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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.         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.   Strengthen health systems’ capacity to address the needs of children with developmental disorders and their families.
  • c.   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.   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.   Support provision of care as close as possible to families' homes and schools and promote participation in family life, education and society.
  • f.    Establish measures for assurance of quality of services.
  • g.   Promote a supportive national legislative and policy environment to ensure social inclusion.
  • h.   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.    Hold regularly scheduled regional conferences to continue to share information and best practices as well as monitor progress.
izz aty

Autistic Spectrum Disorders (ASD) - 0 views

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

ASD dissertationZ symptoms prevalence UK autism special education UK

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

Mohd Jelas 2010 Learner Diversity and Inclusive Education: A New Paradigm for Teacher E... - 0 views

www.sciencedirect.com/...S187704281002032X

malaysian special ed teacher-training dissertationZ

shared by izz aty on 22 Sep 14 - No Cached
  • The separate teacher education programs for regular and special education do not equip teachers with an integrated knowledge of the expected roles, functions and responsibilities to meet the diversity of learning needs in the classroom. The purpose of this paper is to argue for a new paradigm for the preparation of teachers particularly in the Malaysian context. The discussion will focus on the need for teacher educators of regular and special education at all levels of teacher education to develop a “whole-faculty approach” in facilitating an inclusive pre-service teacher education curriculum embedded across all discipline areas.
izz aty

Scottish referendum explained for non-Brits - video | Politics | The Guardian - 0 views

www.theguardian.com/...-explained-for-non-brits-video

scotland united kingdom independence history politics

shared by izz aty on 19 Sep 14 - No Cached
  • An animated explanation of some fundamental questions prior to the referendum on Scottish independence on Thursday. Where is Scotland, what is Scotland and what does it mean to be Scottish? And what is the history of Scotland's relationship with England? But the real question is, will Scotland be better off as an independent country?
izz aty

Writing the Dissertation - 0 views

socscidiss.bham.ac.uk/writing.html

dissertation writing writing format

shared by izz aty on 12 Sep 14 - No Cached
  • izz aty on 12 Sep 14
     
    "By the time you start to write the first draft of your dissertation, you will probably already have accumulated a wealth of notes, scribbles and ideas. Planning is essential, but do not be hesitate to draw up new plans whether it is a brief abstract of your dissertation as a whole, or a detailed breakdown of a particular chapter. This section looks at effective planning, which should be a continuous process that intensifies during the writing of your dissertation and not something that fades into the background."
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: ◦    lists ◦    color-coding ◦    reminders ◦    notes to self ◦    rituals ◦    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.
  •  Make deadlines.
  •  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.
  •  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.
  •  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.
  •  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.
  •  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

Wandering thoughts lane: Tips for writing Spoken Word - 0 views

wanderingthoughtslane.blogspot.com/...spoken-word.html

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached
  • 1. Start off with something easy. Sarah Kay gave some suggestions on how you should start writing poetry by writing lists. For example, start writing a list of 5-10 things I know to be true, or I should've learned by now. Also try 10 things I love/want/had.
  • 2. Don't try too hard.  Don't try to write super complicated filled with emotions and metaphors poems from the beginning, you'll only end up waisting time and feeling disappointed. Your first poems should go naturally, easy, that way you'll be amazed to see how far you've come after a while.
  • 3. Inspire yourself Look around you for things to inspire you. For example you can listen to some poetry, maybe one word or one phrase someone recites triggers something inside your brain. Listening to music is also a great inspiration source -at least for me. When I listen to music I can picture the story behind the song (but mostly only when I listen to instrumentals). Also, try to look at the world from a different perspective. When you take a walk try to observe as many things as possible, a funny incident, a person you like, a beautiful view on the landscapes. Inspire yourself from everything around you.
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  • 6. Revise and rewrite your poems  If it doesn't sound very good right after it's done that's alright, just give it some time. Focus on writing other poems and come back to revise this one after a while, you'll have a different perspective after you took a brake from it. It'll help you see the bigger picture.
  • 5. Read your poems out loud  I know it sounds like no big deal but trust me it makes a difference.
  • 4. Read/watch as many spoken word/poems as possible Pay attention to what suits you better, which artists do you like most and why. Understand it and go in that direction. For example if you like an artists that always has funny poems you may be prone to write funny poems, it's likely they'll make you feel more comfortable. You can always experience other types of poems if you want to!
  • 7. Use your imagination. That's what I love most about artists, they CREATE their world however they want it to be, and they can drag you into their stories faster than you can even realize it. So use your imagination, create whatever you wish and do your best to convince the audience (even if the audience is just you or a couple of friends of yours.) that world you're writing really exists. 
  • 8. Spoken word doesn't have to rhyme So don't struggle to find rhymes. But, if you have a good rhyme in mind. don't hesitate! Make it part of your poetry, find your flow.
  • 9. Make a special notebook for poetry writing. I bought my poetry notebook just because I liked the cover of it. Every time I pull it out of my bag it makes me smile. Also one more thing I did was to write quotes from my best poems on colored post it notes and stick them on the first page of the notebook. That way every time I open the notebook to write I can read pieces of my best creations and feel proud. It really boosts up your morale. 
  • 10. Be honest with yourself If something hurt you and it still does let it out, don't back from your thoughts and feelings. If you worry your poem will be too cheesy or too sad, stop worrying! just let it be. Acknowledge the fact that those thoughts were haunting your brain for some time now. Get to know them and set them free...and what better way is there to set thoughts free than by poetry?
  • 11.  Write as often as possible And this is, the most important thing of all. Write constantly, even if you have just one or two sentences in mind, just write them down. Also, carry the notebook with you all the time. You never know when something will trigger the inspiration in you.
  • izz aty on 10 Aug 14
     
    "the spoken word has been an outlet for people to release their views outside the academic and institutional domains of the university and academic or small press. The spoken word and its most popular offshoot, slam poetry, evolved into the present day soap-box for people, especially younger ones, to express their views, emotions, life experiences or information to audiences. The views of spoken word artists encompass frank commentary on religion, politics, sex and gender, often taboo subjects in the world of contemporary academic poetry. Spoken word is used to inform or make an audience conscious of some human aspect pertaining to life*"
izz aty

5 Tips on Spoken Word | Power Poetry - 0 views

www.powerpoetry.org/...5-tips-spoken-word

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached
  • Choose a subject and have attitude. No attitude, no poem! Feelings and opinions give poetry its “richness.” Each poet has a unique perspective and view of the world that no one else has. It is important that a spoken word poem embodies the courage necessary to share one’s self with the rest of the world. The key here is to build confidence. We must acknowledge ourselves as writers and understand what we have to say is important. Practice. Practice. Practice.  
  • Pick your poetic devices. Poems that get attention are ones that incorporate simple, but powerful poetic elements. Repetition is a device that can help a writer generate exciting poems with just repeating a key phrase or image. Rhyming can enrich your diction and performance. (Check out other poetic devices while you’re at it.)
  • Performance. Spoken word poems are written to be performed. After your poem is written, practice performing the poem with the elements of good stage presence in mind.  It is important to maintain Eye Contact – Don’t stare at the floor, or hide behind a piece of paper/phone. From time to time, look into the eyes of people in the audience to capture their attention. Projection  is also crucial, so remember to speak loudly and clearly so that your voice can be heard from a distance. Enunciation helps the listeners to hear exactly what you say. Don’t mumble. Speak clearly and distinctly so that the audience can understand what you are saying. Facial Expressions  help animate your poem. You’re not a statue: smile if you’re reading something happy. Look angry if your poem is about anger. This might sound silly, but using the appropriate facial expressions help express various emotions in your performance. Gestures such as hand motions and body movements emphasize different elements of your performance. Choose the right gestures for your poem.
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  • Memorization. Once you’ve memorized your spoken word piece, you can devote more time to your performance. Memorization allows you to be truly in touch with the meaning and the emotional content of your poem, even if you forget a word or a line you can improvise (freestyle), which is one of the most important elements of spoken word.
  • Power Poetry. Spoken word must be, well, spoken. To create an online performance (so that you can share it on Power Poetry, of course) check out our multimedia tip guide to bring your work to life.
  • izz aty on 10 Aug 14
     
    "Spoken Word is writing that is meant to be read out loud. Some examples of spoken word you might be familiar with are stories, poems, monologues, slam poetry, rap and even stand-up comedy. Spoken word is written on a page but performed for an audience and since it is performed, this poetry demonstrates a heavy use of rhythm, improvisation, rhymes, word play, and slang. It is more animated than more traditional forms of poetry. When writing a spoken word piece use words and phrases that project onto the minds of the listeners like vivid images, sounds, actions and other sensations. If your poem is rich with imagery, your listeners will see, smell, feel and maybe even taste what you're telling them. Here are some spoken word poems from our Power Poets."
izz aty

Guante: A Beginner's Guide to Spoken-Word and Slam Poetry - 0 views

www.guante.info/...oken-word-videos-i-like_3.html

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached
  • A SOLID INTRODUCTION: Patricia Smith: Skinhead Robbie Q. Telfer: Clowns Tish Jones: Tracks Khary "6 is 9" Jackson: Carolina Andrea Gibson: Letter to a Playground Bully Guante: The Family Business Michael Lee: Pass On Shane Koyczan: To This Day 2009 Denver BNV Team Group Piece Hieu Minh Nguyen: Buffet Etiquette Karen Finneyfrock: Newer Colossus Marc Bamuthi Joseph: Word Becomes Flesh
  • ADVANCED STUDIES: Bao Phi: Prince Among Men Tish Jones: March For Me Shane Hawley: Wile E. Coyote Javon Johnson: 'Cuz He's Black Sierra DeMulder: Paper Dolls Michael Mlekodaj: Jesusland Kevin Yang: Sam I Am Niko Martell: Guns Alvin Lau: Full Moon B.Dolan: Still Electric Sam Sax: After My Boyfriend's Drag Show Ed Bok Lee: Thrown Neil Hilborn: Carver Anis Mojgani: Shake the Dust Carrie Rudzinski: In America Josh Healey: Queer Intifada Muhibb Dyer w/ Kwabena Nixon: They Can’t Break Us Homeless Ryan K.: For Joseph Lauren Zuniga: To the Oklahoma Lawmakers Buddy Wakefield: Convenience Stores Eric Mata: Anatomy of a Hit Franny Choi: Notes on the Exsistence of Ghosts Danez Smith: Black Jesus Writes a Letter to White Jesus Phil Kaye: Repetition Laura Brown-Lavoie: Drone Operator Omoizele "Oz" Okoawo: The Beast: 1944 Proletariat Bronze: Seagulls and White Lines Giles Li: First Draft of Yao Ming's Retirement Speech Jamila Woods: Pigeon Man Versiz: Out There Kait Rokowski: Swelter Blair: My Time at Chrysler Tatiana Ormaza and Juliana Hu Pegues: Under the Table Miles Walser: A Letter to My Vagina Donte Collins: For My Nieces Over North
  • REPEAT POETS Khary "6 is 9" Jackson: Leave Khary "6 is 9" Jackson: Beneath the Veil Khary "6 is 9" Jackson: Her Name Michael Mlekodaj: Star-Spangled Michael Mlekodaj: Prayer for the Destruction of Justin Bieber Sierra DeMulder: Unrequited Love Poem Sierra DeMulder: Ms. Dahmer Alvin Lau: For the Breakdancers Ed Bok Lee: Ode to Bruce Lee Ed Bok Lee: The Secret to Life in America Neil Hilborn: Punk Rock John Sam Sax: California Law Bao Phi: The Nguyens Danez Smith: Twerking as a Radical Form of Healing Hieu Minh Nguyen: Stubborn Inheritance Miles Walser: The White Me A whole playlist of Proletariat Bronze A whole playlist of Guante's poems (me)
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  • OTHER RESOURCES: Button Poetry is a treasure-trove of spoken-word videos. IndieFeed: a huge collection of performance poetry audio Poetry Observed: spoken-word video project AQObserver: video of the Artists' Quarter slam in St. Paul
  • izz aty on 10 Aug 14
     
    "I love spoken-word poetry. But I also realize that if you just type "spoken-word" into a YouTube search, you'll be bombarded with a TON of videos, most of which (at least to me) aren't very good. Spoken-word is an especially democratic art form, after all, but it can be hard to sift through the millions and millions of videos online to get to the best stuff. This page is about collecting some poems I think you should watch. A few notes:"
izz aty

'Human Shield' Propaganda Used to Justify State-Sponsored Massacres for Decades | MEDIA... - 0 views

www.mediaroots.org/ponsored-massacres-for-decades

israel facebook twitter social media palestine middle east

shared by izz aty on 02 Aug 14 - No Cached
  • From speeches and media appearances to incessant info-graphics, the human shield claim has been used as the crux of Israeli propaganda to absolve the government of any accountability. There’s only one problem. Besides rockets found in an abandoned school, there’s been zero evidence to back up the claim that is regurgitated without question across the media establishment. The pro-Israel talking point has been so repetitive that some critics, like Max Blumenthal have employed sarcastic black comedy as a retort, “Hamas must be hiding rockets inside Palestinian children”
izz aty

How Israel Uses Twitter, Facebook & Tinder to Legitimize Murder | Brainwash Update - Yo... - 0 views

www.youtube.com/watch

israel facebook tinder twitter social media palestine middle east

shared by izz aty on 02 Aug 14 - No Cached
  • izz aty on 02 Aug 14
     
    Abby Martin cuts through the media narratives on the Israeli Palestinian conflict, going over the different ways Israel targets international audiences with 'Hasbara', a narrative that gives legitimacy to policies that have killed and displaced millions of Palestinian Arabs.
izz aty

Education for Children with Autism in Malaysia - 0 views

www.nise.go.jp/...d-292_16.pdf

autism malaysia

shared by izz aty on 02 Aug 14 - No Cached
  • izz aty on 02 Aug 14
     
    Mr Bong Muk Shin Director, Special Wducation Division, MOE Malaysia
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.
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