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izz aty

Please consider supporting Autistic people via organizations other than Autism Speaks : An open letter to Iron Chef America's Michael Symon, Mario Batali and Masaharu Morimoto | Sonnolenta… A Neurodivergent Journey - 0 views

sonnolenta.com/...o-batali-and-masaharu-morimoto

autism

shared by izz aty on 29 Sep 14 - No Cached
  • there are better organizations out there to support
  • an organization that has no Autistic representation, and puts the majority of their monies into research initiatives that involve both eugenics and drastic and controversial therapies. 
  • Autism Speaks has no Autistic representation within their organization:
  • ...7 more annotations...
  • Autism Speaks systematically excludes autistic adults from its board of directors, leadership team and other positions of senior leadership. This exclusion has been the subject of numerous discussions with and eventually protests against Autism Speaks, yet the organization persists in its refusal to allow those it purports to serve into positions of meaningful authority within its ranks.
  • Autism Speaks has a history of supporting dangerous fringe movements that threaten the lives and safety of both the autism community and the general public.
  • The anti-vaccine sentiments of Autism Speaks’ founders
  • Autism Speaks has promoted the Judge Rotenberg Center, a Massachusetts facility underDepartment of Justice and FDA investigation for the use of painful electric shock against its students. The Judge Rotenberg Center’s methods have been deemed torture by the United Nations Special Rapporteur on Torture (p. 84) and are currently the subject of efforts by the Massachusetts state government and disability rights advocates to shut the facility down. Despite this, Autism Speaks has allowed the Judge Rotenberg Center to recruit new admissions from families seeking resources at their fundraising walks.”(source)
  • Autism Speaks’ fundraising efforts pull money away from local communities, returning very little funds for the critical investments in services and supports needed by autistic people and our families. 
  •  local communities have complained that at a time when state budget cutbacks are making investment in local disability services all the more critical, Autism Speaks fundraisers take money away from needed services in their community.  In addition, while the majority of Autism Speaks’ funding goes towards research dollars, few of those dollars have gone to the areas of most concern to autistic people and our families–services and supports, particularly for autistics reaching adulthood and aging out of the school system
  • Autism Speaks’ advertising depends on offensive and outdated rhetoric of fear and pity, presenting the lives of autistic people as tragic burdens on our families and society.
izz aty

DSM-5 & Autism: Autism-Speaks Study Clarifies Impact of New Criteria | Science News | Autism Speaks - 0 views

www.autismspeaks.org/...-clarifies-impact-new-criteria

autism

shared by izz aty on 29 Sep 14 - No Cached
  • investigators compared autism prevalence using DSM-IV and DSM-5 criteria for ASD. They also re-evaluated school children previously diagnosed with ASD for the newly created diagnosis of social communication disorder (SCD).
  • the estimated prevalence of autism under the new DSM-5 criteria would decrease only to the extent that some children would receive the new diagnosis of social communication disorder (SCD)
  • 83 percent of children who received a diagnosis of autism under the DSM-IV would still receive the diagnosis under DSM-5
  • ...1 more annotation...
  • 14 percent would switch to a diagnosis of SCD
izz aty

DSM-5 Diagnostic Criteria | What is Autism?/Diagnosis | Autism Speaks - 0 views

www.autismspeaks.org/...dsm-5-diagnostic-criteria

autism

shared by izz aty on 29 Sep 14 - No Cached
  • 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
izz aty

Chronic Diseases and the Developing World | Globalization101 - 0 views

www.globalization101.org/ses-and-the-developing-world-2

shared by izz aty on 11 Oct 14 - No Cached
  • Deaths and disabilities from chronic disease are indeed preventable with the right, timely investments. Funded initiatives and government policy can play a vital role in reducing obesity, inactivity and tobacco-use, but they are not enough. When the governments of the United Kingdom forced schools to offer healthier foods in the cafeteria, many students still opted to bring their own lunch instead.23 The decision to change lifestyle choices and habits cannot be imposed on a population. Until people are convinced of the need to live in a more health fashion, chronic diseases will continue to plague developing and developed societies alike.
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

Employability | City University London - 0 views

www.city.ac.uk/...employability-and-careers

uniklwe4asia

shared by izz aty on 12 Jun 15 - No Cached
  • For many years we have provided employment opportunities for graduating students through our strong links with leading companies in sectors from finance to civil engineering to the media.
  • it is important for our graduates to develop the intellectual capacity, skills and personal attributes required to move into the graduate position they desire, while also fostering the mindset and attitude necessary to embark on a rewarding lifelong journey in their chosen industry.
  • Unitemps, can help you secure part-time and temporary work while you study, giving you the opportunity to develop the transferable skills that are in demand from employers and the ability to articulate these when you are looking for your graduate position.
  • ...2 more annotations...
  • increase your employability and develop your enterprising, entrepreneurial side
  • rapidly-growing culture of enterprise and innovation
izz aty

Five Habits to Avoid in Fiction Writing | Scribendi.com - 0 views

www.scribendi.com/...oid_in_fiction_writing.en.html

writing writing style english language learning education reference language esol

shared by izz aty on 05 Jun 15 - No Cached
  • By avoiding these habits, your fiction writing will be greatly improved.
  • 1. Generic verbs and nouns
  • People, places, and things (i.e., nouns) have names, and it's your job to know what they are. Precise nouns work wonders in fiction writing because nouns have connotations or meanings that go beyond their dictionary definitions.
  • ...21 more annotations...
  • This information could hint at what time of year it is (tulips are pretty scarce in September) and could also tell us something about the character who gives the flowers.
  • There are at least 12 synonyms for the verb to laugh, and each one evokes a specific image. A character could express amusement by cackling, chortling, chuckling, giggling, guffawing, snickering, sniggering, tittering, crowing, whooping, simpering, or smirking
  • Precise verbs contribute greatly to characterization.
  • 2. The exception: He said, she said
  • Reading good dialogue makes readers feel like they're actually listening in on a real conversation. Because of this, it can be very disruptive if the author keeps butting in to tell readers that the speaker intoned or declared or asserted or retorted.
  • It may  seem like using "said" repeatedly in dialogue tags is repetitive, but in fact the little word is so inconspicuous, it just fades into the background—which is exactly what we want when we're trying to listen in on a good conversation. The rare deviation is fine (asked, in particular, seems to be okay once in a while), but if you find yourself using a colorful synonym for every dialogue tag in your manuscript or screenplay, you may be doing more harm than good.
  • Third-person narration can be either limited (an objective narrator tells the story by focusing on a particular character's thoughts and interactions) or omniscient (the narrator sees and hears all)
  • many writers, in a misguided attempt to make their fiction writing descriptive, overuse these words.
  • Carrying a steaming and fragrant mug, she walked angrily and loudly into his office. Why write that, when you could have simply said: Carrying her peppermint tea, she stormed into his office. The second sentence actually gives us more information using fewer words.
  • 3. Adjective/Adverb-a-rhea
  • ...and adverbs that introduce redundancy...
  • ...or contradict the meaning of the verb or adjective they modify.
  • 4. Inconsistent point of view
  • In first-person narration, one character tells the story in his or her own voice (using "I")
  • be especially wary of adjectives that don’t actually convey much
  • No single point of view is better than another, but once you have made a choice, be consistent.
  • there are some great examples of novels that experiment with point of view by switching between narrators. But even in these stories, some kind of predictable pattern is imposed for clarity, such as a change in narrator from one chapter to the next, but not within a chapter.
  • 5. Unnaturally expositional, stilted, or irrelevant dialogue
  • Read your dialogue out loud. Does it sound like the way people actually talk
  • Are they talking about the weather? Because if they're talking about the weather, you'd better have a good reason for it.
  • the worst habit a fiction writer can develop is the habit of giving up too easily. Keep writing every day.
izz aty

How to Write a Preface and a Foreword | Scribendi.com - 0 views

www.scribendi.com/...preface_and_a_foreword.en.html

preface foreword writing writing style education language learning

shared by izz aty on 05 Jun 15 - No Cached
  • Foreword
  • because you've accomplished something, you are already published, and your name is well known.
  • Your purpose is to introduce an author/work to the world, which can be accomplished in a variety of ways. You could, for example, write about a chapter in the book, the book as a whole (assuming you've read it!), or the author's work in general
  • ...16 more annotations...
  • If you know the author personally, talk about this relationship
  • you could discuss how the author's work has affected your life or the importance of the work you're introducing
  • talk about what's different in the current edition.
  • discuss the historical impact of the book.
  • Describe the journey of writing the book
  • Consider including a few or all of the following ideas:
  • Discuss how the book came about. Why did you write it? Why did you choose the particular subject? What was your motivation?
  • Give a brief description of the book, the main characters, or themes.
  • State the purpose of the book, especially if the work is non-fiction
  • describe what the reader can hope to learn by reading the book.
  • A preface, which is included in the front matter of a book, is your chance to speak directly to your readers about why you wrote the book, what it's about, and why it's important
  • Talk about any problems that came up during the writing and how you dealt with these trials and tribulations.
  • discuss your research process. Talk about your sources. Why are they unique?
  • Include acknowledgements. Thank the people who were instrumental in the writing of your book. Depending on the level of formality of the writing, these could range from colleagues to editors to family members.
  • Talk about how long it took you to write the book, if it's relevant.
  • You don't want the preface to drag on and on. A good rule is to try to keep it to one page, two at maximum, and be sure it is free of spelling and grammatical errors
  • izz aty on 05 Jun 15
     
    Are you thinking about writing a preface for your book or have you been asked to write a foreword? A preface is a brief introduction written by the author, as opposed to a foreword, which is an introduction written by another person that usually comes before the preface.
izz aty

Course Design | Center for Teaching | Vanderbilt University - 0 views

cft.vanderbilt.edu/...course-design

shared by izz aty on 04 Jun 15 - No Cached
  • Tools for Teaching, by Barbara Gross Davis, offers a wealth of pragmatic and insightful tactics for designing, revising, and communicating with students about a course: Preparing or Revising a Course includes sections on defining and limiting course content, selecting textbooks and readings, setting course policies, and other administrative tasks. Creating a Syllabus lists twenty categories of information to consider including in a syllabus.
  • Radical Course Revision: A Case Study. In this article from the National Teaching and Learning Forum, Professor Julie Stout (Psychology, Indiana University) adapts principles from behavioral psychology in re-thinking course design, and includes sections on syllabus-building, linking grading to course goals, setting the right tone, and providing a safety net.
  • Course Planning and Teaching. This chapter, from Teaching at Carolina (University of North Carolina-Chapel Hill), offers two particularly useful templates: and Instructional Planning Chart (Figure 1), and a Taxonomy of Educated Objectives (Figure 2), based on Benjamin Bloom’s classic taxonomy. Additionally, the Focus of the Course section offers contrasting cases (Examples A and B) that distinguish between simply describing what will be covered in a course, and articulating specific learning outcomes.
  • ...1 more annotation...
  • Teaching Goals Inventory. This tool, originally created by Patricia Cross and Thomas Angelo, contains 53 prompts to help instructors identify their goals for a particular course. This on-line version offers rapid self-scoring and data comparisons across goal areas and disciplines.
izz aty

Evaluation practical guide - 0 views

www.icbl.hw.ac.uk/...eval.htm

education

shared by izz aty on 06 Aug 15 - Cached
  • "Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." Mary Thorpe in "Handbook of Education Technology" (Ellington, Percival and Race, 1988)
  • Evaluation is concerned at the macro or holistic level of the learning event, taking into account the context of learning and all the factors that go with it,
  • assessment can be seen as the measurement of student learning and is one of the elements that go into an evaluation, the micro-level
  • ...5 more annotations...
  • Tessmer and Harris (1992) make great use of checklists as templates for conducting evaluations. Having a checklist of the stages within an evaluation can help in the shaping and structuring of the overall evaluation design, besides their use in the evaluation itself.
  • It is useful to document all aspects of the evaluation procedure and check this off once completed
  • Evaluation is a planned systematic and open endeavour.
  • Evaluation: A practical guide to methods Philip Crompton
  • Ellington, H, Percival, F, and Race, P (1993) "Handbook of Educational Technology", Kogan Page, London
janejyoung

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

wuppsy.com/mory-cards-printable-generator

education language learning english learning language cards

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

The Differentiator - Create clear learning intentions (with Bloom's Taxonomy), interactively - 0 views

www.byrdseed.com/differentiator

tools bloom taxonomy interactive learning intention online teaching web2.0 education resources tech objectives classroom teachers technology

shared by izz aty on 08 Dec 10 - Cached
  • First, pick a thinking skill... Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl
  • Next, pick a way to differentiate content... Depth and Complexity adapted from The Flip Book by Sandra N. Kaplan, Bette Gould & Victoria Siegel. Content Imperatives adapted from The Flip Book, Too by Sandra Kaplan & Bette Gould.
  • Now, pick a resource...
  • ...2 more annotations...
  • Next, select a product for students to create... Adapted from David Chung and The Flip Book by Sandra N. Kaplan, Bette Gould & Victoria Siegel
  • Finally, pick the group size for students to work in...
  • izz aty on 08 Dec 10
     
    For each learning intention, choose one thinking, content knowledge, resource, product of learning, and number of students involved. Very convenient!
izz aty

Video Teaching and Video Films. ESL Teaching Videos - 0 views

www.eslpartyland.com/...film.htm

film movie entertainment education learning teaching movies resources lesson plan ESL english

shared by izz aty on 31 May 11 - Cached
  • Students really enjoy watching movies and TV for a variety of reasons. For one, they get exposure to natural language in a non-threatening setting. Secondly, movies and video provide common ground to students of any international background. Below you'll find both general teaching resources as well as fully-developed lessons on various films and videos. So, pop yourself some popcorn and settle down in front of your computer for some fun with movies.
izz aty

20 SEC READING: How poor we are « Paulo Coelho's Blog - 0 views

paulocoelhoblog.com/...how-poor-we-are

essr reading story children literature dailyshots education life

shared by izz aty on 31 May 11 - No Cached
  • One day a father of a very wealthy family took his son on a trip to the country with the firm purpose of showing his son how poor people live. They spent a couple of days and nights on the farm of what would be considered a very poor family. On their return from the trip, the father asked his son, “How was the trip?”
izz aty

Top 100 Language Blogs 2010 - bab.la & Lexiophiles - 0 views

en.bab.la/...top-100-language-blogs-2010

language learning language learning education blog web2.0 polyglot

shared by izz aty on 31 May 11 - Cached
  • The Top 100 Language Blogs is probably the largest language blog competition hosted annually by bab.la and Lexiophiles. It is aimed at finding the best blogs related to languages and awarding language-loving bloggers. This year we had the most nominations ever, counting 495 blogs from all over the world. After our previous competitions in 2008 and 2009 we are proud to announce the 2010 winners. A big thank you to all participants for sharing their enthusiasm and knowledge with the world. Keep on blogging!
izz aty

TESL Malaysia » Lesson Plan: It's All About Movies - 0 views

www.teslmalaysia.com/sson-plan-its-all-about-movies

esl esol teaching english lesson lesson plan learning language language learning education

shared by izz aty on 31 May 11 - No Cached
  • Students love watching movies and using it as a tool to learn English can be effective and interesting. Here is a lesson plan that specifically designed for the topic of “Movies”by Bogglesworldesl.com. The lesson plan comes in two parts and teachers can use them according to the levels of their students. It also comes with several very useful worksheets that can be adapted.
izz aty

italki: Learn a language online - 0 views

www.italki.com

language learning language learning independent learning community education web2.0 social networking social media

shared by izz aty on 31 May 11 - Cached
  • italki.com is where you can find people and resources to help you learn a foreign language. Members come from 200+ countries and use 100+ languages. italki is free to join!
  • Join the italki community and get help from a global community of language learners and teachers.
  • Make friends around the world so you can practice your written and spoken language skills.
  • ...1 more annotation...
  • Find a language teacher who can teach you online, at a convenient time for you, and at a price you're comfortable with.
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