The Importance of Universal Design in Teaching

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.https://digitalscholarship.unlv.edu/btp_expo/1071/thumbnail.jp

Teaching Post Secondary Critical Thinking Skills to Neurodiverse Learners

How to create course curriculum for Students with Neurodiversity to enhance critical thinking skills in all learners: In 1998 Judy Singer coined the term Neurodiversity in her graduate thesis, and inspired a movement. Neurodiversity (Neurodivergent) refers to a paradigm shift; Instead of regarding large portions of the American public as suffering from deficit, disease, or dysfunction in their mental processing, Neurodiversity suggests that we instead speak about differences in cognitive functioning. (Armstrong, 2011) Faculty understanding of Thomas Armstrong\u27s Eight Principles of Neurodiversity combined with the seven skills of critical thinking can provide professors with better insight into creating curriculum designed for all diverse learners.https://digitalscholarship.unlv.edu/btp_expo/1108/thumbnail.jp

The limits and merits of participation

The goal of economic development is to increase growth and eliminate poverty. Recently, the goal has been broadened to include promoting participatory governance. Arguably, participation, for example, in community water committees, produces two desirable outcomes: democratic processes and better-targeted, more efficiently delivered public services. Participation is desirable as an end in itself, as a means of sharing resources, control, and responsibility within the social group. Yet participation is not always related to democracy. Fascism was a participatory, grassroots political movement. Participation is as much a problem as it is a solution, as much a goal as a tool. It is a problem when it is disorderly and if it is assumed to be a substitute for democratic representation. It is a solution when it changes conflict into negotiated losses. Participation can make development assistance more effective, but it works best for groups that are already participatory; for groups that can already help themselves. The recent literature on the effectiveness of foreign aid to developing countries presents an interesting analogy. Most foreign aid is useless. The only part that really helps development is that which follows rather than precedes policy change. Similarly, participation seems to work well only when the institutions of participation are in place before the need they address arises and when the institutions are compatible with the need s objectives. These conditions are not easily met. Discussions of participation cannot ignore issues of political power, local power, populism, and representation. They cannot ignore issues of moral pluralism (the verity of ways in which people value their lives) or cultural diversity. They cannot dismiss the ways in which people can be blocked from better lives by the beliefs of their cultures. They cannot avoid the pressure that a dominant group may exert to forgesolutions that are morally unacceptable. These problems are not irrelevant or unimportant. Efforts to promote participation would seem strikingly banal were the history of development efforts not replete with failures to achieve participation where it would have made a difference. It has typically been assumed that people, especially poor people, lack the competence to decide for themselves. Similarly, the failures of participation would seem strikingly banal if people, especfially those we are interested in, behaved the way we expected them to. But people do not behave as expected. Their interests may not be in the collective interest, and thier goals may not coincide with broader social goals.Economic Theory&Research,Health Economics&Finance,Environmental Economics&Policies,Labor Policies,Decentralization,Health Economics&Finance,Governance Indicators,Environmental Economics&Policies,ICT Policy and Strategies,Economic Theory&Research

An updated look at the principle of common heritage of (Hu)Mankind

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La tribu Velina en Mallorca y los nombres de Palma y Pollentia

Los ciudadanos de Palma y Pollentia son los únicos fuera de la Península Italiana adscritos a la tribu Velina. A partir del texto de Plin. N.H. 18 (110-111) se propone establecer una relación entre este hecho -no explicado hasta ahora-, los nombres de ambas ciudades y el origen de los colonos en ellas establecidos por Cecilio Metelo, que habrían procedido de la región del Piceno. Esta hipótesis encuentra una confirmación en la tipología de las estelas funerarias con representación de la porta Ditis, presentes en Mallorca y muy abundantes en la región umbroapenínica.The citizens of Palma and Pollentia are the only ones outside of the Italian Peninsula to have been assigned to the tribe Velina. Starting from Plin. N.H. 18 (110-111), it is proposed to establish a relation between this fact -which remains unexplained-, the names of both cities and the origin of the colonists, settled there by Caecilius Metellus and most probably coming from the region of Picenum. This hypothesis is confirmed by the typology of Majorcan funerary stelae representing the porta Ditis, very abundant in the Umbrian-Appeninian region

El culto a Deméter y core en Cartago. Aspectos iconográficos

This article deals with the two arrival ways of the worship of the goddesses Demeter and Core at Sicily (Gela-Siracuse and Selinous). The author considers them to be at the same time the arrival ways of their worship and their iconography at Carthago. It is argued also about some hypothesis which are thought good nowadays. Finally, the author goes into the evidences of their worship in the Punic mother country. Special attention is turned to thymiatheria shaped like a woman's head and to some pieces of statues with a pig in their bosom