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block_chain_

Tech Giant TÜV Rheinland Joins Hands With Blockchain Council - 0 views

www.blockchain-council.org/...-hands-with-blockchain-council

multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Council aimed for consultants developers and experts field Blockchain.

shared by block_chain_ on 25 Jun 19 - No Cached
  • block_chain_ on 25 Jun 19
     
    The multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Blockchain Council, aimed for the consultants, developers, and experts in the field of Blockchain.
izz aty

English/Foreign-language movies for teens - 0 views

tiny.cc/moviesforteens

movie entertainment english esol language language learning children family reference movies

shared by izz aty on 29 Jan 13 - No Cached
  • izz aty on 29 Jan 13
     
    This is a list of movies in English/foreign languages that are deemed suitable/good for teens, as suggested by students and friends. They are chosen for ESOL (English for Students of Other Languages) teens in mind, but anyone can watch them. :) Hope this list is useful for other people, in the education field and beyond.
izz aty

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
izz aty

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
  • 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
  • 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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  • 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
  • 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
  • r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • made spontaneity a desirable characteristic
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • 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
  • elevated folk art and ancient custom to a noble status
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
  • 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
  • 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"
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
  • 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
  • romantic originality.
  • 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
  • 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
  • in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
  • 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
  • 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
  • Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
  • Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
  • 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
  • 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
  • t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
  • 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
  • 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
  • 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
  • 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
  • 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."
  • 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
  • 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
  • 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
  • Joseph maintained that invention and imagination were the chief qualities of a poet
  • 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
  • Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
  • Important motifs in German Romanticism are travelling, nature, and Germanic myths
  • 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
  • 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
  • The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
  • 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
izz aty

Cite Tweets with Tweet2Cite - 0 views

tweet2cite.com

tweet twitter reference referencing

shared by izz aty on 18 May 14 - No Cached
  • izz aty on 18 May 14
     
    "Reference Tweets with the quick, easy, and free Tweet citation generator that converts Tweets into, properly formatted MLA, APA and Wikipedia, citations. Paste the URL of the Tweet you want to cite in the field below, tap 'Convert!', and you're on your way!"
izz aty

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

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

finnish special ed inclusive issues dissertationZ

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

Grimaldi, E. 2010.Neoliberalism and the marginalisation of social justice: the making o... - 0 views

www.tandfonline.com/...13603116.2010.548105

neoliberalism education social justice

shared by izz aty on 21 Nov 14 - No Cached
  • The study shows how neoliberalism is increasingly re-defining the domains of validity, normativity and actuality according to an economic rationale; within these domains the actors frame the problems of social exclusion and dropout and choose the solutions to address them
  • the overall framework of discourses of human capital, individualisation, school improvement, performativity and standardisation impedes any contextualised, multidimensional and critical approach to social exclusion as well as the pursuing of any egalitarian outcomes, be they (re)distributional, cultural or associational outcomes.
  • izz aty on 21 Nov 14
     
    "The paper analyses how the establishment of neoliberalism, as the new global orthodoxy, in the field of education implies a substantial subjugation and marginalisation of policies and practices informed by the values of social justice and equity"
block_chain_

Blockchain Pilot Launched By ABB for Solar Energy Sector - 0 views

www.blockchain-council.org/...by-abb-for-solar-energy-sector

#Blockchain #BlockchainNews #Japan #BlockchainApplications#LearnBlockchain #BlockchainPoweredElectricity #BlockchainCouncil

shared by block_chain_ on 03 Jun 19 - No Cached
  • block_chain_ on 03 Jun 19
     
    The presence of blockchain technology is apparent in almost every field today as it is widely adopted on a large scale by all industrial sectors. ABB, the international Electrical Engineering company, is currently undergoing a blockchain project, according to news reports. It is looking for ways to implement blockchain technology in promoting the use of solar energy in p2p energy trading and researching the role of blockchain in the smart grids market. Apparently, the international firm has collaborated with Evolvere, the Italian energy entity, for deploying a blockchain system to assist them in this venture.
izz aty

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.
  • 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.
  • 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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  • 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)
  • 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
  • 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
  • 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.
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Elbert Hubbard - Wikiquote - 0 views

en.wikiquote.org/...Elbert_Hubbard

quotes elbert hubbard education

shared by izz aty on 20 May 15 - No Cached
  • A little more persistence, a little more effort, and what seemed hopeless failure may turn to glorious success. There is no failure except in no longer trying. There is no defeat except from within, no really insurmountable barrier save our own inherent weakness of purpose.
  • Every man should have a college education in order to show him how little the thing is really worth. The intellectual kings of the earth have seldom been college-bred.
  • Anyone who idolizes you is going to hate you when he discovers that you are fallible. He never forgives. He has deceived himself, and he blames you for it.
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  • He picked up the lemons that Fate had sent him and started a lemonade-stand. Hubbard, Elbert (1922). Selected Writings of Elbert Hubbard. V. Wm. H. Wise & Co./The Roycrofters. p. 237. Often quoted as "When life gives you lemons, make lemonade"
  • If you want work well done, select a busy man ‚ the other kind has no time.
  • In these days, a man who says a thing cannot be done is quite apt to be interrupted by some idiot doing it.
  • I AM an Anarchist. All good men are Anarchists. All cultured, kindly men; all gentlemen; all just men are Anarchists. Jesus was an Anarchist.
  • An Anarchist is one who minds his own business. An Anarchist does not believe in sending warships across wide oceans to kill brown men, and lay waste rice fields, and burn the homes of people who are fighting for liberty. An Anarchist does not drive women with babes at their breasts and other women with babes unborn, children and old men into the jungle to be devoured by beasts or fever or fear, or die of hunger, homeless, unhouseled and undone. Destruction, violence, ravages, murder, are perpetrated by statute law. .
  • No man who believes in force and violence is an Anarchist. The true Anarchist decries all influences save those of love and reason. Ideas are his only arms.
  • Being an Anarchist I am also a Socialist. Socialism is the antithesis of Anarchy. One is the North Pole of Truth, the other the South
  • The Socialist believes in working for the good of all, while Anarchy is pure Individualism.
  • If there is any better way to teach virtue than by practicing it, I do not know it.
  • Good people are only half as good, and bad people only half as bad, as other people regard them
  • If you err it is not for me to punish you. We are punished by our sins not for them.
  • It is only life and love that give love and life.
  • Young women with ambitions should be very crafty and cautious, lest mayhap they be caught in the soft, silken mesh of a happy marriage, and go down to oblivion, dead to the world.
  • To supply a thought is mental massage; but to evolve a thought of your own is an achievement. Thinking is a brain exercise — and no faculty grows save as it is exercised.
  • Do not go out of your way to do good whenever it comes your way. Men who make a business of doing good to others are apt to hate others in the same occupation. Simply be filled with the thought of good, and it will radiate — you do not have to bother about it, any more than you need trouble about your digestion.
  • Academic education is the act of memorizing things read in books, and things told by college professors who got their education mostly by memorizing things read in books.
  • A pessimist is a man who has been compelled to live with an optimist.
  • Making men live in three worlds at once — past, present and future has been the chief harm organized religion has done.
  • The greatest mistake you can make in life is to be continually fearing you will make one.
  • The way to learn to earn a living is to go at it and earn a living.
  • Woman's inaptitude for reasoning has not prevented her from arriving at truth; nor has man's ability to reason prevented him from floundering in absurdity.
  • Do nothing, say nothing, and be nothing, and you'll never be criticized.
  • They did not move very far away from where they originally stood. As I moved to the other side of the ship, in preparation for a jump when the right moment came, I called to him, "What are you going to do?" and he just shook his head, while Mrs. Hubbard smiled and said, "There does not seem to be anything to do." The expression seemed to produce action on the part of your father, for then he did one of the most dramatic things I ever saw done. He simply turned with Mrs. Hubbard and entered a room on the top deck, the door of which was open, and closed it behind him. It was apparent that his idea was that they should die together, and not risk being parted on going into the water.
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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.
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BBC News - How blind Victorians campaigned for inclusive education - 0 views

www.bbc.co.uk/...blogs-ouch-29327232

english education english special ed dissertationZ

shared by izz aty on 08 Oct 14 - No Cached
  • Over the past 30 years there has been a greater effort, backed up by law, to integrate disabled children into mainstream education. But in the Victorian era they often attended educational institutions supported through philanthropic fundraising.
  • To encourage donations, schools emphasised the "miseries" of sensory deprivation.
  • Unhappy about these negative representations of disabled people, an un-named "intellectual blind man" of the era said: "I assure you it is not blindness, but its consequences, which we feel most painfully, and those consequences are often laid on us most heavily by the people who are loudest in their expressions of pity."
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  • The names of these early activists are all but forgotten today. However, their views on the importance of including, rather than segregating, blind and deaf children, and their powerful advocacy that they should be heard and given appropriate rights, make their views seem strikingly modern.
  • "Special education" emerged in Britain and Europe during the second half of the 18th Century. Thomas Braidwood established a school for deaf pupils in Edinburgh in 1764, which moved to Hackney in London in 1783 due to increased demand for places.
  • first school for blind pupils opened in Liverpool in 1791
  • London's School for the Indigent Blind, founded at St George's Fields Southwark in 1799, was by the 1860s educating 160 boys and girls in reading, writing and "useful" trades, intended to provide for their future employment.
  • 1834 Poor Law Amendment Act, the state subsidised school fees for some pupils so that attendance did not push families into poverty - education was neither free nor compulsory until later in the century
  • Charitable schools were founded primarily as residential institutions intended to provide protection, board, lodging and education to their pupils. Yet the practice of shutting away "blind, deaf and dumb" children in so-called "exile schools" was opposed by an increasingly vocal group of activists in the mid 19th Century.
  • institutions "immured" their pupils, treating them like prisoners. They were degrading and they perpetuated "pauperism"
  • The campaigners noted that inclusion promised to benefit all society, not just the deaf and blind themselves.
  • Organisations such as the Association for Promoting the General Welfare of the Blind, founded by Elizabeth Gilbert in 1854, established workshops for blind handicraftsmen so that workers received better prices for their products than for those produced in institutions.
  • Whilst the association encouraged basket making, some campaigners claimed that these traditional trades were symbolic of a system that failed to recognise people's potential or range of talents.
  • Biography of the Blind, written in 1820 by James Wilson, a self-taught blind man who wrote the book "with a view of rescuing my fellow sufferers from the neglect and obscurity in which many of them are involved."
  • Charities were not always appreciated. Activists claimed that too much of the money donated to the dedicated charities went on buildings and non-disabled staff, rather than on the welfare of the blind pupils themselves. Many of them imposed social and moral restrictions on who could apply for assistance. Some campaigners argued that it would be better if the donated money was paid directly to blind people themselves, to enable them to live in their own homes and support their families.
  • The education of blind and deaf children in specialist institutions remained the norm until recent years. Far greater effort now goes into integrating disabled children into mainstream schools, and has been backed up by new laws. But integration is not the same as inclusion, and even in 2014 campaigners are still arguing that there is further to go before disabled children are fully included in schools. They say there needs to be greater recognition that they have a right to an education and should be given support in ordinary classes, not in special units.
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How to Write about Autism (or any other group, for that matter) | The Autism Anthropolo... - 0 views

theautismanthropologist.wordpress.com/...ny-other-group-for-that-matter

autism ASD definition writing

shared by izz aty on 13 Nov 14 - No Cached
  • how (not) to write about autism (or any other group, for that matter)
  • Quite often, the mechanisms of degradation to do with ‘help’ are infinitely more subtle. This doesn’t excuse us from our obligation to be mindful of them.  The goal should be to balance, as much as possible, the unequal power relations between those in a position of privilege and those in a position of need. How is that done? By acknowledging that those who are disadvantaged, disenabled or marginalized have their own idea of who they are, what led to the position they’re in, and most importantly – what should be done about it.
  • quite often, ‘help’ is merely used as a means of earning influence or respect, or just as a way to make money. I’m not saying that profiting from helping others is necessarily immoral, mind you. I am saying that it’s not necessarily unselfish. The details – e.g. who’s helping whom and in what way – matter.
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  • There are many political and social implications to ‘help’ that we should constantly be mindful of as well. When someone in a position of power – political, financial, social, whatever – decides to help someone disadvantaged, the inequality between them, the same inequality that led to their respective positions in the first place, is both strengthened and made painfully visible.
  • when offering our help, even to those who seem to greatly need it, we need to be conscious of how we use the power that we just won over them.
  • Every group of people has differences of opinion among its members. These might be subtle differences, or they may be huge and insurmountable. It’s easy to mistakenly think that if you heard one perspective, or indeed ten perspectives, then you know the whole story, but that is never the case
  • Forcing one’s own idea of what another person or group of people need is not help. It is arrogance and audacity
  • Autism Speaks is actually a terrible source for information about autism, for various reasons, but in order to know that, one still has to do some amount of research. He would only then learn that quoting it as “the leading organization advocating for people on the autism spectrum” is so grossly inadequate as to invalidate all his further claims almost instantly
  • Never assume the group you’re writing about is homogenous
  • You want to help people? Help them on their own terms
  • If you’re going to write about a large population, you must assume that such differences exist, and – this is crucial – you must actively seek out these differences. Don’t stop researching until you find a controversy, and then try and determine how deep rooted and widespread it is.
  • His attack is based on the premise that his critics represent a small few, an insignificant minority; that they were driven to criticise him under a false pretence (namely that his article was poorly sourced; an accusation that was a) absolutely true, and b) not even the main issue); and therefore can be – if not completely ignored – swiftly brushed aside. Let us look beyond his arrogance and unshakable self-conviction. Here’s the important thing: You don’t get to choose who represents the group you’re writing about. You’ve come across members of the group who feel you’re completely wrong in everything you say about them? They’re probably right. If you couldn’t anticipate their angered reaction, you’re obviously just not sufficiently familiar with the field to write about it.
  • “enough with this political correctness already! I should be allowed to call people what I want”. No you shouldn’t. And if you don’t understand why, you haven’t done your research, and you shouldn’t be writing about this group of people in the first place.
  • When a person with Asperger’s identifies as an Aspie, he or she is making a conscious choice – a political choice – to adopt the label of Asperger’s in a very particular way.  To raise certain connotations. To emphasize some aspects of their neurology; indeed of their being. It’s not up to us NTs to impose this label on everyone with an AS diagnosis. This is a discourse from which we are more or less excluded, and for good reasons. Similar (though different) examples exist in more or less every other minority group.
  • Do not take liberties in defining the people you write about
  • it’s been my experience that by far more people are offended by “person with autism”, than by “autistic person”. This is because the former implies that autism is something external to the person, while the latter implies that autism is an important part of who that person is. There is no consensus in this matter; but I’ve been given the impression that while some find “autistic” distasteful, few are offended by it. However, a great many people find “person with autism” extremely offensive, and I’ve been repeatedly told this was, in most cases, preferable. See, for example here and here
  • Do not mention prevention or cure for autism as desirable technologies
  • regardless of whether autism is seen as a disability or not, it is nearly always experienced by autistic people as an inseparable part of their very being, of who they are. To say autism should be prevented, is telling them you wish they had never been born. To hope for an autism cure, is telling them you would have chosen to have them killed and replaced by someone else entirely – if only you had the technology to do so. It is categorically hurtful, insulting, immoral and cruel. So… Just don’t do it.
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