http://www.ldpride.net/idexplain.htm
http://mentalhealth.about.com/od/familyresources/a/ytaddld1205.htm
http://add.about.com/od/adhdthebasics/a/Jonathan-Mooney.htm
http://liveworkplay.ca/node/245
http://www.ldrc.ca/contents/view_article/175/
http://www.searo.who.int/en/Section1174/Section1199/Section1567/Section1825_8084.htm
http://en.wikipedia.org/wiki/Developmental_disability
http://ldpride.net/emotions.htm

com·mem·o·ra·tion/kəˌmeməˈrāSHən/

Noun:

Remembrance, typically expressed in a ceremony. A ceremony or celebration in which a person or event is remembered:

TORONTO, ONTARIO where: ISRAELI CONSULATE when: MARCH 30, 5PM   The Day of the Land Commemoration Across Time and Space: Palestine and Turtle Island Friday, March 30 @ 7:00 pm Beit Zatoun (612 Markham St. Toronto - at Bathurst subway)  To help commemorate the events that have come to be known as "The Day of the Land" (also Land Day) in the Palestinian consciousness and solidarity movement,  Beit Zatoun will screen two documentary films to juxtapose two separate colonial experiences across time and space. The films examine the origins, consequences and resistance to colonialism as expressed in Palestine / Israel and Turtle Island / Canada.

of philosophy [2]

Indeed, many of the persons known to later times as great philosophers, were, in their own time, persecuted, discriminated, killed, or removed from society. This applies i.a. to Heraclite, Buddha, Socrates, Aristotle, Epicure, Lucretius, Abelard, Bacon, Ockham, Galileo, Descartes, Spinoza, Hume, Rousseau, Marx, Nietzsche, Peirce and Russell, to name some.

The great philosophers have been the creators of the ideas and values many people oriented their lives around, but during their own lives they were generally silent or in trouble, for they dared to say what their contemporaries did not want to hear, to discuss what they did not want to face, and to study and write what very few took interest in or understood.

http://maartens.home.xs4all.nl/philosophy/why_philosophy_is_important.htm 

5. All ideas about philosophy or science, including those that ridicule or condemn philosophy or science, are themselves philosophical ideas, and such as declare all philosophy useless, trifling, or impossible are little better than a refusal to do any serious philosophical or scientific reasoning.
6. The ideas people live and die for, go to war for and kill each other for, or let themselves be inspired to the making of great art or science, are all philosophical ideas.

The lives people lead and the choices they make are the result of the philosophies they hold, whether they are conscious of this fact or not.

http://www.muslimphilosophy.com/ip/rep/H006
.http://www.al-islam.org/al-tawhid/study-philosophy.htm

of philosophy

http://www.paulgraham.com/philosophy.html

• Philosophy doesn't really have a subject matter in the way math or history or most other university subjects do. There is no core of knowledge one must master. The closest you come to that is a knowledge of what various individual philosophers have said about different topics over the years. Few were sufficiently correct that people have forgotten who discovered what they discovered.
•  
• It does seem to me very important to be able to flip ideas around in one's head: to see when two ideas don't fully cover the space of possibilities, or when one idea is the same as another but with a couple things changed. But did studying logic teach me the importance of thinking this way, or make me any better at it? I don't know.
• 
  
• With Socrates, Plato, and particularly Aristotle, this tradition turned a corner. There started to be a lot more analysis. I suspect Plato and Aristotle were encouraged in this by progress in math. Mathematicians had by then shown that you could figure things out in a much more conclusive way than by making up fine sounding stories about them. 
•  
• People talk so much about abstractions now that we don't realize what a leap it must have been when they first started to. It was presumably many thousands of years between when people first started describing things as hot or cold and when someone asked "what is heat?"
•  
• This is all to explain how Plato and Aristotle can be very impressive and yet naive and mistaken. It was impressive even to ask the questions they did. That doesn't mean they always came up with good answers. It's not considered insulting to say that ancient Greek mathematicians were naive in some respects, or at least lacked some concepts that would have made their lives easier. So I hope people will not be too offended if I propose that ancient philosophers were similarly naive. In particular, they don't seem to have fully grasped what I earlier called the central fact of philosophy: that words break if you push them too far.
•  
• I propose we try again, but that we use that heretofore despised criterion, applicability, as a guide to keep us from wondering off into a swamp of abstractions. Instead of trying to answer the question:

  What are the most general truths?

  let's try to answer the question

  Of all the useful things we can say, which are the most general?

  The test of utility I propose is whether we cause people who read what we've written to do anything differently afterward. Knowing we have to give definite (if implicit) advice will keep us from straying beyond the resolution of the words we're using.
•  
• im to make. It won't seem so preposterous in 10,000 years. Civilization always seems old, because it's always the oldest it's ever been. The only way to say whether something is really old or not is by looking at structural evidence, and structurally philosophy is young; it's still reeling from the unexpected breakdown of words.   
•  
• http://www.importanceofphilosophy.com/ 

http://www.netplaces.com/philosophy/top-ten-interesting-philosophy-quotes/

DDA

RLG229H1    Death, Dying and Afterlife[24L/12T]
This course introduces students to various religious approaches to death, the dead, and afterlife.


Through considering different ways in which death has been thought about and dealt with, we will also explore different understandings of life and answers to what it means to be human.


Distribution Requirement Status: This is a Humanities course
Breadth Requirement: Thought, Belief and Behaviour (2)

GC

intensive course
May 16 - June 3 ~ 3 weeks!!


GGR216H1    Global Cities[24L]

1. Most urban courses taught in the English-speaking world implicitly or explicitly focus on large North American, European, or Australian cities.
2. While these places are interesting in their own right, studying them as the sole model of urbanization is misleading.  
3. To a great extent, the societies of the westernized, developed world are already highly-urbanized and have been so for decades.  
4. Cities outside of this sphere, by contrast, are generally growing much faster, and experiencing greater social and economic upheaval as a result.  
5. Understanding non-North American urbanization is a vital part of understanding cities in general.  
6. This course is an attempt to introduce students to processes of urbanization that are occurring in places other than North America.   
7. There will be a particular focus on comparing the urban form, economies, and social life in cities around the world.

Distribution Requirement Status: 
This is a Social Science course
Breadth Requirement: Society and its Institutions (3)

GGR216H1

F

Global Cities

May 16 - June 3