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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.
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  • 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.
  • Compounding A new word may also be created by combining two or more existing 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.
  • Blends A blend (also called a portmanteau word) is a word formed by merging the sounds and meanings of two or more other 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

Special Education History | History of Special Ed in the U.S. - 0 views

www.alleducationschools.com/...special-education-history

special education american special ed american education IDEA EHA NCLB

shared by izz aty on 09 Nov 14 - No Cached
  • for nearly 200 years after the United States was established in 1776, little was done to advance the rights of its disabled students
  • over 4.5 million children were denied adequate schooling before legislation to ensure equal education opportunities for special education children began in the early 1970s.
  • once legislation began, a steady stream of mandates, laws and decisions presented special needs students with opportunities previously unheard of. Suddenly, the foundation of a quality, individualized education in an accepting, unrestricted environment made independent living an option.
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  • victories were a culmination of decades of advocacy and dedication that helped build the rich selection of special education resources in the United States today.
  • The first advocacy groups to fight for quality special education were made up of parents whose children were marginalized as far back as 1933.
  • In the 1960s, multiple laws were passed, granting funds for special education students.
  • The majority of these family associations began making waves in the 1950s when their lobbying encouraged the passage of laws that provided training for teachers who worked with deaf, hard-of-hearing or intellectually disabled students (historically called "mentally retarded").**
  • In the early 1970s, multiple landmark court decisions giving states the responsibility to provide special education resources and schooling to students in need of it.
  • Currently, state and local institutions provide 91 percent of special education funding, while federal funds take care of the remaining 9 percent when states meet federal criteria. This balance allows for the varying special education programs you'll find across the country, as well as the uniform regulations that hold states to certain standards and encourage excellence in teaching.
  • The 1970s brought more significant improvement to the lives of special education students than any other decade in special education history
  • the Rehabilitation Act of 1973 guaranteed civil rights to all disabled people and required accommodations for disabled students in schools.
  • in 1975, the Education for All Handicapped Children Act (EHA) guaranteed and enforced the right of children with disabilities to receive a free, appropriate education.
  • providing unique educational opportunities suited to the needs of disabled students and delivering it in the "least restrictive environment" possible, this law is still the foundation of modern-day special education history in the U.S. today.
  • onset of IDEA brought about a widespread focus on providing the best-researched, most effective methods for special education teaching. Now, not only were students guaranteed an equal education, they were provided with viable schooling options and the individualized attention they needed.
  • IDEA emphasized the use of individual education plans, or IEPs, for all special education students. IDEA also initiated the use of individualized transition plans, or ITPs, to best prepare students for successful in their adult lives.
  • During its reauthorization in 1997, EHA underwent a number of substantial revisions and became known as the Individuals with Disabilities Education Act (IDEA)
  • IDEA took many of the aims represented in EHA and brought them to life by providing applicable standards and structure to its best intentions.
  • In 2001 and 2004, the No Child Left Behind Act (NCLB) provided further accountability to schools and added technology assistance and loan programs to help schools acquire needed special education resources.
  • basic rights are set in place, advocacy groups similar to those first started in 1933 are forming to put forth legislation. These groups work toward a number of differing goals in regard to teaching methods, the recognition of certain disabilities and greater choice in schools.
  • *Source: "Back to School on Civil Rights: Advancing the Federal Commitment to Leave No Child Behind," by the National Council on Disability; January 25, 2000
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

Linking history to moral choices today | Facing History and Ourselves - 0 views

www.facinghistory.org

history resources ethics education tolerance teaching

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Helping classrooms and comunities worldwide link the past to moral choices today
izz aty

A local's guide to the 50 best places to visit in London | Onestopenglish - 0 views

www.onestopenglish.com/...552082.article

london england britain UK trip travel society culture reference

shared by izz aty on 28 Mar 13 - No Cached
  • Favourite cafés
  • Safe havens
  • Veggie food
  • ...23 more annotations...
  • Easy eating
  • For summer
  • Culture
  • Nature
  • 3. JOE & THE JUICE (69 Broadwick St, W1F 9QY) where you are served coffee, juices and paninis by good-looking young people. You can use the wi-fi and hang around either fancying them or feeling ugly – or both!
  • 5. TINA, WE SALUTE YOU (47 King Henry’s Walk, N1 4NH) which is cozy and welcoming, with great frothy coffee and tasty porridge.
  • 6. CURZON SOHO (99 Shaftesbury Avenue, W1D 5DY) for reading, working, coffee and maybe a film.
  • 7. FOYLES (113-119 Charing Cross Rd, WC2H 0EB), the best bookshop in London. There’s a coffee shop on the second floor and somehow it’s both a place to escape and filled with hustle and bustle.
  • 15. FOOD FOR THOUGHT (31 Neal Street, WC2H 9PR) is always tasty and healthy, sometimes excellent, never meaty.
  • There’s a lot more choice at 17. MILDREDS (45 Lexington Street, W1F 9AN). It has a dignified pace, it’s been around for ages and it still does great food.
  • 18. 19 NUMARA BOS CIRRIK (34 Stoke Newington Road, N16 7XJ) is our favourite Turkish joint in north London – perfectly cooked meat and the grilled onions with pomegranate molasses are so good that the memory will stay with you long after you’ve left.
  • 19. LEON – if you’re in central London and want to grab a tasty lunch, then go here. They have branches dotted about all over the place.
  • 29. CYCLING is without a doubt the best way to experience London. You can hire bikes on the street and you may be interested to find out just how close to each other some of those tube stops actually are!
  • 31. THE PHOTOGRAPHERS’ GALLERY (16-18 Ramillies Street, W1F 7LW) for a quick shot of culture away from Oxford Circus and the endless shopping.
  • 32. NATURAL HISTORY MUSEUM (Cromwell Road, SW7 5BD) – OK, you’ve already heard of this one, but it’s really worth a visit. There are old animals, stuffed and boned, and so many weird and wonderful things: wildlife photography, butterflies and even an ice rink!
  • 39. TOWPATH (Regent’s Canal towpath, between Whitmore Bridge and Kingsland Road Bridge, N1 5SB) is a nice little place to get a coffee, play a board game or, in the evening, have a glass of wine and hope that the jazz musicians will rock up and start busking. The whole canal has plenty to offer though. Highlights include Little Venice, London Zoo, Camden Town, Angel Islington, Broadway Market and Victoria Park.
  • We would also recommend throwing bread or bird food at birds in the sky and trying to get them to fly for their dinner. There are of course plenty of parks you can try this in, but it works particularly well with the birds in 40. ST JAMES’S PARK (SW1A 2BJ).
  • 41. HAMPSTEAD HEATH is an essential visit, especially in the summer – but for all seasons it serves well to escape the city and to see Londoners pretending they’re country folk. (London may be a sprawling metropolis but, underneath, it’s still England’s green and pleasant land.)
  • Markets
  • 43. BRIXTON MARKET (Electric Avenue, SW9 8JX) is full of every fruit and vegetable under the sun (or at least available in London) and is a very authentic experience.
  • Check out 48. COLUMBIA ROAD for its quirky independent shops and buzzing marketplace atmosphere.
  • don’t miss out on its vibrant 49. FLOWER MARKET (E2 7NN) if you’re up for the crowds and the flowers.
  • 50. SPITALFIELDS MARKET, conveniently situated between the Square Mile and Brick Lane. Once a ‘free-for-all’ flea market, in recent years it’s been completely refurbished. There is a regular market almost every day but we particularly like bric-a-brac Thursdays, when the market comes alive with retro furniture and friendly stallholders. Once there, you are stone’s throw away from the famous curry houses, vintage clothing stores and boutique coffee shops of Brick Lane – where, on a pleasant summer’s evening, you’ll get a real glimpse into the London that we love so much.
  • izz aty on 28 Mar 13
     
    Do you live or teach in London? Do you have students who are planning a visit to London? Here, a few members of the London Language Experience team behind our fantastic cinematic listening series A ghost's guide to London, Luke and James Vyner and Ben Lambert (the voice of Lord Jeffrey, the Ghost of London), share a list of their top 50 not-to-be-missed places in London. OK, we LOVE London, there's no hiding it. It's unique, exceptional, scary and exciting all at once and there's so much to do. When you're new in town and trying to decide where to go first, it can be pretty overwhelming and, like most big cities, you can never see everything. It's easy to be drawn to the big tourist attractions and, whilst you can have fantastic experiences in these historic and fascinating places, you won't get to see much of the real London - the London that hides down the myriad of backstreets and alleyways, the London you've always wanted to find, the London that us Londoners experience every day. So, with that in mind, here are our top 50 favourite places to go to in London.
izz aty

Chimamanda Adichie: The danger of a single story | Video on TED.com - 0 views

www.ted.com/..._danger_of_a_single_story.html

education literacy reading books literature writer stories storytelling writing perspective culture nigeria western society people community novel critical thinking children childhood psychology sociology race stereotypes english learning teaching referen

shared by izz aty on 18 Feb 12 - Cached
  • izz aty on 18 Feb 12
     
    Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding. Inspired by Nigerian history and tragedies all but forgotten by recent generations of westerners, Chimamanda Ngozi Adichie's novels and stories are jewels in the crown of diasporan literature.
izz aty

20 Common Grammar Mistakes That (Almost) Everyone Makes | LitReactor - 0 views

litreactor.com/...hat-almost-everyone-gets-wrong

grammar writing mistakes english education language language learning learning resources reference esl esol

shared by izz aty on 07 Feb 12 - No Cached
  • izz aty on 07 Feb 12
     
    experience has also taught me that readers, for better or worse, will approach your work with a jaundiced eye and an itch to judge. While your grammar shouldn't be a reflection of your creative powers or writing abilities, let's face it - it usually is. Below are 20 common grammar mistakes I see routinely, not only in editorial queries and submissions, but in print: in HR manuals, blogs, magazines, newspapers, trade journals, and even best selling novels. If it makes you feel any better, I've made each of these mistakes a hundred times, and I know some of the best authors in history have lived to see these very toadstools appear in print. Let's hope you can learn from some of their more famous mistakes.
izz aty

Top 100 Documentary Movies - Rotten Tomatoes - 0 views

www.rottentomatoes.com/...top_100_documentary_movies

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

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

History - Find den rigtige efterskole! Søg på fag, priser og ledige pladser. - 0 views

efterskole.dk/...History

denmark danish education education europe efterskole folk school schooling ESTEkiv

shared by izz aty on 09 May 14 - No Cached
  • 1851 the first Efterskole founded at Ryslinge, Fyn (Funen).
  • 1996 the Danish Parliament in a significant law reform tightens up and emphasises the conditions for receiving state funding: an Efterskole must (prove itself to) be free and independent. Under no circumstances may the school from a legal point of view have strong organisational and financial links to – or be dependent on – other schools or movements.
  • Each Efterskole must be truly free and independent, and "master in its own house". This puts even more responsibility on the school board.
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  • 2000 the latest Efterskole Act introduces a new rule that each Efterskole must define and describe its own (and specific) basic values. A critical self-evaluation must be made at the end of each school year.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
  • 1967 the Efterskole is permitted to prepare students to pass some of the public final examinations. From this point the Efterskole ceases to be closely linked to the Folkehøjskole tradition – at least in the aspect of nonformal education. On the other hand, the Efterskole still offers the special educational environment linked to residential education, which is also an important aspect of the Folkehøjskole tradition and, in its educational practice, it has definitely not left the path of ‘enlightenment for life’. One could claim that from this point the Efterskole tries to balance between different educational ideas and requirements.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
izz aty

Scottish referendum explained for non-Brits - video | Politics | The Guardian - 0 views

www.theguardian.com/...-explained-for-non-brits-video

scotland united kingdom independence history politics

shared by izz aty on 19 Sep 14 - No Cached
  • An animated explanation of some fundamental questions prior to the referendum on Scottish independence on Thursday. Where is Scotland, what is Scotland and what does it mean to be Scottish? And what is the history of Scotland's relationship with England? But the real question is, will Scotland be better off as an independent country?
izz aty

eslsite.com: Resources and Teaching Ideas : Reading and Listening - 0 views

eslsite.com/...Reading_and_Listening

reading ideas education language language learning esl teaching listening reference english

shared by izz aty on 06 Sep 11 - Cached
  • izz aty on 06 Sep 11
     
    Critical Thinking - Worksheet which can be used with a lot of texts to develop students' ability to look at texts critically. Discoveries - This is a speaking and reading activity surrounding the theme of discoveries. Estee Lauder - a business diva - Reading activity in which students read and talk about beauty Famous women - Speaking and reading activity in which students read and discuss famous, influential women. Hetty Green - Reading and vocabulary lesson in which students read about an infamous person and answer questions along with learning useful words connected to money. Listen and respond - Teacher reads to the students and the students fill in the missing information. New York, New York - Quiz in which students have to research the Internet to find out answers to questions about New York. People who change history - Rosa Parks - Reading and speaking activity in which students discuss human issues. Reading about Einstein - This is a full lesson plan for reading skills about Einstein. Reading Race - This is a reading activity which practices students scanning skills.
izz aty

People who change history - Rosa Parks - 0 views

eslsite.com/...ple_who_change_history-RP.html

reading writing social issues social justice social phenomenon social responsibility history english esl language language learning reference lesson plan people resources education

shared by izz aty on 08 Sep 11 - No Cached
  • izz aty on 08 Sep 11
     
    this is a reading and speaking activity in which students discuss human issues.
izz aty

CDC | Diagnostic Criteria | Autism Spectrum Disorder (ASD) | NCBDDD - 0 views

www.cdc.gov/...hcp-dsm.html

autism ASD CDC

shared by izz aty on 02 Nov 14 - No Cached
  • Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history
  • Deficits in social-emotional reciprocity
  • Stereotyped or repetitive motor movements, use of objects, or speech
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  • Deficits in developing, maintaining, and understand relationships,
  • Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history
  • Deficits in nonverbal communicative behaviors used for social interaction
  • Highly restricted, fixated interests that are abnormal in intensity or focus
  • These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay.
  • Symptoms must be present in the early developmental period
  • Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning
  • Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment
  • Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder
  • Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder
  • The American Psychiatric Association's Diagnostic and Statistical Manual, Fifth Edition (DSM-5)  provides standardized criteria to help diagnose ASD.
izz aty

Malaysia time line chronological timetable of events - Worldatlas.com - 0 views

www.worldatlas.com/...mytimeln.htm

malaysia history timeline malaysian history education reference

shared by izz aty on 23 Nov 14 - No Cached
  • 1 | 2 | 3
  • (1957) Malaya gained independence from Britain, established itself as a constitutional monarchy, the Federation of Malaya; Tunku Abdul Rahman became prime minister (1963) Sabah, Singapore, Sarawak joined Federation of Malaya, now Federation of Malaysia (1965) Separation agreement signed by Malaysia and Singapore (1965) Malaysian Parliament voted to expel Singapore from the Federation (1965) Malaysia was seated on UN Security Council, Indonesia refused to recognize Malaysia, withdrew from the United Nations and waged guerrilla war against them (1966) Malaysia and Indonesia reached peace agreement; Indonesia rejoined UN
  • izz aty on 23 Nov 14
     
    Malaysia timeline covering an arranged chronological timetable of key events within a particular historical period - by worldatlas.com
izz aty

The History of Special Education in the United States - 0 views

www.specialednews.com/ation-in-the-united-states.htm

special education american special ed american education IDEA EHA

shared by izz aty on 09 Nov 14 - No Cached
  • in the early part of the 20th Century. Parents formed advocacy groups to help bring the educational needs of children with disabilities to the public eye. These groups gained momentum mid-century.
  • Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA)
  • In 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.
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  • Despite these two important events, by the 1970’s, only a relatively small number of children with disabilities were being educated in public schools
  • in 1975, two federal laws would change this
  • In 1961, President John F. Kennedy created the President’s Panel on Mental Retardation. The panel’s recommendations included federal aid to states.
  • EHA establishes a right to public education for all children regardless of disability
  • IDEA requires schools provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities.
  • IDEA sets forth specific guidelines regarding Free Appropriate Public Education. Among these is the idea that education must be tailored to meet the needs of the individual child with a disability. This education must be of benefit to the child and should prepare the child for further education (i.e., college) or to live and work independently. The IDEA also requires that education occur in the least restrictive environment and requires schools to take a child’s disability into account when enforcing discipline.
  • Although not all children with disabilities are covered by the IDEA and EHA, these two acts have been instrumental in ensuring a free public education to millions of children with disabilities each year since passage
izz aty

Why I Hate School But Love Education||Spoken Word - YouTube - 0 views

www.youtube.com/watch

education poetry literature spoken word school schooling lifestyle history learning reference resources

shared by izz aty on 17 Dec 12 - No Cached
  • izz aty on 17 Dec 12
     
    "As the cyclical and seemingly never ending debate about education rages on, the topic - somewhat ironically, often poses more questions than it provides answers. But what is the value of mainstream schooling? Why is it that some of the most high profile and successful figures within the Western world openly admit to never having completed any form of higher learning? Paying homage to Jefferson Bethke's "Why I Hate Religion but Love Jesus", a piece that received 22 million views in the space of a week, I address a number of these issues in my offering "Why I Hate School, but Love Education". With scores of school leavers wanting to further their education with no guarantee of their dream job at the end of it, we should ask ourselves whether qualifications still hold the same value now as they did in previous years? Does success in the school system correlate to success in life? Or is the school system simply geared towards fact retention and regurgitation? What is true education? @sulibreaks universityofsulibreaks.tumblr.com Director: @KevinNgongo www.youtube.com/kevinngongo Graphics: www.mikegallardodesigns.com Music: Sunshine: Surface Of The Sun - John Murphy - Adagio in D Minor"
izz aty

On Education: Lecture by Sheikh Hamza Yusuf - YouTube - 0 views

www.youtube.com/watch

education sheikh hamza yusuf hamza yusuf islam faith religion world society people culture community schooling learning teaching teachers youth middle east usa schools literature literacy politics history

shared by izz aty on 18 Feb 12 - No Cached
  • izz aty on 18 Feb 12
     
    Length: <1 hour. A short lecture on education, educating the youth and comparisons between contemporary and classical approaches towards institutionalized learning.
izz aty

2001 Waka - Izumi - 0 views

www.temcauley.staff.shef.ac.uk/izumi.shtml

murasaki shikibu izumi shikibu women feminism literature japanese history language references resources japan poetry poem waka learning teaching education

shared by izz aty on 31 Mar 12 - No Cached
  • Her poetry suggests she had a large number of other lovers (she remarks that 'my very eyes feel amorous'), but her diary, Izumi Shikibu Nikki, is one of the principal Heian court works and her poetic memoirs, Izumi Shikibu Shû, which exist in various forms, ranging from 647 to 902 poems, remains the most outstanding work by a single poet from the period.
  • izz aty on 31 Mar 12
     
    Like her contemporary Murasaki Shikibu, Izumi Shikibu (?976-?) served at the court of Fujiwara no Akiko （藤原彰子）(Shôshi). Also like her, we know only the barest details of Izumi Shikibu's life, not even her real name (Izumi derives from the fact that her husband, Tachibana no Michisada, was governor of Izumi province). Unlike Murasaki, however, Izumi Shikibu was anything but a solitary intellectual.
izz aty

Wifehood and Motherhood are Not the Only Ways to Paradise - 0 views

www.suhaibwebb.com/...-not-the-only-ways-to-paradise

motherhood parenthood parenting marriage relationship love religion islam muslimah education society sexism wife family

shared by izz aty on 31 May 12 - No Cached
  • The Prophet (saw) makes it clear that his Sunnah is to marry, and that women and men are to be supporters of one another, and that following this Sunnah is better than not following it. At the same time, the examples of Asiyah and Maryam and others, show that although there is an ideal of a Muslim family that we should all try to emulate, we are not defined by that family alone. The root of worship is a relationship with Allah (swt). All other relationships should ideally stem from this one. It may sometimes be the case that a person did not marry for one reason or another. This makes them no less in fulfilling their purpose of creation – to worship Allah.
  • Adam was created to worship Allah, but his ROLE was to be the father of all mankind. Does this result in a MANDATE that all men must be fathers to fulfill their purpose? No. There are numerous examples of great scholars from the history of the Ummah, such as Imam an-Nawawi, al-Zamakshari, Bishr al-Hafi, and even Ibn Taymiyyah – who never married and never had children. Are they less in fulfilling their purpose? No – rather they are cornerstones of the scholarship of the Ummah.
  • Eve was created to worship Allah, but her ROLE was to be a companion to Adam. Does this result in a MANDATE that all women must be wives? No. It is the Sunnah to marry and for this reason it is the best example to strive for. But we should not make it such that unmarried women (or men) are somehow less than any one else. Their reward is with Allah if they fulfill their purpose of worshipping him.
  • ...2 more annotations...
  • The purpose was to validate single sisters who want to get married and have children [but that's not happening for whatever reason] and let them know that there are other roles even a Mother of the Believers had played without having the blessing of kids.
  • “Notwithstanding the issue of whether or not `A’isha was on the correct side (the consensus is that she wasn’t), the prominent role she played shows that the earliest of Muslim women —a wife of the Prophet (peace be upon him) himself— thought it conceivable that a woman could take such a leadership role over a group of Muslims. At no time did she strive to be head of state and actually took a role deferring to Talha and al-Zubayr. Yet, to one of the pioneers and masters of Qur’anic exegesis, a woman could take a leading role in the affairs of the Muslims.”
  • izz aty on 31 May 12
     
    Why, as a general community, are we not putting the same pressure on women to encourage them to continue to seek Islamic knowledge? Higher education? To make objectives in their lives which will carry over and aid them in their future familial lives, if such is what is meant for them? Perhaps it's because we're obsessed with the idea that women need to get married and become mothers and that if they don't, they have not reached true success.
izz aty

Common Suffixes in English - Vocabulary Building - List of English Suffixes - 0 views

grammar.about.com/...comsuffixes.htm

suffix affix words root words vocabulary english latin language language learning history education knowledge

shared by izz aty on 21 Feb 12 - No Cached
  • izz aty on 21 Feb 12
     
    A suffix is a letter or a group of letters attached to the end of a word to form a new word or to alter the grammatical function of the original word. For example, the verb read can be made into the noun reader by adding the suffix -er; read can be made into the adjective readable by adding the suffix -able. Understanding the meanings of the common suffixes can help us deduce the meanings of new words that we encounter. The table below defines and illustrates 26 common suffixes.
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