs and Anki. - Animated Stroke Order Diagrams for kanji - Copy-Paste for most of the field and a notepad to gather information - Move to SD card (above 2.2) Acknowledgements: - Electronic Dictionaries Research Groups - KanjiVG - Tatoeba - KanjiCafe</div>

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Vocabulary-Lesson Plans and Activities | ESL Voices - 0 views

esl-voices.com/...vocabulary

academic academic word list vocabulary corpus esol word frequency words english language learning lesson plan resources esl teaching learning

shared by izz aty on 21 Feb 12 - No Cached

Guessing Meanings From Context Learners who can guess the meanings of words from context are able to read and decipher words independently, outside of class and are prepared for the vocabulary included in standardized tests such as the TOEFL. Linguist Paul Nation suggests teaching students the following procedure for guessing the meaning of words in context. 1. Look at the unknown word and identify its part of speech. For example, is it a noun, verb, or adjective? 2. Next, look at the sentence containing the unknown word. If the word is a noun, what adjectives describe it? If it is a verb, then what nouns go with it? 3. Study the relationship between the sentence containing the unknown word and the other sentences. Are there cues like conjunctions (because, but, if)?  Are there any adverbs (however)? The possible types of relationships are cause and effect, contrasts, and summary . 4. Try to guess the meaning of the word. 5. Use an English-English dictionary to see if you were correct. New Ways in Teaching Vocabulary by Paul Nation.
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Using  Graphic  Organizers Another effective strategy for teaching the meanings of words is the use of graphic organizers. There are literally dozens of styles, and each has its unique purpose. One example would be a vocabulary map for analyzing new words and their associations: On the board draw a circle or a square and write the word: Draw a circle next to it and place the part of speech Draw another for a synonym Draw one for antonym Underneath draw a square for a sentence using the word, another square for a picture representing the word, and another square for the definition of the word. Have students work in groups on one of these charts and then share their work with the class. Find more ideas for graphic organizers at Graphic Organizers Enchanted Learning.
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Antonyms, Synonyms and Homophones Whenever students encounter a new word, they should record it into their vocabulary notebooks (see introduction) and add not only the meaning but as many associations as possible, including antonyms, synonyms, and homophones related to the word. Antonyms are words that mean the opposite of each other. Example: The antonym of long is short. Synonyms are words that have similar meanings. Example: Some synonyms for long are lengthy and elongated. Homophones are words that sound the same, but are spelled differently. Examples: new, knew Homographs (or homonyms) are words that are spelled the same but are pronounced differently and have different meanings. Examples: wind (noun, air current) and wind (verb, operate by turning a key or handle). Not all words have homophones or homographs. Additional Sources: Online Thesaurus Synonyms, Antonyms, Homonyms
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...3 more annotations...
Breaking Down Compound Words A compound word is a word made up of two other words. An effective method for understanding the meaning of a compound word is to break the compound word down into its components. Examples: drugstore (a store that sells drugs), lifeboat (a boat that preserves life)
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Affixes: Roots, Prefixes, Suffixes Students can also learn the meanings of words by breaking them down into their roots and affixes. The root is the base word; the affix can be a prefix placed before the root or a suffix placed after the root. Some roots can appear alone, as well as with affixes; others appear only with affixes. Examples: port = to carry prefix ex = out, out of ex + port = export, to carry something out of an area im = in, into im + port = import, to carry something into an area suffix able = to be able transport + able = portable, able to be carried ex + port + able = something that can be carried out of an area Additional Sources: Wikipedia List of PrefixesMichigan Proficiency Exams-List of Prefixes Michigan Proficiency Exams-List of SuffixesList of Suffixes (UK) Wikipedia List of Latin words with English derivatives (Latin roots) Online Etymology Dictionary
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Idioms and Phrasal Verbs Students need to master idioms and phrasal verbs if they are to feel at home in English. Idioms (idiomatic expressions) An idiom is a phrase or an expression with a special meaning that cannot be understood from the individual meanings of its words. For example, to fly off the handle means to lose one’s temper or to get angry. You can find more idioms at http://www.usingenglish.com/reference/idioms/ Phrasal verbs A phrasal verb usually consists of a verb and a preposition, that together have a special meaning. For example, put off means to postpone. Sometimes a phrasal verb may consist of three parts. E.g., put up with means to tolerate. Note: Some phrasal verbs can be also be considered idioms (like put up with) when the meaning of the individual words is different from the meaning of the sum of its parts. You can find more phrasal verbs at http://www.learn-english-today.com/phrasal-verbs/phrasal-verb-list.htm Terminology  the technical vocabulary of a particular area. Terminology or jargon are words used to identify the technical vocabulary of a particular area or subject. For example, stethoscope, and blood pressure cuff, are terms used in the field of medicine. Word Games and Crossword Puzzles In addition to teaching your students strategies for dealing with learning new vocabulary, provide your students with vocabulary games and puzzles so they can practice. There are several great vocabulary games and puzzles in the word games area. ESL Voices Word Games
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izz aty on 21 Feb 12

When it comes to teaching vocabulary, one challenge is knowing which words and phrases to teach. There are several areas that should always be included in vocabulary instruction. In addition to single words, idioms: (time on my hands, getting cold feet) and phrasal verbs (get in, go out). It's especially important for students to learn idioms, phrasal verbs, because there's no logical way to figure out their meaning from the individual words. Also keep in mind that reading is a channel for new vocabulary growth, so always include vocabulary exercises whenever you assign new reading material. It's also a good idea to have students keep a vocabulary notebook. The notebook could be organized into sections for words from novels, selected readings, or news articles, as well as vocabulary they've encountered at random. However the vocabulary books are organized, make sure everyone has the same plan. In this section there are several good strategies you can use for teaching vocabulary. There are also activities you can try with your students to increase their knowledge of English vocabulary.

<div class="cArrow"> </div><div class="cContentInner">When it comes to teaching vocabulary, one challenge is knowing which words and phrases to teach. There are several areas that should always be included in vocabulary instruction. In addition to single words, idioms: (time on my hands, getting cold feet) and phrasal verbs (get in, go out). It's especially important for students to learn idioms, phrasal verbs, because there's no logical way to figure out their meaning from the individual words. Also keep in mind that reading is a channel for new vocabulary growth, so always include vocabulary exercises whenever you assign new reading material. It's also a good idea to have students keep a vocabulary notebook. The notebook could be organized into sections for words from novels, selected readings, or news articles, as well as vocabulary they've encountered at random. However the vocabulary books are organized, make sure everyone has the same plan. In this section there are several good strategies you can use for teaching vocabulary. There are also activities you can try with your students to increase their knowledge of English vocabulary.</div>

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Wordfocus.com | English vocabulary words derived from Latin and Greek prefixes | Etymology - 0 views

www.wordfocus.com

vocabulary english words esol esl language etymology education educational games learning language learning latin greek knowledge history communication resources reference

shared by izz aty on 21 Feb 12 - Cached

izz aty on 21 Feb 12

Our vocabulary and language are the way we are able to express our thoughts, ideas and opinions. They are the building blocks of our communication. The more accurately and concisely we communicate, the easier it is to accomplish our goals. Having a formal education is not necessary to have a large vocabulary. In fact, most people improve their vocabulary on their own. It is our hope this website, along with other linked sites, will help you improve your vocabulary and English skills.

<div class="cArrow"> </div><div class="cContentInner">Our vocabulary and language are the way we are able to express our thoughts, ideas and opinions. They are the building blocks of our communication. The more accurately and concisely we communicate, the easier it is to accomplish our goals. Having a formal education is not necessary to have a large vocabulary. In fact, most people improve their vocabulary on their own. It is our hope this website, along with other linked sites, will help you improve your vocabulary and English skills.</div>

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Romanticism - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Romanticism

romanticism philosophy europe european history history world history literature arts art poetry

shared by izz aty on 11 May 14 - Cached

Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850
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Partly a reaction to the Industrial Revolution,[1] it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature
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embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,[3] education[4] and the natural sciences.[5]
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...42 more annotations...
effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, its long-term effect on the growth of nationalism was probably more significant
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The movement validated intense emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities: both new aesthetic categories
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r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
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made spontaneity a desirable characteristic
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elevated folk art and ancient custom to a noble status
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Romanticism embraced the exotic, the unfamiliar, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
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argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
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the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
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vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
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Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
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In order to truly express these feelings, the content of the art must come from the imagination of the artist, with as little interference as possible from "artificial" rules dictating what a work should consist of
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The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law"
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in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
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the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
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The concept of the genius, or artist who was able to produce his own original work through this process of "creation from nothingness", is key to Romanticism, and to be derivative was the worst sin
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romantic originality.
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a strong belief and interest in the importance of nature. However this is particularly in the effect of nature upon the artist when he is surrounded by it, preferably alone
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In contrast to the usually very social art of the Enlightenment, Romantics were distrustful of the human world, and tended to believe that a close connection with nature was mentally and morally healthy
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in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
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by the middle of the 18th century "romantic" in English and romantique in French were both in common use as adjectives of praise for natural phenomena such as views and sunsets, in a sense close to modern English usage but without the implied sexual element
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only from the 1820s that Romanticism certainly knew itself by its name, and in 1824 the Académie française took the wholly ineffective step of issuing a decree condemning it in literature
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Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
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Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
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In other fields and other countries the period denominated as Romantic can be considerably different; musical Romanticism, for example, is generally regarded as only having ceased as a major artistic force as late as 1910, but in an extreme extension the Four Last Songs of Richard Strauss are described stylistically as "Late Romantic" and were composed in 1946–48.[23] However in most fields the Romantic Period is said to be over by about 1850, or earlie
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early period of the Romantic Era was a time of war, with the French Revolution (1789–1799) followed by the Napoleonic Wars until 1815. These wars, along with the political and social turmoil that went along with them, served as the background for Romanticism
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t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
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ts relationship to the French Revolution which began in 1789 in the very early stages of the period, is clearly important, but highly variable depending on geography and individual reactions
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ost Romantics can be said to be broadly progressive in their views, but a considerable number always had, or developed, a wide range of conservative views
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In philosophy and the history of ideas, Romanticism was seen by Isaiah Berlin as disrupting for over a century the classic Western traditions of rationality and the very idea of moral absolutes and agreed values, leading "to something like the melting away of the very notion of objective truth",[27] and hence not only to nationalism, but also fascism and totalitarianism
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The painter, the poet, the composer do not hold up a mirror to nature, however ideal, but invent; they do not imitate (the doctrine of mimesis), but create not merely the means but the goals that they pursue; these goals represent the self-expression of the artist's own unique, inner vision, to set aside which in response to the demands of some "external" voice — church, state, public opinion, family friends, arbiters of taste — is an act of betrayal of what alone justifies their existence for those who are in any sense creative
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An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."
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The end of the Romantic era is marked in some areas by a new style of Realism, which affected literature, especially the novel and drama, painting, and even music, through Verismo opera
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movement was led by France, with Balzac and Flaubert in literature and Courbet in painting; Stendhal and Goya were important precursors of Realism in their respective media
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In literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature
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Joseph maintained that invention and imagination were the chief qualities of a poet
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1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament
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Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
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Important motifs in German Romanticism are travelling, nature, and Germanic myths
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The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements
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The significance to Romanticism of childhood innocence, the importance of imagination, and racial theories all combined to give an unprecedented importance to folk literature, non-classical mythology and children's literature, above all in Germany
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The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
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Unlike the much later work of Hans Christian Andersen, who was publishing his invented tales in Danish from 1835, these German works were at least mainly based on collected folk tales, and the Grimms remained true to the style of the telling in their early editions, though later rewriting some parts
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Journey of Mankind - The Peopling of the World - 0 views

www.bradshawfoundation.com/journey

history society mankind migration people world archaeology climatology fossil interactive education africa science

shared by izz aty on 04 Jun 11 - Cached

izz aty on 04 Jun 11

The Bradshaw Foundation, in association with Stephen Oppenheimer, presents a virtual global journey of modern man over thelast 160,000 years. The map will hosw for the first time the intearction of migration and climate over this period. We are the descendants of a few small groups of tropical Africans who united in the face of adversity, not only to the point of survival but to the development of a sophisticate social interaction and culture expressed throughmany forms. Based on a synthesis of mtDNA and Y chromosome evidence with archaeology, climatology and fossil study, Stephen Oppenheimer has tracked the routes and timing of migration, placing it in context with ancient rock art around the world.

<div class="cArrow"> </div><div class="cContentInner">The Bradshaw Foundation, in association with Stephen Oppenheimer, presents a virtual global journey of modern man over thelast 160,000 years. The map will hosw for the first time the intearction of migration and climate over this period. We are the descendants of a few small groups of tropical Africans who united in the face of adversity, not only to the point of survival but to the development of a sophisticate social interaction and culture expressed throughmany forms. Based on a synthesis of mtDNA and Y chromosome evidence with archaeology, climatology and fossil study, Stephen Oppenheimer has tracked the routes and timing of migration, placing it in context with ancient rock art around the world.</div>

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Creative Writing: EFL Poetry Exercises | Teaching and Learning - 0 views

efl.briancullen.net/e-writing-efl-poetry-exercises

grammar esl english language language learning creative writing exercises

shared by izz aty on 11 Aug 11 - No Cached

izz aty on 11 Aug 11

While many people think of poetry as something that is difficult and would be hard for non-native speakers, Alan provided some excellent exercises to show how even low-level learners of English can easily get into L2 creativity through simple poetry exercises. In this way, they can express emotions and incidents from their own lives in simple English which helps them to gain a better understanding of the communication resources at their disposal as well as providing strong motivation for further study. Below, I have described his exercises with my own simple poetry examples.

<div class="cArrow"> </div><div class="cContentInner">While many people think of poetry as something that is difficult and would be hard for non-native speakers, Alan provided some excellent exercises to show how even low-level learners of English can easily get into L2 creativity through simple poetry exercises. In this way, they can express emotions and incidents from their own lives in simple English which helps them to gain a better understanding of the communication resources at their disposal as well as providing strong motivation for further study. Below, I have described his exercises with my own simple poetry examples.</div>

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ESL Cafe's Idea Cookbook - Personality adjectives with Alanis Morisette - 1 views

www.eslcafe.com/...index.cgi

worksheet activities songs music education english language learning language resources reference adjectives grammar

shared by izz aty on 12 Aug 11 - No Cached

izz aty on 12 Aug 11

Here is an activity that I designed and used with my beginner level university prep school students. Before listening to the song, we talked about personalities, boarded some adjectives, and suggeted some opposites of these adjectives. Then I gave out the handouts and we went over the words together and talked about the new vocabulary together. I explained the students that they are going to listen the song, and try to fill in the blanks using the words on the right. It is important to tell the students that these words are not the opposites or antonyms of the adjectives given in the song, but there are just contradictions or some kind of relationship between them. The students also choose from the multile choice options or guess what the singer is going to say before listening to the song. Before listening to the song, I asked the students to work in pairs or small group and try to fill in blanks. As a discussion, the students were told to justify their choices. There are also some useful spoken English expressions and collocations in the song such as 'giving a high five, flicking a cigarette' which you might focus on after listening to the song. As a post-listening activity, the students can be asked to write their own versions of the song, describing their own personalities.

<div class="cArrow"> </div><div class="cContentInner">Here is an activity that I designed and used with my beginner level university prep school students. Before listening to the song, we talked about personalities, boarded some adjectives, and suggeted some opposites of these adjectives. Then I gave out the handouts and we went over the words together and talked about the new vocabulary together. I explained the students that they are going to listen the song, and try to fill in the blanks using the words on the right. It is important to tell the students that these words are not the opposites or antonyms of the adjectives given in the song, but there are just contradictions or some kind of relationship between them. The students also choose from the multile choice options or guess what the singer is going to say before listening to the song. Before listening to the song, I asked the students to work in pairs or small group and try to fill in blanks. As a discussion, the students were told to justify their choices. There are also some useful spoken English expressions and collocations in the song such as 'giving a high five, flicking a cigarette' which you might focus on after listening to the song. As a post-listening activity, the students can be asked to write their own versions of the song, describing their own personalities.</div>

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if I was / if I were - WordReference Forums - 0 views

forum.wordreference.com/showthread.php

grammar probability if i if reference english learning teaching language learning language

shared by izz aty on 22 Aug 11 - No Cached

Whenever, impossible situations(hypothetical ones) needed to be expressed, were would be used. If we rather wanted to express a past situation which could have been possible otherwise, was might replace were there.
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Wandering thoughts lane: Tips for writing Spoken Word - 0 views

wanderingthoughtslane.blogspot.com/...spoken-word.html

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached

1. Start off with something easy. Sarah Kay gave some suggestions on how you should start writing poetry by writing lists. For example, start writing a list of 5-10 things I know to be true, or I should've learned by now. Also try 10 things I love/want/had.
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2. Don't try too hard.  Don't try to write super complicated filled with emotions and metaphors poems from the beginning, you'll only end up waisting time and feeling disappointed. Your first poems should go naturally, easy, that way you'll be amazed to see how far you've come after a while.
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3. Inspire yourself Look around you for things to inspire you. For example you can listen to some poetry, maybe one word or one phrase someone recites triggers something inside your brain. Listening to music is also a great inspiration source -at least for me. When I listen to music I can picture the story behind the song (but mostly only when I listen to instrumentals). Also, try to look at the world from a different perspective. When you take a walk try to observe as many things as possible, a funny incident, a person you like, a beautiful view on the landscapes. Inspire yourself from everything around you.
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...8 more annotations...
6. Revise and rewrite your poems  If it doesn't sound very good right after it's done that's alright, just give it some time. Focus on writing other poems and come back to revise this one after a while, you'll have a different perspective after you took a brake from it. It'll help you see the bigger picture.
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5. Read your poems out loud  I know it sounds like no big deal but trust me it makes a difference.
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4. Read/watch as many spoken word/poems as possible Pay attention to what suits you better, which artists do you like most and why. Understand it and go in that direction. For example if you like an artists that always has funny poems you may be prone to write funny poems, it's likely they'll make you feel more comfortable. You can always experience other types of poems if you want to!
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7. Use your imagination. That's what I love most about artists, they CREATE their world however they want it to be, and they can drag you into their stories faster than you can even realize it. So use your imagination, create whatever you wish and do your best to convince the audience (even if the audience is just you or a couple of friends of yours.) that world you're writing really exists. 
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8. Spoken word doesn't have to rhyme So don't struggle to find rhymes. But, if you have a good rhyme in mind. don't hesitate! Make it part of your poetry, find your flow.
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9. Make a special notebook for poetry writing. I bought my poetry notebook just because I liked the cover of it. Every time I pull it out of my bag it makes me smile. Also one more thing I did was to write quotes from my best poems on colored post it notes and stick them on the first page of the notebook. That way every time I open the notebook to write I can read pieces of my best creations and feel proud. It really boosts up your morale. 
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10. Be honest with yourself If something hurt you and it still does let it out, don't back from your thoughts and feelings. If you worry your poem will be too cheesy or too sad, stop worrying! just let it be. Acknowledge the fact that those thoughts were haunting your brain for some time now. Get to know them and set them free...and what better way is there to set thoughts free than by poetry?
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11.  Write as often as possible And this is, the most important thing of all. Write constantly, even if you have just one or two sentences in mind, just write them down. Also, carry the notebook with you all the time. You never know when something will trigger the inspiration in you.
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izz aty on 10 Aug 14

"the spoken word has been an outlet for people to release their views outside the academic and institutional domains of the university and academic or small press. The spoken word and its most popular offshoot, slam poetry, evolved into the present day soap-box for people, especially younger ones, to express their views, emotions, life experiences or information to audiences. The views of spoken word artists encompass frank commentary on religion, politics, sex and gender, often taboo subjects in the world of contemporary academic poetry. Spoken word is used to inform or make an audience conscious of some human aspect pertaining to life*"

<div class="cArrow"> </div><div class="cContentInner">"the spoken word has been an outlet for people to release their views outside the academic and institutional domains of the university and academic or small press. The spoken word and its most popular offshoot, slam poetry, evolved into the present day soap-box for people, especially younger ones, to express their views, emotions, life experiences or information to audiences. The views of spoken word artists encompass frank commentary on religion, politics, sex and gender, often taboo subjects in the world of contemporary academic poetry. Spoken word is used to inform or make an audience conscious of some human aspect pertaining to life*"</div>

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Psychology Facts | Psychology and Handwriting Analysis: Margins - 0 views

neurolove.me/...d-handwriting-analysis-margins

psychology handwriting psychoanalysis people society social phenomenon social science culture commuity

shared by izz aty on 28 Mar 13 - No Cached

left represents the past
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right represents the future
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The ideal adult margins, based on graphology, would be to have the left margin a little wider than the right margin. This would be a healthy left/right balance, meaning you have a healthy relation to the past & future. 
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...30 more annotations...
A. Margins Even All Around
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Someone who is controlling his/her right margin must write more slowly.
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people who keep their margins even all around are most interested in the visual effect. They actually see the paper as almost like a work of art. They are extremely appearance-conscious and interested in beauty, design, symmetry, order, and balance.
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very detailed-minded, and, of course, to give up spontaneity in the process. Such people plan everything ahead to a great degree.
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B. Overly Wide Left Margin
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the person who has a very wide left margin is subconsciously putting up an imaginary barrier between himself and the past. This trait is almost always an indication of someone who’s had a terrible past from which he is eager to flee.
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C. Overly Wide Right Margin
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When you are moving to the right, you’re moving towards your goals and the future. When you stop too soon at the end of your lines, somewhere in your subconscious is a little voice saying, “Uh-oh. I have to stop. I have to return to the left, to the past and the familiar. This is as far as I can go.”
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D. Margins Too Wide All Around
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Writing with margins that are too wide all around is abnormal
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. This sort of person needs to be protected by four solid walls. He cannot make it on his own. He doesn’t relate to his environment in a normal manner or fit into society in an average way. 
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E. Left Margin Widening as It Descends
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rapid and spontaneous writing. If you’re writing quickly and spontaneously, you will leave wider and wider left margins as you descend (down) the page.
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F. Left Margin Narrowing as It Descends
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a tendency to start out brave, going towards the future, but eventually retreating to the past and what is familiar.
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G. Narrow Margins on Left & Right Side
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Some people write all the way to the side on both the left and right, leaving no side margin whatsoever. This trait indicates one who leaves no room for other people. Such a person doesn’t see things from other people’s point of view
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He takes up all the space and doesn’t see himself properly in relation to his environment, leaving no room for the rights and opinions of others. 
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H. Uneven Left Margin
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. The left margin represents “the line of society.” Thus, each time we return to the left, it’s up to us whether we’re going to align the next word, or we’re going to get “out of line.” That small percentage who do not have a straight left margin are those people who cannot conform to society’s standards. These are also people who, quite expectedly, would not do well in a strict nine-to-five job
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I. No Margins at All
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With no margins, filling every inch of the paper, indicates someone who feels he must fill every waking moment of his life with an activity. It means compulsively busy, leaving no stone unturned. Very such people have miserly natures as well. This person also leaves no room for the rights or opinions of others
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J. Wide Upper Margin
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The lower you start, the more you tend to have formal, respectful feelings toward the person to whom you’re writing, such as a letters/papers to teachers, businesses…etc. You waste more paper to show respect, and you “lower” down on the paper. 
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K. Narrow Upper Margin
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a narrow upper margin means you are feeling more familiar than formal toward the person to whom you are writing. By starting high on the paper, you don’t “bow down” or “lower yourself” to show respect.
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L. Narrow Lower Margin
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writing until there was no room left - until the writing is crushed. This means someone who delays the inevitable. Such a person is so eager to express himself that he feels it would take too much time to turn the paper over or get another sheet. 
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M. Crushed Right Margin
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dangerous impulsiveness. People like this bash their heads into the wall and do it again and again - (They don’t learn from their mistakes.) They don’t have the sense to say it to themselves, “Hey, wait a minute. You know, the paper ends, and I have to accommodate.” They don’t say it because they don’t care or think about it
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izz aty on 28 Mar 13

A blank piece of paper represents life itself, and what you do on that blank paper represents how you interact with other people and with life around you.

<div class="cArrow"> </div><div class="cContentInner">A blank piece of paper represents life itself, and what you do on that blank paper represents how you interact with other people and with life around you. </div>

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hot chocolate and mint: Being Sensible - 0 views

dianarikasari.blogspot.com/...being-sensible.html

anger emotions peace calm blog life growth positive lesson control

shared by izz aty on 10 Mar 12 - No Cached

There’s nothing wrong with being angry. In fact, there are times when we should be angry; when people lie to us, when someone abuses our rights, when someone forces us to do something that is against our belief, when people disrespect us, and so forth. But being angry is right when released in the right way too. Just like how there’s the right way to talk to people, there is also the right way to express our anger; with grace.
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when you’re really angry at someone, try to keep it between just the two of you. You don’t have to take people down in front of everyone just because they made you crazily angry for that very minute.
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People make mistakes, and there are reasons for them. So listen to them first, then judge and evaluate.
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...1 more annotation...
The moment you take it public, you are putting someone’s life at risk. Because you never know how one impulsive tweet or announcement can change a person’s life. Have the sense to put ourselves in other people’s shoes. Life’s not always about me, me and me
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izz aty on 10 Mar 12

One of the easiest things to do in life is to "be angry". Somehow, for some people, being angry seems to be far much easier than being happy.

<div class="cArrow"> </div><div class="cContentInner">One of the easiest things to do in life is to "be angry". Somehow, for some people, being angry seems to be far much easier than being happy.</div>

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expressions of greeting -- meaning - WordReference Forums - 0 views