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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.
  • ...7 more annotations...
  • 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."
izz aty

Integrating the 16 Habits of Mind | Edutopia - 0 views

www.edutopia.org/...habits-of-mind-terrell-heick

references habits of mind education school learning resources reference teaching

shared by izz aty on 24 Jan 13 - No Cached
  • izz aty on 24 Jan 13
     
    "In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. The habits themselves aren't new at all, and significant work has already been done in the areas of these "thinking habits." However, in a 21st century learning environment -- one often inundated with information, stimulation and connectivity -- there may be a newfound context for their application. And a renewed urgency for their integration. The Habits of Mind by Art Costa and Bena Kallick don't simply represent fragments of practice to "add on" to what you already do, but rather new ways to think about how people learn."
izz aty

Hamza Yusuf - The Significance of Meaning- YouTube - 0 views

www.youtube.com/watch

meaning significance literature metaphor language language learning education reference

shared by izz aty on 17 Feb 12 - No Cached
  • izz aty on 17 Feb 12
     
    Length: <10mins
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
  • elevated folk art and ancient custom to a noble status
  • 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
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • 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"
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • 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

WHO | Environment and health in developing countries - 0 views

www.who.int/...en

dissertationZ

shared by izz aty on 11 Oct 14 - No Cached
  • environmental factors are a root cause of a significant burden of death, disease and disability – particularly in developing countries
  • A significant proportion of that overall environmental disease burden can be attributed to relatively few key areas of risk. These include: poor water quality, availability, and sanitation; vector-borne diseases; poor ambient and indoor air quality; toxic substances; and global environmental change.
  • The resulting impacts are estimated to cause about 25% of death and disease globally, reaching nearly 35% in regions such as sub-Saharan Africa (1). This includes environmental hazards in the work, home and broader community/living environment.
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  • simple preventive measures exist to reduce the burden of disease from such risks, although systematic incorporation of such measures into policy has been more of a challenge.
izz aty

Now There's a WikiLeaks for Colleges - Education - GOOD - 0 views

www.good.is/...ere-s-a-wikileaks-for-colleges

tertiary education education university uni wikileaks wiki unileaks college politics secrets ethics privacy anonymous

shared by izz aty on 31 May 11 - No Cached
  • izz aty on 31 May 11
     
    According to the site's "Who We Are" section, they'll accept anonymously submitted "restricted or censored material of political, ethical, diplomatic or historical significance which is in some way connected to higher education, an agency or government body working in partnership with an institution, e.g., a university." That means they want those private emails between professors, copies of shady contracts, secret research, and internal memos. Whistle-blowers can upload their documents through an encryption-free electronic drop box. The site's journalists then turn them into news stories.
izz aty

Hall, J 2014 Children's Human Rights and Public Schooling in the US (abstract) - 0 views

link.springer.com/...978-94-6209-197-9_1

education human rights convention of rights of the children american education

shared by izz aty on 18 Oct 14 - No Cached
  • In certain areas, the US may have a better track record compared to other nations. However, human rights concerns are confronted everyday by people in this country, including children.
  • against the backdrop of neoliberal expansion, serious human rights violations are taking place among children in the US. The daily struggles among groups of school children in the US are specifically considered
  • izz aty on 18 Oct 14
     
    Inside: "In an economony increasingly shaped by neoliberal reform, the conditions of children everywhere are deteriorating. Makret logics supported by translational bodies, networks, constituents, and policies - such as the UM, the World Bank/IMF, the WTO, and the World Economic Forum and the World Water Forum - bear out such outcomes (Goldman 2006, 2006; Goodman, 2011; Kloby, 2004). This economy helps shape policies and interaction in al spaces, including public schools in the US. When it comes to schools children are often silenced further by the gutting of school budgets, unequal funding, racial sorting/segretaion/violence, sexual harassment...targeted cuts to ESL and SE programs, and overal privatization. Given their vulnerabilities, for children to have any chance to succeed there muust be a significant shift in thinking among the public. The CRC must be debated in the US inlcuding a discussion of its problems and promise/potential. The US must ratify an improved version fo the CRC, live up to iy, and other nations must too... Public schools could be the forum where these conversations begin. Regrettably, many are unfamiliar with this convention and/or are unaware of its existence."
izz aty

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

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

blended learning education learning references

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

Streaming pupils by ability in primary school widens the attainment gap - Institute of ... - 0 views

www.ioe.ac.uk/...104575.html

education streaming dissertationZ

shared by izz aty on 03 Oct 14 - No Cached
  • The practice of "streaming" children by ability in the early years of primary school is widening the achievement gap between children from better-off homes and those facing disadvantage
  • while relatively high-attaining pupils do better if placed in a top stream than they would in schools which do not have streaming, those given a place in the middle or lower streams do worse than they would if there were no streaming, the research finds.
  • streaming in primary schools would appear to increase the gap between higher- and lower-attaining pupils, and also to accentuate socio-economic differences, because more of those from poorer backgrounds tend on average to be in the lower streams.
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  • a child being placed in a top stream enjoyed a significant positive benefit, in terms of reading, maths and overall results by the end of year two, compared to children who had not been streamed. But pupils placed in middle or bottom streams fared significantly worse in their reading and overall results than those who were not streamed, while those placed in the bottom sets also fared significantly worse than their non-streamed peers in maths.
  • pupils, of any given ability level, tended to do better if placed in a class with high-performing peers. It was therefore logical that, in a streamed system in which such classmates were only available to other high-performers, those already adjudged to be doing well enough to be placed in a top stream would tend to benefit disproportionately.
  • "Streaming…advantages those who are already high attainers, disadvantaging those who are placed in middle or lower groups who are deprived of working with those who are more advanced."
  • Bottom stream pupils are more likely to have behaviour problems, to be from poor backgrounds and to have less educated mothers, the researchers have shown in the past.
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.
  • ...4 more annotations...
  • 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

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

Dhaka Declaration on Autism Spectrum Disorders and Developmental Disabilities 25 July 2... - 0 views

www.autismspeaks.org/...dhaka-declaration

autism

shared by izz aty on 29 Sep 14 - No Cached
  • Recalling the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities as well as resolutions adopted by other forums, in particular the United Nations General Assembly on autism
  • Reiterating the provisions of Constitutions of our respective countries safeguarding against discrimination and social exclusion of people on grounds of any disability or condition, and securing the provision of the basic necessities of life, in particular education and medical care, and the right to social security to public assistance in cases of undeserved want arising from illness and disabilities,
  • Noting that developmental disorders are being increasingly recognized all over the world as disabling conditions which seriously influence everyday functioning of affected children, severely interfere with their developmental, educational and social attainments, and bring significant economic costs to families and societies
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  • Aware that autism is a lifelong developmental disability that affects the functioning of the brain, and characterised by impairments in social interaction, problems with verbal and non-verbal communication and restricted, repetitive behaviour, interests and activities,
  • Concerned that, despite increasing evidence documenting the effectiveness of early interventions in improving the overall functioning of the child and long-term outcomes, children and families in need often have poor access to services and do not receive adequate treatment and care
  • Deeply concerned at the prevalence and high rate of autism in all societies and regions and its consequent developmental challenges to long-term health care, education and training as well as its tremendous impact on communities and societies
  • Recalling that children with developmental disorders and their families often face major challenges associated with stigma, isolation and discrimination as well as a lack of access to health care and education facilities
  • Recalling further that even the basic human rights of children and adults with developmental disorders are often abused, in many cases in flagrant violation of existing UN declarations and treaties
  • Recognising the public health importance to address mental and developmental disorders and autism in children, based on their prevalence, disability burden, long-term health consequences and the associated human rights violations
  • Recognising further that attention received by policy makers and public health experts and consequent allocation of resources have so far been inadequate to address the treatment gap for developmental disorders, and stronger concerted efforts are required
  • Acknowledging efforts undertaken by governments and international global health actors to tackle the problem, including the commemoration of the UN World Autism Awareness Day, which led to increased international public concerns for autism and other developmental disorders
  • Inspired further by a vision that all individuals with autism and developmental disorders ought to receive adequate and equal opportunities to enjoy health, achieve their optimal developmental potential and quality of life, and participate in society
    • izz aty
      izz aty on 29 Sep 14
       
      ACTIONS TO MEET VISIONS awareness and social responsibility, healthcare specialised care services allocation of resources family-centred provisional support service quality assurance socially inclusive legislations effective networks and collabs regular conferences for knowledge-sharing and checking  progress
  • Endorse the following priority actions for realizing our vision to meet the health care needs of children with developmental disorders:
  • 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Adopt this Declaration with the objective of promoting stronger and coordinated actions in the region and globally towards the improvement of access and quality of health care services for individuals with autism and developmental disorders.
  • a. Increase awareness of the rights of children with developmental disorders and to highlight social responsibility to persons with such disabilities.
  • b. &nbsp; Strengthen health systems’ capacity to address the needs of children with developmental disorders and their families.
  • c.&nbsp;&nbsp; Improve capacities of professionals involved in provision of integrated care services for children with developmental disorders at various levels, from primary health care and communities to specialized services.
  • d.&nbsp;&nbsp; Mobilize and allocate increased human and financial resources for the health care of children with developmental disorders and for stepwise implementation of the identified priority actions.
  • e.&nbsp;&nbsp; Support provision of care as close as possible to families' homes and schools and promote participation in family life, education and society.
  • f. &nbsp;&nbsp; Establish measures for assurance of quality of services.
  • g.&nbsp;&nbsp; Promote a supportive national legislative and policy environment to ensure social inclusion.
  • h.&nbsp;&nbsp; Ensure effective collaboration mechanisms across sectors and particularly, among health, education, and social services, and promote adoption of a holistic approach to care provision for developmental disorders.
  • i. &nbsp;&nbsp; Hold regularly scheduled regional conferences to continue to share information and best practices as well as monitor progress.
izz aty

Issues about Outcomes Based Education - 0 views

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

OBE uniklguidelines education

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

"Like a bird let loose" - girls' education in Afghanistan | Women's Views on News - 0 views

www.womensviewsonnews.org/...80%99-education-in-afghanistan

news education women gender equality poverty middle east schooling society

shared by izz aty on 31 May 11 - No Cached
  • This is Meena. She’s 17 years old. She’s a student in Balkh province in northern Afghanistan. Meena is also one of the 687 Afghan students interviewed for Oxfam’s new report, High Stakes: Girls’ Education in Afghanistan, published today. Since the fall of the Taliban, girls’ enrolment in education has increased from an estimated 5,000 under the Taliban, to a current total of 2.4 million girls. Obviously, this is a significant gain, but there’s still a long way to go.
izz aty

Bloom's Taxonomy Poster for Elementary Teachers - 0 views

blog.learningtoday.com/...Poster-for-Elementary-Teachers

blooms taxonomy bloom taxonomy education resources school presentation design

shared by izz aty on 31 May 11 - Cached
  • For decades, Bloom's Taxonomy has helped teachers plan lessons and design instruction. When Benjamin Bloom and a team of educators first conceived the classification in the late 1940's, they probably never imagined the impact their work would have over 50 years later. While other theories and systems have come and gone, Bloom's taxonomy appears to have become the most commonly used standard in many educational settings. In the 1990's, Lorin Anderson and a group of psychologists updated the taxonomy in the hope that it would have more relevance for 21st century students and teachers, transforming the nouns to verbs and making some other seemingly small but significant changes. An interesting account of the history of Bloom's Taxonomy can be found here. The Blooming Butterfly poster was designed by the Learning Today product development team as a tribute to Bloom and Anderson and to the educators all over the world that continue to implement their vision. We hope that it will serve as a visual reminder for teachers as they continue to guide students to become better thinkers, just as Bloom imagined many years ago!
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)&nbsp; provides standardized criteria to help diagnose ASD.
izz aty

Special Education in Singapore - 0 views

sed.sagepub.com/...104.short

special special education education singapore singaporean special ed

shared by izz aty on 09 Dec 14 - No Cached
  • the development and current status of special education in Singapore
  • a brief history of special education services, organization of service delivery, integration, teacher training, and achievements
  • Highlighted within these topics are significant developments over the past decade that have influenced special education services.
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  • several challenges to improve the quality of special education services through integration opportunities, preservice teacher training, greater coordination among services, current educational and social initiatives and rhetoric, and societal vision.
izz aty

Adult ADHD: 50 Tips of Management « Dr Hallowell ADHD and mental and cognitiv... - 0 views

www.drhallowell.com/ult-adhd-50-tips-of-management

health ADHD attention psychology 'mental health' brain society social science science medicine

shared by izz aty on 09 Sep 14 - No Cached
  • the single most powerful treatment for ADHD is understanding ADHD in the first place. Read books. Talk with professionals. Talk with other adults who have ADHD. You’ll be able to design your own treatment to fit your own version of ADHD.
  • It is useful for you to have a coach, for some person near you to keep after you, but always with humor. Your coach can help you get organized, stay on task, give you encouragement or remind you to get back to work. Friend, colleague, or therapist (it is possible, but risky for your coach to be your spouse), a coach is someone to stay on you to get things done, exhort you as coaches do, keep tabs on you, and in general be in your corner. A coach can be tremendously helpful in treating ADHD.
  • ADHD adults need lots of encouragement. This is in part due to their having many self-doubts that have accumulated over the years. But it goes beyond that. More than the average person, the ADHD adult withers without encouragement and positively lights up like a Christmas tree when given it. They will often work for another person in a way they won’t work for themselves. This is not “bad”, it just is. It should be recognized and taken advantage of.
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  • it equally if not more important for those around you to understand it–family, job, school, friends. Once they get the concept they will be able to understand you much better and to help you as well.
  • Try to get rid of the negativity that may have infested your system if you have lived for years without knowing what you had was ADHD
  • Listen to feedback from trusted others. Adults (and children, too) with ADHD are notoriously poor self-observers. They use a lot of what can appear to be denial.
  • Consider joining or starting a support group
  • Give up guilt over high-stimulus-seeking behavior. Understand that you are drawn to high stimuli. Try to choose them wisely, rather than brooding over the “bad” ones.
  • Don’t feel chained to conventional careers or conventional ways of coping. Give yourself permission to be yourself. Give up trying to be the person you always thought you should be–the model student or the organized executive, for example–and let yourself be who you are.
  • what you have is a neuropsychiatric condition. It is genetically transmitted. It is caused by biology, by how your brain is wired. It is NOT a disease of the will, nor a moral failing. It is NOT caused by a weakness in character, nor by a failure to mature. It’s cure is not to be found in the power of the will, nor in punishment, nor in sacrifice, nor in pain. ALWAYS REMEMBER THIS. Try as they might, many people with ADHD have great trouble accepting the syndrome as being rooted in biology rather than weakness of character.
  • External structure. Structure is the hallmark of the non-pharmacological treatment of the ADHD child. It can be equally useful with adults. Tedious to set up, once in place structure works like the walls of the bobsled slide, keeping the speedball sled from careening off the track.
  • Make frequent use of: ◦&nbsp;&nbsp; &nbsp;lists ◦&nbsp;&nbsp; &nbsp;color-coding ◦&nbsp;&nbsp; &nbsp;reminders ◦&nbsp;&nbsp; &nbsp;notes to self ◦&nbsp;&nbsp; &nbsp;rituals ◦&nbsp;&nbsp; &nbsp;files
  • Color coding. Mentioned above, color-coding deserves emphasis. Many people with ADHD are visually oriented. Take advantage of this by making things memorable with color: files, memoranda, texts, schedules, etc. Virtually anything in the black and white of type can be made more memorable, arresting, and therefore attention-getting with color.
  • try to make your environment as peppy as you want it to be without letting it boil over.
  • Now that you have the freedom of adulthood, try to set things up so that you will not constantly be reminded of your limitations.
  • &nbsp;Make deadlines.
  • &nbsp;Break down large tasks into small ones. Attach deadlines to the small parts. Then, like magic, the large task will get done. This is one of the simplest and most powerful of all structuring devices. Often a large task will feel overwhelming to the person with ADHD. The mere thought of trying to perform the task makes one turn away. On the other hand, if the large task is broken down into small parts, each component may feel quite manageable.
  • Prioritize. Avoid procrastination. When things get busy, the adult ADHD person loses perspective: paying an unpaid parking ticket can feel as pressing as putting out the fire that just got started in the wastebasket. Prioritize. Take a deep breath. Put first things first. Procrastination is one of the hallmarks of adult ADHD. You have to really discipline yourself to watch out for it and avoid it.
  • Accept fear of things going well. Accept edginess when things are too easy, when there’s no conflict. Don’t gum things up just to make them more stimulating.
  • &nbsp;Notice how and where you work best: in a noisy room, on the train, wrapped in three blankets, listening to music, whatever. Children and adults with ADHD can do their best under rather odd conditions. Let yourself work under whatever conditions are best for you.
  • it is O.K. to do two things at once: carry on a conversation and knit, or take a shower and do your best thinking, or jog and plan a business meeting. Often people with ADHD need to be doing several things at once in order to get anything done at all.
  • Do what you’re good at. Again, if it seems easy, that is O.K. There is no rule that says you can only do what you’re bad at.
  • Leave time between engagements to gather your thoughts. Transitions are difficult for ADHD’ers, and mini-breaks can help ease the transition.
  • Keep a notepad in your car, by your bed, and in your pocketbook or jacket. You never know when a good idea will hit you, or you’ll want to remember something else.
  • Read with a pen in hand, not only for marginal notes or underlining, but for the inevitable cascade of “other” thoughts that will occur to you.
  • Set aside some time in every week for just letting go
  • Recharge your batteries. Related to #30, most adults with ADHD need, on a daily basis, some time to waste without feeling guilty about it. One guilt-free way to conceptualize it is to call it time to recharge your batteries. Take a nap, watch T.V., meditate. Something calm, restful, at ease.
  • Many adults with ADHD have an addictive or compulsive personality such that they are always hooked on something. Try to make this something positive.
  • Understand mood changes and ways to manage these. Know that your moods will change willy-nilly, independent of what’s going on in the external world. Don’t waste your time ferreting out the reason why or looking for someone to blame. Focus rather on learning to tolerate a bad mood, knowing that it will pass, and learning strategies to make it pass sooner. Changing sets, i.e., getting involved with some new activity (preferably interactive) such as a conversation with a friend or a tennis game or reading a book will often help.
  • recognize the following cycle which is very common among adults with ADHD: Something “startles” your psychological system, a change or transition, a disappointment or even a success. The precipitant may be quite trivial. This “startle” is followed by a mini-panic with a sudden loss of perspective, the world being set topsy-turvy. You try to deal with this panic by falling into a mode of obsessing and ruminating over one or another aspect of the situation. This can last for hours, days, even months.
  • Plan scenarios to deal with the inevitable blahs. Have a list of friends to call. Have a few videos that always engross you and get your mind off things. Have ready access to exercise. Have a punching bag or pillow handy if there’s extra angry energy. Rehearse a few pep talks you can give yourself, like, “You’ve been here before. These are the ADHD blues. They will soon pass. You are O.K.”
  • Expect depression after success. People with ADHD commonly complain of feeling depressed, paradoxically, after a big success. This is because the high stimulus of the chase or the challenge or the preparation is over. The deed is done. Win or lose, the adult with ADHD misses the conflict, the high stimulus, and feels depressed.
  • &nbsp;Use “time-outs” as with children. When you are upset or overstimulated, take a time-out. Go away. Calm down.
  • Learn how to advocate for yourself. Adults with ADHD are so used to being criticized, they are often unnecessarily defensive in putting their own case forward. Learn to get off the defensive.
  • Avoid premature closure of a project, a conflict, a deal, or a conversation. Don’t “cut to the chase” too soon, even though you’re itching to.
  • Try to let the successful moment last and be remembered, become sustaining over time. You’ll have to consciously and deliberately train yourself to do this because you’ll just as soon forget.
  • &nbsp;Remember that ADHD usually includes a tendency to overfocus or hyperfocus at times. This hyperfocusing can be used constructively or destructively. Be aware of its destructive use: a tendency to obsess or ruminate over some imagined problem without being able to let it go.
  • &nbsp;Exercise vigorously and regularly. You should schedule this into your life and stick with it. Exercise is positively one of the best treatments for ADHD. It helps work off excess energy and aggression in a positive way, it allows for noise-reduction within the mind, it stimulates the hormonal and neurochemical system in a most therapeutic way, and it soothes and calms the body. When you add all that to the well-known health benefits of exercise, you can see how important exercise is. Make it something fun so you can stick with it over the long haul, i.e., the rest of your life.
  • Learn to joke with yourself and others about your various symptoms, from forgetfulness, to getting lost all the time, to being tactless or impulsive, whatever. If you can be relaxed about it all to have a sense of humor, others will forgive you much more.
  • Make a good choice in a significant other. Obviously this is good advice for anyone. But it is striking how the adult with ADHD can thrive or flounder depending on the choice of mate.
  • Schedule activities with friends. Adhere to these schedules faithfully. It is crucial for you to keep connected to other people.
  • Find and join groups where you are liked, appreciated, understood, enjoyed. Conversely, don’t stay too long where you aren’t understood or appreciated.
  • Pay compliments. Notice other people. In general, get social training, as from your coach.
  • Set social deadlines.
izz aty

Needed - special school for children with autism | Free Malaysia Today - 0 views

www.freemalaysiatoday.com/...chool-for-children-with-autism

autism malaysia

shared by izz aty on 02 Aug 14 - No Cached
  • KUALA LUMPUR: The prime minister’s wife, Rosmah Mansor, today suggested that a special school be set up for autistic children to help provide them with proper education so that they could receive proper learning and education. She said the proposed school could use the Ivymount School in Rockville in the United States as a model, where teachers helped to build the confidence of autistic children through music, songs and dance.
  • “Although autism is a life-long disorder, an autistic person can still be guided to face challenges from the outside world,”
  • Rosmah advised parents to observe their children’s behaviour to detect the early symptoms of autism and to send them to proper schools. She said children with autism should not be sent to ordinary schools. “Studies show that autistic children who receive early intervention show a more significant development,” she added.
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  • There are about 47,000 people with autism in the country and one out of 600 children suffers from the disease.
izz aty

Arnesen & Lundahl 2006 Still Social and Democratic? Inclusive Education Policies in the... - 0 views

www.tandfonline.com/...00313830600743316

scandinavian education nordic education inclusive education nordic special ed sweden denmark norway finland iceland

shared by izz aty on 16 Nov 14 - No Cached
  • In this article, education policy is analysed from a welfare state perspective
  • analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies
  • Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual.
  • ...1 more annotation...
  • it is still justified to speak of the five Nordic countries as a rather distinct group. However, social‐inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic‐utilitarian functions of education and a weakening of central education governance
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