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izz aty

The 7 Habits of Highly Employable People | Guy Arnold | LinkedIn - 0 views

www.linkedin.com/...ts-of-highly-employable-people

shared by izz aty on 12 Jun 15 - No Cached
  • Habit 1: Be Proactive
  • There is no such thing REALLY as unemployment: there are jobs for everyone, if they can only consider more ‘How to add value’ and less ‘what’s in it for me?’The REAL issue is ‘unemployability’ … in the mindset, skillset and habits of those looking for work : if this wasn’t the case, how would migrants ever stand a chance of getting work?
  • Habit 2: Begin with the end in mind
  • ...19 more annotations...
  • Don’t just go for ‘anything that’ll pay a wage’, stop and work out what you’re truly great at, and what you love, and then start asking: ‘How can I get paid to do this?’
  • Habit 3: Put first things first
  • find out what ‘employable’ means to your target employers
  • Physical: appearance and habitsMental: knowledge and skillsEmotional: how to communicate and focus on the real winSpiritual: what can you bring to the party that will make the world a better (and more productive) place!When you’ve nailed this, you need to start finding out information about organisations in your target area and sector, and what their issues are (that you might be able to help them solve)
  • Then work on your CV and interview skills
  • Habit 4: Think win/win
  • consider: ‘what’s the win for this organisation?’: ‘What can I help them stop, start or continue doing, that would help them get more of the wins that they want?’
  • Habit 5: Seek first to understand, then to be understood
  • where do they do well, and where do they fall down? What are their competition doing? What’s happening in the market … now … and in 5 years time? What do their customers think? What customers are they missing? What sort of people would they be looking for? And why?
  • Do research on your target market and organisations
  • then, you can approach them to see how interested they might be in talking with you.
  • Habit 6: Synergise
  • Employment is synergy: if it fails to be synergy in any way, then it’s going to be short term at best.
  • the ‘employee’ and ‘employer’ should both find their situations significantly enhanced by teaming up and working constructively together. Together everyone achieves more!
  • Habit 7: Sharpen the Saw
  • You need to sharpen your saw to be considered worth employing
  • You need to continually sharpen your saw while employed
  • You need to continually sharpen the saw outside work
  • No one in their right mind employs a blunt saw, but sharp saws make getting results much more rewarding for both parties.
izz aty

Where In The World You Can Find The Best Schools - And The Happiest Kids - 0 views

www.buzzfeed.com/...d-the-best-schools-and-the-hap

education school schooling OECD research development youth children international survey society ioe happiness emotions young people

shared by izz aty on 19 Jan 14 - No Cached
  • izz aty on 19 Jan 14
     
    "The Organisation for Economic Co-operation and Development's triennial international survey compared test scores from 65 countries. Happiness was ranked based on the percentage of students who agreed or disagreed with the statement "I feel happy at school." Test scores were ranked based on the combined individual rankings of the students' math, reading, and science scores."
izz aty

Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...endent_school_(United_Kingdom)

independent school english education england united kingdom private school state school schooling ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • History
  • Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
  • The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
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  • They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
  • the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
  • The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
  • Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
  • Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
  • 119 of these schools became independent.
  • share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
  • changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
  • England
  • As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
  • According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
  • Most independent schools, particularly the larger and older institutions, have charitable status
  • Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
  • Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
  • Selection
  • principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
  • Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
  • Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
  • Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
  • generally academically selective, using the competitive Common Entrance Examination at ages 11–13
  • Schools often offer scholarships to attract abler pupils (which improves their average results)
  • Poorly-performing pupils may be required to leave,
  • Conditions
  • generally characterised by more individual teaching
  • much better pupil-teacher ratios at around 9:1;[16]
  • more time for organised sports and extra-curricular activities
  • longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
  • a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
  • Educational achievement is generally very good
  • As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
  • Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
  • more emphasis on traditional academic subjects
  • Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
  • Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
  • A much higher proportion go to university
  • set their own discipline regime
  • In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
  • impact of independent schools on the British economy
  • 2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
  • independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
  • Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
  • the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
  • the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
  • many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
  • the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
  • Criticisms
  • often criticised for being elitist
  • often seen as outside the spirit of the state system
  • the treatment of the state sector as homogeneous in nature is difficult to support
  • Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
  • Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
  • may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
  • Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
  • Every 2.3 pupils at an independent school supports one person in employment in Britain
  • large number (c. one third[citation needed]) of independent schools provide assistance with fees
  • The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
    • izz aty
      izz aty on 12 May 14
       
      1980 Assisted Places Scheme: financial aid
  • The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
  • Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
  • Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
  • pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
  • In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
  • A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
  • "ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
  • In 2002, Jeremy Smith and Robin Naylor
  • they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
  • The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
  • Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
  • A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
  • Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
  • In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
izz aty

Employability: What is it? And How Do You Increase It? | employability4socialsciences - 0 views

employability4socialsciences.wordpress.com/...-it-and-how-do-you-increase-it

shared by izz aty on 12 Jun 15 - No Cached
  • define employability
  • The evidence you can provide of your skills/experience and your ability to communicate them in a powerful job winning way to potential employers.
  • What most students lack is the evidence and the ability to communicate to employers in a powerful way.
  • ...16 more annotations...
  • easy things you can do to raise your employability almost instantly:
  • thinking in terms of achievements not activities
  • Start collecting evidence of your achievements
  • Evidence can be any of the following: Powerful stories/examples you can talk about at interview/assessment centres and write about on your CV and application forms Press clippings/reports Awards/commendations Video/Audio Blogs Certificates/Qualifications References (from high quality people/contacts!)
  • Apply for as many jobs as possible
  • The aim is to get as much experience as possible of for what for most of us is a stressful situation
  • The mock interview service that most university career centres offer are good to a point but only if you take them seriously
  • when it comes to CVs and application forms is that its not really about you (!) It’s about the role you are applying for and the company you want to work for
  • Look at the language they use on their website, look at their objectives and values
  • getting as much from your university experience as possible
  • try and hit as many of transferable skills as you can with the above three. These include team work, leadership, project planning and management, information skills, communication skills and reflective skills
  • you will want to  broaden your experience so you can talk about more than just your degree
  • Consider if you haven’t already volunteering, work placements, work experience, charity work, community projects, and part time jobs
  • Realise what employers are really looking for
  • regardless of what the job or person spec says an employer is really looking for three things in applicants: 1) That you can do the job 2) That you will fit in with the organisation 3) You will add more value than you take from the organisation.
  • Ensure that your application shows the above and that the examples you will be using at interview
izz aty

Reach Every Child | Welcome! - 0 views

www.reacheverychild.com/...index.html

education teacher teaching new teacher help support motivation reference resources learning

shared by izz aty on 09 Aug 11 - Cached
  • izz aty on 09 Aug 11
     
    Resources/organisations (with their website addresses) to help new teachers.
izz aty

Main - Malaysia - Viral video reveals varsity 'brainwash' tactics, says student @ Wed J... - 0 views

www.themalaysianinsider.com/...brainwash-tactics-says-student

malaysia politics students youth bawani sharifah zohra education tertiary education free education causes society people community social issues

shared by izz aty on 16 Jan 13 - No Cached
  • Follow kopite 131p kopite has not yet written a personal description. View IntenseDebate profile +133 Vote up Vote down kopite 131p · 11 hours ago Freedom of speech means cutting off others and bullying? Freedom of speech means belittling and humiliating others? Freedom of speech means avoiding a valid question and went to a defensive mode of equating real problems with animals? Freedom of speech means asking others to leave if they don't like it? Geez.... are you Sharifah?
  • ponu299 126p · 5 hours ago The students who were all vocally supporting this BITCH are equally responsible for the state of affair of this country. To think that we have student of this mentality, where they don't support their own uni mate, who was bring the topic of free education. To the student this was just a argument between a Muslim and a Hindu. WHAT 1MALAYSIA IS ABOUT.
  • · 5 hours ago Typical of Big Brother- UMNO - I speak you listen. No questions allowed. Just follow what I say. Only Big Brother is right. Also - whenever there is a seminar or forum organised by them, it only addresses the muslim crowd. To them, the other races do not exist and they are not bothered.
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  • hailamkiak 146p
  • ummNO 158p · 12 hours ago Exactly. How can universities teach such blatent behaviour, and they seem to condone it. When I help a person, it does not need to be an indian, malay or chinese. It cannot be based on race or religion. Yet, UiTM Melaka allows it's students to protest against intake of non-muslims. And the authorities and current govt adminstration does nothing. It's as though they condone such behaviour. It's not good for nation building. By their actions, they are making themselves to be exclusive to one race only.
  • Follow worried22 82p worried22 has not yet written a personal description. View IntenseDebate profile +40 Vote up Vote down worried22 82p · 8 hours ago An Indian student standing up and speaking about free education whereas most of the Malay students clapped in support of that Listen Listen lady when she asked her to leave the country if she is not happy with the government's policies. What an irony!
  • karulann 130p · 10 hours ago not every malaysia have the "privileged" of getting grants. Loans are just burdening the graduates. I say we MUST advocate for free education, regardless of anyone income or place of living, education should be free at any level. Let us stop with the speculation that Malaysia does not afford to provide free education, but now the BN goverment are able to dishes out billions of ringgit for the BR1M, and have "janji" to continue giving every year IF they win and probably MIGHT increase the amount to RM1000.. You do the calculation of how many billions is wasted just like that.. and you get how much? Give me free education instead of RM500 yearly
  • Malaysian 154p · 10 hours ago WHO WANT SAMSUNG GALAXY NOTE BOOK!!! What kind of forum is this.
  • Hobbesianism 166p · 11 hours ago We are not angry mind you. We're simply astounded at the fact that there are such people like Ms. Sharifah in what you called the one-sided, barisan friendly forum. In fact, its freaking funny! Is that how you respond to a question, i.e. if you don't like, get out, my education is better than yours, you cannot compare with others, must always listen to elders, animals also got problems? Haha! No wonder you are still sad.
  • ankmlysia 153p · 13 hours ago ‘All that is necessary for the triumph of evil is that good men do nothing’
  • AaronID 156p · 12 hours ago What's even scarier than the dozens, if not hundreds, of these roadshows are the obvious fact so many, so young, are already too far into being brainwashed by BTN/BN! The video of Sharifah belittling and humiliating Bawani is made worse by the cheerleaders, cheering Sharifah, on! Poor kids...
  • VJK001 177p · 13 hours ago Why is Sharifah with one sided views allowed to mediate in Universities of Malaysia? No wonder our universities are going down in ranks compared to rest of the world. How can a mediator asked a fellow Malaysian to go to countries of her choice if she don't agree with policies in Malaysia? Imagine the other students clapping and supporting Sharifah! That shows the true strength of our Malaysians university students? The only one outstanding there is little Ambiga Bawani! Syabas Bawani..
izz aty

My Owl Barn: Owl Lover 2012 Calendar - 0 views

www.myowlbarn.com/...owl-lover-2012-calendar.html

resources calendar tools cute illustration animals owl artwork organised

shared by izz aty on 01 Feb 12 - No Cached
  • izz aty on 01 Feb 12
     
    After receiving such an overwhelming response and numerous requests for 2012 calendar we couldn't possibly resist the idea. So again, "My Owl Barn", and this time 45 artists (likes of Suzy Ultman, Jo James, Juliette Crane and Night Owl Paper Goods) from all over the world are proud to present you our "Owl Lover 2012 calendar". The artwork (and hard work!) by all these amazing people makes this calendar a perfect Christmas gift to your family and friends or even a gift to yourself! Like before, you can select the images you love the most and create your own free calendar or you can simply download the pre-made version, whatever you do - I'm sure you will love taking a peek and exploring all the wonderful images.
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

Free school: Conservatives eye the Swedish model - Education News - Education - The Ind... - 0 views

www.independent.co.uk/...the-swedish-model-1042734.html

swedish education sweden free school english education schooling school choice ESTEkiv

shared by izz aty on 10 May 14 - No Cached
  • Each youngster is set weekly goals and gets a 15-minute briefing with their own tutor at the end of the week to check on progress and discuss how to reach the targets setfor the following week.
  • The big difference between the education system in Sweden and the UK is that, in Sweden parents are given an educational voucher for each child, and they use that voucher to apply for any school they want to.
  • Bertil Ostoberg, the Swedish Secretary of State for Education, summarised the scheme as "providing freedom of choice for the parents and the pupils, much wider freedom of choice". He added: "They have to compete to provide a high quality to get pupils. We think this competition has led to a higher quality in the system."
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  • a wide variety of providers, with Waldorf Steiner, Montessori, confessional (faith schools) and traditionally-run schools which emphasise the basics and are strong on discipline.
  • Claes Bromander, vice-chairman of the Swedish Association of Independent Schools and principal of Vaxjo Fria Gymnasiet. "They reinvest most of the profit. Swedish TV has done some research: the 60 biggest providers that are run as companies have a turnover of about 10 billion kroner (£804m)."
  • The Swedish government has made a determined effort to make the admissions system for its independent "free" schools fair. They operate a "first come, first served" policy, announcing the date for the start of admissions and closing once they have filled up all the places.
  • Research for the Swedish National Agency for Education shows it has caused increased segregation, with better-educated parents more likely to opt for an independent "free" school place.
  • Mervyn Benford, a former primary school head from the UK who has spent years in Sweden advising ministers on their inspection system thinks there could be another reason for the "free" schools' higher results. "They are smaller than the municipal schools," he said. "They can give pupils more attention."
  • All political parties – the Conservative-led coalition in government at present and the opposition Social Democrats – are committed to maintaining the system, although the Social Democrats have called for a freeze on new schools, with pupil numbers falling. "We have to shrink the system," said Maria Sellberg, vice-principal of Norre Real High School, a top-performing public school in Stockholm. "Shrinking such an organisation costs a lot but the number of students [nationally] is decreasing. You squander taxpayers' money on this over-capacity; there is a great bleed-away of taxpayers' money." As the Swedish National Agency for Education put it: "To provide choice, you have to over-provide."
izz aty

Statistics: how many people have autism spectrum disorders? - | autism | Asperger syndr... - 0 views

www.autism.org.uk/...autism-spectrum-disorders.aspx

ASD UK special education UK english special ed

shared by izz aty on 29 Sep 14 - No Cached
  • The latest prevalence studies of autism indicate that 1.1% of the population in the UK may have autism. This means that over 695,000 people in the UK may have autism, an estimate derived from the 1.1% prevalence rate applied to the 2011 UK census figures.
  • Emerson and Baines (2010) in their meta-analysis of prevalence studies found a range of people with learning disabilities and autism from 15% to 84%, with a mean of 52.6%.
  • Around a third of people with a learning disability may also have autism.
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  • The NHS Information Centre, Community and Mental Health Team, Brugha et al.(2012), found between 31% and 35.4% of people with a learning disability have autism.
  • Baird et al (2006) found a male to female ratio of 3.3:1 for the whole spectrum in their sample.  The Adult Psychiatric Morbidity Survey looked at people in private households, and found a prevalence rate of 1.8% male compared with 0.2% female, (Brugha et al, 2009). However, when they extended the study to include those people with learning disabilities who had been unable to take part in the APMS in 2007 and those in communal residential settings, they found that the rates for females were much closer to those of the males in the learning disabled population, (The NHS Information Centre, Community and Mental Health Team, Brugha et al., 2012).
  • For over 30 years, Sula Wolff, in Edinburgh, has studied children of average or high ability who are impaired in their social interaction but who do not have the full picture of the triad of impairments
  • more than 50 years since Leo Kanner first described his classic autistic syndrome
  • The specific pattern of abnormal behaviour first described by Leo Kanner is also known as 'early infantile autism'. Kanner made no estimate of the possible numbers of people with this condition but he thought that it was rare (Kanner, 1943).
  • autism spectrum disorders are under-diagnosed in females, and therefore the male to female ratio of those who have autism may be closer than is indicated by the figure of 5:1. The under recognition of autism spectrum disorders in females is discussed in Gould and Ashton-Smith (2011)
  • the clinical picture overlaps with Asperger syndrome to a large extent. However, these children represent the most subtle and most able end of the autism spectrum. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions
  • they often have a difficult time at school and they need recognition, understanding and acceptance from their parents and teachers. The approach that suits them best is the same as that which is recommended for children with Asperger syndrome and high-functioning autism.
  • Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators (2012) Prevalence of autism spectrum disorders - autism and developmental disabilities monitoring network, 14 sites, United States, 2008. Morbidity and Mortality Weekly Report. Surveillance summaries, 61(3), pp. 1-19. Available to download at http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6103a1.htm  [Accessed 15/05/2013]
    • izz aty
      izz aty on 29 Sep 14
       
      http://www.autism.org.uk/about-autism/myths-facts-and-statistics/statistics-how-many-people-have-autism-spectrum-disorders.aspx The word 'autism' was first used by Leo Kanner in the term 'early infantile autism' which was used to describe a specific pattern of abnormal behaviour. 
  • The Autism and Developmental Disabilities Monitoring Network in the USA looked at 8 year old children in 14 states in 2008, and found a prevalence rate of autism spectrum disorders within those states overall of  1 in 88, with around five times as many boys as girls affected (Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators, 2012).
  • The National Center for Health Statistics in the USA published findings from telephone surveys of parents of children aged 6-17 undertaken in 2011-12. The report showed a prevalence rate for ASD of 1 in 50, (Blumberg, S .J. et al, 2013).
  • 2.64% was found in a study done in South Korea, where the researchers found two thirds of the ASD cases were in the mainstream school population, and had never been diagnosed before., (Kim et al, 2011).
  • both the increase in estimates over time and the variability between countries and regions are likely to be because of broadening diagnostic criteria, diagnostic switching, service availability and awareness of ASD among professionals and the public, (Elsabbagh M. et al, 2012).
  • The Department of Health then funded a project to build on the APMS study and look more closely at the numbers of adults with autism that could not have been included in the original study. This included people in residential care settings and those with a more severe learning disability. The study was led by Professor Terry Brugha of the University of Leicester, who also led on autism research for the APMS 2007.  Combining its findings with the original APMS, it found that the actual prevalence of autism is approximately 1.1% of the English population, (The NHS Information Centre, Community and Mental Health Team, Brugha, T. et al., 2012)
  • Blumberg, S. J. et al (2013) Changes in prevalence of parent-reported autism spectrum disorder in school-aged U.S. children: 2007 to 2011–2012. National Health Statistics Reports, No 65. Available to download at http://www.cdc.gov/nchs/data/nhsr/nhsr065.pdf   [Accessed 15/05/2013]
  • Emerson, E. and Baines, S. (2010) The estimated prevalence of autism among adults with learning disabilities in England. Stockton-on-Tees: Improving Health and Lives. Available to download at http://www.improvinghealthandlives.org.uk/projects/autism [Accessed 10/05/2013]
  • Idring, S. et al. (2012) Autism spectrum disorders in the Stockholm Youth Cohort: design, prevalence and validity. PLoS One, 7(7): e41280 Available to download at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3401114/ [Accessed 15/05/2013]
  • Elsabbagh, M. et al (2012) Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5 (3), pp.160-179. Available to download at http://onlinelibrary.wiley.com/doi/10.1002/aur.239/pdf [Accessed 15/05/2013]
  • World Health Organisation.  (1992). International Classification of Diseases. 10th ed. Geneva: WHO.
izz aty

Developing Countries and Problems They Face :: Papers - 0 views

www.123helpme.com/view.asp

developing country

shared by izz aty on 11 Oct 14 - No Cached
  • 70% of the population in Third World countries do not have access to any organised health care.
  • four adults in ten who can read and write and less than one in four children go to secondary school
  • Work can give us identity, security and the means to meet many of our other basic needs
  • ...9 more annotations...
  • world unemployment stands at around 500 millions, 300 millions of there are in the less-developed countries.
  • many LDCs suffer from wars
  • also force many people to leave their homes and become refugees in other safer countries
  • Wars destroy crops, homes, schools and Hospitals etc. causing even more poverty.
  • neighbouring countries may have been developing, but a sudden influx of refugees with no money or food can make that country poor again.
  • Natural disasters
  • a lot of natural disasters, such as floods, earthquakes, and droughts. Disasters like there destroy homes and crops, causing people to become poor again
  • All LDCs have had to borrow money from the banks of rich countries. They have to pay interest on these loans and this money could have been spent on development
  • because the interest is so high, in that case the LDCs will get poorer and MDCs will get richer
  • izz aty on 11 Oct 14
     
    (clearly not well-proofread, but some points are worth considering I think)
izz aty

Job hunting over 50? Nine ways to make yourself employable and marketable - 0 views

www.high50.com/...ployable-even-if-youre-over-50

shared by izz aty on 12 Jun 15 - No Cached
  • turn yourself into a marketable prospect 
  • when you have decades of experience under your belt it can be easy to get stuck in an employment rut.
  • sit down and understand which of the skills you’ve acquired have a value, and which may even command a premium in today’s market.
  • ...26 more annotations...
  • have you stagnated, using well-honed skills on a repeated basis but without adding more personal value within the workplace?
  • Six tips for success at job interviews
  • Identify your marketable skills
  • Break down the elements that have enabled you to be successful. Highlight your key strengths in your current or most recent role.
  • Update your skills for the job
  • take the courses that you need to bring your skills up to speed
  • skills needed to actually perform the functions of the job
  • Keep your professional accreditations current
  • Attend industry conferences to understand what is driving your sector, and how your skills might need to be adapted to play a role in the future.
  • Are you up to date with the tools and techniques that are being used by the forward-thinking firms winning the business?
  • Be honest in your assessment and identify both your strengths and any gaps that need to be addressed.
  • Know your industry/domain
  • Be clear about if and how the sector is growing and whether your expert knowledge is in demand or could even command a premium.
  • Have an understanding of how competitors do things, as this could be used to good effect in a new role (taking into account any non-disclosure agreements, of course).
  • Build your contacts
  • Strengthen communication skills
  • In many industries there is now a need to demonstrate expertise with a strong online presence
  • How to build your personal brand online 
  • Use technology to your advantage
  • Smart use of technology has become a major part of roles at all levels of an organisation. You should be able to demonstrate that this is an area you are comfortable with and can use to advantage in your role
  • Be a cultural and team fit
  • Demonstrate your key achievements
  • Achievements are as important as skills. Having yours off pat is essential, as is being able to demonstrate how you could repeat your success.
  • Understand which skills have value
  • Look at all the elements you have broken down, and take an honest look at which are transferable to a new role and have the greatest value in today’s job market. It is these that you should be prioritising on your CV during your job search or highlighting on your LinkedIn profile.
  • a key component of your job search: whether you should be focusing on roles where the likelihood of success is based your technical skills, or if you should be targeting employers where your sector and competitor knowledge is of greater interest.
izz aty

Making our students employable - 0 views

www.dmu.ac.uk/...g-our-students-employable.aspx

shared by izz aty on 12 Jun 15 - No Cached
  • From real-world placements to projects set and graded by leading employers, our courses are designed to equip students with the skills and experience sought after by today's employers.
  • Many of our courses are accredited by professional bodies
  • you can be confident that our students and graduates will have the professional skills and experience to add real value to your organisation.
  • ...2 more annotations...
  • Our support extends beyond the classroom, and there are many ways that we help students to become highly employable
  • With employment fairs, graduate internships, enterprise support and a whole range of careers advice at their disposal, our graduates are ready to hit the ground running and embark on their exciting and rewarding careers, helping to support the needs of the professions
izz aty

Graphic Organizers - 0 views

www.eduplace.com/graphicorganizer

graphic organisers writing templates tools education graphic mindmap resources materials charts diagrams

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Help your students children classify ideas and communicate more effectively. Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming. Select a Graphic Organizer from the following list of links.
izz aty

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

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

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

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

Library of Instant Lessons (Published Article by Bibi Boarder) - 0 views

www.musicalenglishlessons.org/...library.htm

lesson plan planning organisation library lessons school activities teaching learning resources reference language learning language english

shared by izz aty on 12 Aug 11 - No Cached
  • izz aty on 12 Aug 11
     
    Make life easier by building up a library of ready-made lessons for yourself or your teaching staff to copy and cut as required.   Though relatively easy, it can prove a godsend during the busy season when time is short, or when standing in for absent colleagues.
izz aty

World Health Organisation 2014 Eliminating forced, coercive and otherwise involuntary ... - 0 views

www.unfpa.org/...ating_forced_sterilization.pdf

WHO health healthcare

shared by izz aty on 23 Nov 14 - No Cached
  • izz aty on 23 Nov 14
     
    An interagency statement OHCHR, UN Women, UNAIDS, UNDP, UNFPA, UNICEF and WHO
izz aty

Proposed changes to autism and Asperger syndrome diagnostic criteria - | autism | Asper... - 0 views

www.autism.org.uk/...nd-AS-diagnostic-criteria.aspx

education autism ASD

shared by izz aty on 08 Dec 14 - No Cached
  • NAS welcomes the overall proposed approach to streamline diagnostic criteria and make them simpler, to develop dimensional measures of severity and recognise the range of full health problems someone is experiencing, as well as any other factors that impact on their diagnosis.
  • the proposed severity levels are not fit for purpose and potentially very unhelpful as they are currently drafted
  • need to be much more detail to make the severity levels appropriate and widely applicable.
  • ...14 more annotations...
  • levels are not consistent with the diagnostic criteria.
  • Key areas, including sensory aspects, are not mentioned within the severity levels.
  • The minimum criteria for level 1 severity “Needs support” are considerably higher than the minimum criteria for a diagnosis
  • DSM is an American publication. Most diagnoses in the UK are based on the International Classification of Diseases (ICD), published by the World Health organisation, or other criteria, such as those developed by Professor Christopher Gillberg. 
  • Creating a direct link between a clinical decision over diagnosis and a recommendation for support could affect clinical impartiality. In the UK we are aware of situations where clinical professionals have felt under pressure from their employers to under-assess needs in order to ration limited resources.
  • Dr Lorna Wing and Dr Judith Gould have submitted a paper to the American Psychiatric Association, jointly written with Professor Christopher Gillberg. This article has been published in the journal Research in Developmental Disabilities. It calls for a stronger focus on social imagination, diagnosis in infancy and adulthood, and on the possible under-diagnosis of girls and women with autism
  • They recommend that sub-group names for particular autism spectrum disorders are kept in the new diagnostic criteria, including a description of Asperger syndrome, to make it very clear that this continues to be a part of the autism spectrum. 
  • APA propose creating a new diagnosis of social communication disorder. This would be given where someone exhibits the social communication and interaction aspects of an autism spectrum disorder diagnosis, but does not show restricted, repetitive patterns of behaviour, interests or activities. 
  • linking of a clinical diagnosis to recommendations of support may create expectations for people on the autism spectrum that services will be provided when this will not always be the case (at least in the UK), due to high eligibility thresholds or because decisions about such support may be taken by professionals who have no relation to the diagnostic process. 
  • The current ICD (ICD-10) is virtually the same as DSM. The next version of the International Classification of Diseases (ICD-11) is due to be published in 2015. They will consider the changes made to DSM-5, but their descriptions are often slightly different. For example, the diagnostic names in ICD-10 are different to those in DSM-4. 
  • Diagnoses should always be based on a clinical decision about whether someone has an impairment which has a disabling effect on their daily life. Diagnoses will be given where symptoms cause an impairment to everyday functioning.
  • Overall, we believe that the changes to the diagnostic criteria are helpful. They are clearer and simpler than the previous DSM-4 criteria. 
  • The diagnostic manuals are updated every so often to reflect the latest research. The last change to the DSM was in 2000, and before that in 1994.
  • How long have autism and Asperger syndrome been in the DSM? Autism was first included as a separate category in DSM-3 in 1980 when it was called 'infantile autism'. This was later changed to 'autistic disorder' in 1987. 'Asperger’s disorder' (syndrome) was added into the next version, DSM-4, in 1994.
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