Kean Administration: Interview with Michael R. Cole (January 22, 2008)
This interview is a part of the Eagleton Institute for Politics's Program on the Governor. For more information please visit their website: http://governors.rutgers.edu/
Revision Quiz - Mathematical Analysis
This is the second part of the first class from Dr Feinstein's module G12MAN, Mathematical Analysis.
Additional materials for this module are available at: http://itunesu.nottingham.ac.uk/album... and http://unow.nottingham.ac.uk/resource...
Dr Joel Feinstein is an Associate Professor in Pure Mathematics at the University of Nottingham.
See also Dr Feinstein's blog at http://explainingmaths.wordpress.com/
The Power of Wings!
Southwest Delivery Express now offers UMass Amherst students in the university's largest residential area the opportunity to order wings and pizza from the campus's award-winning Dining Services.
Online Drum Courses from Berklee
Berkleemusic has added a major new category to our online curriculum: Drums!
Starting April 4th, students will have four groundbreaking online drum courses to choose from. Now you can learn the Berklee method to drums--online, from anywhere in the world!
Four brand-new online drums courses are now enrolling:
• Drum Set Fundamentals
• Rock Drums
• Afro-Cuban Drums
• Funk/R&B Drums
Authored and taught by Berklee Faculty:
• Yoron Israel: Performed and/or recorded with Joshua Redman,
This Week @Minnesota - Feb. 7-11, 2011
The pilot episode of "This Week @Minnesota" for the week of Feb. 7 - 11, 2011. We check out an outdoor campout on campus to raise awareness for energy conservation, a tough loss for Tubby Smith and the Gopher men's basketball team and the grand opening of a new economics institute.
Connect with us on Twitter @UMNews and let us know what you'd like to see next week on This Week @Minnesota.
Consolidating Kosovo's European Future: tracing next steps
A look at Kosovo's achievements and challenges over the past year, highlighting the current state of play and the priorities and vision of the Kosovo government and its international partners as the country prepares for European Union membership.
Croix Rouge - Nancy 2011 : Vulnérabilité des enfants et des adolescents de parents migrants
Vulnérabilité des enfants et des adolescents de parents migrants. Des populations vulnérables du fait des parcours migratoires ou des conditions socio-économiques, ou des deux en même temps.
Au lieu d’étudier les faiblesses, les carences, et les moyens de les compenser, nous commençons par rechercher les forces, et comment les utiliser.
Il est important que les parents deviennent des partenaires et pas seulement des bénéficiaires d’une politique faite malgré eux,
An Introduction to the Analysis of Brain Waves
Ryan George,
Steven J. Cox
This module builds the tools necessary for the frequency analysis of brain waves as recording by an electroencephalograph. We proceed from the Pythagorean Theorem to sine waves, the trapezoid […]
Author(s):
Economic Policy Challenges: Microeconomics and Regulation
Given its contributions to policy and practice in such key sectors as health care, industrial organization and technological innovation, and energy and the environment, microeconomics may not be getting the kind of respect, or at least attention, it deserves, these panelists suggest.
The field helped “produce a revolution in antitru
Checking for Understanding
A critical aspect of teaching is checking whether or not your students understand what you are trying to communicate. Mrs. Thai, a fourth grade teacher, shares ways to check for understanding with biomedical science students from Charles Drew University of Medicine and Science.
21H.101 American History to 1865 (MIT)
This course provides a basic history of American social, economic, and political development from the colonial period through the Civil War. It examines the colonial heritages of Spanish and British America; the American Revolution and its impact; the establishment and growth of the new nation; and the Civil War, its background, character, and impact. Readings include writings of the period by J. Winthrop, T. Paine, T. Jefferson, J. Madison, W. H. Garrison, G. Fitzhugh, H. B. Stowe, and A. Linco
5.1 Are there genetic factors in autistic spectrum conditions? Section 4 focused on explaining the characteristic symptoms of ASDs in terms of socio-cognitive functioning. In this section the focus shifts to the biological level: what biological influences might both trigger and maintain atypical functioning in areas like theory of mind, global information processing and emotional relatedness? As was emphasised in Section 1, bio
4.8 Section summary Most socio-cognitive approaches to autistic spectrum disorders seek to unify different symptoms in terms of models of underlying functioning. Theory of mind approaches argue that difficulties in understanding mental states such as beliefs, intentions and desires are the ‘core’ problem. Experimental tests of theory of mind employ tasks such as testing the understanding of false belief. Baron-Cohen h
4.7 The family context Whether or not children with autism behave atypically from the moment they are born, the effects of their atypical way of relating to others must inevitably be felt by parents and others in the family: Jane would allow herself to be cuddled, but only if I didn't look at her. She always resisted sitting on my lap unless she was facing away. And I could go to her with my arms out, just as I had a million times with m 4.6 Emotions, relatedness and the developmental process Cognitive style and ToM approaches both draw extensively on cognitive concepts to explain why functioning in autism is atypical. ToM has typically assumed that successful social interaction and communication involves processing information about other people in the form of social stimuli such as gestures, expressions, language and behaviour. The processes that promote emotional understanding and relatedness between people have been seen as essentially akin to the more ‘rationalâ 4.5 Central coherence and cognitive style Despite variations in ToM performance between sub-groups, the approach as a whole provides a compelling explanation for problems in the areas of social interaction and communication. However, it offers no obvious explanation for symptoms in the third ‘triad’ area, such as impoverished imagination, restricted interests and repetitive behaviour. Frith (1989) and Happé (1999) have proposed that these behaviours reflect a different kind of atypical functioning: a distinctive cogn 4.4 Theory of mind and self-awareness One of my most recurrent problems throughout middle childhood was my constant failure to distinguish between my knowledge and that of others. Very often my parents would miss deadlines or appointments because I failed to tell them of these matters. For instance my parents missed the school's Open House in my fifth grade and my mom asked me afterward, ‘why didn't you tell us about it?’ ‘I thought you knew 4.3 A distinctive sub-group? The fact that around 20 per cent of children with autistic spectrum disorders regularly pass tasks such as the Sally-Anne test fits well with the notion of an autistic spectrum including different profiles of skills and deficits. But it questions the idea of a core ToM deficit that all people with ASDs share. So is the theory inadequate, given that its predictions are not always supported? Francesca Happé (Happé, 1994) suggests that some of those passing tests such as t 4.2.3 Metarepresentation and pretend play Alan Leslie (1991) has suggested that understanding mental states such as false belief requires the sophisticated skill of ‘de-coupling’ or disengaging (mentally speaking) from the truth of a situation (e.g. ‘The car is in Park Street’), in order to hold in mind an idea that differs from this reality (‘Jane thinks the car is in Mount Street’). This capacity is known as metarepresentation and is seen as a crucial element of language understanding. Leslie 4.2.1 Gaze following and proto-declarative pointing Consider how behaviour might provide one person with cues to what another person is thinking. For instance, how do you know that someone you are talking to is interested in what you are saying? They may open their eyes wide, sit up straight or make noises like ‘hmmm’. Such gestures and expressions are cues to thoughts, which we monitor all the time without being aware of it. Baron-Cohen (1995) provides evidence that the ability to use subtle behaviours, such as picking up wher
