Butterfly Garden @ Singapore

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How to Avoid the Titanic Mistake

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How to Avoid the Titanic Mistake James Cameron, director of the movie Titanic, describes the Titanic as a ‘metaphor’ of life: ‘We are all living on… [the] Titanic.’ When the Titanic set sail in 1912, it was declared to be ‘unsinkable’ because it was constructed using new technology. The ship’s hull was divided into sixteen watertight compartments. Up to four of these compartments could be damaged or even flooded, and still, the ship would float. Tragically, the Titanic sank on 15 April 1912 at 2.20 am. 1,513 people lost their lives. At the time, it was thought that five of its watertight compartments had been ruptured in a collision with an iceberg. However, on 1 September 1985, when the wreck of the Titanic was found lying upright on the ocean floor, there was no sign of the long gash previously thought to have been ripped in the ship’s hull. What they discovered was that damage to one compartment affected all the rest. Many people make the Titanic mistake. They think they
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Early intervention on Autism spectrum disorder

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Following are the notes taken from the Lecture given by Prof. Sally Rogers, UC Davis in UoA, New Zealand. The main highlight of the lecture was the early intervention, how you can easily classify and identify. How, they could be intervened earlier, so that they get best of the treatment. " Turn up the volume of social contest"- By Rogers The most important fact she discussed is that, kids with this disorder are lack of Imitation skills. She has proved that through literature's, children who has better imitation skills show better outcome.Moreover, How to make the kid to improvise the skills. She demonstrated with a therapist just making a task of "playing the single drum", with a 2 year kid. 1. She started the task, and followed by kid responded 2. She gave single word command like go, stop, slow, fast 3. The kid followed systematically, what the therapist did 4. She followed assendo manner of increasing and decreasing the speed 5. Positive response o
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