This is your brain on Jane Austen, and researchers at Stanford are taking notes Stanford Report, September 7, 2012 Researchers observe the brain patterns of literary PhD candidates while they're reading a Jane Austen novel. The fMRI images suggest that literary reading provides "a truly valuable exercise of people's brains." By Corrie Goldman The Humanities at Stanford L.A. Researcher Natalie Phillips positions an eye-tracking device on Matt Langione. The inside of an MRI machine might not seem like the best place to cozy up and concentrate on a good novel, but a team of researchers at Stanford are asking readers to do just that. In an innovative interdisciplinary study, neurobiological experts, radiologists and humanities scholars are working together to explore the relationship between reading, attention and distraction – by reading Jane Austen. During a series of ongoing experiments, functional magnetic resonance images track blood flow in the brains of subjects as they read excerpts of a Jane Austen novel.
ABC Therapeutics Occupational Therapy Weblog Público Ordo Amoris: Norms and Nobility Prologue IV: I Am, I Can, I Ought, I Will Some 100 years before David Hicks penned Norms and Nobility , in the Lake District of England, Charlotte Mason wrote these words as an educational philosophy: "I am, I can, I ought, I will." We moderns like to say," I am and I can," but we lose even the little we have by not adding, "I ought and I will." From those 4 phrases we can move towards a philosophy of education as Charlotte Mason did in her original series and as David Hicks does in Norms and Nobility. It is appropriate that Hicks ends his prologue with that nasty word "ought." I don't mean to embarrass anyone but we have the great fortune to have picked up Krakovianki for some of this study. Also please link to your posts in the comments. I will end this section with a couple of quotes from section IV. "David Halberstan (The Best and the Brightest )warns against the pride and blindness that operational brilliance is heir to. Question: Does it?
Love That Max : 5 great yoga poses for kids with special needs This guest post is from a former colleague, Jensen Wheeler Wolfe, a certified yoga instructor in New York City. Jensen is the creator and owner of The Little Yoga Mat, a compact, eco-friendly mat for kids under age 4—used by, among others, Memorial Sloan Kettering Cancer Center in their children's ward. Jensen's a lovely, smart lady who has a lot of great insights into yoga, including poses that can benefit kids with special needs. Max is a fan—he's done yoga at school for years. Check out her suggestions: Children's yoga is a growing trend worldwide. For kids with physical disabilities, yoga can encourage stretching, posture and body awareness. Try any of these poses with your child, gradually evolving into the full sequence of five. Mountain pose Stand tall and straight like a mountain. Singing star pose Create a star with your body by separating your feet as wide as you can and stretch your arms out. Butterfly pose Sit on your mat and put the soles of your feet together, knees wide.
elDiario.es - Noticias de actualidad - Periodismo a pesar de todo Project Based Instruction in STEM Education Blog | Smart KidsSmart Kids By Ann McCarthy As parents of a child with learning disabilities, it’s important to realize that conflict is likely to occur at IEP meetings; how you handle it is what matters. When dealt with appropriately, dissension can lead to positive… Read the rest In a recent article Smart Kids shared general guidelines for finding a summer camp for your child with LD or ADHD. But middle schoolers have unique challenges when it comes to choosing an age-appropriate camp setting—one that sustains your child’s… Read the rest A recent study published in JAMA Pediatrics has found a possible correlation between the rise in ADHD diagnoses and greater academic demands placed on young children. Each spring at our annual gala, Smart Kids with LD celebrates the accomplishments of outstanding young people who are achieving great things despite—and sometimes because of—their learning challenges.