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izz aty

How I Was Able to Ace Exams Without Studying | zen habits - 0 views

zenhabits.net/ace-exams

habits study study tips student learner learning learning styles education

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    In high school, I rarely studied. Despite that, I graduated second in my class. In university, I generally studied less than an hour or two before major exams. However, over four years, my GPA always sat between an A and an A+. Recently I had to write a law exam worth 100% of my final grade. Unfortunately, I was out of the country and didn't get back by plane until late Sunday night. I had to write the test at 9 am Monday morning. I got an A after just one hour of review on the plane. The fact is most of my feats are relatively mundane. I've had a chance to meet polyglots who speak 8 languages, people who have mastered triple course loads and students who went from C or B averages to straight A+ grades while studying less than before.
izz aty

6 Women Scientists Who Were Snubbed Due to Sexism - 0 views

news.nationalgeographic.com/...overlooked-dna-history-science

women science scientific women education research experiment sexism discrimination

shared by izz aty on 01 Jul 14 - No Cached
  • Several people posted comments about our story that noted one name was missing from the Nobel roster: Rosalind Franklin, a British biophysicist who also studied DNA. Her data were critical to Crick and Watson's work. But it turns out that Franklin would not have been eligible for the prize—she had passed away four years before Watson, Crick, and Wilkins received the prize, and the Nobel is never awarded posthumously.But even if she had been alive, she may still have been overlooked. Like many women scientists, Franklin was robbed of recognition throughout her career (See her section below for details.)
  • Pulsars are the remnants of massive stars that went supernova. Their very existence demonstrates that these giants didn't blow themselves into oblivion—instead, they left behind small, incredibly dense, rotating stars.Bell Burnell discovered the recurring signals given off by their rotation while analyzing data printed out on three miles of paper from a radio telescope she helped assemble.The finding resulted in a Nobel Prize, but the 1974 award in physics went to Anthony Hewish—Bell Burnell's supervisor—and Martin Ryle, also a radio astronomer at Cambridge University.The snub generated a "wave of sympathy" for Bell Burnell. But in an interview with National Geographic News this month, the astronomer was fairly matter-of-fact.
  • despite the sympathy, and her groundbreaking work, Bell Burnell said she was still subject to the prevailing attitudes toward women in academia.
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  • "[And] it was extremely hard combining family and career," Bell Burnell said, partly because the university where she worked while pregnant had no provisions for maternity leave.
  • Born in 1922 in the Bronx, Esther Lederberg would grow up to lay the groundwork for future discoveries on genetic inheritance in bacteria, gene regulation, and genetic recombination.A microbiologist, she is perhaps best known for discovering a virus that infects bacteria—called the lambda bacteriophage—in 1951, while at the University of Wisconsin.Lederberg, along with her first husband Joshua Lederberg, also developed a way to easily transfer bacterial colonies from one petri dish to another, called replica plating, which enabled the study of antibiotic resistance. The Lederberg method is still in use today.Joshua Lederberg's work on replica plating played a part in his 1958 Nobel Prize for physiology or medicine, which he shared with George Beadle and Edward Tatum."She deserved credit for the discovery of lambda phage, her work on the F fertility factor, and, especially, replica plating," wrote Stanley Falkow, a retired microbiologist at Stanford University, in an email. But she didn't receive it.
  • Lise Meitner's work in nuclear physics led to the discovery of nuclear fission—the fact that atomic nuclei can split in two. That finding laid the groundwork for the atomic bomb.Her story is a complicated tangle of sexism, politics, and ethnicity.After finishing her doctoral degree in physics at the University of Vienna, Meitner moved to Berlin in 1907 and started collaborating with chemist Otto Hahn. They maintained their working relationship for more than 30 years.After the Nazis annexed Austria in March 1938, Meitner, who was Jewish, made her way to Stockholm, Sweden. She continued to work with Hahn, corresponding and meeting secretly in Copenhagen in November of that year.Although Hahn performed the experiments that produced the evidence supporting the idea of nuclear fission, he was unable to come up with an explanation. Meitner and her nephew, Otto Frisch, came up with the theory.Hahn published their findings without including Meitner as a co-author, although several accounts say Meitner understood this omission, given the situation in Nazi Germany."That's the start of how Meitner got separated from the credit of discovering nuclear fission," said Lewin Sime, who wrote a biography of Meitner.
  • Chien-Shiung Wu overturned a law of physics and participated in the development of the atom bomb.Wu was recruited to Columbia University in the 1940s as part of the Manhattan Project and conducted research on radiation detection and uranium enrichment. She stayed in the United States after the war and became known as one of the best experimental physicists of her time, said Nina Byers, a retired physics professor at the University of California, Los Angeles.In the mid-1950s, two theoretical physicists, Tsung-Dao Lee and Chen Ning Yang, approached Wu to help disprove the law of parity. The law holds that in quantum mechanics, two physical systems—like atoms—that were mirror images would behave in identical ways.Wu's experiments using cobalt-60, a radioactive form of the cobalt metal, upended this law, which had been accepted for 30 years.This milestone in physics led to a 1957 Nobel Prize for Yang and Lee—but not for Wu, who was left out despite her critical role. "People found [the Nobel decision] outrageous," said Byers.Pnina Abir-Am, a historian of science at Brandeis University, agreed, adding that ethnicity also played a role.
  • Rosalind Franklin used x-rays to take a picture of DNA that would change biology.Hers is perhaps one of the most well-known—and shameful—instances of a researcher being robbed of credit, said Lewin Sime.Franklin graduated with a doctorate in physical chemistry from Cambridge University in 1945, then spent three years at an institute in Paris where she learned x-ray diffraction techniques, or the ability to determine the molecular structures of crystals. (Learn more about her education and qualifications.)She returned to England in 1951 as a research associate in John Randall's laboratory at King's College in London and soon encountered Maurice Wilkins, who was leading his own research group studying the structure of DNA.Franklin and Wilkins worked on separate DNA projects, but by some accounts, Wilkins mistook Franklin's role in Randall's lab as that of an assistant rather than head of her own project.Meanwhile, James Watson and Francis Crick, both at Cambridge University, were also trying to determine the structure of DNA. They communicated with Wilkins, who at some point showed them Franklin's image of DNA—known as Photo 51—without her knowledge.Photo 51 enabled Watson, Crick, and Wilkins to deduce the correct structure for DNA, which they published in a series of articles in the journal Nature in April 1953. Franklin also published in the same issue, providing further details on DNA's structure.Franklin's image of the DNA molecule was key to deciphering its structure, but only Watson, Crick, and Wilkins received the 1962 Nobel Prize in physiology or medicine for their work.
  • Nettie Stevens performed studies crucial in determining that an organism's sex was dictated by its chromosomes rather than environmental or other factors.After receiving her doctorate from Bryn Mawr College in Pennsylvania, Stevens continued at the college as a researcher studying sex determination.By working on mealworms, she was able to deduce that the males produced sperm with X and Y chromosomes—the sex chromosomes—and that females produced reproductive cells with only X chromosomes. This was evidence supporting the theory that sex determination is directed by an organism's genetics.A fellow researcher, named Edmund Wilson, is said to have done similar work, but came to the same conclusion later than Stevens did.Stevens fell victim to a phenomenon known as the Matilda Effect—the repression or denial of the contributions of female researchers to science.Thomas Hunt Morgan, a prominent geneticist at the time, is often credited with discovering the genetic basis for sex determination, said Pomona College's Hoopes. He was the first to write a genetics textbook, she noted, and he wanted to magnify his contributions."Textbooks have this terrible tendency to choose the same evidence as other textbooks," she added. And so Stevens' name was not associated with the discovery of sex determination.
  • the first wife of Albert Einstein should be in this list. People know so little about her, and I think she deserves to be known. 
  • Vera Rubin, for accurate studies discovering dark matter.
  • How sadly ironic that the very woman who set the stage for the  DNA structure discovery, which in 1994 helped make it possible to genetically test and confirm BRCA carriers like Angelina Jolie and me (with familial cancer holocausts generation, after generation, after generation), did not have access the test that could have saved her life so she could go on with the research she loved and win a Nobel Prize.
izz aty

http://www.anitacrawley.net/Resources/Articles/GarrisonKanuka2004.pdf - 0 views

www.anitacrawley.net/...GarrisonKanuka2004.pdf

blended learning education learning references

shared by izz aty on 09 Dec 15 - No Cached
  • izz aty on 09 Dec 15
     
    blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences. There is considerable intuitive appeal to the concept of integrating the strengths of synchronous (face-to-face) and asynchronous (text-based Internet) learning activities. At the same time, there is considerable complexity in its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts. To begin, it is important to distinguish blended learning from other forms of learning that incorporate online opportunities. First, blended learning is distinguished from that of enhanced classroom or fully online learning experiences (see Fig. 1). However, it is not clear as to how much, or how little, online learning is inherent to blended learning. In fact, this is only a rough, indirect measure that may be misleading. The real test of blended learning is the effective integration of the two main components (face-to-face and Internet technology) such that we are not just adding on to the existing dominant approach or method. This holds true whether it be a face-to-face or a fully Internet-based learning experience. A blended learning design represents a significant departure from either of these approaches. It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic, starting with various specific contextual needs and contingencies (e.g., discipline, developmental level, and resources). In this respect, no two blended learning designs are identical. This introduces the great complexity of blended learning.
izz aty

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
  • right represents the future
  • 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. 
  • ...30 more annotations...
  • A. Margins Even All Around
  • Someone who is controlling his/her right margin must write more slowly.
  • 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.
  • very detailed-minded, and, of course, to give up spontaneity in the process. Such people plan everything ahead to a great degree.
  • B. Overly Wide Left Margin
  • 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.
  • C. Overly Wide Right Margin
  • 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.”
  • D. Margins Too Wide All Around
  • Writing with margins that are too wide all around is abnormal
  • . 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. 
  • E. Left Margin Widening as It Descends
  • 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.
  • F. Left Margin Narrowing as It Descends
  • a tendency to start out brave, going towards the future, but eventually retreating to the past and what is familiar.
  • G. Narrow Margins on Left & Right Side
  • 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
  • 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. 
  • H. Uneven Left Margin
  • . 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
  • I. No Margins at All
  • 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
  • J. Wide Upper Margin
  • 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. 
  • K. Narrow Upper Margin
  • 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.
  • L. Narrow Lower Margin
  • 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. 
  • M. Crushed Right Margin
  • 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
  • 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. 
izz aty

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.
  • 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.
  • People make mistakes, and there are reasons for them. So listen to them first, then judge and evaluate.
  • ...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
  • 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.
izz aty

Etymology - English Word Histories - Stories of Words - Definition of Etymology - 0 views

grammar.about.com/...Etymologywords.htm

vocabulary english etymology words esol esl language learning language education world society history stories learning teaching knowledge

shared by izz aty on 21 Feb 12 - Cached
  • A definition tells us what a word means and how it's used in our own time. An etymology tells us where a word came from (often, but not always, from another language) and what it used to mean.
  • The word etymology is derived from the Greek word etymon, which means "the true sense of a word." But in fact the original meaning of a word is often different from its contemporary definition. The meanings of many words have changed over time, and older senses of a word may grow uncommon or disappear entirely from everyday use. Disaster, for instance, no longer means the "evil influence of a star or planet," just as consider no longer means "to observe the stars."
  • New words have entered (and continue to enter) the English language in many different ways. Here are some of the most common ways.
  • ...9 more annotations...
  • Borrowing The majority of the words used in modern English have been borrowed from other languages. Although most of our vocabulary comes from Latin and Greek (often by way of other European languages), English has borrowed words from more than 300 different languages around the world.
  • Clipping or Shortening Some new words are simply shortened forms of existing words
  • Neologisms or Creative Coinages Now and then, new products or processes inspire the creation of entirely new words.
  • Blends A blend (also called a portmanteau word) is a word formed by merging the sounds and meanings of two or more other words.
  • Conversion or Functional Shift New words are often formed by changing an existing word from one part of speech to another
  • Transfer of Proper Nouns Sometimes the names of people, places, and things become generalized vocabulary words.
  • Compounding A new word may also be created by combining two or more existing words
  • Imitation of Sounds Words are also created by onomatopoeia, naming things by imitating the sounds that are associated with them
  • If a word's etymology is not the same as its definition, why should we care at all about word histories? Well, for one thing, understanding how words have developed can teach us a great deal about our cultural history. In addition, studying the histories of familiar words can help us to deduce the meanings of unfamiliar words, thereby enriching our vocabularies. Finally, word stories are often both entertaining and thought provoking.
  • izz aty on 21 Feb 12
     
    The etymology of a word refers to its origin and historical development: that is, its earliest known use, its transmission from one language to another, and its changes in form and meaning. Etymology is also the term for the branch of linguistics that studies word histories.
izz aty

25 Documentaries That Will Make You Cry Uncontrollably - 0 views

www.buzzfeed.com/...ll-make-you-cry-uncontrollably

entertainment documentary life sad world society people culture lifestyle social phenomenon social issues

shared by izz aty on 28 Feb 14 - No Cached
    • izz aty
      izz aty on 28 Feb 14
       
      No list of tear-inducing documentaries is complete without "Sex In A Cold Climate." It follows survivors of Ireland's Magdalene Asylums, and the abuse they endured there, working long hours for no pay, forcibly separated from their children, some being beaten and molested by nuns and priests. The idea that such places existed in our lifetime (the last asylum closed in 1996) is mind boggling, and these women still have not seen justice.
    • izz aty
      izz aty on 28 Feb 14
       
      I really suggest "Under Our Skin." It's a documentary that shows the struggle of Chronic Lyme disease patients and how so many people are going untreated. As a Chronic Lyme disease patient myself, I must say that everything being documented in this film is completely accurate. I would't say this unless I was absolutely confident. I know many documentaries tend to be biased, but this one says it like it is. I promise you won't be disappointed.
    • izz aty
      izz aty on 28 Feb 14
       
      I Cried so hard watching Bridegroom Movie
  • ...13 more annotations...
    • izz aty
      izz aty on 28 Feb 14
       
      "The Suicide Tourist" I cried ridiculously over. I thought it was a very brave, balanced, and interesting look at the choice to die, but I'd never actually watched a real person die that close up before and found it very difficult to see having followed this man's story throughout the film.
    • izz aty
      izz aty on 28 Feb 14
       
      I also HIGHLY recommend Whore's Glory. Incredibly well made, but progressively more heartbreaking with each section of the film.
    • izz aty
      izz aty on 28 Feb 14
       
      "Dream of a life", a movie about Joyce Carol Vincent, a Londoner. Better if you don't know the details until watching. Will stay with you for long after the film ends but is a very moving story and in David Sedaris' words, "was the best argument for the buddy system I had ever seen" (Although he was writing about someone else).
    • izz aty
      izz aty on 28 Feb 14
       
      The Brandon Teena Story, enough said.
    • izz aty
      izz aty on 28 Feb 14
       
      I was really hoping to see At The Death House Door listed here, which is available on Netflix and for free on Vimeo. It follows a Texas death house chaplain who worked over 15 years ministering to men on death row, including some he believed to be innocent. Never wanting to burden his family with what he saw, he spoke his feelings into a tape recorder after every execution. He began his job as the kind of person many Americans are, that is, pro-death penalty. See for yourself if that changes.
    • izz aty
      izz aty on 28 Feb 14
       
      No list is complete of tear jerking documentaries without "The Boy Whose Skin Fell Off" Before he died he narrated his own story. Heartbreaking and wonderful. https://www.youtube.com/watch?v=Dmahlc6n9_A
    • izz aty
      izz aty on 28 Feb 14
       
      Bully should be added to this list!
    • izz aty
      izz aty on 28 Feb 14
       
      I've seen #6 and #12. "My Flesh and Blood" was really good, but it was more disturbing than sad. I cried my goddamned eyes out of my skull during "Bulgaria's Abandoned Children." I had to watch a follow-up just to get through life.  Also, docus don't have to be sad or jarring. There is one called "Praying With Lior" about a Jewish boy with down syndrome that made me cry happy tears.
    • izz aty
      izz aty on 28 Feb 14
       
      You forgot Children of Beslan, about the Beslan school hostage crisis. If you do not weep when a little boy survivor talks about how he was waiting for Harry Potter to come save him... uuugh I can't even type that without tears.
    • izz aty
      izz aty on 28 Feb 14
       
      Highly reccomend watching Project Nim about an experiment raising a chimp like a human child. Also http://www.animalsaustralia.org/features/why-we-think-the-way-we-do-about-animals.php excellent talk about how we perceive different species.
    • izz aty
      izz aty on 28 Feb 14
       
      I started watch the Dying Rooms, it's about 'hospitals' in China where you can drop off ur babies (a, List all girls) and then they're left in rooms to die. I couldn't finish it because it was secretly filmed so you can actually see the starving babies, it's awful
    • izz aty
      izz aty on 28 Feb 14
       
      Life According to Sam, Love Marilyn, Valentine Road come highly recommended. Two will make you sad, one is bittersweet but uplifting!
    • izz aty
      izz aty on 28 Feb 14
       
      I recently watched "The Whale" which was simultaneously sad and uplifting. The fact that this whale was seeking the company of humans in very charming ways was such a beautiful example of interspecies connection, it was impossible not to be moved by this. However, what to do about this, given that the whale was approaching dangerous boats and potentially dangerous people, is a real puzzle. Should the whale be indulged the only interaction available to him in his lonely existence, or should we turn our backs on his loneliness to support his physical survival? There is no easy answer, but it does give viewers something to consider in how we regard our animal friends and their needs.
izz aty

Grace Dent: Who cares if she spells it Barraco Barner? Gemma Worrall is more employable... - 0 views

www.independent.co.uk/...ish-arts-graduate-9182487.html

employment youth education society social phenomenon social justice social problems causes graduate twitter social networking social media

shared by izz aty on 11 Mar 14 - No Cached
  • away from the classroom, stupidity and smartness are really only relative to what it is one actually needs to know. Because, yes, Gemma hasn’t much of a grip on Ukraine – neither have I, but I’m a damn good bluffer – and neither can she nail the spelling of Barack Obama without making it sound like a delicious vitamin C drink. But as a beautician, Gemma is one of those girls I am constantly giving money hand over fist to.Gemma has a skill. Gemma will most probably have a thorough understanding of Shellac nail procedures and skin exfoliation. She’ll probably know how to remove excess upper-lip hair, push back cuticles and spray a Fantasy tan without missing elbows or staining knees. So, yes, Gemma seemingly can’t spell Barack Obama. But she will always be in employment.
  • We deride the differently skilled and slap down the not quite as sharp, but the country’s cogs turn via the energies of people not quite as bookish as you.
  • Gemma’s slight confusion that Obama is a high-level influencer in British politics – no Westminster pundit in the land would quibble at this suggestion. Also, her worry about provoking Russia and her fear of war aren’t silly in the slightest, they’re absolutely bang on the money
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  • Perhaps Gemma isn’t enormously au fait with the history of the Cold War or the break-up of the Soviet Union, but she’s possibly seen photos in the tabloids of Vladimir Putin with his top off riding a tank or letting stallions nuzzle him – and that’s enough to guide foreign-policy strategy for most of us.
  • As access to the internet makes many of us feel cleverer, more connected, more omniscient, more infallible, it’s tempting to write off all the people “left behind”.All those little unthinking people without university degrees who shape our nails, or clean our houses, or mend our toilets, or rewire our kitchens, and can’t even spell a president’s name without messing it up.But the fact is, they might not know where Ukraine is, and they might not know why Germany doesn’t favour sanctions against Russia, but when the lights go out in your house, they know where the fuse box is and which wires to fiddle with to mend it. And right at that moment that’s a damn sight less stupid than you
izz aty

School choice - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...School_choice

school choice sweden france ESTEkiv

shared by izz aty on 21 Apr 14 - No Cached
  • The French government subsidizes most private primary and secondary schools, including those affiliated with religious denominations, under contracts stipulating that education must follow the same curriculum as public schools and that schools cannot discriminate on grounds of religion or force pupils to attend religion classes. This system of école libre (Free Schooling) is mostly used not for religious reasons, but for practical reasons (private schools may offer more services, such as after-class tutoring) as well as the desire of parents living in disenfranchised areas to send their children away from the local schools, where they perceive that the youth are too prone to delinquency or have too many difficulties keeping up with schooling requirements that the educational content is bound to suffer. The threatened repealing of that status in the 1980s triggered mass street demonstrations in favor of the status.[citation needed]
  • Sweden reformed its school system in 1992.[17] Its system of school choice is one of the freest in the world, allowing students to use public funds for the publicly or privately run school of their choice, including religious and for-profit schools.[17] Fifteen years after the reform, private school enrolment had increased from 1% to 10% of the student population.[17]
izz aty

Folk high school - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Folk_high_school

education folk high school scandinavian scandinvian education nordic private school lifelong learning grundtvig denmark sweden germany norway nigeria austria france use society

shared by izz aty on 10 May 14 - Cached
  • institutions for adult education that generally do not grant academic degrees, though certain courses might exist leading to that goal
  • The concept originally came from the Danish writer, poet, philosopher and pastor N. F. S. Grundtvig
  • Folk high schools in Germany and Sweden are in fact much closer to the institutions known as folkeuniversitet or folkuniversitet in Norway and Denmark which provide adult education. However, unlike the folkuniversitet, folk high schools in Sweden are not connected to a regular university.
  • ...12 more annotations...
  • Grundtvig, regarded as the founder of the folk high school, received inspiration for the concept from the English boarding schools, but Grundtvig's focus was not on formal education but on popular education and enlightenment.
  • give the peasantry and other people from the lower echelons of society a higher educational level through personal development; what Grundtvig called "the living word"
  • The folk high school movement was an act against a conservative ideal of both education and culture. An act against an ideal of literacy and book-learning, a use of language unknown to common people and a learning ideal where the primary relation was between the individual and the book alone.
  • Grundtvig fought for a public education as an alternative to the university elite
  • The folk high schools should be for those wanting to learn in general and to help people form part of human relations and society
  • One of the main concepts still to be found at the folk high schools today is "lifelong learning". The schools should educate for life. They should shed light on basic questions surrounding life of people both as individuals and as members of society.
  • To Grundtvig the ideal was to give the students a sense of a common best and focusing on life as it really is
  • Grundtvig never set down guidelines for the future schools or a detailed description of how they should be run. He declared that the folk high schools should be arranged and developed according to life as it is and the schools should not hold exams because the education and enlightenment was a sufficient reward.
  • The first folk high school was founded in Rødding, Denmark, in 1844. It began on the initiative of Christen Kold, who was a follower of Grundtvig
  • The school was inspired by the need to educate those not fortunate enough to have an education and the poor, or peasantry, who could not spare the time or the money to attend a university
  • The first folk high schools in Sweden were established in 1868. As of 2008, there are about 150 folk high schools throughout the country, most of which are situated in the countryside, often in remote areas
  • Tuition is free, and the students are eligible for normal financial aid for expenses such as accommodation and other school costs. After graduating, the students are eligible to study at a university.
    • izz aty
      izz aty on 10 May 14
       
      sweden's folk schools can act as a pre-uni course
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

Autism Fact Sheet: National Institute of Neurological Disorders and Stroke (NINDS) - 0 views

www.ninds.nih.gov/...detail_autism.htm

autism

shared by izz aty on 29 Sep 14 - Cached
  • The hallmark feature of ASD is impaired social interaction.  As early as infancy, a baby with ASD may be unresponsive to people or focus intently on one item to the exclusion of others for long periods of time.  A child with ASD may appear to develop normally and then withdraw and become indifferent to social engagement.
izz aty

Awesome Chart Comparing Traditional Versus 21st Century Learning ~ Educational Technolo... - 0 views

www.educatorstechnology.com/...art-comparing-traditional.html

education learning

shared by izz aty on 05 Jun 15 - No Cached
  • Dewey’s discussion of experiential and progressive learning. What in the chart is labelled 21st century learner is in fact the kind of learner Dewey theorized in his work more than half  a century ago. Therefore, the ethos are not new but the circumstances are different.
  • dichotomizing traditional and 21st century learning does not necessarily favour the latter over the earlier though 21st century model of learning is what is expected in our classes but more importantly it raises educators critical awareness of the affordances and of inconveniences of each model  in the hope of constructing a robust model that meets the learning needs of individual students.
  • This chart is created by Like to Write  which has two interesting resources: liketowrite.com and liketoread.com .
izz aty

Five Habits to Avoid in Fiction Writing | Scribendi.com - 0 views

www.scribendi.com/...oid_in_fiction_writing.en.html

writing writing style english language learning education reference language esol

shared by izz aty on 05 Jun 15 - No Cached
  • By avoiding these habits, your fiction writing will be greatly improved.
  • 1. Generic verbs and nouns
  • People, places, and things (i.e., nouns) have names, and it's your job to know what they are. Precise nouns work wonders in fiction writing because nouns have connotations or meanings that go beyond their dictionary definitions.
  • ...21 more annotations...
  • This information could hint at what time of year it is (tulips are pretty scarce in September) and could also tell us something about the character who gives the flowers.
  • There are at least 12 synonyms for the verb to laugh, and each one evokes a specific image. A character could express amusement by cackling, chortling, chuckling, giggling, guffawing, snickering, sniggering, tittering, crowing, whooping, simpering, or smirking
  • Precise verbs contribute greatly to characterization.
  • 2. The exception: He said, she said
  • Reading good dialogue makes readers feel like they're actually listening in on a real conversation. Because of this, it can be very disruptive if the author keeps butting in to tell readers that the speaker intoned or declared or asserted or retorted.
  • It may  seem like using "said" repeatedly in dialogue tags is repetitive, but in fact the little word is so inconspicuous, it just fades into the background—which is exactly what we want when we're trying to listen in on a good conversation. The rare deviation is fine (asked, in particular, seems to be okay once in a while), but if you find yourself using a colorful synonym for every dialogue tag in your manuscript or screenplay, you may be doing more harm than good.
  • Third-person narration can be either limited (an objective narrator tells the story by focusing on a particular character's thoughts and interactions) or omniscient (the narrator sees and hears all)
  • many writers, in a misguided attempt to make their fiction writing descriptive, overuse these words.
  • Carrying a steaming and fragrant mug, she walked angrily and loudly into his office. Why write that, when you could have simply said: Carrying her peppermint tea, she stormed into his office. The second sentence actually gives us more information using fewer words.
  • 3. Adjective/Adverb-a-rhea
  • ...and adverbs that introduce redundancy...
  • ...or contradict the meaning of the verb or adjective they modify.
  • 4. Inconsistent point of view
  • In first-person narration, one character tells the story in his or her own voice (using "I")
  • be especially wary of adjectives that don’t actually convey much
  • No single point of view is better than another, but once you have made a choice, be consistent.
  • there are some great examples of novels that experiment with point of view by switching between narrators. But even in these stories, some kind of predictable pattern is imposed for clarity, such as a change in narrator from one chapter to the next, but not within a chapter.
  • 5. Unnaturally expositional, stilted, or irrelevant dialogue
  • Read your dialogue out loud. Does it sound like the way people actually talk
  • Are they talking about the weather? Because if they're talking about the weather, you'd better have a good reason for it.
  • the worst habit a fiction writer can develop is the habit of giving up too easily. Keep writing every day.
izz aty

Issues about Outcomes Based Education - 0 views

www.leaderu.com/...obe.html

OBE uniklguidelines education

shared by izz aty on 05 Jun 15 - Cached
  • Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
  • According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
  • Outcome-based education will change the focus of schools from the content to the student
  • ...29 more annotations...
  • The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
  • the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
  • Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
  • Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
  • According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
  • Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
  • Many teachers find this a positive option for challenging the minimal achiever
  • An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
  • Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
  • Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
  • little mention is made about specific things that students should know as a result of being in school.
  • The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
  • It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
  • Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
  • Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
  • If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
  • Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
  • transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
  • the direction these changes often take is in conflict with our Christian faith
  • "Who has authority over our children?"
  • Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
  • who will determine the learner outcomes for their schools
  • consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
  • If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
  • With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
  • whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
  • although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
  • Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
  • education may become more propagandistic rather than academic in nature
izz aty

Yookoso! Study Japanese language, Kanji; learn about Japanese travel, culture, life, mu... - 0 views

www.yookoso.com

japanese independent learning language learning learning language education

shared by izz aty on 31 May 11 - Cached
  • Are you studying Japanese, thinking of visiting Japan, interested in Japanese culture, people, products, etc.? If so, this site is for you. My name is Jeff Blum and I have been attempting to learn Japanese, off and on, for many years (my progress is very slow). During my studies (both independent and class-based) I have assembled notes summarizing key grammar constructs, word usage nuance, aspects of the language that regularly trip me up, etc. In fact, the name for this site (besides being, well, "welcoming") came from my desire to post my summary notes for the popular Yookoso! textbooks. I have also assembled a huge collection of links to the best sites on the Internet. All of these (well, actually I still haven't posted many of them yet), plus some of my favorite JPOP tunes and their lyrics I share with you here. If you have any feedback to offer, or especially if you want to contribute notes of your own or articles you have written, please do so at jmblum@yookoso.com.
izz aty

Brain Pickings - 0 views

www.brainpickings.org

interesting reference facts fun info education resources research science arts literature philos

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Curating eclectic interestingness from culture's collective brain.
izz aty

Visuals : Facebook and College Admissions | schools.com - 0 views

www.schools.com/...facebook-and-college.html

infographic visualisation facebook school tertiary education college graphics social networking twitter youtube education

shared by izz aty on 31 May 11 - No Cached
  • As Facebook has become more and more popular—if it were a country, it would be the third largest in the world—its use in the field of education has expanded, too. In fact, more than 80% of college admissions officers report using Facebook as part of their recruiting process. Are admissions officers really looking at the Facebook profiles of prospective students? And if so, are they making admissions decisions based on these profiles? Below is an infographic that highlights the answers to these questions and more—which might surprise you.
izz aty

Review of Some Language Learning Communities: Busuu, Livemocha, LingQ, and Hello-Hello ... - 0 views

ielanguages.com/...ivemocha-lingq-and-hello-hello

language learning education language learning social media independent learning

shared by izz aty on 31 May 11 - No Cached
  • A few of the sites I came across were solely for finding teachers, some did not offer any or much free material, and a few were almost exactly what I was looking for. Another aspect of modern language learning that I was hoping to find on these sites was portability – if they offered downloads of audio and text so I did not have to sit at a computer with an internet connection in order to study.  For those of us who work all day long at a computer, the thought of only using a computer to study languages isn’t exactly enticing.  For these reasons, and the fact that I was focusing on German and Italian, my top three choices are Busuu.com, Livemocha.com and Lingq.com, while Hello-Hello.com gets an honorable mention (but mostly because they don’t currently offer German.)
izz aty

Teach Children Well: Teaching Well is About Balance - 0 views

teachwellnow.blogspot.com/...ing-well-is-about-balance.html

teaching teacher education development professional development health leisure fun lifestyle learning routines relationship positive attitude organisation reference web2.0 blog blogger

shared by izz aty on 06 Aug 11 - No Cached
  • Good teachers need to be healthy
  • All work and no play makes teachers (and the classroom) dull
  • if a teacher isn't taking part in developing his or her own learning, then he/she has little to bring to the classroom
  • ...7 more annotations...
  • Creating optimal routines and patterns prior to the school year supports balance
  • making time for relationships can be difficult.  Making a plan as to when and how you'll meet up with friends and relatives throughout the year helps
  • Research shows that when we work collaboratively, we do a better job.  Also, getting involved in new initiatives and endeavors with colleagues is energizing and in the end, makes you more targeted and efficient in the classroom
  • "If you're not part of the solution, then you're part of the problem."
  • make it a rule not to deal with issues on the fly and without all the facts
  • A positive, pleasing, professional demeanor is integral to doing the job well
  • It's important to make the time at the start of the year to teach the students about your classroom organization and routines, so that they can help you to keep the room organized to best serve learning endeavors.
  • izz aty on 06 Aug 11
     
    Teaching well is about balance.  Easier said than done, but a good teacher, like a good parent, has a sense of balance when it comes to what matters. As I begin to think about the school year ahead, I'm beginning to focus on what matters and what the balance needs to be to best teach my students.
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