Just as I was withdrawing money in a bank lobby, my 5-year-old daughter chose to throw a temper tantrum, screaming and writhing on the floor while a couple of elderly ladies looked on in disgust. (Their children, apparently, had been perfect.) I gave Dorothy a disappointed look and said, “That argument won’t work, sweetheart. It isn’t pathetic enough.” She blinked a couple of times and picked herself up off the floor, pouting but quiet.
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DiN Toolkit: Communication skills and exercises | Debate in the neighbourhood - 0 views
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shared by izz aty on 26 Dec 12
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Teach a Kid to Argue - Figures of Speech - 0 views
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let’s face it: Our culture has lost the ability to usefully disagree. Most Americans seem to avoid argument. But this has produced passive aggression and groupthink in the office, red and blue states, and families unable to discuss things as simple as what to watch on television.
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An argument is good; a fight is not. Whereas the goal of a fight is to dominate your opponent, in an argument you succeed when you bring your audience over to your side
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In the world of rhetoric, argument by the stick is no argument. It never persuades, it only inspires revenge.
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To disagree reasonably, a child must learn the three basic tools of argument. I got them straight from Aristotle, hence the Greek labels: logos, ethos, and pathos.
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Ethos, or argument by character, employs the persuader’s personality, reputation, and ability to look trustworthy.
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Logos, ethos, and pathos appeal to the brain, gut, and heart of adult and kid alike. While our brain tries to sort the facts, our gut tells us whether we can trust the other person, and our heart makes us want to do something about it. They’re the essence of effective persuasion.
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When my children made an honest attempt to persuade me to let them watch television, for instance, I gave in whenever possible: The win felt doubly rewarding to them.
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My kids grew so fond of debate, in fact, that they disputed the TV itself. “Why should I eat candy that talks?”
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Indeed, as my children get older and more persuasive, I find myself losing more arguments than I win. They drive me crazy. They do me proud.
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Lesson Planning with ProCon.org - ProCon.org - 0 views
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Why I Hate School But Love Education||Spoken Word - YouTube - 0 views
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"As the cyclical and seemingly never ending debate about education rages on, the topic - somewhat ironically, often poses more questions than it provides answers. But what is the value of mainstream schooling? Why is it that some of the most high profile and successful figures within the Western world openly admit to never having completed any form of higher learning? Paying homage to Jefferson Bethke's "Why I Hate Religion but Love Jesus", a piece that received 22 million views in the space of a week, I address a number of these issues in my offering "Why I Hate School, but Love Education". With scores of school leavers wanting to further their education with no guarantee of their dream job at the end of it, we should ask ourselves whether qualifications still hold the same value now as they did in previous years? Does success in the school system correlate to success in life? Or is the school system simply geared towards fact retention and regurgitation? What is true education? @sulibreaks universityofsulibreaks.tumblr.com Director: @KevinNgongo www.youtube.com/kevinngongo Graphics: www.mikegallardodesigns.com Music: Sunshine: Surface Of The Sun - John Murphy - Adagio in D Minor"
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EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views
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Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
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Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
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My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
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Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
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Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
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Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
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Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
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Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
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The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
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Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
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Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
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The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
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Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
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Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
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Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
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Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
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Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
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Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
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Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
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Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
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A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
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Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
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Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
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Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
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Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
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Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
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Malaysians offended with rapper Nelly's tweet: "50% of the crowd can't even speak English" - 0 views
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shared by izz aty on 07 Jun 14
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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
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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
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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.
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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
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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.
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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.
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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.
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What this is telling us, really, is that we might be thinking of ourselves and of other people in terms of two selves.
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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.
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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.
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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.
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"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.
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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.
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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.
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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.
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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.
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when we think about the future, we don't think of our future normally as experiences. We think of our future as anticipated memories.
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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.
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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.
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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.
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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.
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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.
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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.
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if you want to maximize the happiness of the two selves, you are going to end up doing very different things.
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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
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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.
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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
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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
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money does not buy you experiential happiness, but lack of money certainly buys you misery, and we can measure that misery very, very clearly.
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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.
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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.
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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.
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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.
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6 Signs of Narcissism You May Not Know About | Psychology Today - 0 views
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Empathy Submitted by Mo on November 22, 2013 - 9:38pm t understand or keep track of long enough to really make changes) and with lots of therapy I have learned that I possess several narcissistic traits, probably due to how I was raised. It has taken a long time for me to accept this (lots and lots of fights and evidence of my behavior I could no longer deny) and I have a lot of therapy ahead of me to break these habitual behaviors that cause me and my loved ones much grief. I never knew thin
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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
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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.
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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
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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."
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BBC News - Gove calls for state schools to be more like private - 0 views
www.bbc.co.uk/...education-26015535
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he said he wanted to break down the "Berlin Wall" between state and independent sectors. This could see state pupils taking the private school common entrance exam and state schools staying open longer
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The education secretary, speaking at the London Academy of Excellence, said that for decades "the dominant consensus has been that state education in England was barely satisfactory"
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he wanted schools to be able to stay open longer for nine or 10 hour days. This would allow more time for after-school activities or to provide a place for children to do their homework.
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Mr Gove said that commentators had associated state schools with "poor discipline, low standards, entrenched illiteracy, widespread innumeracy", but he said that this "pessimistic view is no longer tenable"
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he said the state system was improving, with better results, more pupils taking tougher subjects and fewer weak schools
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called for more testing, including taking the common entrance exam taken by 13 year olds in some private schools
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Mr Gove backed plans for individual secondary schools to be able to take the OECD's international Pisa tests
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Sir David also had tough words about teachers' unions, saying their "political naivety has been astonishing". "Their barrage of industrial action and knee-jerk opposition to any change has allowed the education secretary and his supporters to characterise them as cartoon-like bogeymen," he writes.
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Responding to Mr Gove's speech on Monday, Labour's shadow education secretary, Tristram Hunt, said: "Improving school standards starts with a qualified teacher in every classroom. Until Michael Gove commits to this, he is ruling himself out of any serious debate about how we raise standards in our schools. "Whether on discipline, delivering extra-curricular activities or on improving learning outcomes: it all hinges on the quality of the teacher in the classroom. Raising the quality of teaching - that is where the focus needs to be and that is what Labour is concerned with. The Tories have lost sight of this and are undermining school standards as a result.
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Christine Blower, leader of the National Union of Teachers, challenged the idea of state schools using the common entrance exam. "Why would we imagine that that is an appropriate examination? He's not discussed that with anybody, he's not discussed it with any of the exam boards, he's certainly not discussed it with the representatives of teachers," said Ms Blower.
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Mr.Gove says that at the heart of every successful private school is the independence of the Head. It isn't.At the heart of every successful private school is exclusivity; fees; selection and privileged parental backgrounds.Will he give those to state schools? No, of course not. So let's stop this nonsensical argument now.
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Most people work a 8 hour day (although there are many who work more) and we expect children to work for longer? How, many of us adults would want to attend a course that lasted 10 hours a day for 40 weeks of the year? I know my brain would explode! Concentrate on quality not quantity Mr Gove!
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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
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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
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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
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the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
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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
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Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
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Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
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share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
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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.
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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
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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)".
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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
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Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
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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
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Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
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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]
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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]
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longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
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a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
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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
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Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
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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
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Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
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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
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2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
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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
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Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
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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
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the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
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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
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the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
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Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
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Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
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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
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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"
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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
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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.
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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
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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
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pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
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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)
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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]
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"ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
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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
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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
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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
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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
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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.
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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
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shared by izz aty on 12 May 14
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Tory - Wikipedia, the free encyclopedia - 0 views
en.wikipedia.org/Tory
politics politicians toryism political science history england united kingdom britain conservative
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Tories generally advocate monarchism, are usually of a High Church Anglican religious heritage,[2][3] and are opposed to the radical liberalism of the Whig faction
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Due to these Tories leading the formation of the Conservative Party, members of the party are colloquially referred to as Tories, even if they are not traditionalists
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The term was thus originally a term of abuse, "an Irish rebel", before being adopted as a political label in the same way as Whig.
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Towards the end of Charles II's reign (1660–85) there was some debate about whether or not his brother, James, Duke of York, should be allowed to succeed to the throne. 'Whigs' was the abusive term directed at those who wanted to exclude James on the grounds that he was a Roman Catholic. Those who were not prepared to exclude James were labelled 'Abhorrers' and later 'Tories'.
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The suffix -ism was quickly added to both 'Whig' and 'Tory' to make Whiggism and Toryism, meaning the principles and methods of each faction.
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characterized by strong monarchist tendencies, support for the Church of England, and hostility to reform
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shared by izz aty on 10 May 14
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Comprehensive school (England and Wales) - Wikipedia, the free encyclopedia - 0 views
en.wikipedia.org/...ive_school_(England_and_Wales)
english education education comprehensive school schooling state school wales england
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In 1976 the future Labour prime minister James Callaghan gave a speech at Oxford's Ruskin College. He launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system.
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Comprehensive schools remain the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection.
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Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to. This concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down
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Government policy is currently[when?] promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.
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Supporters of comprehensive education argue that it is unacceptable on both moral and practical grounds to select or reject children on the basis of their academic ability
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comprehensive schools in the UK have allowed millions of children to gain access to further and higher education after the age of 16, and that the previous selective system relegated children who failed the eleven-plus examination to a second-class, inferior education and hence to worse employment prospects.
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the reality has been a levelling-down of provision and a denial of opportunity to bright children from disadvantaged backgrounds, who might once have expected to pass the eleven-plus exam and have the advantage of a grammar school education.
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The most straightforward way for parents to ensure that their children attend what is perceived to be a "good" school now is to buy a house within its catchment area. This, critics claim, has led to de facto selection according to parents' financial means rather than their children's ability at passing exams.
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shared by izz aty on 11 Aug 11
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Social Networking ProCon.org - 0 views
socialnetworking.procon.org
social networking social phenomenon web2.0 internet internet phenomena social media education debate discussion technology critical thinking thinking reference resources learning
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The popularity of social networking sites such as Facebook, MySpace, Twitter, LinkedIn, and Classmates.com more than quadrupled from 2005 to 2009. Many users say the sites are good for our society, but others contend that the dangers of social media outweigh the benefits. Proponents of social networking sites argue that these online communities promote increased communication with friends and family, familiarize people with valuable computer skills, and allow contact with people from around the world. Opponents argue that social networking sites expose children to predators, increase vulnerability to computer viruses, lower worker productivity, and promote narcissism and short attention spans.
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shared by izz aty on 08 Sep 11
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Pros and Cons of Facebook - 0 views
www.buzzle.com/...pros-and-cons-of-facebook.html
facebook pros and cons social networking social media debate lesson ideas reference resources
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There are obviously two sides to this argument, and it all depends on what your opinions are. People who like Facebook can spend hours on it browsing through other peoples profiles, whereas some people cannot even stand the sight of it, even though they know how to use Facebook wisely. Here are some of the well known pros of Facebook.
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Supported employment : persons with learning difficulties in Malaysia - WRAP: Warwick R... - 0 views
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The social theory of disability and the debates around it have been particularly influential in the past three decades. These have helped to shape the approach of this research into understanding the experiences of persons with learning difficulties in the labour market in Malaysia.
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The empirical contribution of the thesis is through a study of supported employment initiated in Malaysia to enable persons with learning difficulties to work in the mainstream retail sector, and sets that experience in the context of relevant policy and practice. It aims to produce key insights into the ‘lived realities’ of employees with learning difficulties taking part in the scheme. It foregrounds their perceptions but also explores the viewpoints of government officials, managers and non-governmental organisations (NGOs) coordinators involved in the development of policy and practice relating to the scheme.
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The research participants were drawn from the 82 employees with learning difficulties engaged in the supported employment scheme in a retail company, together with seven managers involved with the scheme, eight government officials and three NGOs coordinators
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supported employment is likely to help to reduce the stigma associated with having a disability. However, while most persons with learning difficulties believe themselves to have the ability to work in supported employment, others, including those who are providing support for their entry to the workforce, still have doubts
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some employees face difficulties in developing interpersonal relationships in the workplace and achieving much better control of their own lives than is often assumed to result from having a job
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stability in the political, economic and social environment facilitate the development of better policy in this complex area. Commitment from the company is vitally important to guarantee the success of the scheme
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The existence of international policy frameworks are also helpful and cross-country collaboration has been tremendously beneficial, in particular that between Malaysian institutions and the Japan International Cooperation Agency (JICA)
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there is a fundamental need to upgrade the education and training system for this group as well as to intensify collaboration between government departments.
Buxbaum & Baron-Cohen 2013, DSM-5: the debate continues - 0 views
download.springer.com/...10.1186%252F2040-2392-4-11.pdf
american special ed american education special education definition autism ASD
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