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izz aty

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

www.ted.com/...transcript

memory brain pain health suffering tedtalk experience remember psychology social science

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

MY BLOG...AS IT IS...: Catch Us If You Can - synopsis of the chapters - 0 views

lamanguru.blogspot.com/...orm-5-catch-us-if-you-can.html

catch us if you can catherine macphail literature literature guide literature component novel spm form 5 resources reference language english language learning esl

shared by izz aty on 22 Jun 12 - No Cached
  • Chapter 1 Readers are introduced to Rory and his Granda as they wait for Dr Nicol in the waiting room. The doctor is concerned that Rory is too young to take care of his grandfather. However, Rory is aware that there are only two of them in the family.
  • Chapter 2 Granda has a failing memory; always misplacing things. Rory has the sole responsibility of taking care of Granda like buying him his lunch every day.
  • Chapter 3 Rory sacrifices some of the things he likes for Granda. He gives up football so that he can be at home with his Granda. Rory’s worry is that if Granda is put into Rachnadar, they would be separated. Rory’s dad had left them many years ago and Granda is very disappointed with his son, not wanting to see him again.
  • ...4 more annotations...
  • Chapter 4 Granda is very popular with Rory’s friends and meets Mrs. Foley for the first time. Granda accidentally sets fire to his and Mrs. Foley’s coats at the school’s Parents’ Night.
  • Chapter 5 Val Jessup, a social worker is assigned to take care of Granda and Rory. Darren’s mum and Mrs. Foley are both worried for Rory and are glad of the extra help they were going to receive. However, Granda has a little accident in the flat and is taken to the hospital.
  • Chapter 6 Granda has suffered from smoke inhalation and has to be hospitalised. Rory pleads to the Big Man to make Granda wake up. Val Jessup is nervous to let Rory live in the flat alone and drives him to the children’s home at Castle Street.
  • Chapter 7 Rory goes to the home because he has no choice and he thinks that it will be for only one night – till his granda is out of the hospital. Tess, a young inmate of the home, terrifies Rory with her bad behaviour.
  • izz aty on 22 Jun 12
     
    Synopsis (Compliments to Curriculum Development Division, MOE) Hopefully this will benefit my students.. Rory and his grandfather, Granda, have looked after each other since Rory's dad walked out on them. Granda is given to lapses in memory (putting Rory's homework down the rubbish chute and the rubbish in Rory's school bag) and completely irresponsible behaviour (setting fire to his coat at a Parents' Evening), but he has a generous heart and plenty of charm. Rory acts as his carer until there is a fire in the flat and the authorities decide to separate them. However, Rory is determined that they will stay together and they embark on an escape but with their faces on every television screen and in every newspaper, this is not so easy. Their journey is full of surprise betrayals and unexpected friends as they attempt to evade the authorities and eventually track down the man who walked out on them.
izz aty

ESL Lesson Plan: Twenty Questions - 1 views

www.esl-lesson-plan.com/...twenty_questions.php

writing writing prompts questions english language language learning esl storytelling lesson filler activity activities story

shared by izz aty on 20 Aug 11 - No Cached
  • 1. What is your most obsessive thought? 2. Where is your favorite place in the world, and why? 3. What's the one thing your parents don't understand about you? 4. What have you learned that nobody taught you? 5. What is your earliest, most vivid memory? 6. If you have experienced a moment of sudden faith or loss of faith, what prompted it? 7. If you could take back one thing you have done, what would it be? 8. What is your greatest talent or accomplishment? 9. What is the most joyful moment you have experienced? 10. What is the most painful moment you have experienced? 11. What question would you ask God? 12. Which super power would you choose – and what would you do with it? 13. If you could make one rule about life, what would it be? 14. How would you define time? 15. What is it about some people that makes you immediately like - or dislike - them? 16. If you could be an animal, what animal would you be? 17. If you could have a conversation with a historical figure, who would it be? 18. If you could go back in time, where would you go? What would you do? 19. What do you know, that no one else knows? 20. If you had an extra hour in each day, what would you do with it?
  • my intention in teaching English is far more than mastery of grammar and vocabulary. I want my students to be equipped to comprehend and make sense of the world around them. Part of comprehending is to understand, but another important part is to make something known and part of one's self.
  • To inspire discussions or writing for English learning students, I have found open-ended questions to be a good place to start. I have found that a little introductory discussion can help a student with a context and a framework to continue developing... ...his or her own thoughts.
  • ...2 more annotations...
  • How do we make basic decisions about our lives – like where we live, go to school, travel, vote or work? Are those our decisions? Or do we follow the tracks of others?
  • It is good to remember that we are all always learning. And it is always more fun to learn together. We can learn as much from the past as from the present. And we can learn as much from using and stretching our imaginations as from studying our textbooks.
  • izz aty on 20 Aug 11
     
    1. What is your most obsessive thought? 2. Where is your favorite place in the world, and why? 3. What's the one thing your parents don't understand about you? 4. What have you learned that nobody taught you? 5. What is your earliest, most vivid memory? 6. If you have experienced a moment of sudden faith or loss of faith, what prompted it? 7. If you could take back one thing you have done, what would it be? 8. What is your greatest talent or accomplishment? 9. What is the most joyful moment you have experienced? 10. What is the most painful moment you have experienced? 11. What question would you ask God? 12. Which super power would you choose - and what would you do with it? 13. If you could make one rule about life, what would it be? 14. How would you define time? 15. What is it about some people that makes you immediately like - or dislike - them? 16. If you could be an animal, what animal would you be? 17. If you could have a conversation with a historical figure, who would it be? 18. If you could go back in time, where would you go? What would you do? 19. What do you know, that no one else knows? 20. If you had an extra hour in each day, what would you do with it?
izz aty

Breastfeeding linked to child's intelligence later in life | Fox News - 0 views

www.foxnews.com/...lds-intelligence-later-in-life

children research science family parenting parenthood breastfeeding intelligence development

shared by izz aty on 31 Jul 13 - No Cached
  • “Many previous studies have been criticized because any link you might observe between breastfeeding and childhood intelligence could be explained by those other factors,” Belfort told FoxNews.com
  •  At age 3, the children underwent the higher Peabody Picture Vocabulary Test, a measure of receptive language, or how well a child understands language.
  • for each additional month that a child was breastfed, through a year, their language score was .2 points higher – a statistically significant finding.
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  • at age 7, the same children were assessed using the Kaufman Brief Intelligence Test, a measure of the child’s IQ. For this test, each additional month that a child was breastfed through a year was correlated with an increase in IQ score by a third of a point – another statistically significant discovery.
  • However, when children took the Wide Range Assessment of Memory and Learning, which specifically tests memory and learning capabilities, the difference between children who were breastfed and those who weren’t was not significant.
  • authors were also interested in exploring whether or not there was a link between a mother’s consumption of fish and the intelligence of children who were breastfed – though they did not find any significant effect there either.
  • Though researchers were able to distinguish a small but clear link between breastfeeding and cognitive development, they remain uncertain as to why breast milk appears to be superior to infant formula.
  • Belfort noted that the study’s findings support national recommendations urging women to breastfeed exclusively through age 6 months and to continue at least partial breastfeeding through 1 year of age.
  • “The cognitive advantage is relatively small so people need to weigh many, many different factors in making this decision.”
  • “Turn off the TV, talk to your baby, read to your baby, play with your baby. Those are really important ways to stimulate baby’s development.”
  • izz aty on 31 Jul 13
     
    "Belfort and her colleagues gathered data from 1,312 mothers and children in the United States, tracking everything from the mother's frequency of breastfeeding to other factors including the mother's intelligence, the mother and father's education levels, measures of the home environment, the mother's employment and the type of childcare the baby received."
janejyoung

Flash memory cards generator / English cards print service - 0 views

wuppsy.com/mory-cards-printable-generator

education language learning english learning language cards

shared by janejyoung on 11 Aug 15 - No Cached
  • janejyoung on 11 Aug 15
     
    Printing cards is most effective technic in learning foreign language. Here is a simple and awesome generator of printable cards with automatic reflect of image. Just type your words and translation then press "Foreign view" button and "print". Then revolve paper in printer, press "Your language" button and again "Print".
izz aty

How I Became an Unfair Teacher - Atlantic Mobile - 0 views

m.theatlantic.com/...371908

teaching education learning school

shared by izz aty on 03 Jun 14 - No Cached
  • But most of all, people remember injustices. False accusations of cheating. Getting singled out randomly for scolding. Points deducted on a cheap technicality. As a teacher myself, I vowed I’d do better, that I’d run a fair classroom where every student got a voice and a straight deal.
  • The asymmetries of the classroom are intense. With each teacher responsible for a hundred students or more, the typical kid occupies a teacher’s thoughts for—at best—a minute or two per day. But each student only has a handful of teachers. Every instructor looms large in her world, wielding power over her days, via class periods; her nights, via homework; and her future, via grades. She spends much of her time thinking about the teacher’s demands, the teacher’s expectations, the teacher’s preferences and inconsistencies.
  • So when a teacher briefly focuses attention on a particular student, it comes with the heat and intensity of a spotlight. A moment the teacher barely remembers might stick with the student for years.
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  • Classroom lessons may slip quickly through students’ fingers, but the classroom experience lingers in memory. Each teacher offers students a different model of authority and justice. We set our own standards of fairness and sometimes fail to honor them. A teacher swings a heavy club, and we can leave big, purple bruises if we’re not careful.
  • My biggest rule is a familiar cliché: Always ask before drawing conclusions. It seems simple, but it's a defense against instinct.
  • My own memories of petty student frustrations should have taught me what a wrecking ball a teacher can be. But they didn’t. The understanding came only after carelessly knocking a few of my own students to the ground, and then working—slowly, purposefully—to help them back up.
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

Creative Writing Prompts | WritersDigest.com - 0 views

www.writersdigest.com/prompts

writing prompts journal creative writing Ideas english language learning learning esol resources

shared by izz aty on 18 Jul 13 - No Cached
  • One morning you awake to find yourself in a straight jacket, being taken off to an asylum. How do you prove your sanity? What do the guards and psychiatrists say you did?
  • You are at the neighborhood garage sale, looking for nothing in particular. Something inside an old, wooden box catches your eye. The old woman who is running the sale comes over to say something about the object. What is it? What did she say and why?
  • Finish these sentences: “Ever day of the week I _________, but Sundays are different. On Sundays, I ¬¬________.”
  • ...8 more annotations...
  • You’re searching through your closet and find an old stuffed animal or doll from your childhood. It starts to bring back a warm memory of a specific night that’s near and dear to your heart. Suddenly, your stuffed companion begins to talk and says, “There’s something you need to know about that night.” Write this scene.
  • You’ve just been to the worst concert of your life. Afterward, you head to a bar with friends and start drowning your disgust. Moments later, the musician (or musicians) shows up. You decide to confront the musician about the lousy performance and ask for your money back. The musician suggests a different approach to repaying you. Write what happens.
  • One day, while reading your favorite book on the beach, you notice a boat slowly drifting to shore. It eventually lands near your spot. A person, draped in pirate clothes, yells to you from the boat, “I have a treasure map and I need help. Are you in?”
  • Walking home, you find a shoe on the side of the road. What kind of shoe is it? Who is its owner? What happened? Why is the shoe there? Where is the other shoe now? You can use all of these questions or just one to explore what happened.
  • On your way into work this morning, you look at the car on your left. Inside are two men dressed in dark suits, wearing sunglasses. They simultaneously look at you and meet your gaze. The one in the passenger seat rolls down his window and says something. Write what he says, and what happens next.
  • You get back to your studio to develop pictures from the hour you just spent in the park. All of the pictures turn out well, except for a select few. In six photographs, there is a man in the frame. Something seems slightly off, and rather strange about each picture. Who is he and what is weird about the photographs?
  • You are at a magic show with your family, and your eight year old son is called up on stage as a part of the disappearing act. The magician performs the first part of the act successfully, but is unable to make your son reappear
  • You’ve been finishing a brick wall for a room in your friend’s basement for a couple of hours. When you step back, you realize that you and your friend forgot to put in a door. He tells you not to worry about it, he planned it that way. How do you react?
  • izz aty on 18 Jul 13
     
    Need an idea to help you get started writing? You'll find hundreds of fun writing prompts here - perfect for beginning a new novel or short story, or simply giving your writing muscle a workout.
izz aty

TheBananaKing comments on People with ADHD, what ADHD is like, how does medication affe... - 0 views

www.reddit.com/...c7wnp37

adhd mental health health psychology

shared by izz aty on 03 Apr 14 - No Cached
  • Pomodoro technique for productivity
  • High-stimulation, reactive tasks (Quake 3 is perfect) to relax. What you need is not less input, as you just bounce off all your inner thoughts, but to stop trying to filter.
  • Personal whiteboard
  • ...2 more annotations...
  • Don't overload the short-term memory of an ADDer. Give them a string of tasks, and they'll forget all but the last one. Give them a list, and ask for their full attention when they can give it, instead of asking them to pause for your request.
  • If we are managing to be productive, don't for god's sake interrupt us unless it's urgent. You can totally derail us for five times as long as the interruption/break itself.
  • izz aty on 03 Apr 14
     
    "ADHD is about having broken filters on your perception. Normal people have a sort of mental secretary that takes the 99% of irrelevant crap that crosses their mind, and simply deletes it before they become consciously aware of it. As such, their mental workspace is like a huge clean whiteboard, ready to hold and organize useful information. ADHD people... have no such luxury. Every single thing that comes in the front door gets written directly on the whiteboard in bold, underlined red letters, no matter what it is, and no matter what has to be erased in order for it to fit. As such, if we're in the middle of some particularly important mental task, and our eye should happen to light upon... a doorknob, for instance, it's like someone burst into the room, clad in pink feathers and heralded by trumpets, screaming HEY LOOK EVERYONE, IT'S A DOORKNOB! LOOK AT IT! LOOK! IT OPENS THE DOOR IF YOU TURN IT! ISN'T THAT NEAT? I WONDER HOW THAT ACTUALLY WORKS DO YOU SUPPOSE THERE'S A CAM OR WHAT? MAYBE ITS SOME KIND OF SPRING WINCH AFFAIR ALTHOUGH THAT SEEMS KIND OF UNWORKABLE. It's like living in a soft rain of post-it notes."
izz aty

Autistic Spectrum Disorders (ASD) - 0 views

www.learningdisabilities.org.uk/...autistic-spectrum-disorder-asd

ASD dissertationZ symptoms prevalence UK autism special education UK

shared by izz aty on 29 Sep 14 - No Cached
  • Autistic Spectrum Disorder (ASD) is a term used to describe a number of symptoms and behaviours which affect the way in which a group of people understand and react to the world around them. It's an umbrella term which includes autism, Asperger syndrome and pervasive developmental disorders. All of these autistic spectrum disorders have an onset before the age of three
  • Recent research by the Learning Disabilities Observatory indicates that around 20-30% of people with learning disabilities have an ASD.
  • Being diagnosed with Asperger syndrome does not constitute having a learning disability.
  • ...6 more annotations...
  • All children and adults with an ASD will have the following core symptoms in what is known as the ‘triad’ of impairments:
  • 1. Non-verbal and verbal communication People with an ASD have difficulty in understanding the communication and language of others, and in communicating themselves. Many children are delayed in learning to speak and a small minority do not develop much functional speech. This does not mean they cannot communicate, as they use other methods to communicate their needs. People with an ASD tend to have a literal understanding of language, so the use of metaphors such as ‘it’s raining cats and dogs’ should be avoided.
  • 2. Social understanding and social behaviour People with an ASD have difficulty understanding the social behaviour of others and can behave in socially inappropriate ways. People with an ASD have difficulty empathising with others, and as a result are unable to read social contexts. Children with an ASD often find it hard to play and communicate with other children, because of their difficulties with empathy.
    • izz aty
      izz aty on 29 Sep 14
       
      60-70% of ppl with ASD will have LD 20-30% of ppl with LD also have ASD
  • 3. Imagining and thinking/behaving flexibly Children with an ASD find it difficult to engage in imaginative play, so they tend to spend more time in solitary play. Children with an ASD can have an excellent memory concerning toys or activities they are passionate about. People with an ASD tend to have particular interests in specific topics or activities, which they may pursue obsessively. People with an ASD often find change difficult to cope with, and have a preference for routine. They may also struggle to transfer skills to other activities.
  • Approximately 1% of the population has an autistic spectrum condition. The prevalence rate of autistic spectrum conditions is higher in men than it is in women (1.8% vs. 0.2%). 60-70% of people who have an autistic spectrum condition will also have a learning disability.
izz aty

WORLD DECLARATION ON HIGHER EDUCATION FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION - 0 views

www.unesco.org/...declaration_eng.htm

shared by izz aty on 06 Aug 15 - Cached
  • WORLD CONFERENCE ON HIGHER EDUCATION   Higher Education in the Twenty-First Century: Vision and Action 9 October 1998   WORLD DECLARATION ON HIGHER EDUCATION FOR THE TWENTY-FIRST CENTURY: VISION AND ACTION
  • Convinced that education is a fundamental pillar of human rights, democracy, sustainable development and peace, and shall therefore become accessible to all throughout life and that measures are required to ensure co-ordination and co-operation across and between the various sectors, particularly between general, technical and professional secondary and post-secondary education as well as between universities, colleges and technical institutions,
  • Article 9 - Innovative educational approaches: critical thinking and creativity
  • ...5 more annotations...
  • (a) In a world undergoing rapid changes, there is a perceived need for a new vision and paradigm of higher education, which should be student-oriented, calling in most countries for in-depth reforms and an open access policy so as to cater for ever more diversified categories of people, and of its contents, methods, practices and means of delivery, based on new types of links and partnerships with the community and with the broadest sectors of society.
  • (b) Higher education institutions should educate students to become well informed and deeply motivated citizens, who can think critically, analyse problems of society, look for solutions to the problems of society, apply them and accept social responsibilities.
  • (d) New methods of education will also imply new types of teaching-learning materials. These have to be coupled with new methods of testing that will promote not only powers of memory but also powers of comprehension, skills for practical work and creativity.
  • new information technology does not reduce the need for teachers but changes their role in relation to the learning process and that the continuous dialogue that converts information into knowledge and understanding becomes fundamental.
  • Higher education institutions should lead in drawing on the advantages and potential of new information and communication technologies, ensuring quality and maintaining high standards for education practices and outcomes in a spirit of openness, equity and international co-operation by:
izz aty

StudyStack - the world's most versatile flashcards - 0 views

www.studystack.com

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shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    1. Find flashcards to study or create your own flashcards. 2. Study flashcards or use the other activities like matching, crosswords & hangman. 3. Study flashcards anytime and anywhere - printed or on handheld device apps.
izz aty

15 Language Learning Tools for Lifelong Learners - 0 views

www.missiontolearn.com/...learn-foreign-language-online

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shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Reading from a textbook isn't the only way to learn a foreign language. The web offers a number of free tools that can be used to enhance the learning experience inside and outside the classroom. Here are 15 language learning tools to try today.
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