Tuesday, June 05, 2018

Your ambition means nothings without execution.

Time to start those mid-year resolutions. You know, the ones you said you'd do back in January...

Every morning can be the first data point of a new goal. Setting goals and reviewing them frequently is one way to keep your focus on what’s important, and to help you take action that will ultimately move you closer toward where you want to go. Yes it totally screams of effort, but the time is going to pass whether you do or don't. Pick something. Anything.

Success comes from being persistent.

Tuesday, May 01, 2018

The fact that these exist makes me a happier humanoid.


So put down that paper IMMEDIATELY - and bury your face in to some of these classics.


How many lies could Pinocchio tell before it became lethal?
Does Winnie the Pooh have a B12 Deficiency?
If Clouds Really Had Silver Linings
Defecating a Brick
Powering Disney’s Frozen with a Carnot Refrigerator
Effects of Dumping Pig Manure into a Lake –The Simpsons Movie
How much energy would be required for Game of Thrones dragon Viserion to destroy the Wall?
The Viability of coming in like a Wrecking Ball
Playing ‘The Floor is Lava’ in Real Life
Breaking Bad: Gus Fring’s Face Blown Off
How Long Would It Actually Take To Catch Them All?
Simply Walking into Mordor: How Much Lembas Would the Fellowship Have Needed?
"So hungry I could eat a horse!" - Could it be done?
Unbelievable Tekkers
How fast could a mermaid swim?
How far would The Proclaimers walk for you?
Temperature decrease in the brain from a Slush Puppie
Is purple rain possible?
Buddy the Elf’s Health Problems
The Range of the Dragon Shout in Skyrim
Could you survive on celery alone?
Slapping Someone Into Next Week
Are the Hometrees in James Cameron’s Avatar Structurally Possible?
Spidey Motion
Is it possible to cry a river?
The Viability of Throwing Giant Tortoises onto Mines


Pdfs for these available and many other page-turners here: Journal of Interdisciplinary Science Topics

Your eyes will fizz. Thank me later.

Monday, April 02, 2018

You Have One New Follower

The fear of chaos can invite more chaos. If you’re afraid of being mugged while walking down the street, you will become very cautious. As you become cautious, you become a target, therefore you are inviting the very thing that you’re afraid of.


Thursday, March 01, 2018

Don’t Wrestle your Fears into Submission

 
Life Gets Better Together


 
 
It’s very hard to be proud of your sexuality when it hasn’t brought you any joy. Once it’s associated with joy and love it’s easy to be proud of who you are. The first time you actually believe somebody loves you it’s a wonderful moment in your life ~ George Michael
                                                                 
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Thursday, February 01, 2018

299.00 (F84.0)

Autism is a lifelong neuro-developmental disability that affects the development of the brain in areas of social interaction and communication. People with autism have difficulties in communicating and forming relationships with people, in developing language and in using abstract concepts. It also impacts on their ability to make sense of the world around them. It was first described by Leo Kanner in 1943. The following year in 1944, a German scientist named Hans Asperger describes a "milder" form of autism now known as Asperger's Syndrome. It wasn't until 1994 that Asperger's Syndrome was added to the DSM, expanding the autism spectrum to include milder cases in which individuals tend to be more highly functioning.
 
Over the years, the definition, classification and diagnostic specifics of autism have undergone many significant changes. In 2013 the DSM-5 folded all subcategories of the condition into one umbrella diagnosis of autism spectrum disorder (ASD). Asperger's Syndrome is no longer considered a separate condition. The severity levels for Autism Spectrum Disorder, 299.00 (F84.0) from the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) are outlined below.

Level 3: "Requiring very substantial support"


Social communication: Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches.

Restricted, repetitive behaviours: Inflexibility of behaviour, extreme difficulty coping with change, or other restricted / repetitive behaviours markedly interfere with functioning in all spheres. Great distress / difficulty changing focus or action.

Level 2: "Requiring substantial support"


Social communication: Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or  abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited  to narrow special interests, and how has markedly odd nonverbal communication.

Restricted, repetitive behaviours: Inflexibility of behaviour, difficulty coping with change, or other restricted / repetitive behaviours appear frequently enough to be obvious to the casual observer and interfere with functioning in  a variety of contexts. Distress and / or difficulty changing focus or action.

Level 1: "Requiring support"


Social communication: Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to-and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

Restricted, repetitive behaviours: Inflexibility of behaviour causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.
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'If they can't learn the way we teach, we teach the way they learn' ~ O. Ivar Lovaas