26 Matching Annotations
  1. Dec 2023
    1. 台式英語: Could you kindly reply by Tuesday? (可以請你周二前回信給我嗎?) 道地英語: Could you reply by Tuesday? Or, if you want to be very polite: Would you be able to reply by Tuesday? 用法: 很多台灣人在書信往來中常常會寫 "please kindly" ,以為這樣更客氣,但其實kindly,一點也不kind。在英文的用法中,加上kindly代表一種警告,例如 “Please kindly refrain from smoking on the premises (請不要在這裡抽菸)”  若你想要禮貌一點,只需要用 "please" 或是用 "Could you 或 Would you be able to"

      大錯。這種自信爆表、把話說死說滿的教法,真的可怕。每個字用在某個語境,都可以出現反諷義。

  2. Oct 2023
  3. Jun 2023
    1. The Lord explained in a revelation to the Prophet Joseph Smith ‘that when ye are assembled together ye shall instruct and edify each other, that ye may know … how to act upon the points of my law and commandment’ [D&C 43:8]. But knowing ‘how to act’ isn’t enough. The Lord in the next verse said, ‘Ye shall bind yourselves to act in all holiness before me’ [D&C 43:9]. This willingness to take action on what we have learned opens the doors for marvelous blessings” (“The Blessings of General Conference,” Ensign or Liahona, Nov. 2005, 52).

      some thoughts i have on this:

      this commandment is reminiscent of what was instructed to the nephites in moroni 6:4-5. to break it down:

      in verse 4, it is indicated that three things kept the nephites on the path of their covenant and enabled them to flourish:

      a) they consistently remembered and nourished themselves with the word of god

      b) they actively sought opportunities for prayer

      c) they highly valued the virtues of christ

      these three points encompass the holy habits then listed in verse 5:

      a) gathering together frequently

      b) fasting

      c) praying, and

      d) discussing the welfare of each other's souls

      the commandment to instruct and edify one another when we gather, in its apparent form, refers to attending and participating in sunday school classes and other church gatherings. but as we prepare for the Lord's second coming, we are called to build zion here on earth first. to truly accomplish that, we should engage in church-like interaction beyond just the first day of the week.

      we are meant to create a community of like-minded individuals who come together as one in christ (zion). this entails supporting one another even outside of church, continuing to hold each other's hands after attending the sacrament together

      [[holy habits make the covenant path sustainable]]

  4. Nov 2022
    1. Throughout this piece Oppenheimer provides examples of notes he wrote which eventually made it into his written output in their entirety.

      This has generally been uncommon in the literature, but is a great form of pedagogy. It's subtle, but it makes his examples and advice much stronger than others who write these sorts of essays.

  5. Mar 2022
    1. En somme, les études sur la communication des élèves atteints d’autisme permettent de mettre en évidence l’importance d’un contexte riche en stimulations appropriées (sons et images), mais également une évidente « stabilité » de l’information à décoder, le suivi des émotions des personnages, le rôle de l’imitation dans les apprentissages. Ces résultats encouragent donc l’usage d’outils informatiques adéquats pour améliorer la communication sociale chez les enfants atteints d’autisme.

      L'association de deux sujets qui n'ont pas de corrélation vérifiéé, revient dans la conclusion en contradiction avec la conclusion de l'étude de Ramdoss, S et al.

    2. Nous allons montrer par une courte analyse de quelques études l’impact du travail éducatif informatisé dans l’apprentissage de la communication sociale chez des enfants atteints d’autisme.

      En contradiction avec l'hypothèse :

      Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research. Les résultats suggèrent que le CBI ne devrait pas encore être considéré comme un approche fondée sur la recherche pour enseigner les compétences en communication aux personnes ayant Troubles du Spectre Autistique. Cependant, le CBI semble être une pratique prometteuse qui justifie des recherches futures.

  6. Jun 2021
    1. "Many North American music education programs exclude in vast numbers students who do not embody Euroamerican ideals. One way to begin making music education programs more socially just is to make them more inclusive. For that to happen, we need to develop programs that actively take the standpoint of the least advantaged, and work toward a common good that seeks to undermine hierarchies of advantage and disadvantage. And that, inturn, requires the ability to discuss race directly and meaningfully. Such discussions afford valuable opportunities to confront and evaluate the practical consequences of our actions as music educators. It is only through such conversations, Connell argues, that we come to understand “the real relationships and processes that generate advantage and disadvantage”(p. 125). Unfortunately, these are also conversations many white educators find uncomfortable and prefer to avoid."

  7. May 2021
  8. Mar 2021
    1. Fibar bi jàngal na taawan bu góor ni ñuy dagge reeni aloom.

      Le guérisseur a appris à son fils aîné comment on coupe les racines du Diospyros.

      fibar -- (fibar bi? the healer? as in feebar / fièvre / fever? -- used as a general term for sickness).

      bi -- the (indicates nearness).

      jàngal v. -- to teach (something to someone), to learn (something from someone) -- compare with jàng (as in janga wolof) and jàngale.

      na -- pr. circ. way, defined, distant. How? 'Or' What. function indicator. As.

      taaw+an (taaw) bi -- first child, eldest. (taawan -- his eldest).

      bu -- the (indicates relativeness).

      góor gi -- man; male.

      ni -- pr. circ. way, defined, distant. How? 'Or' What. function indicator. As.

      ñuy -- they (?).

      dagg+e (dagg) v. -- cut; to cut.

      reen+i (reen) bi -- root, taproot, support.

      aloom gi -- Diospyros mespiliformis, EBENACEA (tree).

      https://www.youtube.com/watch?v=BryN2nVE3jY

  9. Feb 2021
  10. Jan 2021
  11. Jul 2020
    1. that interest can help us think more clearly, understand more deeply, and remember more accurately

      Really interesting finding! It makes sense from personal experience

  12. Oct 2019
    1. BrainHQ, is an online brain-training software also developed by Posit Science. It is the only software available in Greek being used to any portable computing device (tablet, smartphone, etc.) as an application either on Android or on IOS provided in different languages. Undoubtedly, improvement of brain performance can bring multiple benefits to everyday life. Both research studies and the testimonials of users themselves show that BrainHQ offers benefits in improving thinking, memory and hearing, attention and vision, improving reaction speed, safer driving, self-confidence, quality discussion and good mood. BrainHQ includes 29 exercises divided into 6 categories: Attention, Speed, Memory, Skills, Intelligence and Navigation.

      In this conference paper the author is discussing about the different methods to interactively help learn people with disability, how their concentration and enthusiasm/motivation increases, if the right tool is used to teach them

  13. May 2019
  14. Mar 2019
    1. offline society

      "Offline Society" I like this phase. It should be included in the language about the teach-outs. Most logically, related to the actionable items section.

    2. joint teach-out will showcase a selection of individual voices and personal narratives of those from Puerto Rico affected by the crisis

      I think that this is important. It's nice for the audience to view and experience the voices and experience of people. I wonder how this can also be applied to other teach-outs. Maybe the teach-out on climate change for example could involve a visit to a local farm. Farmer(s) could be interviewed and that material could enrich the conversation. I puts a face on the issue. Climate change alone is not inspiring enough but when the face by someone who is drastically impacted by it is a child or low-income farmer, it has a more impact.

  15. Nov 2018
  16. Jul 2018
    1. The UbD framework promotes not only acquisition, but also the student’s ability to know why the knowl-edge and skills are important, and how to apply or transfer them in meaningful, professional, and socially important ways

      This is the main reason why I am so interested in learning more about the UbD framework and templates. It really delves into WHY we teach what we're teaching. Is it because of standards or real world application? How can my students use this information in other areas?

    1. Combined with 21C leadership Skills (i.e. critical thinking, collaboration, problem solving, creativity, communication), these digital-age skills help us live and work in today’s world

      Often, I think these leadership skills are more beneficial than the 3 Rs when it comes to real-world application for students. It is more effective to mold students to be compassionate and empowered as we give them the skills and tools needed to make social, political, and environmental changes in the world. It's not always what we teach, but how we teach it.

  17. Apr 2018
    1. Tinkercad is a simple, online 3D design and 3D printing app for everyone.

      Above are tabs for learn and teach. what is also interesting about this software and community site is how they work to help teachers incorporate this platform into the classroom in simple ways.

  18. Jul 2017
    1. Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port).

      It teaches student to be thinkers and not just obtain facts/information.

  19. Oct 2015
    1. RAJ: Paul, this is a question of deep importance. You are right that the best help is to show the individual that he doesn’t need help. You are wondering how it could be that Maitreya will accomplish this, and especially how individuals such as yourself will truly be able to help in this sense.

      Read above for Paul's question

    1. There will not only be the Avatar and the Masters, but there will be a large body of helpers or teachers—an army, as it were—spreading the understanding in a way that is comprehensible to all mankind to enable them to learn exactly what you and Susan are learning right now.

      Read the paragraph above too.

      No one will be allow to disown his Christhood...

      ...spreading understanding in a way that is comprehensible to all - to meet the student with words they can understand.

  20. Mar 2015
    1. And I began to shift gears slightly. I began, even, to be seen as someone who was rebelling against the teachings of my Essene elders. For I began to move away from striving for God, from striving for perfection, and began to cultivate within myself the process of allowing. I discovered that if I looked upon my perceptions, my feelings, my behavior, exactly as they were, without overshadowing them with my own interpretations — if I could teach myself to embrace things with innocence — veils began to be dissolved from my mind. For when I was nine years old, I had already learned to be fearful of thinking, or speaking, or acting, in a way that was not in conformity to the prevailing wisdom of that time, even within the Essene community, which had already become rather rigidified. There was already much dogma. And dogma always leads to bickering.