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A2A: What are some sites that college level math educators should read?What a great question! It gives me a chance to share links to some of the really great math sites, some of which don’t get nearly the attention they deserve. I curated this list to emphasize sites where you can explore some delightful and unexpected areas of math. So I won’t go out of my way to mention sites like Wikipedia, MathOverflow, Math Stack Exchange, and Mathworld, which keep coming up in search results, so you’re already quite familiar with them.In no particular order, here’s my very incomplete list:OEIS: The On-Line Encyclopedia of Integer Sequences® (OEIS®) — It’s a whole lot more than just a list of sequences. Each sequence has formulas, references to related sequences, and mathematical papers in which the sequences are used or discussed.John Baez's Stuff — I'm a mathematical physicist. I work at the math department at U. C. Riverside in California, and also at the Centre for Quantum Technologies in Singapore. I'm working on network theory, information theory, and the Azimuth Project, which is a way for scientists, engineers and mathematicians to do something about the global ecological crisis. If you want to help save the planet, please send me an email or say hi on my blog.David Eppstein — Like many, I was inspired early on by Martin Gardner's Mathematical Games column, which included a mixture of puzzles, silliness, curious/useless math, and quite serious (but not overly technical) math. In that spirit, I've collected many pages and links of recreational math web sites.My recreational math publications.Number theory — Number-Theoretic Hacks — I have implemented a number of simple number-theoretic algorithms for my own amusement, and provide them here on the net, along with pointers to other number theory web pages.Combinatorial Game Theory. Mathematical strategies for games like chess, go, and nim.The Geometry Junkyard. Many links to recreational geometry web pages, open problem lists, lecture notes, usenet postings, and brief blurbs from my own papers. For more serious geometry links, see my Geometry in Action pages.Gliders in "Life"-like cellular automaton rules.Here is an extensive collection of geometry articles by the late Christopher Bradley.Geoff Smith, University of Bath — Here is advice for young mathematicians concerning secondary school maths competitions, and directions to past problems archives.Here is a local Olympiad Maths Club which is hosted by the University of Bath and UKMT during term time.Past maths competition reports, including facetious and implausible leaders' diaries.Numericana — Final Answers to Scientific Questions (Mathematics and Physics), by Dr. Gerard P. Michon — Basic and advanced scientific questions answered within days. Ask Gerard any question. Some answers are here. Now, over 2040 articles in 33 pages!Ron Knott's Mathematics Pages — These pages on Mathematics are for those who don't like Mathematics or who hated maths at school as well as for those at school (or who left school a long while ago) who want to see a fun side of maths and who like to play with numbers. The level of mathematics required is what would be taught up to GCSE (age 15) in UK schools and rarely does it need A-level skills (age 17, pre university).MathPages — Number Theory — Combinatorics — Geometry — Algebra — Calculus & Diff Eqs — Probability & Statistics — Set Theory & Foundations — Reflections on Relativity — History — Physics — Music — Animated Illustrations — Combined List of Articles — QuotationsErich's Place — Erich Friedman is an Associate Professor of Mathematics and ex-Chair of the Math and Computer Science Department at Stetson University in DeLand, Florida. My advisor was Rick Durrett, who studies Interacting Particle Systems. Here is my Mathematical Family Tree. I am currently interested inGame Theory, Geometrical Packing, and Graph Theory, though I have published in a variety of fields.Math Magic is devoted to original mathematical recreations. If you have a math puzzle, discovery, or observation, please email me about it. You can also sendanswers to the problem of the month.Erich's Packing Center — How many things of a given shape can you pack into another thing of a given shape? A vast exploration.Math2.org — A creation of David Manura (© 1995-2005). Formerly Dave's Math Tables. — includes: Trigonometric Indentities, Table of Integrals (with proofs), etc.Mr Honner — Patrick Honner is an award-winning mathematics teacher from Brooklyn, New York. His blog includes hundreds of posts about a variety of interesting mathematical topics.Math Fun Facts! — This archive is designed as a resource for enriching your math courses and nurturing your interest and talent in mathematics! Each Math Fun Fact is a math puzzle or short article that contains a cool mathematics idea. You'll can learn about the mathematics of things like card shuffling to poker to computer vision to fractals to music, just to name a few. This makes great enrichment material for gifted math students or problem-solving groups.The Prime Pages (prime number research, records and resources)MacTutor History of Mathematics — Biographies, History Topics, Additional material, Famous curves, and Mathematicians of the day.AOPS - Art of Problem Solving — Community — Wiki — ArticlesCut-The-Knot — Geometry Articles, Theorems, Problems, and Interactive Illustrations — Fractals — Fallacies — Calculus — Probability — Combinatorics — and my favorite: Mathematical DroodlesAndrew Baker's Home Page — I am a member of the School of Mathematics & Statistics of the University of Glasgow. Most of the links below are mathematical and especially related to Algebraic Topology which is my main research area. If you are interested in doing a PhD on Algebraic Topology in Glasgow, have a look at the information on postgraduate degrees. — I set up and maintain theBritish Topology Home Page. — Andrew’s page links to a large number of other mathematical associations and websites.Project Euler — a series of challenging mathematical/computer programming problems that will require more than just mathematical insights to solve. Although mathematics will help you arrive at elegant and efficient methods, the use of a computer and programming skills will be required to solve most problems. The motivation for starting Project Euler, and its continuation, is to provide a platform for the inquiring mind to delve into unfamiliar areas and learn new concepts in a fun and recreational context.Terry Tao’s Blog — updates on my mathematical research — expository articles (such as my articles for the Princeton Companion to Mathematics, or for the tricks wiki) — discussion of open problems — talks that I have given or attended (such as the Distinguished Lectures Series at UCLA) — my advice on mathematical careers and mathematical writing — information about my books and applets — my lecture notes on ergodic theory, on the Poincaré conjecture, on random matrices, on graduate real analysis (245A, 245B and 245C) and introductory graduate probability (275A), on Hilbert’s fifth problem, on expansion in finite simple groups of Lie type, on higher order Fourier analysis, and on analytic number theory — and various other topics, usually related to mathematics.While most of the posts are aimed at those with a graduate maths background, I will also occasionally have a number of non-technical posts aimed at a lay mathematical audience. My selection of topics is guided by my own personal taste; I do not take requests for specific topics to post about on this blog.I welcome comments from people with all kinds of mathematical backgrounds and levels of expertise. Comments whose sole purpose is to solicit an answer to a homework problem are discouraged, and will be deleted if they are unlikely to lead to any discussion of wider interest. (However, questions inspired by a homework problem, for instance inquiring as to further connections between two mathematical topics connected by such a problem, or questions centred on a very specific technical point in the solution of that problem, are welcome.)Dynamic Dictionary of Mathematical Functions — interactive site on Mathematical Functions, with properties, truncated expansions, numerical evaluations, plots, and more. The functions currently presented are elementary functions and special functions of a single variable. More functions — special functions with parameters, orthogonal polynomials, sequences — will be added with the project advances.Geometry from the Land of the Incas — Over a thousand problems, theorems, proofs, quizzes, with animations and sounds. Euclidean Geometry.BMO — The British Mathematical Olympiad Subtrust (BMOS) and Committee (BMOC) — A PDF file containing lots of BMO problems from the past (1993–2017). No answers are supplied! Hints and solutions for BMO1 problems from 1996–1997 to 2010–2011 are included in A Mathematical Olympiad Primer, available from the UKMT; past paper booklets with BMO2 problems and solutions are also available. — A brief article on areal co-ordinate methods in Euclidean geometry (PDF), by Tom Lovering.Robert Styer HomePage — Lots of great links, including this: Trisecting a Line SegmentVisual Dictionary of Special Plane CurvesImperfect Congruence — I'm Kevin Jardine and I studied pure mathematics at university a rather long time ago. — Tiling Gallery — Tilings from Robert Fathauer — Kepler and the regular polygon tilings — Rhomb/rhombus/rhombic tilings — A universal tiler — Five-fold symmetryHyperbolic Planar Tesselations by Don Hatch — Here are pictures of some regular tesselations of the hyperbolic plane. Each tesselation is represented by a Schlafli symbol of the form {p,q}, which means that q regular p-gons surround each vertex. There exists a hyperbolic tesselation {p,q} for every p,q such that (p-2)*(q-2) > 4. Each tesselation is shown in various stages of truncation. The dual of each tesselation or truncated tesselation is shown in blue. At the final stage of truncation (4.0) the object becomes its dual so those images are identical to the untruncated images except that the colors are reversed.Complex Projective 4-Space — Complex projective 4-space, in mathematical terms, is a set of points described by a 5-tuple of complex numbers (v,w,x,y,z), where scalar multiples are considered equivalent. It is a geometry far more elaborate than our own boring, bog-standard, vanilla, common or garden, three-dimensional Euclidean geometry.Informally, however, ‘complex projective 4-space’ was used in a joint Anglo-Hungarian IMO training camp to refer to a mythical world inhabited by unimaginable beasts. On reflection, these ideas are more similar than one might imagine: complex projective 4-space is indeed inhabited by such impossible-to-visualise objects as quintic threefolds.Hence, it seemed like a reasonable title for a blog concerned with interesting aspects of mathematics. Without the ability to see into the future, I cannot anticipate what will come of this blog. It may stagnate, flourish or attract so much criticism that I am promptly assassinated.Recent Posts: Homotopy Type Theory — Wallis Workshop — Is Craig Wright? — March miscellany — Presidential endorsement paradoxA much older post: MODA - Mathematical Olympiad Dark Arts — Methods for solving inequalitiesIntroduction to Analytic Number Theory (Spring 200[2-]3) — Complete course notes.NUMBER THEORY WEB — The Number Theory Web is a collection of links to online information of interest to number theorists.Notices of the American Mathermatical Society — full articles, not behind a paywall, as far as I can see! (Maybe there’s a limit, which you might be able to defeat by going incogneto) — An example from long ago: The Arithmetic of Partitions — Addition and Counting: The Arithmetic of Partitions Scott Ahlgren and Ken OnoSquaring.net — Stuart Anderson — Tiling by Squares — Squared Projective Planes — Tiling by Triangles — History and TheoryMarkov Chains — a visual explanation, by Victor Powell with text by Lewis Lehe — Markov chains, named after Andrey Markov, are mathematical systems that hop from one "state" (a situation or set of values) to another. For example, if you made a Markov chain model of a baby's behavior, you might include "playing," "eating", "sleeping," and "crying" as states, which together with other behaviors could form a 'state space': a list of all possible states. In addition, on top of the state space, a Markov chain tells you the probability of hopping, or "transitioning," from one state to any other state---e.g., the chance that a baby currently playing will fall asleep in the next five minutes without crying first.Skulls in the Stars — The intersection of physics, optics, history and pulp fiction — Category: Mathematics — Application of the “Hairy balls” theorem to opticsThe end… for now.

Because taking action on climate change is futile as we cannot control the climate.Because no one knows what is happening with the climate including the climate scientists and there is a credibility problem with the alarmist politicians like Al Gore making ridiculous and wildly exaggerated claims about rising seas, falling islands and melting polar ice. The media are worse and give credence to the growing concern that they are primarily purveyors of fake news to sell their goods.What is happening to the climate: is it soon getting much hotter as some speculate or much colder as others believe. The chaotic and complex climate has been dominated for millions of years by unstable natural variation with essentially two unpredictable major cycles - either a HOT BOX or an ICE BOX.The best guess about the future seems to be it is going to get much colder based on data over the past 8000 years. This further makes the UN alarmist crowd look like they are crying wolf about catastrophic warming. It also brings into play the possibility that those who are vainly trying to make the climate colder will be excoriated when that is the last thing the world needs!Research shows loss of sunspots has historically preceded a cooling climate like the global Little Ice Age. We do not know as everything we observe cold or hot is just weather and we are easily fooled in the short run of our lives by black swans from such as record snowfall and randomness.James Lovelock is a respected author and science leader.This week for example Australia is experiencing record snowfall.RECORD BREAKING SNOWFALL PROMPTS AUSTRALIA’S RESORTS TO EXTEND THEIR SEASONAUGUST 17, 2018 CAP ALLONAustralia’s ski resorts have been enjoying record-breaking snowfall this winter, prompting an extension to their season.The country’s biggest snow resort, Perisher, is now set to stay open until Sunday October 7, with the natural snow depth hitting 203.9cm.https://electroverse.net/record-breaking-snowfall-prompts-australias-resorts-to-extend-their-season/POLITICS IS TURNING AGAINST TAKING ACTION ON CLIMATE CHANGEIn Canada an anti Paris Accord provincial government in Ontario trounce the incumbent pro climate change Liberals earlier. Today the Prime Minister of Australia lost his job trying to support the PARIS ACCORD.CLIMATE CHANGE BILL’S FAILURE TOPPLES AUSTRALIAN PRIME MINISTER MALCOLM TURNBULL12:17 PM 08/24/2018Michael Bastasch | ContributorClimate Change Bill’s Failure Topples Australian Prime Minister Malcolm TurnbullAustralia has a new prime minister after the governing coalition refused to support global warming-related legislation pushed by former Prime Minister Malcolm Turnbull.Turnbull stepped down Friday as a vote of no confidence loomed. Turnbull has been replaced by Scott Morrison, who helped craft Australia’s strict immigration policy and a more conservative member of Parliament.Former Home Affairs Minister Peter Dutton was expected to replace Turnbull, but lost in an upset ballot. Morrison beat Dutton in a 45 to 40 vote Friday.“There was a determined insurgency from a number of people both in the party room and backed by voices, powerful voices, in the media,” Turnbull said Friday, according to CNN.Turnbull’s leadership came into question when his conservative coalition government split over proposed legislation to reduce greenhouse gas emissions to comply with the Paris climate accord. (RELATED: Democrats’ Latest Global Warming Talking Points Are Straight From The Obama Playbook)Turnbull’s so-called National Energy Guarantee would have reduced energy sector emissions 26 percent by 2030 as part of Australia’s Paris accord pledge. But he couldn’t get support from a group of conservative members of Parliament led by former Prime Minister Tony Abbott.Abbott initially led the conservative governing coalition to victory in 2013 on a platform that included getting rid of Australia’s carbon tax. The tax had been imposed by the previous left-wing government, and would eventually morph into a cap-and-trade system.“The carbon tax was basically socialism masquerading as environmentalism, and that’s why it’s going to get abolished,” Abbott said shortly after winning the 2013 election.Parliament voted to abolish the carbon tax, but Abbott was ousted from leadership in 2015 by Turnbull. Now, the tables have turned.Turnbull delayed the vote on his climate bill, but it was too late. Turnbull’s ability to lead the government came under fire, and he announced he would resign after a new prime minister had been chosen.However, Turnbull’s departure could cost the current government its one-seat majority in Parliament. Turnbull’s department will lead to a special election or even a general election, potentially leading to more losses.Lawrence Solomon: A global cooling consensusSolar activity is now falling more rapidly than at any time in the last 10,000 yearsIn the 1960s and 1970s, a growing scientific consensus held that the Earth was entering a period of global cooling. The CIA announced that the “Western world’s leading climatologists have confirmed recent reports of detrimental global climatic change” akin to the Little Ice Age of the 17th and 18th centuries, “an era of drought, famine and political unrest in the western world.” President Jimmy Carter signed theNational Climate Program Act to deal with the coming global cooling crisis. Newsweek magazine published a chilling article entitled “The Cooling World.”In the decades that followed, as temperatures rose, climate skeptics mocked the global cooling hypothesis and a new theory emerged — that Earth was in fact entering a period of global warming.Now an increasing number of scientists are swinging back to the thinking of the 1960s and 1970s. The global cooling hypothesis may have been right after all, they say. Earth may be entering a new Little Ice Age.“Real risk of a Maunder Minimum ‘Little Ice Age,’” announced the BBC this week, in reporting startling findings by Professor Mike Lockwood of Reading University. “Professor Lockwood believes solar activity is now falling more rapidly than at any time in the last 10,000 years [raising the risk of a new Little Ice Age] from less than 10% just a few years ago to 25-30%,” explained Paul Hudson, the BBC’s climate correspondent. If Earth is spared a new Little Ice Age, a severe cooling as “occurred in the early 1800s, which also had its fair share of cold winters and poor summers, is, according to him, ‘more likely than not’ to happen.”During the Little Ice Age, the Sun became eerily quiet, as measured by a near disappearance of the sunspots that are typically present. Solar scientists around the world today see similar conditions, giving impetus to the widespread view that cold times lie ahead. “When we have had periods where the Sun has been quieter than usual we tend to get these much harsher winters” echoed climatologist Dennis Wheeler from Sunderland University, in a Daily Express article entitled “Now get ready for an ‘Ice Age’ as experts warn of Siberian winter ahead.”Scientists at the Climate and Environmental Physics and Oeschger Centre for Climate Change Research at the University of Berne in Switzerland back up theories that support the Sun’s importance in determining the climate on Earth. In a paper published this month by the American Meteorological Society, the authors demolish the claims by IPCC scientists that the Sun couldn’t be responsible for major shifts in climate. In a post on her website this month, Judith Curry, Chair of the School of Earth and Atmospheric Sciences at the Georgia Institute of Technology, all-but mocked the IPCC assertions that solar variations don’t matter. Among the many studies and authorities she cited: the National Research Council’s recent report, “The Effects of Solar Variability on Earth’s Climate,” and NASA, former home of global warming guru James Hansen.As NASA highlighted in a press release in January of this year, in citing the NRC report on solar variations: “There is, however, a dawning realization among researchers that even these apparently tiny variations can have a significant effect on terrestrial climate.” To bolster the argument that solar activity could explain the Little Ice Age as well as lesser changes, NASA then listed some dozen authorities, including Dan Lubin of the Scripps Institution of Oceanography, whose research on other sun-like stars in the Milky Way suggest that “the Sun’s influence could be overpowering.”In the last two years, the scientific community’s openness to examining the role of the Sun in climate change – as opposed to the role of man – has exploded. Scientists are now rediscovering earlier works by scientists at the Danish National Space Center who as early as the 1990s published peer-reviewed articles demonstrating the Sun’s role in climate change. And by scientists at the Russian Academy of Sciences’ Pulkovo Observatory, whose predictions in the last decade that global cooling would start in this decade are looking especially prescient.All will be rediscovering the science of the 1960s and 1970s, which even earlier sounded the alarm on the coming period of global cooling. Those early scientists expected the cooling trend of the 1960s and 1970s to relent for several decades, as it in fact did. “None of us expected uninterrupted continuation of the trend,” explained Columbia University’s George Kukla in 2007, whose 1972 letter to the president triggered the U.S. government’s decision to take immediate action on the threat of global cooling.Global warming always precedes an ice age, Kukla explained. The warming we saw in the 1980s and 1990s, in other words, was expected all along, much as the calm before the storm.Lawrence Solomon is executive director of Energy Probe, a Toronto-based environmental group. [email protected]://business.financialpost.com/opinion/lawrence-solomon-a-global-cooling-consensus12 New Papers: North Atlantic, Pacific, And Southern Oceans Are Cooling As Glaciers Thicken, Gain MassWHY SUCH DISMAL FAILURE OF ALARMIST PREDICTIONS ?Recent analysis of the work of the IPCC and others concludes that the complete failure of the predictions about rising seas and moderate winters etc. is a function of the failure of climate science to find a climate theory unlike all other physical disciplines.To capture the mathematics of climate science nonlinear equations are essential and thus far this has not happened. We have very imperfect climate models lacking credibility and no climate theory.Unlike all other science disciplines climate change HAS NO differential equations. No calculus. IPCC understood this fundamental challenge yet proceeded to make major predictions about the global climate in the next 100 years.“In climate research and modelling, we should recognize that we are dealing with a coupled non-linear chaotic system, and therefore that the long-term prediction of future climate states is not possible.”From the Intergovernmental Panel on Climate Change, “The Scientific Basis,” Climate Change 2001: IPCC Third Assessment Report, 774, http://www.grids.no/climate/ipc_tar/ assessed June 2007.When the IPCC scientists admit it is ‘impossible’ to predict future climate they are admitting there is in fact no theory or equation of the climate unlike other physical science disciplines.Remember climate science as a so called discipline is very recent perhaps for good reason as we have equations for gravity, relativity, thermodynamics, waves, fluids - but none for the weather of climate change. Why?The lack of a climate theory is the heart of the problem of prediction -“In the natural world we are interested not just in the values of some symbols, which we will call variables, that we want to know. We are also interested in how these variables change overtime, space and physical conditions. We are interested in their dynamics. The result is we are no longer concerned about simple relationships between variables. We are interested in a wider class of relationships called “differential equations,” which involve the tools of calculus. The theories of basic science are written in differential equations. In principle, everything about the physical circumstances of our world can be represented in terms of differential equations. We can describe the motions of the planet and the flow of the blood to your viens.A solution of a differential equation is not a number or a few numbers; it is a function. A function is a rule between variables. ..Forecasting the future then means nothing more than seeing where you are now and using the differential equation to tell you about the future through its solutions.It all sounds very nice and straightforward. We will see below why it is not.Climate change is as remote from our experience as the world of atomic movements, and we are just as unable to experience it directly in our daily lives. But that is because climate is too large and slow to see, rather than too small and quick. Instead of 10 million times smaller than a hand, we think about length scales 10 million times larger; and instead of 100 million times shorter in time, we think about time scales 100 million times longer.When you look outside a window, the weather you see is not climate. As with atoms and molecules, you only get some idea of it through indirect means. There may be palm trees outside or there may be snow to give you a clue, but you cannot actually see climate itself with your own eyes. Our knowledge of it and experience of it is fundamentally indirect, accumulated from years of experience, or from prevailing plant life. …It is a hidden world on the grand scale, little known in comparison to the small hidden world of atomic movements. For the small hidden world, we have very great confidence about the rules - what the components of that world of atomic movements are and the rules that govern their behavior. However in that large hidden world we have the barest hints at structures and only the slightest clue as to what the rules would be like.”The climate is non-linear and therefore needs a non-linear differential equation, but “non linear equations have notoriety among those who know about them, because we cannot solve most of them. Furthermore, unlike linear equations, they can and do exhibit a kind of peculiar unpredictability in their solutions, not unlike randomness, known as chaos…. (page 75)…this is the heart of the matter. Climate research is anything but a routine application of classical theories like fluid mechanics, even though some may be tempted to think it is. It has to be regarded as an ‘exotic’ category of scientific problems in part because we are trying to look for scientifically meaningful structure that no one can see or has ever seen…(page 78) Furthermore, experiment and theory have been struggling since the 19the century, literally for generations, with the complicated behavior of fluids called “turbulence.” When a fluid is turbulent (nearly all natural fluids are), not only are we unable to provide solutions of Navier-Stokes to confirm the behavior theoretically, but also we are unable to experimentally measure the conditions in the fluid in such a way that we can fully capture what is going on…in the early 1960s, meteorologist Edward Lorenz experimented with collections of differential equations called “systems.”…(page 81)The computed solutions of the Lorenz equations revealed a remarkable thing. Small things had big consequences after all…Lorenze pointed out that weather forecasts , no matter how carefully prepared from some initial condition , could be thrown off with the flap of a seagull’s wing. Later the metaphor was superseded by the more graceful image of a butterfly’s wing, and the phenomenon came to be called “the butterfuly effect.” (page 83).”Climate Theory versus Models and Metaphors, TAKEN BY STORM, by Essex and M,Kitrick. At pages 75-83. (2007 revised.)The analysis of Essex and McKitrick about the mathematics of climate change has been updated.CLIMATE SCIENCE FAILS MATH - NO DIFFERENTIAL EQUATIONSMathematics applied to the climate system: outstanding challenges and recent progressPaul D. Williams,1 Michael J. P. Cullen,2 Michael K. Davey,2,4 and John M. Huthnance2013 May 28; 371(1991): 20120518.doi: 10.1098/rsta.2012.0518Mathematics applied to the climate system: outstanding challenges and recent progressAbstractThe societal need for reliable climate predictions and a proper assessment of their uncertainties is pressing. Uncertainties arise not only from initial conditions and forcing scenarios, but also from model formulation. Here, we identify and document three broad classes of problems, each representing what we regard to be an outstanding challenge in the area of mathematics applied to the climate system. First, there is the problem of the development and evaluation of simple physically based models of the global climate. Second, there is the problem of the development and evaluation of the components of complex models such as general circulation models. Third, there is the problem of the development and evaluation of appropriate statistical frameworks. We discuss these problems in turn, emphasizing the recent progress made by the papers presented in this Theme Issue. Many pressing challenges in climate science require closer collaboration between climate scientists, mathematicians and statisticians. We hope the papers contained in this Theme Issue will act as inspiration for such collaborations and for setting future research directions.Keywords: climate change, applied mathematics, model evaluation, conceptual models, general circulation models, statistical frameworksMathematics applied to the climate system: outstanding challenges and recent progressIt is helpful to look at the mathematics and differential equations of other physical science to better understand how imperfect is the idea of a climate science?“The 17 Equations That Changed The World” by Max Nisen Jul. 10, 2012, is a science article that reminds us the relevance of calculus to science. There is no climate equation. For example a select few famous differential equations help to see what is miss in climate science -Newton's universal law of gravitationImportance: Used techniques of calculus to describe how the world works. Even though it was later supplanted by Einstein's theory of relativity, it is still essential for practical description of how objects interact with each other. We use it to this day to design orbits for satellites and probes.The normal distributionWhat does it mean?: Defines the standard normal distribution, a bell shaped curve in which the probability of observing a point is greatest near the average, and declines rapidly as one moves away.Importance: The equation is the foundation of modern statistics. Science and social science would not exist in their current form without it.Modern use: Used to determine whether drugs are sufficiently effective relative to negative side effects in clinical trials.The Navier-Stokes equationsWhat does it mean?: The left side is the acceleration of a small amount of fluid, the right indicates the forces that act upon it.Importance: Once computers became powerful enough to solve this equation, it opened up a complex and very useful field of physics. It is particularly useful in making vehicles more aerodynamic.Modern use: Among other things, allowed for the development of modern passenger jets.Second law of thermodynamicsWhat does it mean?: Energy and heat dissipate over time.History: Sadi Carnot first posited that nature does not have reversible processes. Mathematician Ludwig Boltzmann extended the law, and William Thomson formally stated it.Importance: Essential to our understanding of energy and the universe via the concept of entropy. It helps us realize the limits on extracting work from heat, and helped lead to a better steam engine.Modern use: Helped prove that matter is made of atoms, which has been somewhat useful.Einstein's theory of relativityWhat does it mean?: Energy equals mass times the speed of light squared.History: The less known (among non-physicists) genesis of Einstein's equation was an experiment by Albert Michelson and Edward Morley that proved light did not move in a Newtonian manner in comparison to changing frames of reference. Einstein followed up on this insight with his famous papers on special relativity (1905) and general relativity (1915).Importance: Probably the most famous equation in history. Completely changed our view of matter and reality.Modern use: Helped lead to nuclear weapons, and if GPS didn't account for it, your directions would be off thousands of yards.The Schrödinger equationWhat does it mean?: Models matter as a wave, rather than a particle.History: Louis-Victor de Broglie pinpointed the dual nature of matter in 1924. The equation you see was derived by Erwin Schrodinger in 1927, building off of the work of physicists like Werner Heisenberg.Importance: Revolutionized the view of physics at small scales. The insight that particles at that level exist at a range of probable states was revolutionary.Modern use: Essential to the use of the semiconductor and transistor, and thus, most modern computer technology.Strong evidence of a counter consensus is documented by Dr. Alan Longhurst in his tour de force book, Doubt and Certainty in Climate Science. Dr. Judith Curry endorses and recommends it as the best comprehensive review of the issues with very strong references.I think the following insight by Alan Longhurst unravels the alarmist’s failed predictions, as their models are too simple like a one trick pony in a big complex circus - Longhurst explained what tipped him off to question the alarmist views.I became troubled by what seemed to be a preference to view the climate as a global stable state, unless perturbed by anthropogenic effects, rather than as a highly complex system having several dominant states, each having a characteristic return period imposed on gradual change at millennial scale.”Precisely the very unscientific folly and bias of the climate-change crowd.Free pdf book is available here -https://www.academia.edu/35571845/DOUBT_AND_CERTAINTY_IN_CLIMATE_SCIENCE_https_curryja.files.wordpress.com_2015_09_longhurst-print.pdfPartial list of 150 + scientists who do NOT support the Catastrophic Anthropogenic Climate Change Scam:(includes ~60 Nobel Prize winners)Sceptical list provided by David Harrington of leading scientists. They all have many excellent published papers on the AGW subject.A.J. Tom van Loon, PhDAaron Klug, Nobel Prize (Chemistry)Abdus Salam, Nobel Prize (Physics)Adolph Butenandt, Nobel Prize (Chemistry)Al Pekarek, PhDAlan Moran, PhDAlbrecht Glatzle, PhDAlex Robson, PhDAlister McFarquhar, PhDAmo A. Penzias, Nobel Prize (Physics)Andrei Illarionov, PhDAnthony Jewish, Nobel Prize (Physics)Anthony R. Lupo, PhDAntonino Zichichi, President of the World Federation of Scientists.Arthur L. Schawlow, Nobel Prize (Physics)Arthur Rorsch, PhDAustin Robert, PhDAsmunn Moene, PhDBaruj Benacerraf, Nobel Prize (Medicine)Bert Sakmann, Nobel Prize (Medicine)Bjarne Andresen, PhDBoris Winterhalter, PhDBrian G Valentine, PhDBrian Pratt, PhDBryan Leyland, International Climate Science CoalitionCesar Milstein, Nobel Prize (Physiology)Charles H. Townes, Nobel Prize (Physics)Chris C. Borel, PhDChris Schoneveld, MSc (Structural Geology)Christian de Duve, Nobel Prize (Medicine)Christopher Essex, PhDCliff Ollier, PhDSusan Crockford PhDDaniel Nathans, Nobel Prize (Medicine)David Deming, PhD (Geophysics)David E. Wojick, PhDDavid Evans, PhD (EE)David Kear, PhDDavid R. Legates, PhDDick Thoenes, PhDDon Aitkin, PhDDon J. Easterbrook, PhDDonald A. Glaser, Nobel Prize (Physics)Donald Parkes, PhDDouglas Leahey, PhDDudley R. Herschbach, Nobel Prize (Chemistry)Edwin G. Krebs, Nobel Prize (Medicine)Erwin Neher, Nobel Prize (Medicine)Frank Milne, PhDFred Goldberg, PhDFred Michel, PhDFreeman J. Dyson, PhDGarth W. Paltridge, PhDGary D. Sharp, PhDGeoff L. Austin, PhDGeorge E. Palade, Nobel Prize (Medicine)Gerald Debreu, Nobel Prize (Economy)Gerhard Herzberg, Nobel Prize (Chemistry)Gerrit J. van der Lingen, PhDHans Albrecht Bethe, Nobel Prize (Physics)Hans H.J. Labohm, PhDHarold E. Varmus, Nobel Prize (Medicine)Harry M. Markowitz, Nobel Prize (Economics)Harry N.A. Priem, PhDHeinrich Rohrer, Nobel Prize (Physics)Hendrik Tennekes, PhDHenrik Svensmark, physicistHerbert A. Hauptman, Nobel Prize (Chemistry)Horst Malberg, PhDHoward Hayden, PhDI. Prigogine, Nobel Prize (Chemistry)Ian D. Clark, PhDIan Plimer, PhDIvar Giaever, Nobel Prize (Physics)James J. O’Brien, PhDJean Dausset, Nobel Prize (Medicine)Jean-Marie Lehn, Nobel Prize (Chemistry)Jennifer Marohasy, PhDJerome Karle, Nobel Prize (Chemistry)Joel M. Kauffman, PhDJohan Deisenhofer, Nobel Prize (Chemistry)John Charles Polanyi, Nobel Prize (Chemistry)John Maunder, PhDJohn Nicol, PhDJon Jenkins, PhDJoseph Murray, Nobel Prize (Medicine)Julius Axelrod, Nobel Prize (Medicine)Kai Siegbahn, Nobel Prize (Physics)Khabibullo Abdusamatov, astrophysicist at Pulkovo Observatory of the Russian Academy of SciencesKlaus Von Klitzing, Nobel Prize (Physics)Gerhard Kramm: PhD (meteorology)L. Graham Smith, PhDLee C. Gerhard, PhDLen Walker, PhDLeon Lederman, Nobel Prize (Physics)Linus Pauling, Nobel Prize (ChemistryLord Alexander Todd, Nobel Prize (Chemistry)Lord George Porter, Nobel Prize (Chemistry)Louis Neel, Nobel Prize (Physics)Lubos Motl, PhDMadhav Khandekar, PhDManfred Eigen, Nobel Prize (Chemistry)Marcel Leroux, PhDMarshall W. Nirenberg, Nobel Prize (Medicine)Max Ferdinand Perutz, Nobel Prize (Chemistry)Ned Nikolov PhDNils-Axel Morner, PhDOlavi Kärner, Ph.D.Owen Chamberlain, Nobel Prize (Physics)Pierre Lelong, ProfessorPierre-Gilles de Gennes, Nobel Prize (Physics)R. Timothy Patterson, PhDR. W. Gauldie, PhDR.G. Roper, PhDRaphael Wust, PhDReid A. Bryson, Ph.D. Page on Shave and Grooming Made Simple. D.Engr.Richard Laurence Millington Synge, Nobel Prize (Chemistry)Richard Mackey, PhDRichard R. Ernst, Nobel Prize (Chemistry)Richard S. Courtney, PhDRichard S. Lindzen, PhDRita Levi-Montalcini, Nobel Prize (Medicine)Roald Hoffman, Nobel Prize (Chemistry)Robert H. Essenhigh, PhDRobert Huber, Nobel Prize (Chemistry)Robert M. Carter, PhDRobert W. Wilson, Nobel Prize (Physics)Roger Guillemin, Nobel Prize (Medicine)Ross McKitrick, PhDRoy W. Spencer, PhDS. Fred Singer, PhDSallie Baliunas, astrophysicist HarvardSalomon Kroonenberg, PhDSherwood B. Idso, PhDSimon van der Meer, Nobel Prize (Physics)Sir Andrew Fielding Huxley, Nobel Prize (Medicine)Sir James W. Black, Nobel Prize (Medicine)Sir John Kendrew, Nobel Prize (Chemistry)Sir John R. Vane , Nobel Prize (Medicine)Sir John Warcup Cornforth, Nobel Prize (Chemistry)Sir. Nevil F. Mott, Nobel Prize Winner (Physics)Sonja A. Boehmer-Christiansen, PhDStanley Cohen, Nobel Prize (Medicine)Stephan Wilksch, PhDStewart Franks, PhDSyun-Ichi Akasofu, PhDTadeus Reichstein, Nobel Prize (Medicine)Thomas Huckle Weller, Nobel Prize (Medicine)Thomas R. Cech, Nobel Prize (Chemistry)Timothy F. Ball, PhDTom V. Segalstad, PhDTorsten N. Wiesel, Nobel Prize (Medicine)Vincent Gray, PhDWalter Starck, PhD (marine science; specialization in coral reefs and fisheries)Wibjorn Karlen, PhDWillem de Lange, PhDWilliam Evans, PhDWilliam Happer, physicist PrincetonWilliam J.R. Alexander, PhDWilliam Kininmonth Page on http://m.sc., Head of Australia’s National Climate Centre and a consultant to the World Meteorological organization’s Commission for ClimatologyWilliam Lindqvist, PhDWilliam N. Lipscomb, Nobel Prize Winner (Chemistry)Willie Soon, astrophysicist HarvardYuan T. Lee, Nobel Prize (Chemistry)Zbigniew Jaworowski, PhDKarl ZellerZichichi, PhDTESTsays:Comment ID: 3716166July 16, 2017 at 9:20 am“Unfortunately, climate science has become political science…: “It is tragic that some perhaps well-meaning but politically motivated scientists who should know better have whipped up a global frenzy about a phenomenon which is statistically questionable at best.”” Award-winning Princeton physicist Dr. Robert Austin, member of the U.S. National Academy of Sciences, speaking to Senate minority staff March 2, 2009.

For inquiries like this requesting a single word answer?Google it yourself. Thanks.—-Learning Disabilities and DisordersTypes of Learning Disorders and Their SignsBoy clutching head readingDoes your child struggle with school? Does he or she dread reading out loud, writing an essay, or tackling a math problem? While every kid has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.What are learning disabilities?Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information.Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.Children with learning disabilities can, and do, succeedIt can be tough to face the possibility that your child has a learning disorder. No parents want to see their children suffer. You may wonder what it could mean for your child’s future, or worry about how your kid will make it through school. Perhaps you’re concerned that by calling attention to your child's learning problems he or she might be labeled "slow" or assigned to a less challenging class.But the important thing to remember is that most kids with learning disabilities are just as smart as everyone else. They just need to be taught in ways that are tailored to their unique learning styles. By learning more about learning disabilities in general, and your child’s learning difficulties in particular, you can help pave the way for success at school and beyond.Signs and symptoms of learning disabilities and disordersIf you're worried, don't waitIf you suspect that your child's learning difficulties may require special assistance, please do not delay in finding support. The sooner you move forward, the better your child's chances for reaching his or her full potential.Learning disabilities look very different from one child to another. One child may struggle with reading and spelling, while another loves books but can’t understand math. Still another child may have difficulty understanding what others are saying or communicating out loud. The problems are very different, but they are all learning disorders.It’s not always easy to identify learning disabilities. Because of the wide variations, there is no single symptom or profile that you can look to as proof of a problem. However, some warning signs are more common than others at different ages. If you’re aware of what they are, you’ll be able to catch a learning disorder early and quickly take steps to get your child help.The following checklist lists some common red flags for learning disorders. Remember that children who don’t have learning disabilities may still experience some of these difficulties at various times. The time for concern is when there is a consistent unevenness in your child’s ability to master certain skills.Signs and symptoms of learning disabilities: Preschool ageProblems pronouncing wordsTrouble finding the right wordDifficulty rhymingTrouble learning the alphabet, numbers, colors, shapes, days of the weekDifficulty following directions or learning routinesDifficulty controlling crayons, pencils, and scissors, or coloring within the linesTrouble with buttons, zippers, snaps, learning to tie shoesSigns and symptoms of learning disabilities: Ages 5-9Trouble learning the connection between letters and soundsUnable to blend sounds to make wordsConfuses basic words when readingSlow to learn new skillsConsistently misspells words and makes frequent errorsTrouble learning basic math conceptsDifficulty telling time and remembering sequencesSigns and symptoms of learning disabilities: Ages 10-13Difficulty with reading comprehension or math skillsTrouble with open-ended test questions and word problemsDislikes reading and writing; avoids reading aloudPoor handwritingPoor organizational skills (bedroom, homework, desk is messy and disorganized)Trouble following classroom discussions and expressing thoughts aloudSpells the same word differently in a single documentPaying attention to developmental milestones can help you identify learning disordersPaying attention to normal developmental milestones for toddlers and preschoolers is very important. Early detection of developmental differences may be an early signal of a learning disability and problems that are spotted early can be easier to correct.A developmental lag might not be considered a symptom of a learning disability until your child is older, but if you recognize it when your child is young, you can intervene early. You know your child better than anyone else does, so if you think there is a problem, it doesn't hurt to get an evaluation. You can also ask your pediatrician for a developmental milestones chart.Problems with reading, writing, and mathLearning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or math.Learning disabilities in reading (dyslexia)There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.Signs of reading difficulty include problems with:letter and word recognitionunderstanding words and ideasreading speed and fluencygeneral vocabulary skillsLearning disabilities in math (dyscalculia)Learning disabilities in math vary greatly depending on the child’s other strengths and weaknesses. A child’s ability to do math will be affected differently by a language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization.A child with a math-based learning disorder may struggle with memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5x5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by twos or counting by fives) or have difficulty telling time.Learning disabilities in writing (dysgraphia)Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending and synthesizing information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.Symptoms of a written language learning disability revolve around the act of writing. They include problems with:neatness and consistency of writingaccurately copying letters and wordsspelling consistencywriting organization and coherenceOther types of learning disabilities and disordersReading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.Learning disabilities in motor skills (dyspraxia)Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an “output” activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.Signs that your child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.Learning disabilities in language (aphasia/dysphasia)Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain something or communicate with someone else.Signs of a language-based learning disorder involve problems with verbal language skills, such as the ability to retell a story and the fluency of speech, as well as the ability to understand the meaning of words, parts of speech, directions, etc.Auditory and visual processing problems: the importance of the ears and eyesThe eyes and the ears are the primary means of delivering information to the brain, a process sometimes called “input.” If either the eyes or the ears aren’t working properly, learning can suffer.Auditory processing disorder – Professionals may refer to the ability to hear well as “auditory processing skills” or “receptive language.” The ability to hear things correctly greatly impacts the ability to read, write and spell. An inability to distinguish subtle differences in sound, or hearing sounds at the wrong speed make it difficult to sound out words and understand the basic concepts of reading and writing.Visual processing disorder – Problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye–hand coordination. Professionals may refer to the work of the eyes as “visual processing.” Visual perception can affect gross and fine motor skills, reading comprehension, and math.Common types of learning disabilitiesDyslexia – Difficulty with readingProblems reading, writing, spelling, speakingDyscalculia – Difficulty with mathProblems doing math problems, understanding time, using moneyDysgraphia – Difficulty with writingProblems with handwriting, spelling, organizing ideasDyspraxia (Sensory Integration Disorder) – Difficulty with fine motor skillsProblems with hand-eye coordination, balance, manual dexterityDysphasia/Aphasia – Difficulty with languageProblems understanding spoken language, poor reading comprehensionAuditory Processing Disorder – Difficulty hearing differences between soundsProblems with reading, comprehension, languageVisual Processing Disorder – Difficulty interpreting visual informationProblems with reading, math, maps, charts, symbols, picturesOther disorders that make learning difficultDifficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities.ADHD – Attention deficit hyperactivity disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework.Autism – Difficulty mastering certain academic skills can stem from pervasive developmental disorders such as autism and Asperger’s syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.Hope for learning disabilities: The brain can changeHow does understanding the brain help a learning disorder?Using a telephone analogy, faulty wiring in the brain disrupts normal lines of communication and makes it difficult to process information easily. If service was down in a certain area of the city, the phone company might fix the problem by re-wiring the connections.Similarly, under the right learning conditions, the brain has the ability to reorganize itself by forming new neural connections. These new connections facilitate skills like reading and writing that were difficult using the old connections.Science has made great strides in understanding the inner workings of the brain, and one important discovery that brings new hope for learning disabilities and disorders is called neuroplasticity. Neuroplasticity refers to the brain’s natural, lifelong ability to change. Throughout life, the brain is able to form new connections and generate new brain cells in response to experience and learning.This knowledge has led to groundbreaking new treatments for learning disabilities that take advantage of the brain’s ability to change. Innovative programs, such as the Arrowsmith program, use strategic brain exercises to identify and strengthen weak cognitive areas. For example, for children who have difficulty distinguishing between different sounds in a word, there are new computer-based learning programs that slow down the sounds so that children can understand them and gradually increase their speed of comprehension.These discoveries about neuroplasticity provide hope to all students with learning disorders, and further research may lead to additional new treatments that target the actual causes of learning disabilities, rather than simply offering coping strategies to compensate for weaknesses.Diagnosis and testing for learning disabilities and disordersAs you’ve already learned, diagnosing a learning disability isn’t always easy. Don’t assume you know what your child’s problem is, even if the symptoms seem clear. It’s important to have your child tested and evaluated by a qualified professional.That said, you should trust your instincts. If you think something is wrong, listen to your gut. If you feel that a teacher or doctor is minimizing your concerns, seek a second opinion. Don’t let anyone tell you to “wait and see” or “don’t worry about it” if you see your child struggling. Regardless of whether or not your child’s problems are due to a learning disability, intervention is needed. You can’t go wrong by looking into the issue and taking action.Keep in mind that finding someone who can help may take some time and effort. Even experts mix up learning disabilities with ADHD and other behavioral problems sometimes. You may have to look around a bit or try more than one professional.In the meantime, try to be patient, and remember that you won’t always get clear answers. Try not to get too caught up in trying to determine the label for your child’s disorder. Leave that to the professionals. Focus instead on steps you can take to support your child and address his or her symptoms in practical ways.The diagnosis and testing process for learning disabilitiesDiagnosing a learning disability is a process. It involves testing, history taking, and observation by a trained specialist. Finding a reputable referral is important. Start with your child's school, and if they are unable to help you, ask your insurance company, doctor, or friends and family who have dealt successfully with learning disabilities.Types of specialists who may be able to test for and diagnose learning disabilities include:Clinical psychologistsSchool psychologistsChild psychiatristsEducational psychologistsDevelopmental psychologistsNeuropsychologistPsychometristOccupational therapist (tests sensory disorders that can lead to learning problems)Speech and language therapistSometimes several professionals coordinate services as a team to obtain an accurate diagnosis. They may ask for input from your child's teachers. Recommendations can then be made for special education services or speech-language therapy within the school system.A nonpublic school that specializes in treating learning disabilities might be a good alternative if the public school is not working out. For a list of nonpublic schools in your area go to the website for your state's Department of Education.Integration, sequencing and abstraction: Technical terms for how the brain worksA professional learning disorders specialist might refer to the importance of “integration” to learning. Integration refers to the understanding of information that has been delivered to the brain, and it includes three steps: sequencing, which means putting information in the right order; abstraction, which is making sense of the information; and organization, which refers to the brains ability to use the information to form complete thoughts.Each of the three steps is important and your child may have a weakness in one area or another that causes learning difficulty. For example, in math, sequencing (the ability to put things in order) is important for learning to count or do multiplication (as well as learn the alphabet or the months of the year). Similarly, abstraction and organization are important parts of numerous educational skills and abilities. If a certain brain activity isn’t happening correctly, it will create a roadblock to learning.Getting help for children with learning disabilitiesWhen it comes to learning disabilities, it's not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child's school to make accommodations for your child and get specialized academic help. But don't overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child's education.Learn the specifics about your child’s learning disability. Read and learn about your child’s type of learning disability. Find out how the disability affects the learning process and what cognitive skills are involved. It’s easier to evaluate learning techniques if you understand how the learning disability affects your child.Research treatments, services, and new theories. Along with knowing about the type of learning disability your child has, educate yourself about the most effective treatment options available. This can help you advocate for your child at school and pursue treatment at home.Pursue treatment and services at home. Even if the school doesn’t have the resources to treat your child’s learning disability optimally, you can pursue these options on your own at home or with a therapist or tutor.Nurture your child’s strengths. Even though children with learning disabilities struggle in one area of learning, they may excel in another. Pay attention to your child’s interests and passions. Helping children with learning disorders develop their passions and strengths will probably help them with the areas of difficulty as well.Social and emotional skills: How you can helpLearning disabilities can be extremely frustrating for children. Imagine having trouble with a skill all of your friends are tackling with ease, worrying about embarrassing yourself in front of the class, or struggling to express yourself. Things can be doubly frustrating for exceptionally bright children with learning disabilities–a scenario that's not uncommon.Kids with learning disabilities may have trouble expressing their feelings, calming themselves down, and reading nonverbal cues from others. This can lead to difficulty in the classroom and with their peers. The good news is that, as a parent, you can have a huge impact in these areas. Social and emotional skills are the most consistent indicators of success for all children—and that includes kids with learning disorders. They outweigh everything else, including academic skills, in predicting lifelong achievement and happiness.Learning disabilities, and their accompanying academic challenges, can lead to low self-esteem, isolation, and behavior problems, but they don’t have to. You can counter these things by creating a strong support system for children with learning disabilities and helping them learn to express themselves, deal with frustration, and work through challenges. By focusing on your child’s growth as a person, and not just on academic achievements, you’ll help him or her learn good emotional habits that set the stage for success throughout life.Finding support while helping a child with learning disabilitiesAll children can be both exhilarating and exhausting, but it may seem that your child with a learning disability is especially so. You may experience some frustration trying to work with your child, and it can seem like an uphill battle when you don’t have the information you need. After you learn what their specific learning disability is and how it is affecting their behavior, you will be able to start addressing the challenges in school and at home. If you can, be sure to reach out to other parents who are addressing similar challenges as they can be great sources of knowledge and emotional support.Resources and referencesMother teaching daughterHelping Children with Learning Disabilities: Practical Parenting Tips for Home and SchoolTeacher helping studentADHD and School: Helping Children and Teens with ADHD Succeed at SchoolGirl with painted handsADHD in Children: Signs and Symptoms of Attention Deficit Disorder in KidsResources and referencesGeneral information about learning disabilities and disordersNational Center for Learning Disabilities – Offers a wide range of information about learning disabilities, including signs and symptoms, testing, and tips for home and school. (NCLD)LD Basics – Learn the basics about learning disabilities, including common warning signs and symptoms, how to respond, and tips for getting help early. (LD OnLine)Learning Disabilities – Kid-friendly and encouraging article about learning disabilities, including signs, causes and help. (TeensHealth)Types of learning disabilities and disordersTypes of Learning Disabilities – Includes a brief overview of the types of learning disabilities and links to a more in-depth articles on each type as well as related disorders. (Learning Disabilities Association of America)Dyslexia Basics – Overview of dyslexia, it's effects, how it is diagnosed, and what treatments are available. (International Dyslexia Foundation)Dyscalculia: Learning Disabilities in Mathematics – Discusses symptoms, diagnosis, effects, and treatment for dyscalculia, or learning disabilities involving math. (National Center for Learning Disabilities)Understanding Dysgraphia – Guide to dysgraphia, a learning disability involving problems with writing. Learn what causes it and what instructional activities can help. (International Dyslexia Foundation)Auditory Processing Disorder – Learn how to detect, diagnosis, and help a child with auditory processing disorder, a learning disability where the brain has trouble interpreting what the ears hear. (Nemours Foundation)What Is Dyspraxia? – Covers the warning signs and treatment of dyspraxia, a disorder that affects motor skill development. (Medical News Today)Nonverbal Learning Disorders – Detailed overview of this often-neglected learning disability, which often goes unidentified until adolescence. (LD Online)Authors: Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, Ph.D. Last updated: December 2017.PDF versionClick to return to top