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
Evaluating Limits Algebraically (Part 2)
This video demonstrates how to evaluate a limit algebraically. When we evaluate limits that are not continuous, we can use algebra to eliminate the zero from the denominator and then evaluate the limit using substitution. When evaluating limits algebraically we can eliminate the zero in the denominator by factoring or simplifying the function. (2:47)
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.
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 Historical Rivalry Kelly Brothers Interview Part 3 ISS Update - Feb. 14, 2011 UN Ideas that Changed the World Games Technologies for Learning Little love for Obama's budget Egyptian police show solidarity What is social anthropology?
Despite its 14-year lead, many don't know that Jamestown was settled before Plymouth. James Axtell's article, "Historical Rivalry," explores the reasons why.
Astronauts and brothers Scott and Mark Kelly are interviewed before their missions. Scott Kelly (left) will be Expedition 26 Commander and Mark will be the STS-134 Commander.
The International Space Station video update for Feb. 14, 2011.
(Editors note: Unfortunately the first few minutes of the lecture are missing from the podcast) UN ideas have more influence and impact than is generally realized, on economic and social development and environment as well as on human rights and peacekeeping. In this well-illustrated lecture, two of the co-directors of the UN Intellectual History Project will present the findings of a ten-year project and launch the summary volume, UN Ideas That Changed the World
The Games Technologies for Learning report explores the ways in which games technologies can be used to enhance teaching and learning, and provides advice for schools and colleges wishing to introduce...
U.S. budget battle now heats up with the delivery of President Obama's $3.7 trillion budget to Congress.
Hundreds of police marched in Cairo's Tahrir Square Monday to show solidarity with protesters who helped to topple Hosni Mubarak. Jon Decker reports.
First lecture of the series 'Introduction to anthropological theory' given to first year students on the Oxford BA degrees in Archaeology and Anthropology and in Human Sciences. Lecture given Tuesday 12 October 2010. Lecture delivered by Marcus Banks, Professor of Visual Anthropology, University of Oxford.
