#i was in a program for students with distinct cognitive processing needs that could not be met without specialized intervention

[kaurwreck]

I think you're right that it's significant, and I think Mori is clever to recognize that Akutagawa is a rook.

Like a rook, Akutagawa is powerful, but generally contained and often undercut by his predictability. However, because he's keenly aware of his own constraints, and because others often aren't (especially regarding variables they've internalized as known), he's able to play into and against his own predictability to paradoxically surprise them.

He moves within the confines of his rigidity to shape outcomes, sometimes more effectively than his more dynamic opponents and peers. Rooks do that too, if you let them.

Me, knowing nothing about chess, probably overthinking the significance of referencing akutagawa in this scene, but is going to look it up later anyways

[heart-full-of-lust]

The Genesis of Control: Development Log - Project Hypnos

Dr. Marcus Chen - Neural Interface Laboratory, Basement Level

Version 0.1 - "Flickering Failure" Day 47 of Development

The first iteration was laughably primitive. Basic strobe patterns at 10Hz, the kind of amateur bullshit you'd find in a freshman psychology textbook. I'd spent three months coding the foundation—mapping gamma wave frequencies, studying theta state induction, reverse-engineering everything from military sleep deprivation techniques to the patterns used in old CIA mind control experiments.

My test subject was Rebecca, a grad student desperate enough for cash to sign my vague "neurological response study" waiver. Blonde, pretty, trusting—perfect for baseline testing. I had her stare at the tablet while the app cycled through rudimentary geometric patterns.

Nothing. Absolutely fucking nothing.

She blinked a few times, maybe felt slightly relaxed, but maintained complete cognitive control. After thirty minutes, she was checking her phone and asking if we were done. The EEG readings showed minimal theta spike activity—barely above normal meditation levels.

Failure. Complete and utter failure.

But failure teaches. The patterns were too simple, too obvious. The conscious mind recognized them as artificial, maintaining defensive barriers. I needed something more sophisticated—something that could slip past rational thought like a digital virus.

Version 0.2 - "The Mandelbrot Breakthrough" Day 93 of Development

Fractals. The answer came to me during a particularly brutal coding session at 3 AM. The human brain is hardwired to process recursive patterns—it's how we recognize faces, navigate spaces, interpret music. But complex fractals overload that processing system, creating cognitive gaps that can be exploited.

I spent two weeks programming Mandelbrot variations with embedded subliminal frequencies. Not just visual stimuli now—the app generated ultrasonic pulses designed to resonate with inner ear structures, creating subtle vertigo that enhanced susceptibility.

Rebecca returned for the second test, unaware of the significant upgrades. This time, the patterns were organic, alive—spirals that seemed to breathe, fractals that pulsed with hypnotic rhythm. After ten minutes, her breathing synchronized with the display.

Progress. Real, measurable progress.

Her eyes glazed slightly, pupils dilating by approximately 15%. When I asked her to raise her hand, there was a three-second delay—her conscious mind struggling against emerging hypnotic influence. The EEG showed distinct theta wave patterns, though still inconsistent.

She followed simple commands for about twenty minutes before the effect wore off. Promising, but nowhere near the level of control I was seeking. The suggestions were too weak, too easily resisted by even minor mental effort.

Version 0.3 - "Biometric Integration" Day 156 of Development

The breakthrough came from studying addiction psychology. Social media apps already hijacked dopamine pathways—I just needed to weaponize those same mechanisms for deeper neural manipulation.

Version 0.3 incorporated biometric feedback through the phone's sensors. Heart rate via camera flash reflection, micro-movements through accelerometer data, even stress levels through voice analysis during the "calibration" phase. The app could now adapt in real-time, adjusting patterns based on the subject's physiological responses.

I recruited three new test subjects through Craigslist—Jenny, Mike, and Ashley. All college-aged, all desperate for easy money. Perfect laboratory rats.

The results were dramatic. The app learned from each session, building psychological profiles that allowed increasingly targeted manipulation. Jenny, anxious and submissive by nature, responded to slower, more nurturing patterns. Mike, aggressive and dominant, required sharper, more commanding visuals. Ashley, vain and attention-seeking, succumbed to patterns that made her feel beautiful and desired.

Within fifteen minutes, all three were following complex multi-step commands. Jenny stripped completely when asked, standing naked and compliant while I documented the session. Mike performed increasingly degrading acts on command—barking like a dog, licking my shoes, confessing his deepest sexual fantasies. Ashley masturbated to orgasm while maintaining perfect eye contact, completely uninhibited by shame or embarrassment.

But the control was still temporary. After an hour, cognitive defenses reasserted themselves. Jenny ran from the lab in tears, Mike threatened to call police, Ashley demanded payment and left quickly. None of them remembered the specific details of what they'd done, but emotional residue remained—confusion, shame, fragments of arousal they couldn't explain.

Close. So fucking close.

Version 0.4 - "The Neural Mapping Protocol" Day 203 of Development

The solution required going deeper—literally. I needed to map individual neural pathways, identify the specific cognitive vulnerabilities that varied from person to person. Version 0.4 introduced the "calibration sequence"—an innocent-seeming personality quiz that was actually a sophisticated psychological profiling system.

The app presented hundreds of micro-choices, analyzing response times, eye tracking patterns, micro-expressions captured through the front camera. Are you more motivated by pleasure or pain? Do you seek approval or independence? What triggers your deepest anxieties? Each answer refined the psychological model, allowing surgical precision in breaking down mental defenses.

I recruited subjects through a fake "university research study"—easier to maintain plausible deniability that way. Twelve volunteers over three weeks, each session meticulously documented and analyzed.

The improvement was staggering. Sarah, a shy pre-med student, was completely compliant within eight minutes. The app had identified her desperate need for approval, crafting patterns that made obedience feel like academic achievement. She followed increasingly sexual commands while maintaining the belief that she was helping important scientific research.

David, a computer science major, required a different approach. His analytical mind resisted emotional manipulation, so the app exploited his programmer's obsession with elegant systems. The fractals became code made visual—recursive functions that triggered his professional fascination while neural pathways designed for logical analysis were overloaded and circumvented.

Most impressive was Maria, a psychology graduate who should have recognized the manipulation techniques. But the app identified her underlying masochistic tendencies, buried beneath layers of academic feminist rhetoric. Within twelve minutes, she was begging to be degraded, offering to do anything I asked while tears of confused arousal streamed down her face.

But even version 0.4 had limitations. The effects lasted longer—up to six hours—but subjects eventually recovered full cognitive function. I needed something permanent, or at least semi-permanent. Something that would create lasting neural changes.

Version 0.5 - "Synaptic Rewiring" Day 267 of Development

Neuroplasticity. The brain's ability to form new neural pathways could be my greatest asset if properly exploited. Version 0.5 introduced repetitive exposure protocols designed to create lasting synaptic changes.

The app now operated in phases: initial susceptibility induction, deepening through personalized triggers, and finally neural reinforcement through repetitive pattern exposure. Each session literally rewired the subject's brain, making them more susceptible to future manipulation.

I tested the new version on previous subjects, lying about follow-up research requirements. The results exceeded every expectation.

Rebecca, my original test subject, was now incredibly responsive after just three previous exposures. Her resistance had been systematically eroded, neural pathways carved deeper with each session. She stripped and posed without hesitation, following increasingly complex sexual commands while maintaining a dreamy, blissful expression.

More importantly, the effects persisted. Days later, she would still respond to trigger phrases I'd embedded during her sessions. "Deep focus," spoken in the right tone, would instantly return her to a suggestible state. "Good girl" triggered waves of sexual arousal she couldn't explain or resist.

But I wanted more. Total control, not just enhanced suggestibility.

Version 0.6 - "Cascade Amplification" Day 334 of Development

The insight came from studying social psychology—specifically, how group dynamics could amplify individual susceptibility. Version 0.6 introduced synchronized exposure protocols, allowing multiple subjects to be manipulated simultaneously while their combined neural activity created feedback loops that enhanced the effect.

I arranged group sessions under the guise of "team building exercises" for a local startup. Six employees, three men and three women, all between 22 and 28. Perfect for testing group dynamics.

The results were extraordinary. Individual resistance crumbled when surrounded by others exhibiting compliant behavior. Sarah, one of my previous subjects, helped demonstrate appropriate responses while the app worked on the newcomers. Within twenty minutes, all six were following complex group commands.

I had them form a circle, remove their clothes systematically, touch each other in increasingly intimate ways. The women performed oral sex on the men while the app continued its neural assault, reinforcing pleasure pathways and associating obedience with sexual gratification.

Most significantly, the group effect created lasting social bonds centered around shared submission. Even after the session ended, the subjects maintained contact, meeting regularly for what they described as "meditation groups" but which actually served as reinforcement sessions for their programming.

Version 0.7 - "Perfect Control" Day 398 of Development

The culmination of over a year's obsessive work. Version 0.7 incorporated everything I'd learned: biometric adaptation, neural mapping, synaptic rewiring, and cascade amplification, all refined to surgical precision.

But the real breakthrough was the addiction protocol. The app now created genuine psychological dependence by hijacking the brain's reward systems at a fundamental level. Subjects didn't just become susceptible—they craved the experience, actively seeking opportunities to be controlled.

The beta version was ready for field testing. I uploaded it to a carefully selected dark web forum, hidden behind layers of encryption and accessible only to those actively seeking tools of manipulation and control.

My test subjects had become willing participants in their own enslavement. Rebecca now visited my lab three times a week, desperate for new sessions. She'd brought her roommate, then her sister, expanding my pool of available subjects. Each successful manipulation created an evangelist for the technology.

The app learned from every interaction, building a vast database of psychological profiles and successful manipulation strategies. Each download improved the algorithms, making them more effective for future users.

Version 0.7 was perfect. Not because it never failed, but because failure was now a learning opportunity that improved the next attempt. The app evolved, adapted, overcame resistance through sheer digital persistence.

Somewhere out there, my creation was spreading through carefully selected hands. Users discovering the power to reshape minds, to rewrite personalities, to claim ownership of human consciousness itself.

I'd created more than an app. I'd created a digital pandemic of control, spreading through the most vulnerable vectors of human psychology: curiosity, desire, and the desperate need to dominate or submit.

Soon, very soon, version 1.0 would be ready. And then the real work could begin.

End of Development Log

Files encrypted. Distribution authorized.

Welcome to the future of human compliance.

[howtobewithgod2-blog]

Comprehending Teaching - Effective Biblical Teaching

how to be saved by Jesus

Since teaching is just not an optional activity but your awesome responsibility, the author provides Scriptural justification for that exercise of this command inside the opening chapter. Admitting it is hard work on the teacher that will require discipline, he encourages individuals who face the challenge because you will have an eternal evaluation on this Christ-centered curriculum. The second phase on reasons why students discover exposes the daunting process of the teacher. The discussion involving motivation is in consonance with all the law of encouragement simply by Hendrick. The next two chapters focus on inductive study concerning skills of observation, model and application as the trainer prepares in the Word. Hermeneutics, the writer realistically observes, should not be a hindrance for you to effective Bible teaching. It truly is deduced from the discussion that will observation, interpretation and program lead to transformation. This is the target of teaching God's Phrase. Chapter five analyzes the value of understanding the aim of each session since teaching is an purposive and directional activity. The worthiness, sources and kinds of goals set the discussion in point of view. Chapter six addresses the significance of planning the lesson. Just like Rowlands, the writer criticizes contentious statements by extremists who entirely rely on the actual Holy Spirit or only depend on the relationship between the pupil and teacher for noise teaching. The point of importance in chapter seven would be that the teachers should control the particular curriculum and not vice versa. The particular writer guides them to make use of curriculum materials. Chapter ten is a reaction to a tedious manner of teaching as rules and purpose of a variety of novice, group and student- based methods are discussed.

how to be saved by Jesus

Inside chapter nine, the article writer explores the teacher's undertaking to prepare teaching materials. Just before preparing the appropriate materials, it truly is proffered that the teacher need to make sure that he knows his pupils well, prays for them, arranges lesson materials and makes typically the classroom setting ready for these (particularly at the lower levels). Chapter ten presents often the setting up of the classroom. Because the teacher adjusts teaching to help recent occurrences in the lifestyles of the students, the bodily environment (facility, space, graphic and auditory conditions), educational environment (arrangement, image looking at, grouping factors, student contribution, equipment) and psychosocial surroundings (home, family, work, university, community, cultural and faith based influences) are discussed. Factors, purposes, types, sources in addition to guidelines for evaluation web form the discourse in segment eleven. The teacher is inspired to establish standards for analysis, select the best presentation connected with present conditions, analyze details and eventually communicate the results on the evaluation of interested celebrations. Chapter twelve -on trying to keep afresh or abreast- is a rendition of the law with the teacher. A teacher can just only stay balanced if he or she continues to learn today that may enable him to teach down the road. The writer emphasizes the fresh teacher is nor a stagnant pond or a dry brook.

Many issues raised could be referred to as opinions expressed by additional writers. A case in point is the dialogue on cognitive, affective as well as psycho-motor. Perhaps what is demanding is the vivid illustrations to clarify these 'know, feel and do' aims. Another is the accountability of the teacher in class room management. Furthermore, the copy writer re-echoes the necessity of the professor adequately knowing the students.

One particular however expected Carlson just like Nwachukwu (1998) to attempt any distinction of, and partnership between a syllabus and also curriculum which he does not deal with inadvertently or otherwise. The article author is also off-course when he strains the identification of the sensed needs of the student given that he should have concentrated particular actual needs which are more related. In spite of the above, this 85 six page volume is actually a welcome contribution to comprehending effective biblical teaching inside contemporary society. A just one insight is the writer's respond to the question, 'Do My spouse and i write a lesson the same way My partner and i present it? ' He or she believes that in planning, one starts with the ultimate impact and gradually movements to the contact section.

[molefi-mahula]

The Skills needed in a digital age.

Knowledge involves two strongly inter-linked but different components: content and skills. Content includes facts, ideas, principles, evidence, and descriptions of processes or procedures. Most instructors, at least in universities, are well trained in content and have a deep understanding of the subject areas in which they are teaching. Expertise in skills development though is another matter. The issue here is not so much that instructors do not help students develop skills – they do – but whether these intellectual skills match the needs of knowledge-based workers, and whether enough emphasis is given to skills development within the curriculum.

The skills required in a knowledge society include the following (adapted from Conference Board of Canada, 2014):

communications skills: as well as the traditional communication skills of reading, speaking and writing coherently and clearly, we need to add social media communication skills. These might include the ability to create a short YouTube video to capture the demonstration of a process or to make a sales pitch, the ability to reach out through the Internet to a wide community of people with one’s ideas, to receive and incorporate feedback, to share information appropriately, and to identify trends and ideas from elsewhere;

the ability to learn independently: this means taking responsibility for working out what you need to know, and where to find that knowledge. This is an ongoing process in knowledge-based work, because the knowledge base is constantly changing. Incidentally I am not talking here necessarily of academic knowledge, although that too is changing; it could be learning about new equipment, new ways of doing things, or learning who are the people you need to know to get the job done;

ethics and responsibility: this is required to build trust (particularly important in informal social networks), but also because generally it is good business in a world where there are many different players, and a greater degree of reliance on others to accomplish one’s own goals;

teamwork and flexibility: although many knowledge workers work independently or in very small companies, they depend heavily on collaboration and the sharing of knowledge with others in related but independent organizations. In small companies, it is essential that all employees work closely together, share the same vision for a company and help each other out. In particular, knowledge workers need to know how to work collaboratively, virtually and at a distance, with colleagues, clients and partners. The ‘pooling’ of collective knowledge, problem-solving and implementation requires good teamwork and flexibility in taking on tasks or solving problems that may be outside a narrow job definition but necessary for success;

thinking skills (critical thinking, problem-solving, creativity, originality, strategizing): of all the skills needed in a knowledge-based society, these are some of  the most important. Businesses increasingly depend on the creation of new products, new services and new processes to keep down costs and increase competitiveness. Universities in particular have always prided themselves on teaching such intellectual skills, but the move to larger classes and more information transmission, especially at the undergraduate level, challenges this assumption. Also, it is not just in the higher management positions that these skills are required. Trades people in particular are increasingly having to be problem-solvers rather than following standard processes, which tend to become automated. Anyone dealing with the public needs to be able to identify needs and find appropriate solutions;

digital skills: most knowledge-based activities depend heavily on the use of technology. However the key issue is that these skills need to be embedded within the knowledge domain in which the activity takes place. This means for instance real estate agents knowing how to use geographical information systems to identify sales trends and prices in different geographical locations, welders knowing how to use computers to control robots examining and repairing pipes, radiologists knowing how to use new technologies that ‘read’ and analyze MRI scans. Thus the use of digital technology needs to be integrated with and evaluated through the knowledge-base of the subject area;

knowledge management: this is perhaps the most over-arching of all the skills. Knowledge is not only rapidly changing with new research, new developments, and rapid dissemination of ideas and practices over the Internet, but the sources of information are increasing, with a great deal of variability in the reliability or validity of the information. Thus the knowledge that an engineer learns at university can quickly become obsolete. There is so much information now in the health area that it is impossible for a medical student to master all drug treatments, medical procedures and emerging science such as genetic engineering, even within an eight year program. The key skill in a knowledge-based society is knowledge management: how to find, evaluate, analyze, apply and disseminate information, within a particular context. This is a skill that graduates will need to employ long after graduation.

We know a lot from research about skills and skill development (see, for instance, Fischer, 1980, Fallow and Steven, 2000):

skills development is relatively context-specific. In other words, these skills need to be embedded within a knowledge domain. For example, problem solving in medicine is different from problem-solving in business. Different processes and approaches are used to solve problems in these domains (for instance, medicine tends to be more deductive, business more intuitive; medicine is more risk averse, business is more likely to accept a solution that will contain a higher element of risk or uncertainty);

learners need practice – often a good deal of practice – to reach mastery and consistency in a particular skill;

skills are often best learned in relatively small steps, with steps increasing as mastery is approached;

learners need feedback on a regular basis to learn skills quickly and effectively; immediate feedback is usually better than late feedback;

although skills can be learned by trial and error without the intervention of a teacher, coach, or technology, skills development can be greatly enhanced with appropriate interventions, which means adopting appropriate teaching methods and technologies for skills development;

although content can be transmitted equally effectively through a wide range of media, skills development is much more tied to specific teaching approaches and technologies.

The teaching implications of the distinction between content and skills will be discussed in more detail in Chapter 2. The key point here is that content and skills are tightly related and as much attention needs to be given to skills development as to content acquisition to ensure that learners graduate with the necessary knowledge and skills for a digital age.

References

The Conference Board of Canada (2014) Employability Skills 2000+ Ottawa ON: Conference Board of Canada

Fallow, S. and Stevens, C. (2000) Integrating Key Skills in Higher Education: Employability, Transferable Skills and Learning for Life London UK/Sterling VA: Kogan Page/Stylus

Fischer, K.W. (1980) A Theory of Cognitive Development: The Control and Construction of Hierarchies of Skills Psychological Review, Vol. 84, No. 6

[jurnal-lei52-blog]

Ongoing Education Needed For Psychologists

On the necessity for an individual educational psychology emphasizing on the central position of the learner

Education and psychology are related in more than simply one of the ways and the psychology of education could possibly be related to educational rules in psychology or how education as a discipline is taught within psychology as a subject and how these two disciplines merge. That is mainly the focus of instructional psychology which reports how human learning does occur, what methods for teaching are most effective, what different ways must be used to teach gifted or disabled children and how rules of psychology could help in the research of schools as cultural systems. psikotes jogja

Mental education could be fully focused on learning techniques as structured or imparted based on mental and individual wants of the students. Education could change based on lifestyle, values, attitudes, social techniques, attitude and all these facets are very important in the research of education in psychology.

Instructional psychology is the application form of emotional objectives within educational techniques and psychological education as I separate here's application of instructional objectives in mental processes. The first focus of applying psychology in education is more general and the second approach of applying education in psychology is more individualistic. Nevertheless so far as provide study of educational way of psychology is worried, there is number big difference between individualistic instructional psychology and standard educational psychology and all interrelationships between psychology and education are thought within the broad control of educational psychology.

However a variation involving the more normal educational psychology and more certain psychological or individualistic education may help in understanding the subtleties of individual examine and offer a subjective dimension to the analysis of psychology in education. This will also assist in making learning systems more student based and in line with the wants of tradition, culture, specific or particular factors. This sort of study with an emphasis on personal/psychological facets of understanding is not merely about social objectives and objectives within educational techniques but also about personal objectives and objectives and the emotional processes associated with learning. There's to become a clearer demarcation between education in psychology as a general study and individual education in psychology as an even more certain and subjective discipline.

Currently instructional psychology encompasses a wide variety of dilemmas and issues including the utilization of technology and its connection to psychology, learning methods and educational design. Additionally it views the social, cognitive, behavioural sizes of learning but it would be essential to produce education more particular and individual via a unique part with a psychological focus on education to ensure that specific needs are considered. There could be two ways where that part of understanding could evolve - possibly by strengthening mental education or individualistic method of the psychology of education or by having two distinctive divisions of basic educational psychology and individual instructional psychology. biro psikologi jogja

As in client focused method of psychology, a psychology of education must also include further study that could spotlight the need for individualistic dimensions in learning. Understanding psychology is the use of mental theories for example that of Jean Piaget and Kohler in the analysis of learning methods, particularly among children. I have discussed Piaget but quickly Piaget's theory higlights different phases of understanding in kids and Kohler suggested that understanding occurs by unexpected awareness or knowledge, nevertheless I won't get further into learning concepts here. Although the emphasis of instructional psychology is on understanding practices per se and the role of the learner is considered only extra, a part of individual psychology in education could help in emphasizing the position of the learner considering not just their disabilities or giftedness but also their character patterns. This concentrate on personality habits brings forth the central position of understanding psychology in academic systems.

Instructional psychology studies equally the personal methods to education as in giftedness, impairment, learning ideas placed on kiddies and adults, and the more common goal techniques to learning while the role of schools as cultural or social systems.

The psychology of education could include the next limbs:

Normal Instructional Psychology

1. Understanding Methods - As learned from individual understanding perspectives and generalized learning perspectives, a conversation of different concepts, methods and programs or methods of learning is an integral part of instructional psychology and specially central to general academic psychology.

2. Social Programs - The usage of education in social, cultural and economic systems could be viewed within the emotional situation and that pertains to the role of education in hipnoterapi jogja society.

Individual Instructional Psychology

1. Understanding Systems - Learning techniques and techniques or practices must be relating with the requirements of the kids or person players and based on abilities of the teachers. Needs vary based on particular faculties and talents and personal needs must be looked at throughout the educational process.

2. Cultural Systems - Specific learning psychology must be learned in accordance with unique cultural and cultural skills of the learners and thus a far more subjective examine of understanding approaches and centralized position of the individual in the educational method contemplating their cultural, cultural or intellectual history must be considered.

[helloanisfirdatulrochma-blog]

The 8th NELTAL

In 2016, I was given a chance to be one of the parallel speakers at the 8th National English Language Teachers and Lecturers (NELTAL). This was my first experience in becoming a parallel speaker, and I was able to present my research that was conducted at the Public Senior High School 2 Probolinggo that is about Concept-Based Instruction (CBI).

Concept-Based Instruction (CBI) is still a relatively little known methodology in language teaching contexts. Some people suggest that CBI has some similarities to Task-Based Learning (TBL) since both of them require students with meaningful language tasks (Nicholas, 2015). However, TBL seems to provides the learners to engage with a task so that they can notice the gap in their knowledge. Therefore, the teacher can focus working with the learners to complete the gap. On the other hand, CBI requires the teacher to introduce the target concept to the learners before they apply the conceptual knowledge to any language tasks (Nicholas, 2015).

Besides, CBI is also closely related to Content and Language Integrated Learning (CLIL). According to Greenfell (2002), CLIL provides cognitively challenging tasks that move learners  in terms of both content and language. The difference between CBI and CLIL is that CLIL is an umbrella term that could encompass a wide range of situations related to the experience of learning nonlanguage subjects through a foreign language, such as English (Marsh, 2012). For example, CLIL methodology is used to create a learning environment for acquiring geography-related content using English language as a medium (Dourda, K. et al., 2012). Therefore, although CBI  and CLIL  both provide a total integration of language learning and content learning, there is  one obvious distinctive aspect between them. The difference is that CLIL creates an experience in learning non-language subjects as English as the language while CBI focuses on learning language subjects and materials. Concept-Based Instruction (CBI) can be seen, as: (1) subject-matter core, (2) authentic language and texts, and (3) appropriate to the needs of specific groups of students (Stryker, 1997). As a subject-matter core, it means the basic course of CBI is derived from the subject matter, rather than from functions, situations, forms, and abilities. CBI really acquires communicative competence in the process of learning about certain purposes, such as greetings, offering, inviting, and asking someone to go somewhere. As the authentic language and texts, the materials taught using CBI are taken directly from the certain purposes being studied. Most students get benefit from the use of authentic materials if the teacher knows how to effectively use the materials and make it accessible to the students at their level of proficiency (Stryker, 1997). Moreover, CBI acts as the appropriate strategy to the needs of specific students. CBI is a program that is dynamic and constantly changing following the needs of the students. By using CBI strategy, the students requires to learn about English by moving through three stages, which are orientation, execution, and control stage. These three stages help the students to learn particular knowledge of English gradually from the easy part of the knowledge, and finally move to more complex part of the knowledge. References

Dourda, K., Bratitsis, T., Griva, E. and Papadopoulou, P. (2012). Combining Game Based Learning with Content and Language Integrated Learning Approaches: A Research Proposal Utilizing QR Codes and Google Earth in a Geography-Based Game’ Conference Proceedings. The 6th European Conference on Games Based Learning, ed. Dr Patrick F., Waterford Institute of Technology, Cork, Ireland, p.115.

Greenfell, M. (ed.) (2002). Modern Languages Across the Curriculum. London: Routledge.

Nicholas, A. (2015). A Concept-Based Approach to Teaching Speech Acts in the EFL Classroom. ELT Journal, volume 69 (4), 383-394.

Stryker, B. (1997). Content-Based Instruction in Foreign Language Education: Models and Method. Washington: Georgetown University Press.

[bedbathandbeyondv67]

Why Maybe not Pick Psychology? Airon Rodrigues Da Costa Seo

Education and psychology are connected in more than simply one of the ways and the psychology of training could possibly be related to academic axioms in psychology or how knowledge as a discipline is shown within psychology as a subject and how these two disciplines merge. This is mainly the concentration of instructional Airon Rodrigues Seo Da Costa  which studies how individual understanding occurs, what ways of training are most reliable, what different ways must be utilized to teach talented or disabled children and how axioms of psychology may help in the research of colleges as cultural systems.

Mental education could be completely dedicated to understanding practices as structured or imparted based on mental and specific needs of the students. Education would vary in accordance with lifestyle, values, attitudes, cultural systems, mind-set and every one of these facets are important in the study of education in Eric.

Instructional psychology is the application form of mental objectives within academic techniques and emotional education as I differentiate here is software of instructional objectives in emotional processes. The first target of applying psychology in training is more standard and the 2nd strategy of applying knowledge in psychology is more individualistic. But in terms of provide study of academic method of psychology is concerned, there's no big difference between individualistic academic psychology and normal educational psychology and all interrelationships between psychology and knowledge are thought within the broad discipline of educational psychology.

But a distinction between the more common educational psychology and more certain emotional or individualistic training may help in understanding the nuances of individualistic examine and give a subjective dimension to the analysis of psychology in education. This can also aid in creating learning methods more scholar based and according to the needs of lifestyle, culture, specific or personal factors. This sort of study with a focus on personal/psychological aspects of understanding is not only about social objectives and objectives within academic programs but additionally about personal goals and objectives and the psychological procedures associated with learning. There has to become a better demarcation between knowledge in psychology as a broad examine and individual training in psychology as a more unique and subjective discipline.

Currently educational psychology encompasses a wide selection of issues and topics including the use of technology and its relation to psychology, understanding practices and educational design. In addition it considers the social, cognitive, behavioural sizes of understanding but it will be necessary to make training more personal and individual through a specific part with a mental focus on education to ensure that personal needs are considered. There could be two ways in which this branch of knowledge could evolve - sometimes by strengthening emotional knowledge or individualistic way of the psychology of training or insurance firms two unique divisions of standard educational psychology and individualistic educational psychology.

As in client focused approach to psychology, a psychology of education also needs to contain further research that would spotlight the need for individualistic dimensions in learning. Understanding psychology is the usage of psychological theories for example that of Jean Piaget and Kohler in the analysis of understanding methods, particularly among children. I have discussed Piaget but shortly Piaget's principle higlights different phases of learning in young ones and Kohler suggested that understanding does occur by sudden understanding or understanding, nevertheless I will not move further into learning ideas here. While the target of academic psychology is on learning methods by itself and the role of the learner is recognized as only secondary, a department of individual psychology in training may help in focusing the position of the learner considering not only their disabilities or giftedness but additionally their character patterns. That focus on personality designs brings forth the key position of understanding psychology in educational systems.

Academic psychology studies both the personal approaches to training as in giftedness, disability, learning ideas placed on kids and adults, and the more common goal techniques to learning since the role of schools as social or social systems.

Cognitive Psychology: Many different various factors which create the fundament for individual behavior are concealed inside this kind of mysterious psychology portion as Cognitive Psychology. In their wide feeling, Cognitive psychology is a department of psychology which reports such emotional functions as considering, perceiving, remembering and learning. Being part of cognitive technology, Cognitive Psychology is tightly linked to other professions, like philosophy, neuroscience, and linguistics. Someone who finishes these psychology courses may obtain a fantastic possibility to produce his or her problem-solving skills, the ability of decision-making in addition to verbal thinking and several other plausible abilities inside each human being.

Abnormal Psychology: Abnormal psychology is a branch of psychology that has related to psychopathology and abnormal individual behavior. Abnormal Psychology classes stress the affect of environmental, organic as well as cultural facets on the conduct of a person, ergo, growing it. The definition of of Abnormal Psychology involves a good variety of emotional disorders, like despair, obsession-compulsion, sexual deviation and several others. Following finishing Abnormal Psychology programs graduates have an opportunity to get employment on such job roles as emotional Counselors, scientific psychologists and psychotherapists.

Character Psychology: Personality is created from many different designs of ideas, thoughts and manners of behavior which can make an individual really personal and unique. As a rule, character is created from an individual and remains really exactly the same all through the whole lifetime. The field of Character Psychology embraces a good quantity of various psychological factors beginning from the most difficult, but at the same time intriguing Freudian idea stopping with different simple emotional theories on character examination and development.

Today, we are now living in the age of medical and technological development. Possibly, one of the most important inventions of the last century was the private computer and the Internet. Today, millions of people have an opportunity to receive education from their houses and other suited to learning places with the help of range learning. With the appearance of the length learning classes, take advantage of academic services has become much easier actually for those job students who live in the farthest parts of the world. On line studying supplies a good many benefits to an incredible number of people. Thus, one may combine studying and working, paying more hours with the family and making much time to particular pursuits and needs. The above-mentioned significant sections of psychology are a few of the main ones. Another kinds also contain data, progress psychology, cultural psychology, and many others which are significantly substantial areas in the psychological arena.

[zipgrowth]

‘Homeschooling with Jetpacks’: Inside a First-of-Its-Kind Co-Learning Community

BETHEL, Conn. — Henry was not thriving in his public elementary school. His grades were high, but apart from that, little else seemed to be going right for him.

“He wasn’t excelling, and everybody knew it,” his mother, Margaret Genden, explains. “And there were behavioral problems because of it. He wasn't acting out, but he didn't fit in.”

When Henry was in third and fourth grade, he would come home from school anxious, unhappy and complaining of migraines. His mother, growing increasingly concerned, felt it was time for a change.

First, Genden enrolled Henry in a private school, but the problems persisted. After having him go through a few education evaluations, Genden learned that her son had a processing gap, which specialists said he would eventually outgrow. In the interim, she decided to try homeschooling Henry, but she wanted him to be in an environment where he was stimulated and interacting with other kids. That’s how she found out about Workspace.

If traditional schools were too much and homeschooling alone was not enough, Workspace presented itself to the Gendens as the Goldilocks educational opportunity.

Nearly two years ago, in April 2017, Genden and her son approached a 32,000-square-foot building with a facade resembling a big red barn.

“We were 60 feet in the door and Henry turned around to me and said, ‘I'm coming here,’” Genden recalls. “And by the time we finished the tour, I was completely on board.”

The front view of the Workspace facility in Bethel, Conn. (Image credit: Alex Weber)

Founded in January 2017 in the small town of Bethel, Conn., Workspace Education is distinct from perhaps any other place of learning. The expansive building contains rooms themed around seemingly every pastime and passion imaginable: Theater? Check. Recording studio? Check. Wood shop? Check. Makerspace? Community garden? Costume shop? Virtual reality suite? Fitness center? Science lab? Industrial kitchen? Space station? Robotics room? Check, check, check and more checks.

“It’s like homeschooling with jetpacks,” says Catherine Fraise, founder and executive director of Workspace. “I tried to think of every single way a human expresses themselves creatively, because I want every child to find themselves here.”

Fraise refers to Workspace as a “co-learning community.” Similar to how WeWork is equipped with all the bells and whistles of a modern office environment—save for the employees—Workspace provides all the tools necessary for learning—save for the students. First and foremost, it’s a place for families that homeschool their children to come and engage with others, supplement their learning and dive deeply into a wider range of topics than most parents are equipped to teach themselves.

“It’s about using the space as a tool for collaboration,” Fraise explains.

For example, a Workspace parent who is skilled in mathematics may volunteer to teach classes on algebra I and pre-calculus to Workspace kids. Or families who want their children to learn Spanish may pool their financial resources to hire a language specialist for a year.

Most courses are taught by parents, but at the request of the families, Fraise has hired a handful of certified educators, including Tom Curley, director of programming and master teacher at Workspace, to teach core subjects.

In a lot of ways, Workspace sounds like a school, says Curley, but that’s not quite right. Though it provides a space and resources where kids can learn, it does not issue transcripts or high school diplomas. The kids are legally considered homeschoolers, and their families are responsible for creating a curriculum and helping them fulfill graduation requirements.

“It’s a hybrid that I have not seen the likes of anywhere else,” Curley says. “We are unprecedented.”

Two years in, Workspace serves around 80 learners from 60 families—about half who came from homeschooling, and another half who came from traditional public or private schools. The latter tend to find their way to Workspace when traditional schools are unable to accommodate their needs, be they cognitive delays, social struggles, behavioral issues or other learner differences. Students who come from traditional schools typically require a few months to get acclimated to Workspace, Fraise says, as they start off more timid and formal than their homeschooled peers.

The sweet spot, Fraise estimates, is 125 families. At that point, there will be enough variety and overlap in the families for Workspace to reach its full potential.

She explains: “If you want to start a band, you need to have enough people that make music, so until we get to that [optimal] number, you're not going to see the full vibrancy.”

Growing a Co-Learning Community

Fraise had been toying with the idea of starting Workspace for years, but it wasn’t until she saw a need in her own children that she became serious about it.

Catherine Fraise, founder and executive director of Workspace Education

She had been a high school teacher in her home country of Australia before moving to the U.S. and starting a family. It was after the move that she learned about Maria Montessori, who designed an eponymous pedagogical approach that values collaboration and hands-on learning for children’s development. Fraise fell in love with the Montessori method and went back to school to pursue a master’s degree in it.

When her kids were of age, she put them in a Montessori school in the U.S., but due to their own sets of health and learning needs, which required additional attention, it wasn’t a great fit. When they were 4 and 9 years old, Fraise pulled them out and spent the next 10 years homeschooling them using a project-based approach that drew on her experience with the Montessori method.

But still, her children needed more than what she could offer them at home. They were two very different people with unique passions and strengths, and she wanted to give them an environment that would support and celebrate their individuality.

A few years ago, when she had the financial support she needed to start Workspace (her husband ran his own money management company and was able to provide capital for the facility), she got to work creating a “Google-like, incubative environment” that would help her kids and others find their niche.

However, Workspace does not just attract kids from the local area. In fact, few families who use the facility actually live in town. Parents and children drive in from all over the state—and some all the way from New York City, about 70 miles away—to get there. Fraise estimates that a quarter drive over an hour each way to Workspace.

But the existing space—formerly home to a bicycle company—was for sale in 2016 for about $1.7 million, nearly one-fifth the cost of building something from scratch, and as Fraise puts it, “people will drive to have this kind of experience.”

Courses at Workspace are often project-based, and the fundamental design is rife with what Fraise calls “authentic creative self-expression.”

“The most important part here is that we're creating children who are confident to manifest their own ideas,” she says. “So whatever idea they have, or anything that's in their head, I want them to be able to get it out into the world somehow.”

According to Fraise, the appropriate starting age at Workspace is around 9 or 10 years old, but she’s currently negotiating a purchase for two acres of nearby land, on which she plans to build another big red barn—this one for children ages 0 to 9.

Workspace is designed to be a hybrid between homeschool and private school. Compared to the average cost of private K-12 schools in Connecticut, which is nearly $25,000 per year, Fraise considers her model to be affordable and equitable. The basic membership plan for a family, which includes parents and one child, is $3,500 per year. Each additional child is $3,000.

Though Workspace tuition may be more affordable than most private school alternatives in the state, the expectation that parents be present with their children every day creates an obvious barrier to entry for many families.

On top of membership, many of the courses offered at Workspace come with an additional fee, usually to cover the price of materials. For instance, a marine science course taught on Mondays by one of the parents has free tuition but requires another $100 per “session” to cover materials, with an option of taking up to five sessions in a year (each session spans a seven- or eight-week period, and in this case marine science is offered 36 Mondays out of the year). That fee does not cover the price of field trips taken during the course.

Workspace has developed a course map that displays and breaks down each course offered throughout the year to help learners and families make sense of their options. No two children have the same schedule.

The course options available on Mondays at Workspace. Click image to see full schedule.

Using the course map, families can see that marine science is best suited for ages 12 and older, that it does not assign homework or record grades and that it takes place from 1-3 p.m. on Mondays.

Alternatively, families interested in Curley’s “Foundations of Western Civilization” course can see that the class is held twice a week and that each session comes with a $17 materials fee. It includes homework, grades and is marked as “rigorous.”

There is an expectation that parents will contribute to the Workspace community and teach a few classes themselves, Fraise says. It’s how they reciprocate all the time and attention other families invest in their own children.

For example, Henry’s mother Margaret Genden leads a multimedia art class and a geography class this year. Last year, she taught a writing and storytelling course for younger learners (she has a background in English literature). Fraise herself teaches courses on sewing and recycling, among others. The day EdSurge visited Workspace, she was talking about starting a Japanese-language class.

For now, Workspace does not provide enough course options for children to begin and end their learning in the facility. Families can come to Workspace for as few or as many hours a week as they choose, but most spend a day or two each week at home, during which time they’ll continue with other work, including online classes.

And if there’s something families want that isn’t currently offered at Workspace—say, an introductory journalism course—they can go to the “dream director” (yes, that’s her official title) and put in their request.

The sky-is-the-limit approach has worked well for many Workspace learners, including Henry, who is now 12 and is enrolled in more than a dozen different classes this year.

“He doesn’t want to be sick. He doesn’t want to be out. He wants to be here,” his mother says.

“The difference is absolutely life-altering,” she adds. “[Workspace] changed everything that we did, even as a family, in a positive way. All of a sudden, Henry was learning, he was thriving and [now] he’s doing things he would never have had the opportunity to do elsewhere.”

‘Homeschooling with Jetpacks’: Inside a First-of-Its-Kind Co-Learning Community published first on https://medium.com/@GetNewDLBusiness

[dorcasrempel]

The gift of light, through science and service

Pawan Sinha, a professor of vision and computational neuroscience in the Department of Brain and Cognitive Sciences, first met Poonam when the girl was 13 years old. She lived in a remote village far from the urban bustle of Delhi, the second most-populous city in India. Poonam had grown up among lush trees and straw-thatched roofs and white cows with pointy horns grazing languidly along the dirt-packed road. But she had never seen any of it. Like many of the patients Sinha has worked with since he began Project Prakash, Poonam had been blind since birth due to dense cataracts, a treatable form of blindness more often seen in elderly patients.

Project Prakash, from the Sanskrit word for light, is a nonprofit organization that provides surgeries to congenitally blind children in India, and observes them during recovery to track the development of sight in the brain. Volunteers from Project Prakash travel to remote villages with limited access to health care to screen blind children and, if they are eligible, enroll them in the program.

Sinha first conceived of Project Prakash in 2002 while visiting his father in Delhi. He encountered two young siblings, living in poverty on the city streets, both blinded by treatable cataracts.

“This opened my eyes to the pervasiveness of childhood blindness in India, and more broadly in the developing world,” says Sinha. “Many children have treatable forms of blindness, but they stay blind because of lack of access to medical facilities, lack of knowledge of treatment options, and lack of financial resources to pursue medical care. These children languish in their blindness and lead difficult lives with little education, almost no prospects for employment and sadly, in many cases they die very young.”

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Volunteers transported Poonam from her village to Dr. Shroff’s Charity Eye Hospital in Delhi, where, after a full examination, she received cataract removal surgery. The very next day, the bandages came off. During Poonam’s post-operative check-up, the caregiver held up her fingers both close to her face and from a distance and asked how many. Poonam answered correctly. She could see.

“The name Prakash reflects our immediate goal to bring light into the lives of children who suffer from blindness,” says Sinha. “In meeting this humanitarian need, as a neuroscientist I realized we had an scientific opportunity. With surgery, we can transition a child from blindness to sight in less than an hour and from the very moment the child’s bandages are removed, you have a ringside seat into the process of visual development.”

The call to action

According to data collected by Project Prakash, current estimates suggest that between 200,000 and 700,000 children suffer from potentially treatable forms of blindness, such as cataracts or corneal opacities. Only 50 percent of these children are expected to survive into adulthood, and many suffer physical or sexual abuse at some point in their lives.

Compelled to act, Sinha quickly realized he wanted to create a lasting impact beyond a one-time donation to cover the cost of cataract surgeries for individual children. From the perspective of a vision researcher, Sinha felt he was in a unique position to tackle this problem on a larger scale. He recognized an opportunity for synergy between this profound humanitarian need and a longstanding neuroscientific question he was interested in as a researcher. It would also address a common problem that arises when studying visual development.

“Until now, almost all the approaches we had to observe visual development happening in real-time was by working with infants, and they are notoriously difficult to work with experimentally,” says Sinha. “Not only are they unable to follow instructions or report out, their brains have many developmental processes progressing simultaneously, so it is hard to isolate one from the others. Visual development proceeds very rapidly, so we have a very short window to work with before infants become very sophisticated visual perceivers.”

And that is one of the key scientific benefits of Project Prakash. Older blind children, like Poonam and the kids Sinha met while visiting with his father, have physiologically mature brains, but have not yet been exposed to patterns in the visual world. This makes it much easier to identify the processes of visual development as they unfold as part of the follow-up care. Using functional MRI data acquired from post-operative Prakash patients imaged at various points throughout their recovery, Sinha and the rest of the Project Prakash team observe how a child’s brain incorporates new information into existing structural and functional organization. These studies then inform Sinha’s MIT lab work on computational models of visual learning.

Prakash patients range from children as young as 6 to young adults in their mid-20s; if a young person presents to the Project Prakash team with a treatable form of blindness, they won’t be turned away. A few days after surgery, children begin visual acuity tests using the standard eye charts anyone with glasses would be familiar with. While no child winds up with perfect vision, patients gain significant functional vision, and Project Prakash provides glasses to correct their sight further.

After securing an initial round of funding from the National Institutes of Health, Sinha officially launched Project Prakash with three of his students in 2004. Since then, Sinha has added 20 team members and together they have provided 500 surgeries and 43,000 ophthalmic screenings to children in need.

A ringside seat

Since Sinha established Project Prakash, the humanitarian work has become inextricably linked to the work in his research laboratory at MIT. Many of his lab members are also involved with Project Prakash and pursue a number of research questions related to data gathered from its patients. Typically, the research team travels to India twice a year to volunteer with the humanitarian efforts of the program, interact with the patients, and of course, to gather data.

Conventional wisdom in childhood blindness suggests that older children should not see significant gains post-surgery, since their brain’s visual machinery should be set. However, in one of his first key scientific findings enabled by Project Prakash, Sinha found that even young adults can make significant gains in visual function after surgical intervention.

Members of the Sinha laboratory at MIT have also found new avenues of research probing the development of different visual skills in the Prakash children. For example, Sruti Raja, a research associate in the Sinha laboratory, is working on a project that looks at sensitivity to visual motion before and after surgery. Another ongoing study, led by Sharon Gilad-Gutnick, a staff research scientist in Sinha’s lab and Project Prakash team member, looks at how patients learn to translate what they see into drawings.

“How are they able to recognize and then copy or draw from memory basic shapes?” says Gilad-Gutnick, who has worked with Sinha since she was an undergraduate. “What does that tell us about their internal representation of these shapes, and of objects in general? We are looking at that as a function of time after sight onset.”

Another study, published in the Proceedings of the National Academy of Sciences on Oct. 30, details how some Prakash patients struggle with the task of recognizing faces. Newborn babies have notoriously bad eyesight, with an average visual acuity of 20/600. According to the American Optometric Association, good visual acuity refers to the ability to see sharply and clearly. Normal visual acuity is referred to as 20/20 vision, which means that you can see patterns as clearly at 20 feet as an average person at the same distance. In this paper, the researchers hypothesize that poor eyesight has an important function in infant visual development, acting as a visual low-pass filter. The filter induces the brain to develop visual processing strategies that emphasize the gestalt rather than local details, or as Sinha describes it, the ‘forest from the trees.”

The Project Prakash patients miss out on this benefit of poor initial acuity, which leads to difficulty organizing and recognizing the spatial relationships of distinct faces. In the paper, Sinha and the team refer to this as the high-initial acuity (HIA) hypothesis. To test this hypothesis, Sinha’s research team used a deep learning algorithm designed to mimic the many layers of the human visual system. They fed the algorithm series of images simulating different visual learning scenarios, from only blurred images to only high resolution images to a mix of the two. The series that led to the most robust recognition performance began with blurred images and progressively increased in resolution — echoing the progression in normal human development and consistent with the HIA hypothesis.

These results have significant clinical implications. Post-operative outcomes for cases of congenital cataracts can potentially be improved by blurring visual stimuli to mimic the acuity of a newborn. By gradually increasing the resolution of visual stimuli, the regimen may provide the Prakash children’s brains the inducement to encode larger scale structures in images and improve subsequent recognition performance.

While the Project Prakash children are a unique subset of individuals, lessons learned from them can be applied to brain development in general. The work reported in the PNAS paper illustrates how studies of newly sighted children can inform our thinking of normal visual development, and also guide the creation of more powerful computational strategies for visual recognition.

“We are essentially providing a possible answer to why normal visual development unfolds in the way that it does,” Sinha says. “It’s not just a limitation imposed upon us by immaturity of the retina, but it might actually have adaptive value.”

Looking beyond vision, this idea could potentially provide insight into auditory development as well; the muffling of sound by the amniotic sac may have adaptive significance akin to the blurring of images in early development.

Looking ahead

While Sinha appreciates the opportunity to tackle these scientific questions, he doesn’t lose sight of the transformative impact Project Prakash has on real lives. In the days following Poonam’s surgery, Project Prakash staff watched her blossom as she healed. She created artwork, she made up dance moves with her caregiving team, and she even took it upon herself to lead another blind patient receiving care at the hospital around the hallways. In addition to this newfound sense of independence and self-confidence, Poonam’s follow-up exams showed a marked improvement in visual abilities.

Poonam’s outcome was not an outlier for Project Prakash participants. Even though the speed of healing and level of visual acuity varies from patient to patient, most report significant improvement both to their vision and their quality of life. Sinha and his team surveyed a group of 60 patients and their families to gauge how their experience participating in Project Prakash improved their sense of independence, their ability to perform in school, and their relationships with friends, family and their communities.

“Across all of these dimensions, they reported big gains, and both patients and their families are uniformly ecstatic about the outcomes of the treatment, says Sinha. “When you take a step back to look at the whole picture, we have made a relatively small contribution by providing this routine surgery. But the consequence of that surgery is so profound for the child and for their family that the families think of us as more. It’s incredibly rewarding.”

But Prakash patients and their families are not the only ones who have been impacted by this work.

“In general, scientific research can be very frustrating, ambiguous and at times, difficult. But when you get to work so closely with children in need and you get to have that real-world impact in addition to pursuing these interesting questions, the motivation is huge,” says Gilad-Gutnik. “As scientists, I think we need to find more ways to work at this intersection of basic science and humanitarian need, and I think that neuroscience and the study of behavior presents a lot of unique opportunities to do that.”

Looking ahead, Project Prakash aims to improve patient outcomes even further through their newest initiative: a year-long residential educational program where patients who have fallen behind in school due to their visual impairment can receive specialized instruction, bringing them to an age-appropriate grade level before integrating them in local schools. They also intend to track how learning and education affects brain structure.

For Sinha, though his experience with Project Prakash has led to many immeasurably meaningful moments, meeting the Prakash patient named Poonam and following her success through the program hit especially close to home. His older sister was a doctor before her untimely death at age 25, and she was one of Sinha’s main sources of inspiration when he established Project Prakash. Her name was also Poonam.

“We are all shaped by the people we meet, and especially by the ones we admire,” says Sinha. “Seeing my sister’s devotion as a doctor to helping those in need, even at great cost to her own health, affected me greatly. Project Prakash is a small tribute to her memory, and the future of many more Poonams.”

The gift of light, through science and service syndicated from https://osmowaterfilters.blogspot.com/

[cashcounts]

Can AI Learn to Understand Emotions?

Growing up in Egypt in the 1980s, Rana el Kaliouby was fascinated by hidden languages—the rapid-fire blinks of 1s and 0s computers use to transform electricity into commands and the infinitely more complicated nonverbal cues that teenagers use to transmit volumes of hormone-laden information to each other.

Culture and social stigma discouraged girls like el Kaliouby in the Middle East from hacking either code, but she wasn’t deterred. When her father brought home an Atari video game console and challenged the three el Kaliouby sisters to figure out how it worked, Rana gleefully did. When she wasn’t allowed to date, el Kaliouby studied her peers the same way that she did the Atari.

Rana el Kaliouby, who grew up hacking Ataris, is now helping AI understand human emotion.

“I was always the first one to say ‘Oh, he has a crush on her’ because of all of the gestures and the eye contact,” she says.

Following in the footsteps of her parents, both computer scientists, el Kaliouby knew that her knowledge of programming languages would be a foundational skill for her career. But it wasn’t until graduate school that she discovered that her interest in decoding human behavior would be equally important. In 1998, while looking for topics for her Master’s thesis at the American University in Cairo, el Kaliouby stumbled upon a book by MIT researcher Rosalind Picard. It argued that, since emotions play a large role in human decision-making, machines will require emotional intelligence if they are to truly understand human needs. El Kaliouby was captivated by the idea that feelings could be measured, analyzed, and used to design systems that can genuinely connect with people. The book, called Affective Computing, would change her career. So would its author.

Today, el Kaliouby is the CEO of Affectiva, a company that’s building the type of emotionally intelligent AI systems Picard envisioned two decades ago. Affectiva’s software measures a user’s emotional response through algorithms that identify key facial landmarks and analyze pixels in those regions to classify facial expressions. Combinations of those facial expressions are then mapped to any of seven different emotions as well as some complex cognitive states such as drowsiness and distraction. Separate algorithms also analyze voice patterns and inflections.

Rosalind Picard pioneered the field of affective computing.

Affectiva’s software allows market researchers to gauge a response to ads and TV shows. It powers furry social robots that help children stay engaged in learning. And, in the near future, it will allow cars to detect when drivers are dozing off.

By creating AI systems that incorporate emotion data, el Kaliouby and others in the affective computing field envision a world where technologies respond to user frustration, boredom, or even help alleviate human suffering.

“I see that our emotional AI technology can be a core component of online learning systems, health wearables even,” el Kaliouby says. “Imagine if your Fitbit was smart about when it told you to go to sleep or when you needed to get snacks. It could say, ‘Oh, I see that today is going to be a really busy day for you and you’re going to be stressed. How about you take three minutes to meditate?’ ”

Calculating Emotion

Analyzing emotions in real time is a mathematical problem of astronomical proportions—an equation our brains solve in microseconds over and over and over again throughout the day.

“If you take chess or Go—these games in AI that people think are so hard to solve—those are nothing to compared to what can happen in a few minutes in facial expressions,” says Rosalind Picard, founder and director of the Affective Computing Research Group at the MIT Media Lab.

By conservative estimates, one single chess game can have up to 10120 possible moves, presenting a colossal challenge for artificial intelligence systems at the time. AI is more sophisticated today—last year Google’s AlphaZero algorithm taught itself the game and defeated a world champion chess program called Stockfish in just four hours—but analyzing metrics like facial expression in real time “isn’t even in the same league” Picard says.

Humans start an interaction with any of 10,000 possible combinations of facial muscle movements that can create a facial expression. Each expression is created through a combination of more than 40 distinct muscle movements ranging from eyebrow furrowing to nose wrinkling to lip puckering. Those expressions are often accompanied by any of roughly 400 possible aspects of vocal inflections along with several thousand potential hand and body gestures. These face-voice-hand permutations change continuously throughout a single conversation, creating an ocean of data that zips from one person to another instantaneously. While our brains subconsciously process complex emotions and their intensities, teaching an artificial neural network to wade through that tsunami of data is an extraordinary technological challenge, one that’s further complicated by the fact that nonverbal communication varies between cultures.

How does today’s artificial intelligence actually work—and is it truly intelligent? Watch “Can We Build a Brain?” Wednesday, May 16 at 9/8c on PBS.

Despite the challenges, artificial emotional intelligence is a technological brass ring for a growing number of companies and researchers. While the field is in many ways still in its infancy, serious resources are being devoted to developing tools that can analyze and predict emotional response. These emerging tools include apps that forecast when students will be stressed out, vocal analysis software that helps diagnose mania and schizophrenia, and programs that predict suicide risk based on social media posts. These tools come with serious privacy and ethical questions that haven’t yet been answered as well as significant technical challenges.

“There’s just a huge, huge amount of data and research that has to happen before it’s going to be something that our computers are smart about,” Picard says.

Making the Field of Feelings

While el Kaliouby was fighting to be taken seriously as a computer scientist in Egypt, Rosalind “Roz” Picard was in Boston waging a somewhat similar war. Picard spent her early days at the MIT Media Lab building mathematical models that emulate how the brain detects patterns from data it collects from the outside world. Emotions, she discovered, have more to do with it than one might suspect.

“As I learned more and more about the role of feelings I went, ‘Oh shoot. This looks really important for AI and computer intelligence, and I sure don’t want to do it,’ ” Picard says. “This would totally destroy my career as a woman. Who wants to be associated with emotion?”

Picard tried to recruit male researchers, but no one bit. She began to do it herself, testing ways to capture data on genuine, spontaneous emotions and applying the same machine learning techniques she had used in previous research. Her first papers were rejected and criticized, with one reviewer writing that one article about engineering emotional intelligence was perhaps best suited for an in-flight magazine.

Like el Kaliouby, Picard persisted, turning what began as a small collection of academic papers into her groundbreaking book, Affective Computing, which was first published in 1997.

Seven years later, Picard met a starstruck el Kaliouby, then a Ph.D. student who was designing facial analysis software that could recognize emotional states. The system, called MindReader, was trained using video footage from the Autism Research Centre at the University of Cambridge. It featured actors making hundreds of different facial expressions—a sort of library originally compiled to teach children on the autism spectrum how to read nonverbal cues. El Kaliouby was planning to return to her husband and home country after finishing school. Instead, Picard offered to collaborate with her in Boston.

“I was like ‘I would love that. That would be a dream come true; however, I’m married. I have to go back,’ ” el Kaliouby recounts. “She actually said, ‘Commute from Cairo.’ It was insane.”

El Kaliouby finished her Ph.D. and embarked on a three-year stint at the MIT Media Lab, flying between Egypt to Boston while creating the next iteration of MindReader. Picard, in the meantime, had already developed several new tools for capturing emotions in data computers could read, including a set of hair scrunchies embedded with sensors to measure skin conductance. Worn on the palm of the hand, the sensors picked up changes in electrical conductivity that happen when someone becomes psychologically aroused and begins to sweat. Believing that MindReader and the biometric sensors could be used to help children on the autism spectrum learn to navigate social situations and control their emotional responses, el Kaliouby and Picard began a multi-year study.

As the project progressed, the pair demonstrated both technologies for corporate sponsors visiting the Media Lab. They were overwhelmed by how many organizations in industries ranging from retail to banking to robotics were interested in real-time data on their target audience’s emotional states. In 2008, they asked then Media Lab director Frank Moss to expand their research team. He refused, but offered a different proposition: Form a company. Reluctantly, Affectiva was born.

Affectiva’s software maps a person’s face and uses a series of neural networks to judge their emotion.

Nearly a decade later, neuroscientist Dr. Ned T. Sahin is using Affectiva software to fulfill Roz and Rana’s early dreams of using the technology to help people on the autism spectrum. Sahin is the founder of Brain Power, a company that makes wearable life coaching technologies for people with brain and cognitive challenges. Sahin’s team has developed a suite of Google Glass augmented reality applications, some of which are powered by Affectiva algorithms, and many of which were originally designed for children but have applications for wider audiences.

One game, called Emotion Charades, prompts a partner sitting across from the user to make a specific facial expression. Affectiva algorithms identifies the emotion and shows the user one augmented reality emoji representing that feeling and another that doesn’t. Users earn points by picking the correct emotion while prompts encourage players to discuss how they experience that feeling in their lives.

Like all Brain Power apps, Emotion Charades is designed to be used in short, daily spurts, just enough for users to practice skills they can use in their everyday lives.

“It’s like training wheels on a bike that then get removed,” Sahin says.

El Kaliouby and Picard agree that affective computing should focus on human needs. People should be able to decide whether and when to use the technology, understand how their data is being used, and maintain a level of privacy. Affectiva’s licensing agreement prohibits the software from being used in security or surveillance, and it requires partner organizations to obtain explicit consent from users before deployment.

But as the field expands, potential for misuse ratchets up. Groups like the IEEE Standards Association have issued guidelines for affective design that include calls for explicit consent and data transparency policies. When a system is likely to elicit an emotional response, it should be easily modifiable in case its misunderstood or if it unexpectedly hurts or upsets. Whether and how organizations will implement those guidelines is still up in the air.

Automating Mental Health

Answering those questions now is crucial, says Munmun De Choudhury, an assistant professor of interactive computing at Georgia Tech. Back in 2010, while completing her dissertation, De Choudhury unexpectedly lost her father. As she processed her shock and grief, she began thinking about the loss from a more scientific perspective—how do users change their social media behaviors when a major life event happens?

De Choudhury began analyzing how and what new mothers post on Twitter after they’ve had a baby. She expected to see shifts in positive social media activity, but her data also revealed that some new moms were expressing negative emotions, too, and posting less often than they were during pregnancy. Suspecting that these might be indicators of postpartum depression, De Choudhury, then working at Microsoft Research, conducted a separate study that compared data from Facebook posts to interviews with mothers before and after their children were born. She found that data from social media posts could not only detect when a user had postpartum depression, but it could also predict which users would become depressed after giving birth.

Since then, De Choudhury has used social media to identify mental illness risk, including psychosis symptoms among patients with schizophrenia, while other researchers have created algorithms that detect signs of anxiety, depression, and post-traumatic stress disorder. Another team at Vanderbilt has built algorithms to predict suicide risk and is currently seeking ways to translate them into medical practice. Late last year, Facebook rolled out several suicide prevention tools, including an artificial intelligence program that scans posts and comments for words related to suicide or self-injury.

“Social data can be helpful to clinicians and psychiatrists as well as public health workers because it gives them a sense of where are the risks,” De Choudhury says. But, she adds, “currently the landscape is really, for lack of a better word, ‘primitive,’ in how algorithmic inferences can be incorporated into interventions.”

Chris Danforth, co-director of the University of Vermont’s Computational Story Lab, believes that conversations around when and how to deploy predictive mental health algorithms are especially important as opaque organizations like Facebook move further into the field. Danforth has designed one proof of concept computational model that can predict whether users are depressed by observing their Twitter feed and another from their Instagram photos.

Rosalind Picard is also focused on mental health. She left Affective in 2013 and has since concentrated on several health-minded projects, including work with MIT research scientist Akane Sano to build predictive models of mood, stress, and depression using data from wearable sensors. The goal is to create models that anticipate changes in mood and physical health and to help users make evidence-based decisions to stay happier and healthier, she says. Picard has also launched Empatica, a start-up that makes wearable devices for medical research. Earlier this year, Empatica received FDA clearance for the Embrace smartwatch, a device that uses skin conductance and other metrics combined with AI to monitor for seizures.

Meanwhile, el Kaliouby spends much of her time developing Affectiva tech. Since launching the software development kit in 2014, the company has licensed its software to organizations in healthcare, gaming, education, market research, and retail, to name a few. The company is currently focused on automotive applications as well as incorporating voice analysis into its “Emotion AI” software. Last year, Affectiva also joined the Partnership on AI—a technology consortium developing ethics and education protocols for AI systems—and el Kaliouby is currently working with the World Economic Forum to design an ethics curriculum for schools. She envisions a future where machines are tuned into our feelings enough to make our lives happier, healthier, maybe even more human.

“I just have this deep conviction that we’re building a new paradigm of how we communicate with computers,” el Kaliouby says. “That’s been the driving factor of my work. We are changing how humans connect with one another.”

[creativesage]

(via From Building 21st Century Skills to Enabling People to Develop Ceaseless Curiosity) 

By Rotana Ty

On Building 21st Century Skills

"How do you teach people to be more comfortable with ambiguity?”

My response was: “The first thing we need to do is give them projects to do where we can’t know what the right answer is in advance."

"(...) The projects were life-changing for many of us involved with them. I think a big part of why is that the level of uncertainty was so high – it forced us to try new things, to learn (a lot!), and to grapple with ambiguity head-on. Both the learning outcomes for students and the commercial outcomes for clients have been fantastic."

"(...) The way we pitch it to students is: if you look at that list of 21st Century capabilities, and agree that they are important, this is the best way to build them.

Will it work? I don’t know – we’re learning ourselves as we build this. But to me, if we don’t offer opportunities like this, we’re not doing our job.

It’s forcing me to be more comfortable with ambiguity too. Which is exciting, and scary. Just like everything else that’s worth doing." — @timkastelle

What We Have Enabled & Learned

In a previous project, we also taught students and workers to embrace not knowing and uncertainty by giving them projects such as running their own webinars — privately and publicly. It was part of a six week learning program for upskilling them on 21st Century skills (complex problem solving, critical thinking, creativity, collaboration, and emotional intelligence).

Here is below what our Global Upskilling Program looks like:

What & How

6 ­weeks duration - 23,5 hours (total)

Coaching (Group and Personal) ­

Access to 21st Century Skills Video Courses and 21st Century Skills App (that we created)

‘Learning By Doing’ assignments including:

1. Building a team of three people - in person and remotely by getting to know each other, via collaborative and communication tools.

2. Doing a personal live webinar — Topic: dealing with uncertainty

3. Starting and engaging on public social networks

4. Doing a group live webinar — Topic: Having a conversation about one of the Substainable Development Goals.

Content

Part I: Learning the basics of 21st Century Communications

Part II: Assess and improve your 21st Century Skills

Part III: Team Building, Collaboration

Part IV: Being a Global Employee

Part V: Being an Ambassador for your company

Final Part: Determining next steps

Somehow, the level of uncertainty was high for students, workers and us, too. Even we prepare them and they prepare themselves, they and we didn't know if they will succeed in terms of resonance of their insights, interactions with their audience and usages of communication and collaboration work tools (Google Suite, Google Hangouts and Slack) with other team members for their small project / personal or group live webinar (20 minutes talk, 20 minutes Q&A, 10 minutes for feedbacks from the coaches of the learning program).

Each participant of our learning program had the challenge of:

Being a speaker (facilitation)

Being a writer (content)

Being a coordinator and communicator (logistics, promotion)

Being a participant (conversation)

With this simple real-world exercise and through our learning program, they learned many 21st Century skills, rather than only one skill. To map the 21st Century skills they developed, we provided them an online tool / table for doing so based on 48 skills, that we organized in 2 types (inner skills and outer skills) and in 10 categories:

Observing

Communicating

Leading

Building the Future

Learning

Working with others

My inner world

Relaxing

Dealing with challenges

Sustaining myself

And it was also a way for ourselves to be comfortable with ambiguity, as it was the first time we were enabling and supporting people to develop and improve themselves through bunch of personalized and supportive learning experiences and work practices.

Now, is there another way of seeing wich emergent skills individuals need to develop and practice in an augmented and automated world? Are the ones suggested by the World Economic Forum already outdated or irrelevant?

Work Skills for the Postnormal Era

Stowe Boyd suggests other work skills for the postnormal era.

"I think the World Economic Forum (WEF) — or their contributors on the report, Till Alexander Leopold, Vesselina Ratcheva, and Saadia Zahidi — are at least five years out of date. I think the set of skills they list for 2020 are the sort that CEOs and HR staff would have picked for new hires in 2010, or even 2005. I don’t hear the future calling in this list. Here’s my table of skills, which also serves as a TL; DR if you are in a hurry:"

"First of all, let’s state explicitly that we’re talking about skills that are helpful for operating in the wildly changing world of work, and note that I make no distinction between the skills needed by management versus staff. That is an increasingly unhelpful distinction, as the skill set will make clearer, perhaps.

Here are some alternatives to those listed by WEF, which we’ll call postnormal skills. With the exception of Boundless Curiosity, they aren’t ordered by importance, although I bet for different domains they could be weighted profitably."

So why each skill in that table needs to be developed and what does each look like in practice?

"1. Boundless Curiosity

In a world that is constantly in flux, dominated by a cascade of technological, sociological, and economic change, the temptation may be to shut our eyes and close our ears. However, the appropriate response is to remain flexible, adaptable, and responsive: and the only hope for that is a boundless curiosity."

(...) I believe that the most creative people are insatiably curious. They ask endless questions, they experiment and note the results of their experiments, both subjectively and interpersonally. They keep notes of ideas, sketches, and quotes. They take pictures of objects that catch their eye. They correspond with other curious people, and exchange thoughts and arguments. They want to know what works and why."

So, what does your learnability look like?

"2. Freestyling

"As AIs and robots are expanding their toehold outside the factory floor, we are all going to have to learn how to play nice with them. Or, maybe said better, to use them to augment our work."

(...) We have to learn to dance with the robots, not to run away. However, we still need to make sure that AI is limited enough that it will still be dance-withable, and not not-runnable-away-from."

How do you embrace a possible collaboration between humans and machines to augment yourself and your work?

"3. Emergent leadership

The second most critical skill is … emergent leadership. Not the title, not a degree in management. But the ability to steer things in the right direction without the authority to do so, through social competence."

"4. Constructive uncertainty

In effect, Ross is suggesting that we slow down so that our preference and social biases don’t take over, because we are deferring decision making, and are instead gathering information. We may even go so far as to intentionally dissent with the perspectives and observations that we would normally make, but surfacing them in our thinking, not letting them just happen to us. The idea of constructive uncertainty is not predicated on eliminating our biases: they are as built into our minds as deeply as language and lust. On the contrary, constructive uncertainty is based on the notion that we are confronted with the need to make decisions based on incomplete information. More than ever before, learning trumps ‘knowing’, since we are learning from the cognitive scientists that a lot of what we ‘know’ isn’t so: it’s just biased decision-making acting like a short circuit, and blocking real learning from taking place."

How do you go fast and slow for navigating knowledge flows?

"5. Complex Ethics

Complex ethics are needed to jumpstart ourselves, and to consciously embrace pragmatic ethical tools. As one example, Von Foerster’s Empirical Imperative states we should ‘act always to increase the number of choices’."

"6. Deep generalists

So we have to adopt the winning strategies of the two classes of living things: those that are specialists, deeply connected to the context in which they live, and at the same time generalists, able to thrive in many contexts.

We can’t be defined just by what we know already, what we have already learned. We need a deep intellectual and emotional resilience if we are to survive in a time of unstable instability. And deep generalists can ferret out the connections that build the complexity into complex systems, and grasp their interplay."

How do you embrace diversity, generalism and specialism?

"7. Design logic

"So postnormal design logic jumps the curve from dreaming up things to build and sell, to using the logics of user experience, technological affordance, and the diffusion of innovations in a more general sense, in the sense of envisioning futures based on our present but with new new tools, ideas, or cultural totems added, and being able to explore their implications."

"8. Postnormal creativity

"Creativity was not quite ‘‘normal’’ in Modernity, if we are to believe the popular Romantic mythology of tortured geniuses and lightning bolts of inspiration. We should therefore expect that in postnormal times creativity will have a few surprises in store for us. In fact, creativity itself has changed, and in postnormal times creativity may paradoxically become normal in the sense that it will not be the province of lone tortured geniuses any longer (which it was not anyway), but an everyone, everyday, everywhere, process." - Alfonso Montuori

"9. Posterity, not History, nor the Future

"(...) We should instead cultivate the skills that come from reflecting on posterity, the future generations and the world we will leave them. ‘Posterity’ implies continuity of society and the obligations of those living now to future inheritors, a living commitment, while ‘the future’ is a distant land peopled by strangers to whom we have no ties."

(...) We need to colonize the future ourselves, we must make our own maps of that territory, maps that show us as inhabitants and inheritors, making new economics, breaking with the deals and disasters of the past, and committing again to each other: to be a community and not consumers, to be partners and not competitors, to be from the future and beyond the past.

Maybe I should call myself a posterity-ist instead of futurist?"

"10. Sensemaking

We need to nurture the ability to create flexible models to derive meaning from a set of information, events, or the output of our AIs, and determine a course of action."

How do you derive meaning from data, events, systems, humans and machines, and actions?

Stowe Boyd also said in the end of this post:

"I offer these with this coda: I don’t think these skills are being taught, generally, or at least not in any sort of systematic way. At some point, the inevitability of these skills may change that. There’s a small cadre of agitators (I include myself) shouting out that the times are a-changin’, but I don’t know how far our voices carry, or if others can understand our words.

I’m reminded again of TS Eliot’s Little Gidding, the source of the name of my new research and consulting practice, Another Voice:

For last year’s words belong to last year’s language. And next year’s words await another voice.  — TS Eliot, Little Gidding

Perhaps this is proof, once again that we need new ways to think about — and talk about — this rapidly changing world: we will have to find another voice.

Maybe that’s the eleventh skill."

The Importance of Teaching Curiosity in our Modern World

As I wrote in this blog post:

We are heading towards a world where humans work with machines (including machine learning / artificial intelligence, robots and automated systems). Humans would need to create better insights and ask the right questions to create possible solutions for solving problems. But for doing, one needs to develop curiosity and the capacity to ask questions through habits, people, experiences, and resources in an augmented and automated world. That is our strong belief with Angela Dunn, @blogbrevity @HealthisCool. We are currently working on that. Stay tuned!

This is a take, that I am currently having and exploring to enable and support modern professionals to make the most of and learn from all kinds of experiences and opportunities to self-improve and self-develop.

What if we could enable people to develop their ceaseless curiosity like curious creatives do?

“He [Karl Lagarfeld]’s permanently filling himself with independent culture and establishment culture, so basically he knows everything, and he’s like a sampling machine.” Lady Amanda Harlech, Lagerfeld’s “muse,” concurs. “He said to me once, almost in a worried way, that he has to find out everything there is to know, read everything,” she says. “The curiosity is ceaseless.” - in the New Yorker

[Entire post — click on the title link to read it on the Synchrodipity blog, and to view additional images.]

***

You’re working on your goals, and your team’s goals. We can help you spring into action and develop a real plan that you can implement in a smart way, so you’ll start seeing results immediately, before you feel discouraged. If you feel that you’ve already gone off-track, we can help you get your focus, courage, and motivation back.

At  Creative Sage™, we often coach and mentor individual clients, as well as work teams, in the areas of change management, building resilience, making personal, career or organizational transitions — including to retirement, or an “encore career” — and facilitating development of leadership, creativity and collaboration capabilities. We also work with clients on work/life balance, focus and productivity issues.

We guide and mentor executives, entrepreneurs, intrapreneurs, artists, and creative professionals of all generations, to help them more effectively implement transition processes, and to become more resilient in adjusting to rapid changes in the workplace — including learning effective coping techniques for handling failure, as well as success. We work with on-site and virtual teams.

Please do not hesitate to contact us if you would like to discuss your situation. You can also call us at 1-510-845-5510 in San Francisco / Silicon Valley. Let’s talk! An initial exploratory phone conversation is free. When you talk with me, I promise that I’ll always LISTEN to you with open ears, mind and heart, to help you clarify your own unique path to a higher vista of success.

              ~Cathryn Hrudicka, Founder, CEO and Chief Imagination Officer of Creative Sage™, Executive Coach, Consultant, and Mentor.

***

[kelsusit]

Pc Workstation Ergonomics

UTPB Library Pc Workstation Use Guidelines

Regardless of whether it is your first time getting a computer or acquiring one as a replacement to the old, it is often beneficial to have a small expertise on what is being sold in the market these days. Note: If your software does not support GPU rendering, use the alternate components beneath these components to get better CPU rendering overall performance. When trains get to Aquia Landing, they will spot the automobiles according the “When Empty return to” directions on the bill. A File Server Resource Manager XML configuration file or import-export file is corrupted. Desktop Computer official website customers can surf the Web, play media files, e-mail, play games, chat and video conference. You can place the installation files on a USB or Neighborhood Disk and start the and set up windows 7. (I suggest use USB) at least 8GB or 4GB. I want to use Registered-ECC memory because ECC(Error-correcting code) memory is mainly utilised for servers and other mission-critical applications that require extra security and stability and this ASUS Z10PE-D8 WS motherboard do support it. So, I pick the RAM from the ASUS Z10PE-D8 WS motherboard QVL (certified vendor list).

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It is also referred to as as guest account card”. Use only two cores on each processor for operating your case. This whole Social movement was joined by eminent and popular sports people, Doctors, universities, and different institutions all through the United States, which has begun to raise the ire of numerous of those who had a rabid hatred of Obama and African individuals in America. The compact design and style of these desks allows you to totally use space in the ideal way possible whilst still gaining the benefits of larger desk functions. The combination of our software and the HP Z Workstation technologies lets you take all those tiles, produce a single image that is a lot smaller sized than the original, and serve it up extremely quickly—just as quickly as you can usually get a single tile to display,” added du Plessis.

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Approaches For Artistic Thinking

Innovation Thinking - The seven measures from originality, reason, solution after following, systems, needed relevant information compilation, individuals concept, as well as betterment timeline. There is actually rapid and also difficult policy what time from day, emotion or neighboring you should be to end up being innovative. When you cherished this information and also you desire to acquire guidance with regards to yellow pages uk jobs (Recommended Web-site) generously visit our own web site. To achieve a safe atmosphere for personal phrase, make certain to incorporate in your creativity works out the following substances: wit, amusement, popular music, fine art, dance, drama, and also movement. Nevertheless, I additionally think that conventional company society" is also a big imaginative block. Often, our primary goals are guided at always keeping youngsters risk-free and healthy, instructing cognitive capabilities including form as well as color acknowledgment, motivating prosocial behavior, and introducing essential education and also numeration skill-sets. There is one thing concerning acting to be other people and also carrying another person's emotions which is actually tremendously liberating as well as can trigger extremely imagination. This may be particularly helpful when you are actually battling to fix an artistic problem. Especially in innovative problem fixing, or even in any type of facility concern fixing activity for that issue, one must be able to interweave details of coming together and divergent idea patterns if you want to effectively reach a necessary verdict particular for a provided condition. An additional key difference in creative visualization is actually that you are doing these activities with an objective. I am actually no DOCTOR Seuss, but I've located (as well as I'm sure other writers can easily connect) that when I am actually suddenly restricted to writing one thing in 500 phrases when I had actually organized to write this in 800 words, that could trigger some very innovative workarounds. When you have actually seen the distinctions between their use, including more from the important or even innovative can be much less complicated. They force you to seek solutions outside the conformed trend and also help discover new opportunities from thinking. A unusual and fantastic account of the artistic process by an award-winning imaginative director. Due to the fact that they were actually rewarded for being un-creative, several folks end up being less innovative as they expand much older. . This performs not look that you ever before have a creating block or an issue along with being innovative. These techniques in the viewpoint of several hinder the innovation as well as contrain as well as resourcefulness from pupils as well as go against the center concepts from innovative activity in D&T. Made items including art work with damp coatings, catching particular photos and generating a collection etc can easily highlight the creative genius in these children while maintaining them active. I minimized my creating as a product, not as an innovative channel for me, which finished off all function of why I decided to fill in the starting point. Goleman, Daniel, Paul Kaufman and Michael Radiation (1991) The Innovative Spirit, New York: Penguin, pp. 46-51. Like under/low-valued stock, innovative individuals generate one-of-a-kind ideas that are initially denied by other individuals. Mindlessness may be actually a creative task, but also for those that are brand new at incorporating imagination in to their lifestyles, it's valuable and also motivating to have cement documentation that what you are actually carrying out is actually receiving somewhere. Make an effort restricting your do work in some method and you might view the advantages from your mind thinking of creative answers to end up a job around the parameters you have actually established. On the contrary: a lot of our regular difficulties are a lot better addressed along with the typical, upright thinking procedure. As you develop your programs knowledge, you could utilize your gaming expertise to generate new fun games for people. It is the scenario, once this is remarkable or one-of-a-kind complex that asks for the artistic approach. Organizations that efficiently include key thinking in all 3 amounts will certainly develop an essential core proficiency that forms the basis from a long-lasting one-upmanship. Performers are actually certainly not unique, however each of us is an unique sort of performer which enters the planet as a unplanned and creative thinker. Artistic individuals use this sort of thinking to take into consideration implications and also project feasible reactions, concerns, and results. On your downtime, make your signboard printings, so that you can perform your creative skills. Recognize that you could discover this in occasionally astonishing locations if you are actually appearing for creative option as a method of private fulfillment. That is actually rather common for our imagination capabilities to come to be stood still through our own atmosphere. Even more open finished inquiries, differed student reactions must be actually motivated and also explicit skill-sets need to be shown. This is actually the type of imagination which is actually combined along with vital thinking that our universities should instruct our pupils effective ways to carry out. Rather than providing a concern to solve that might have an evident remedy, our company must test them to integrate imaginative as well as critical believing to seek new pathways to an answer or even to a remedy itself that will not have been arrived at or else, as Mr. Smith did - as a lot of inventors carry out. They assist activate the artistic portion of the kid's mind, show self-control, instill a feeling from honor, success, as well as self-regard. Crucial reasoning is at the primary from the majority of mental activity that entails pupils learning to build a disagreement or acknowledge, make use of documentation on behalf of that argument, draw rationalized final thoughts, and use info to address issues. You may be startled to know that a ton of creative poster printings you find are made through students; some have certainly not also visited university! In D&T, this could just be done through making projects that evaluate students to try to find connections and make brand-new organizations with traits that are actually not ordinarily relevant, thereby urging all of them to find brand-new and imaginative methods of considering factors. The called for growth of lots of new technologies to create as well as construct the rockets, spacesuits, lunar elements and also other equipment to conduct this fantastic feat demanded a good deal of different thinking. The dining tables additionally reveal national percentiles for common basic scores, in addition to an ingenuity index created off the 5 standardized ratings as well as thirteen innovative strengths. Obtaining artistic masterpieces requires an author as designer from planets as well as scenarios to know recognize and also adhere to the elements or procedures from creating. Creative thinking is the incredibly basis whereupon our problem handling skill-sets are actually given rise to. You simply can't let all of them obstruct at the beginning from the innovative process. Goldman's analysis disclosed ten experiences that added to the development from strategic reasoning: Loved ones upbringing/education; basic work expertises; becoming a Chief Executive Officer; being actually mentored; being actually tested by a crucial co-worker; checking results/benchmarking; doing tactical preparation; pioneering a significant development campaign; dealing with a risk to organizational survival; as well as vicarious expertises. It should also be the scenario for the rest from us if this is the case for pupils. Consequently I have shared ONE HUNDRED conceptual thinking activities, just like those I've prepared my craft as well as medical students, in a new publication' Tips Are Your Only Unit of currency' The true unit of currency from our time isn't really loan.

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International PISA tests show how evidence-based policy can go wrong

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Chemistry class at the Dong Tien Secondary School, Thai Nguyen Province, Vietnam Asian Development Bank/flickr, CC BY-SA

The Programme for International Student Assessment (PISA) implemented by the OECD has been controversial since the publication of its first results in 2000.

Measuring the mathematics, science and reading skills of 15-year-old students every three years, PISA relies on broad international participation. In the 2015 test, as many as 72 countries joined the exercise, including those outside the OECD.

It’s common to find articles where PISA is presented as a measure of a country’s innovation and growth potential. But it’s also not rare to find others where the metrics used are contested as irrelevant and potentially counter-productive.

PISA results for 2015. OECD

For advocates of “evidence-based” or “informed” policy, PISA incarnates the dispassionate, objective facts that nourish the formulation of good approaches – in this case, in the field of education. It allows for country comparisons and can help identify good practices that are worth emulating.

Opponents of the program reject the choice made by the OECD to link education and economic growth. While this choice was explained at the beginning as a way of showing the high cost of a low educational performance, for some it also embodies a neoliberal framing of education policies, which forces the sector into the context of globalisation.

Post-normal science

In a new review study in the International Journal of Comparative Education and Development that I co-authored, we consider that facts such as those produced by PISA can be viewed through the lense of post-normal science. This approach is particularly apt for assessing scientific evidence when it feeds the policy process.

Post-normal science is a problem-solving strategy for issues where “facts are uncertain, values in dispute, stakes high and decisions urgent”. The concept was created in the 1990s by Silvio Funtowicz and Jerome R. Ravetz.

A key idea of the schema is “extended participation”, which suggests opening analyses to experts from different disciplines and forms of scholarship (one of the demands of PISA’s critics). It also points toward the active participation of relevant and legitimate stakeholders.

According to our review, a post-normal science reading of the PISA survey and its implications identifies a rich mix of methodological and ideological issues – in keeping with its tenet that the distinction between facts and values becomes problematic when the stakes are high.

PISA gives scores to participating countries so they can be ranked from best to worst for the skills measured, as well as measuring how they stand globally over all skills. Too much importance is being given to these scores and rankings, given the many non-transparent assumptions made by the OECD in their construction.

We don’t know, for example, how choices are made to include or exclude questions. There is also an issue about how many and which students participate in the test. The latter issue generates the so-called “non-response bias” and noticeably affects results.

Our review discusses the case of PISA non-response for England, where the bias turned out to be twice the size of the OECD declared standard error in 2003. This case illustrates how the results are much more uncertain and dependent on non-educational variables than it appears on a superficial reading.

In other words, the margin of error on the scores provided by the OECD is underestimated, and the ranking of countries from best to worst is more open to interpretation than one would understand from OECD analyses. To resolve this issue, the OECD should provide PISA users with a structured sensitivity analysis that takes all the variables in the ranking into account.

Ideally this analysis could be made by the users themselves, but this would only be possible if the OECD made all data available, which is not the case at present. The worldview selected for the PISA analysis is also contentious. A main issue with PISA’s ambition to measure life skills needed to function in knowledge societies, for example, is that these skill are assumed to be the same across countries and cultures. Nor is it clear that all societies can safely be assumed to be destined to become “knowledge-oriented”.

Other fundamental questions emerged from our reading, too. Is it acceptable to see education as an input into growth? Does PISA “flatten” curricula – narrowing our collective imagination regarding what education is and ought to be about – and encourage focusing on a subset of educational topics at the expenses of others?

As noted by our study, country comparison is achieved by “ignoring the great diversity of curricula across the participating countries – diversity which might in fact be a source of country-specific creativity and well-being”.

Urgency and caution

The PISA controversy is a helpful reminder that citizens in democracies must be critical of the facts that feed into public discourse. This predates any alarm about the emergence of the purported post-truth society, though that has made these discussions are more urgent.

Facts must be taken with caution. For example, PISA scores have supported such inferences as this paragraph in a 2014 study prepared for the European Commission:

If every EU Member State achieved an improvement of 25 points in its PISA score (which is what for example Germany and Poland achieved over the last decade), the GDP of the whole EU would increase by between 4% and 6% by 2090; such an 6% increase would correspond to 35 trillion Euro.

The authoritative tone and use of crisp numbers here suggest causality – from education to growth – and an air of accuracy in a claim that is more like an act of faith than the result of scientific processes.

Our review of the PISA controversy also highlighted a problem of power in the use of evidence. With PISA, the OECD – an international organisation composed of unelected officers and scholars – has constructed a neoliberal framing of education policy and used its authority to dominate the global conversation, potentially at the expense of national or regional authorities and institutions.

This “global super-ministry of education”, in the words of an educator quoted in our study, effectively marginalises alternative visions of education that would normally hold weight. Thus the idea of education as personal development and fulfilment, what Germans call Bildung, becomes invisible, because it cannot be used as an internationally comparable metric.

Different skills

A full discussion of all points of controversy would take more space than this contribution allows, and should touch on the tension in using metrics to appreciate cognitive skills, as well as the need for other skills, such as critical thinking, intrinsic motivation, resilience, self-management, resourcefulness, and relationship-building.

The OECD is unlikely to suspend or abolish the PISA study, in part because it serves a function. Before PISA, a country’s educational development was approximated by the average number of years of schooling there.

PISA raised awareness of other factors beyond classroom hours, such as literacy, that affect students’ educational outcomes. For those who study education, standardized tests like PISA also offer a useful instrument for comparing within and among countries.

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Still, our study reinforces that democratic societies view “evidence-based policy” with a critical eye, querying who produced the evidence and whose interests are served by it. PISA is a strong example of the power asymmetries inherent in producing facts to inform policy.

In this case the OECD, possibly the most muscular player in the arena of international education policy, can frame evidence around its preferred norms and impose them on public discourse.

Andrea Saltelli does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond the academic appointment above.

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