For children, the ability of using the computer is becoming fundamental in nowadays, so learning to type is must for them. But most children get bored with any repetitious task and give up or whine and even want to stop, parents or teachers always feel nothing else bother them more than when children face the keyboard and have absolutely no idea where the keys are or how they go about typing. They just "play" with the keyboard. This is a waste of time for them and, worse, children get into the bad habit of typing with two fingers. So parents or teachers have to face how to solve this problem.
As parents and teachers know, whether children want to learn a thing or not largely depends on whether they are attracted by it. Based on this, the typing tutor must be easy-to-use, fun colorful and appealing to children. Once children love and develop interest in it, they will learn to type on their own initiative. Generally, children naturally like to play games, because when playing games, they are always attracted by the colorful interface and pretty music in the games, and above all, they're able to learn something quickly under no pressure. Apparently, the problem for children having no interest in learning to type is solved, they can learn to type when playing games.
There are many advantages of using typing games for typing: First, Games are a welcome break from the usual routine of the typing practice, thus help children learn typing more easily. Second, Typing requires a great deal of effort. Games help children to make and sustain the effort of learning. Third, Games are highly motivating since they are amusing and at the same time challenging.
There are lots of interesting typing games which also help to make typing fun. GS Typing Tutor is just one. The aim of this program is to make typing fun whilst increasing accuracy and speed. The feature-rich typing software supports 5 typing games: Rats in the garden, attacks of the alien, help, balloon, and card. The typing games each include 23 basic typing lessons. Taking the basic lessons, children can learn to type from the home row keys to other basic keys. The basic exercises also help them to be familiar with the keyboard layout step-by-step.
Each game is easy-to-use, fun colorful and appealing to children:
1: Rats in the garden Children mission is to eliminate the rats in the garden. Then they should type the letter before the rats escape. If children type the wrong letter or type slowly, the rats will escape under their nose. So they have to type correctly and fast in case the rats escape. The game is fun!
2: Attacks of the alien Children mission is to stop the alien fleets to attack the earth. So they must type letters before the alien fleets through the galaxy into the earth. By playing the game, children type the letters, and can be familiar with the keys. With children accelerating the typing speed, the alien fleets fly rapidly, so they have to type quickly in case the earth is attacked by the alien fleets.
3: Help! A bad man has held a boy under duress. So children must help the soldier to rescue the boy by typing the letter. If their typing speed is slow, the boy's life is under danger. Once children succeed to rescue the boy, the boy will laugh loudly for thanking.
4: Balloon Falling Letters are ruining the balloons. Save the balloons by typing the letters before the balloons land on the ground. Lots of fun! The more children type the more score they get.
5: Card The letters are arranged random based on the keys children choose. Type the letters on the card. This will help them to know well the basic keys.
With playing typing games, the typing program helps children easy master a skill needed in today's computer oriented world. Download it at www.typingstar.com
Monday, March 3, 2008
Reading Faster Makes you Happy!
The headline in Science Daily read, “How Manic Thinking Makes us Happy.”
Dr. Emily Pronin of Princeton, and Daniel Wegner of Harvard, are well documented researchers. The article is published in the respected journal of the Association for Psychological Science, in the September, 2006 issue.
The authors conclude: when people are made to Think Quicker, they report feeling happier, their mood improves, they become more creative, more powerful and self-confident.
We call it Speed Reading, see what you think.
The scientists made half the participants read a series of statements twice-as-fast as normal, and the other half twice-as-slow as their ordinary reading. Next, they had the folks in the experiment read depressing text like, I want to go to sleep and never wake up, and the other half read positive-statements, including, Wow, I feel great.
Conclusions: regardless of textual content, depressing or elating, if you intentionally read twice-as-fast as normal, you change your emotions and your experiences. You get an immediate dose of mental energy, happiness, and feel self-assured in what you are doing.
Manic
The word is associated with psychiatric disorder, and includes excessive physical activity, impulsive behavior, and rapidly changing ideas. Manic is a synonym for frenzied, agitated, freaky and nutzy-fagin.
Manic-Depression and Bipolar Disorder are mental states of folks with Racing-Thoughts. Mentally healthy people also experience Manic thinking when they are In-The-Flow, In-The-Zone, and enjoying Peak-Experiences of creativity.
Have you ever engaged in group brainstorming and really gave it your creative heart-and-soul? Your consciousness blocks out everything in your environment except solving the problem in front of you. You become a mono-maniac and often discover the most brilliant genius-like ideas of your life. You cannot be distracted from your goal.
According to Connie Strong and Terrance Ketter, M.D. of Stanford University Medical Center, your emotional broadband expands to elicit creativity and imagination.
How?
You know all about warming-up in sports, you have seen it all your life. The Yankee batter starts swinging three-bats to get his reflexes moving; Tiger Jones works out on the putting-range for two hours before the match. Tennis, basketball and hockey, all require warming-up before you get into the Zone, the Flow and experience a Peak Performance.
Do you ever think of warming up before taking an exam, reading a textbook, or taking notes at a lecture?
If you intentionally read some paragraphs aloud, twice as fast as your normal reading speed, you are warming up the neural networks of your brain. It erases feeling tired, panicked, and distressed about your results.
What if you cannot find a place to read aloud without appearing demented? Silently (subvocalize), the page or two as a warm up exercise. In two-minutes, you will be in-the-Zone, and ready to operate at your optimal level.
Science
You got a Sympathetic Nervous System that runs our Fight-or-Flight survival mechanism, also known as Stress and Distress. It is activated by adrenaline (epinephrine), and cortisol, and gets our bodies ready to fight or run.
Our Parasympathetic Nervous System is based on relaxation, and produces the neurotransmitter, acetylcholine, which is directly related to learning and memory. Which do you need before an exam, interview or presentation?
Seyle
Dr. Hans Seyle wrote 32 books and 1,500 articles on Stress while at the University of Montreal. His research stood for stress destroying the cells of our immune systems, leading to heart disease, cancer and stroke. In his book, The Stress of Life, he said, Stress is not even necessarily bad for you; it is also the juice of life, for any emotion, any activity causes stress.
He makes his case against Distress, which is chronic (continuing), and disease-causing. He suggests that Eustress is a good form of stress, a pleasant or curative stress. According to Seyle, life is largely a process of adaptation to circumstances in which we exist. We can even use stress as a positive adaptation to life. Eustress is the High you get just before you do your best in any experience. Actors on Broadway or Hollywood, students ready for their exam, and your excitement prior to giving your presentation, are forms of Eustress.
Speed Reading
Most people think of speed reading as tripling your reading speed and doubling your memory. It is reading and remembering three books, articles and reports in the time others can hardly finish even one. But it is more. It is changing your mood from anxiety and panic, to expecting success and pleasure. It releases your creativity and imagination, makes you feel happier and trust in the unfolding.
Speed reading raises you mental and physical energy levels for greater comprehension and focus, in additional to initiating Eustress, the excitement of coming success.
Do you ever want to change your mood and have two-minutes to do it? Ever go for an interview and feel angst, dread and fear?
Get a little manic thinking under your belt and you will ace your experience. One form of manic-thinking is Eustress, and it often produces success in the face of imminent failure.
The secret of Stressbusting is diaphragmatic breathing for increase oxygenation and release of carbon dioxide and toxins. You can voluntarily change the pictures on the movie-screen of your mind to a positive winning mood, one that optimizes your knowledge and skills. These strategies take just two-minutes. Are you up for it?
Dr. Emily Pronin of Princeton, and Daniel Wegner of Harvard, are well documented researchers. The article is published in the respected journal of the Association for Psychological Science, in the September, 2006 issue.
The authors conclude: when people are made to Think Quicker, they report feeling happier, their mood improves, they become more creative, more powerful and self-confident.
We call it Speed Reading, see what you think.
The scientists made half the participants read a series of statements twice-as-fast as normal, and the other half twice-as-slow as their ordinary reading. Next, they had the folks in the experiment read depressing text like, I want to go to sleep and never wake up, and the other half read positive-statements, including, Wow, I feel great.
Conclusions: regardless of textual content, depressing or elating, if you intentionally read twice-as-fast as normal, you change your emotions and your experiences. You get an immediate dose of mental energy, happiness, and feel self-assured in what you are doing.
Manic
The word is associated with psychiatric disorder, and includes excessive physical activity, impulsive behavior, and rapidly changing ideas. Manic is a synonym for frenzied, agitated, freaky and nutzy-fagin.
Manic-Depression and Bipolar Disorder are mental states of folks with Racing-Thoughts. Mentally healthy people also experience Manic thinking when they are In-The-Flow, In-The-Zone, and enjoying Peak-Experiences of creativity.
Have you ever engaged in group brainstorming and really gave it your creative heart-and-soul? Your consciousness blocks out everything in your environment except solving the problem in front of you. You become a mono-maniac and often discover the most brilliant genius-like ideas of your life. You cannot be distracted from your goal.
According to Connie Strong and Terrance Ketter, M.D. of Stanford University Medical Center, your emotional broadband expands to elicit creativity and imagination.
How?
You know all about warming-up in sports, you have seen it all your life. The Yankee batter starts swinging three-bats to get his reflexes moving; Tiger Jones works out on the putting-range for two hours before the match. Tennis, basketball and hockey, all require warming-up before you get into the Zone, the Flow and experience a Peak Performance.
Do you ever think of warming up before taking an exam, reading a textbook, or taking notes at a lecture?
If you intentionally read some paragraphs aloud, twice as fast as your normal reading speed, you are warming up the neural networks of your brain. It erases feeling tired, panicked, and distressed about your results.
What if you cannot find a place to read aloud without appearing demented? Silently (subvocalize), the page or two as a warm up exercise. In two-minutes, you will be in-the-Zone, and ready to operate at your optimal level.
Science
You got a Sympathetic Nervous System that runs our Fight-or-Flight survival mechanism, also known as Stress and Distress. It is activated by adrenaline (epinephrine), and cortisol, and gets our bodies ready to fight or run.
Our Parasympathetic Nervous System is based on relaxation, and produces the neurotransmitter, acetylcholine, which is directly related to learning and memory. Which do you need before an exam, interview or presentation?
Seyle
Dr. Hans Seyle wrote 32 books and 1,500 articles on Stress while at the University of Montreal. His research stood for stress destroying the cells of our immune systems, leading to heart disease, cancer and stroke. In his book, The Stress of Life, he said, Stress is not even necessarily bad for you; it is also the juice of life, for any emotion, any activity causes stress.
He makes his case against Distress, which is chronic (continuing), and disease-causing. He suggests that Eustress is a good form of stress, a pleasant or curative stress. According to Seyle, life is largely a process of adaptation to circumstances in which we exist. We can even use stress as a positive adaptation to life. Eustress is the High you get just before you do your best in any experience. Actors on Broadway or Hollywood, students ready for their exam, and your excitement prior to giving your presentation, are forms of Eustress.
Speed Reading
Most people think of speed reading as tripling your reading speed and doubling your memory. It is reading and remembering three books, articles and reports in the time others can hardly finish even one. But it is more. It is changing your mood from anxiety and panic, to expecting success and pleasure. It releases your creativity and imagination, makes you feel happier and trust in the unfolding.
Speed reading raises you mental and physical energy levels for greater comprehension and focus, in additional to initiating Eustress, the excitement of coming success.
Do you ever want to change your mood and have two-minutes to do it? Ever go for an interview and feel angst, dread and fear?
Get a little manic thinking under your belt and you will ace your experience. One form of manic-thinking is Eustress, and it often produces success in the face of imminent failure.
The secret of Stressbusting is diaphragmatic breathing for increase oxygenation and release of carbon dioxide and toxins. You can voluntarily change the pictures on the movie-screen of your mind to a positive winning mood, one that optimizes your knowledge and skills. These strategies take just two-minutes. Are you up for it?
The Biggest Bet on Radio
Here is a good promotion if you are with a station that is not got a glamorous football club on its doorstep.
We teach this one at our Radio School and the students on our radio courses really like it.
Let’s suppose that your station’s in Townsville, a provincial place with a lowly professional football club. On a Saturday afternoon, you are in a fix because covering Townsville United is not what listeners want. Arsenal, Manchester United and others are much more exciting but you don’t have the resources or the access to cover their games properly.
So, why not approach your biggest and best local football club a little differently? Here is an idea that will give your presenters the chance to talk local football without boring 75% of listeners. It will provide your station with content that is different and more likely to engage a wider audience. It lasts the whole season. It may mean your station can do something great for the community. And, one last thing: at worst, it’s free.
It is called The Biggest Bet. You may prefer another name.
It works like this. Imagine Townsville United has seen better days: it is now in the lower reaches of Division Two and doesn’t look like making a sustained recovery! Locals feel warm about it but have better things to do than go to games. So - pre-season, this is what you do:
Frist, engage your biggest local bookie. Organise a series of bets for the end of the season: where Townsville will finish in the league? The top scorer? Goals for? Goals against? Etc etc. Some more unusual wagers to add a little fun perhaps – e.g. when will the manager be sacked?
Then, work out with how much of investment would be required to stand a realistic chance of wining upwards of, say, £10,000 at the end of the season
Engage a small number of local charities (say 5) that would like to receive an equal part of the winnings, if there are any.
Get their written approval
Attract a sponsor to underwrite the bets - as a minimum. You may even want to make a small administrative charge. Think about the sales benefits: - a season-long presence; unusual, entertaining and talked-about content; doing something for the community etc.
Finally, place the bets pre-season. Every game gives your presenters the chance to talk about the bets and the game – are we nearer or further from winning? - it’s a fun way to cover the game; it gives radio presenters the chance to bond with the area by mentioning local charities; and it gives the sponsor plenty of good, positive profile
At the end of the season, if you lose the bets – make sure the team takes the blame! If you win, it’s win-win! The charities are happy. The presenters are happy! The sponsor is happy. The bookie may be unhappy!
We teach this one at our Radio School and the students on our radio courses really like it.
Let’s suppose that your station’s in Townsville, a provincial place with a lowly professional football club. On a Saturday afternoon, you are in a fix because covering Townsville United is not what listeners want. Arsenal, Manchester United and others are much more exciting but you don’t have the resources or the access to cover their games properly.
So, why not approach your biggest and best local football club a little differently? Here is an idea that will give your presenters the chance to talk local football without boring 75% of listeners. It will provide your station with content that is different and more likely to engage a wider audience. It lasts the whole season. It may mean your station can do something great for the community. And, one last thing: at worst, it’s free.
It is called The Biggest Bet. You may prefer another name.
It works like this. Imagine Townsville United has seen better days: it is now in the lower reaches of Division Two and doesn’t look like making a sustained recovery! Locals feel warm about it but have better things to do than go to games. So - pre-season, this is what you do:
Frist, engage your biggest local bookie. Organise a series of bets for the end of the season: where Townsville will finish in the league? The top scorer? Goals for? Goals against? Etc etc. Some more unusual wagers to add a little fun perhaps – e.g. when will the manager be sacked?
Then, work out with how much of investment would be required to stand a realistic chance of wining upwards of, say, £10,000 at the end of the season
Engage a small number of local charities (say 5) that would like to receive an equal part of the winnings, if there are any.
Get their written approval
Attract a sponsor to underwrite the bets - as a minimum. You may even want to make a small administrative charge. Think about the sales benefits: - a season-long presence; unusual, entertaining and talked-about content; doing something for the community etc.
Finally, place the bets pre-season. Every game gives your presenters the chance to talk about the bets and the game – are we nearer or further from winning? - it’s a fun way to cover the game; it gives radio presenters the chance to bond with the area by mentioning local charities; and it gives the sponsor plenty of good, positive profile
At the end of the season, if you lose the bets – make sure the team takes the blame! If you win, it’s win-win! The charities are happy. The presenters are happy! The sponsor is happy. The bookie may be unhappy!
Could a man eat grass like cattle in Bible and Quran?
The donkey is mentioned in the Bible 142 times and in the Quran four times, i.e., the Bible cites the donkey 35 times more than the Quran does.
Furthermore, the total words of the Bible are 788,280 while the total words of the Quran are 77,473. It follows that, the Bible has the likely of more than 10 times than the Quran word-wise to talk about The donkey. In addition, the Bible has the prospective of more than 35 times than the Quran topic-wise to utter about the donkey.
The Donkey in the Bible:
Kill every living. Do not spare any:
• They destroyed with the sword every living thing in it—men and women, young and old, donkeys, etc…
• Go and totally destroy everything. Do not spare them; put to death men and women, children and infants, donkeys, etc...
• Kill men and women, children and infants, and donkeys, etc…
Joshua 6:21
"They devoted the city to the LORD and destroyed with the sword every living thing in it—men and women, young and old, cattle, sheep and donkeys."
1 Samuel 15:3
"Now go, attack the Amalekites and totally destroy everything that belongs to them. Do not spare them; put to death men and women, children and infants, cattle and sheep, camels and donkeys.' "
1 Samuel 22:19
"He also put to the sword Nob, the town of the priests, with its men and women, its children and infants, and its cattle, donkeys and sheep."
1 Samuel 27:9
"Whenever David attacked an area, he did not leave a man or woman alive, but took sheep and cattle, donkeys and camels, and clothes. Then he returned to Achish".
The Bible says that "Ishmael" will be a wild donkey of a man and sets on the root of Arabs-Jews conflict and intolerance.
Genesis 16:12
"He (Ishmael) will be a wild donkey of a man; his hand will be against everyone and everyone's hand against him, and he will live in hostility toward all his brothers."
One may think about why Moses wrote in Genesis that His Uncle "Ishmael" will be a wild donkey of a man? Is not it a race-discrimination?
Either Redeem or Kill the firstborn donkey.
One has to redeem every firstborn donkey with a lamb; but if he does not, he has to break its neck. Either way, there should be blood of the lamb or the donkey!
Exodus 13:13
"Redeem with a lamb every firstborn donkey, but if you do not redeem it, break its neck."
Exodus 34:20
"Redeem the firstborn donkey with a lamb, but if you do not redeem it, break its neck."
And there is also a prophecy about the ox and donkey:
Deuteronomy 28:31
"Your ox will be slaughtered before your eyes, but you will eat none of it. Your donkey will be forcibly taken from you and will not be returned. Your sheep will be given to your enemies, and no one will rescue them."
Do not "covet" your neighbor's wife or donkey.
Exodus 20:17
"You shall not covet your neighbor's house. You shall not covet your neighbor's wife, or his manservant or maidservant, his ox or donkey, or anything that belongs to your neighbor."
Deuteronomy 5:21
"You shall not covet your neighbor's wife. You shall not set your desire on your neighbor's house or land, his manservant or maidservant, his ox or donkey, or anything that belongs to your neighbor."
The Donkey and the Sabbath:
You and your Donkey have to keep the Sabbath.
Exodus 23:12
"Six days do your work, but on the seventh day do not work, so that your ox and your donkey may rest and the slave born in your household, and the alien as well, may be refreshed."
Deuteronomy 5:14
"but the seventh day is a Sabbath to the LORD your God. On it you shall not do any work, neither you, nor your son or daughter, nor your manservant or maidservant, nor your ox, your donkey or any of your animals, nor the alien within your gates, so that your manservant and maidservant may rest, as you do."
How do you deal with the donkey, and the fools? With a halter and a rod
Proverbs 26:3
"A whip for the horse, a halter for the donkey, and a rod for the backs of fools!"
The donkey knows his owner's manger, but "Israel" does not know
Isaiah 1:3
"The ox knows his master, the donkey his owner's manger, but Israel does not know, my people do not understand."
The donkeys will eat fodder and mash, spread out with fork and shovel.
Isaiah 30:24
"The oxen and donkeys that work the soil will eat fodder and mash, spread out with fork and shovel."
The policy of burial of a donkey
How do you burry your donkey? Drag away and throw outside.
Jeremiah 22:19
"He will have the burial of a donkey— dragged away and thrown outside the gates of Jerusalem."
Wow!
The Egyptian's genitals are like those of donkeys and their emission (semen) is like that of horses.
Being an Egyptian, I do not know if I should be proud or insulted because of this anatomical and biological verse!
Ezekiel 23:20
"There she lusted after her lovers, whose genitals were like those of donkeys and whose emission was like that of horses."
This following verse talks about a man who will eat grass like cattle.
However, the man's stomach is not like that of cattle.
Man can not utilize and metabolize grass
Daniel 5:21
"He was driven away from people and given the mind of an animal; he lived with the wild donkeys and ate grass like cattle; and his body was drenched with the dew of heaven, until he acknowledged that the Most High God is sovereign over the kingdoms of men and sets over them anyone he wishes."
Believe it or Not!
1) Samson killed a thousand men with a jawbone of a donkey!
Judges 15:15
"Finding a fresh jawbone of a donkey, he grabbed it and struck down a thousand men."
Judges 15:16
"Then Samson said, "With a donkey's jawbone I have made donkeys of them. With a donkey's jawbone I have killed a thousand men."
2) A donkey spoke with a man's voice!
2Peter 2:16
"But he was rebuked for his wrongdoing by a donkey—a beast without speech—who spoke with a man's voice and restrained the prophet's madness".
The Donkey in the Quran:
The story of how Allah made revival of a dead man and donkey.
Surah 2:259
"Or the like of him who, passing by a township which had fallen down upon its roofs and fallen into utter ruin, he exclaimed saying: how shall Allah give this township life after its death? So Allah made him die for a hundred years, and then brought him back to life. He said: how long hast thou tarried? (the man) said: I have tarried a day or part of a day. (He) said: nay, but thou hast tarried for a hundred years. Just look at thy food and drink which - years have not passed over it -and have not rotted! and look at thy donkey: and that we may make of thee a sign unto the people, look further at the bones, how we bring them together and clothe them with flesh." when this was shown clearly to him, he said: "I know that Allah hath power over all things (is able to do all things)."
This story is not mentioned in the Bible.
This story gave a proof to the Jews who denied the revival after death and the afterlife.
The story talks about of preservation of foods for 100 years!
Those who claim they worship Allah but not follow His Law are like donkeys that carry books and not understand what they carry.
Surah 62:5
"The likeness of those who were charged with the (obligations of the) mosaic law (Torah), but who subsequently failed in those (obligations), is as the likeness of the donkey which carries books (but understands them not). evil is the likeness of the people who falsify the signs of Allah (reject the communications of Allah): and Allah guides not the unjust people who do wrong."
This verse is general for any man not only for the Jews.
One can say that:
The likeness of Christians who were charged with the Gospel but who subsequently failed in is as the likeness of the donkey which carries books; and, the likeness of Muslims who were charged with the Quran but who subsequently failed in is as the likeness of the donkey which carries books.
The harshest of all voices is the voice of the donkeys.
Surah 31:19
"And pursue the right course in your going about and lower your voice; surely the harshest of all voices is the voice of the donkeys."
This verse gives two important connotations one is social and the other is scientific.
The social one is to be well-mannered when you pursue your right and to talk to the others in a civil and polite way not with a harsh voice.
The scientific meaning needs some acoustic researches to categorize the voices of the creatures and then we will grant the Quranic fact that the harshest of all voices is that of the donkeys.
Allah Creates what you do not know:
Surah 16:8
"And (HE Has Created) horses and mules and donkeys that you might ride upon them and as an ornament; and HE Creates what you do not know."
This prospective scientific law is applicable and valid for any time.
The Arabs at the time of revelation of the Quran had no idea about most of the creatures. Nevertheless, we also up till now have no idea about many of Allah's creatures. If we follow the everyday discovery of a new virus, bacteria, fungus, etc. we then should acknowledge this prospective Quranic scientific law that is applicable for any time.
Back to our main issue; this is my question to you smart readers: Is the Quran quoted from the Bible? And which book preceded the sciences? The book which says: Go and totally destroy everything, either Redeem or Kill the firstborn donkey, the Egyptian's genitals are like those of donkeys, Samson killed a thousand men with a jawbone of a donkey, a donkey spoke with a man's voice etc. or the book which put a prospective scientific law by saying: " Allah Creates what we do not know".
Furthermore, the total words of the Bible are 788,280 while the total words of the Quran are 77,473. It follows that, the Bible has the likely of more than 10 times than the Quran word-wise to talk about The donkey. In addition, the Bible has the prospective of more than 35 times than the Quran topic-wise to utter about the donkey.
The Donkey in the Bible:
Kill every living. Do not spare any:
• They destroyed with the sword every living thing in it—men and women, young and old, donkeys, etc…
• Go and totally destroy everything. Do not spare them; put to death men and women, children and infants, donkeys, etc...
• Kill men and women, children and infants, and donkeys, etc…
Joshua 6:21
"They devoted the city to the LORD and destroyed with the sword every living thing in it—men and women, young and old, cattle, sheep and donkeys."
1 Samuel 15:3
"Now go, attack the Amalekites and totally destroy everything that belongs to them. Do not spare them; put to death men and women, children and infants, cattle and sheep, camels and donkeys.' "
1 Samuel 22:19
"He also put to the sword Nob, the town of the priests, with its men and women, its children and infants, and its cattle, donkeys and sheep."
1 Samuel 27:9
"Whenever David attacked an area, he did not leave a man or woman alive, but took sheep and cattle, donkeys and camels, and clothes. Then he returned to Achish".
The Bible says that "Ishmael" will be a wild donkey of a man and sets on the root of Arabs-Jews conflict and intolerance.
Genesis 16:12
"He (Ishmael) will be a wild donkey of a man; his hand will be against everyone and everyone's hand against him, and he will live in hostility toward all his brothers."
One may think about why Moses wrote in Genesis that His Uncle "Ishmael" will be a wild donkey of a man? Is not it a race-discrimination?
Either Redeem or Kill the firstborn donkey.
One has to redeem every firstborn donkey with a lamb; but if he does not, he has to break its neck. Either way, there should be blood of the lamb or the donkey!
Exodus 13:13
"Redeem with a lamb every firstborn donkey, but if you do not redeem it, break its neck."
Exodus 34:20
"Redeem the firstborn donkey with a lamb, but if you do not redeem it, break its neck."
And there is also a prophecy about the ox and donkey:
Deuteronomy 28:31
"Your ox will be slaughtered before your eyes, but you will eat none of it. Your donkey will be forcibly taken from you and will not be returned. Your sheep will be given to your enemies, and no one will rescue them."
Do not "covet" your neighbor's wife or donkey.
Exodus 20:17
"You shall not covet your neighbor's house. You shall not covet your neighbor's wife, or his manservant or maidservant, his ox or donkey, or anything that belongs to your neighbor."
Deuteronomy 5:21
"You shall not covet your neighbor's wife. You shall not set your desire on your neighbor's house or land, his manservant or maidservant, his ox or donkey, or anything that belongs to your neighbor."
The Donkey and the Sabbath:
You and your Donkey have to keep the Sabbath.
Exodus 23:12
"Six days do your work, but on the seventh day do not work, so that your ox and your donkey may rest and the slave born in your household, and the alien as well, may be refreshed."
Deuteronomy 5:14
"but the seventh day is a Sabbath to the LORD your God. On it you shall not do any work, neither you, nor your son or daughter, nor your manservant or maidservant, nor your ox, your donkey or any of your animals, nor the alien within your gates, so that your manservant and maidservant may rest, as you do."
How do you deal with the donkey, and the fools? With a halter and a rod
Proverbs 26:3
"A whip for the horse, a halter for the donkey, and a rod for the backs of fools!"
The donkey knows his owner's manger, but "Israel" does not know
Isaiah 1:3
"The ox knows his master, the donkey his owner's manger, but Israel does not know, my people do not understand."
The donkeys will eat fodder and mash, spread out with fork and shovel.
Isaiah 30:24
"The oxen and donkeys that work the soil will eat fodder and mash, spread out with fork and shovel."
The policy of burial of a donkey
How do you burry your donkey? Drag away and throw outside.
Jeremiah 22:19
"He will have the burial of a donkey— dragged away and thrown outside the gates of Jerusalem."
Wow!
The Egyptian's genitals are like those of donkeys and their emission (semen) is like that of horses.
Being an Egyptian, I do not know if I should be proud or insulted because of this anatomical and biological verse!
Ezekiel 23:20
"There she lusted after her lovers, whose genitals were like those of donkeys and whose emission was like that of horses."
This following verse talks about a man who will eat grass like cattle.
However, the man's stomach is not like that of cattle.
Man can not utilize and metabolize grass
Daniel 5:21
"He was driven away from people and given the mind of an animal; he lived with the wild donkeys and ate grass like cattle; and his body was drenched with the dew of heaven, until he acknowledged that the Most High God is sovereign over the kingdoms of men and sets over them anyone he wishes."
Believe it or Not!
1) Samson killed a thousand men with a jawbone of a donkey!
Judges 15:15
"Finding a fresh jawbone of a donkey, he grabbed it and struck down a thousand men."
Judges 15:16
"Then Samson said, "With a donkey's jawbone I have made donkeys of them. With a donkey's jawbone I have killed a thousand men."
2) A donkey spoke with a man's voice!
2Peter 2:16
"But he was rebuked for his wrongdoing by a donkey—a beast without speech—who spoke with a man's voice and restrained the prophet's madness".
The Donkey in the Quran:
The story of how Allah made revival of a dead man and donkey.
Surah 2:259
"Or the like of him who, passing by a township which had fallen down upon its roofs and fallen into utter ruin, he exclaimed saying: how shall Allah give this township life after its death? So Allah made him die for a hundred years, and then brought him back to life. He said: how long hast thou tarried? (the man) said: I have tarried a day or part of a day. (He) said: nay, but thou hast tarried for a hundred years. Just look at thy food and drink which - years have not passed over it -and have not rotted! and look at thy donkey: and that we may make of thee a sign unto the people, look further at the bones, how we bring them together and clothe them with flesh." when this was shown clearly to him, he said: "I know that Allah hath power over all things (is able to do all things)."
This story is not mentioned in the Bible.
This story gave a proof to the Jews who denied the revival after death and the afterlife.
The story talks about of preservation of foods for 100 years!
Those who claim they worship Allah but not follow His Law are like donkeys that carry books and not understand what they carry.
Surah 62:5
"The likeness of those who were charged with the (obligations of the) mosaic law (Torah), but who subsequently failed in those (obligations), is as the likeness of the donkey which carries books (but understands them not). evil is the likeness of the people who falsify the signs of Allah (reject the communications of Allah): and Allah guides not the unjust people who do wrong."
This verse is general for any man not only for the Jews.
One can say that:
The likeness of Christians who were charged with the Gospel but who subsequently failed in is as the likeness of the donkey which carries books; and, the likeness of Muslims who were charged with the Quran but who subsequently failed in is as the likeness of the donkey which carries books.
The harshest of all voices is the voice of the donkeys.
Surah 31:19
"And pursue the right course in your going about and lower your voice; surely the harshest of all voices is the voice of the donkeys."
This verse gives two important connotations one is social and the other is scientific.
The social one is to be well-mannered when you pursue your right and to talk to the others in a civil and polite way not with a harsh voice.
The scientific meaning needs some acoustic researches to categorize the voices of the creatures and then we will grant the Quranic fact that the harshest of all voices is that of the donkeys.
Allah Creates what you do not know:
Surah 16:8
"And (HE Has Created) horses and mules and donkeys that you might ride upon them and as an ornament; and HE Creates what you do not know."
This prospective scientific law is applicable and valid for any time.
The Arabs at the time of revelation of the Quran had no idea about most of the creatures. Nevertheless, we also up till now have no idea about many of Allah's creatures. If we follow the everyday discovery of a new virus, bacteria, fungus, etc. we then should acknowledge this prospective Quranic scientific law that is applicable for any time.
Back to our main issue; this is my question to you smart readers: Is the Quran quoted from the Bible? And which book preceded the sciences? The book which says: Go and totally destroy everything, either Redeem or Kill the firstborn donkey, the Egyptian's genitals are like those of donkeys, Samson killed a thousand men with a jawbone of a donkey, a donkey spoke with a man's voice etc. or the book which put a prospective scientific law by saying: " Allah Creates what we do not know".
College Admission Essay Samples
College admission essay samples are written by professional academic writing services and presented for view by students who think they can pay for such papers for submission alongside their application package. These papers are illustrations of what these services can provide and there is a price for obtaining each of these papers, depending on the subject or category or the level/academic standing of the receiving institution.
The purpose of admission papers is to prove to a committee that you are capable of doing something remarkable. But most of the times, students engage themselves into buying sample essays or tend to copy these samples and rewrite them for submission to colleges. One question worth asking is: Is it worth a practice? The goal of any student is to gain an admission into college, successfully complete the curriculum and have something reasonable in the form of future employment. But when you copy sample papers or when you allow these papers to be written for you, you no longer have a purpose or an objective to pursue. Most prospective students find it hard to write because they simply do not want to make it part and parcel of their lives to be engaged in the writing process.
Every year, thousands of sample papers are submitted as application papers to colleges. It is now easier for academic authorities to detect these. They know your level of education and they know what has been professionally written. However, if you incorporate all the guidelines to writing your paper, it could still come out as a professionally written paper.
The actual purpose of sample papers should be a guide to writing your own paper. Remember that application papers are all that they require knowing about you. Do you think somebody else can know you more than you do? Knowing yourself means personally writing about you. If you personally make them feel they know you, it will be hard for them to reject your application. Most students will submit sample papers, yet succeed. But when this practice starts, it continues and it is eventually perfected in other settings beyond college.
It is true that admission paper tend to be very technical. But it is a must that you personally answer the question. If you rely on sample applications, why don’t you pay the admission officers to secure an admission for you?
College admission essay samples should serve as admission guide for writing. Writing is not a solitary process in this circumstance. Writing help is available in different forms and samples are just one of the many forms. While help from sample papers can do the job, the benefits of you personally putting pen to paper cannot be over emphasized. Some sample papers will offer just the basics of writing an introduction, the body and the conclusion. The extent to which you will get help from these papers will very depending on your level of education and the quality of the paper. However, when you look at these papers, look beyond the ideas to the approaches, placement of opinions and manner of conclusion.
The purpose of admission papers is to prove to a committee that you are capable of doing something remarkable. But most of the times, students engage themselves into buying sample essays or tend to copy these samples and rewrite them for submission to colleges. One question worth asking is: Is it worth a practice? The goal of any student is to gain an admission into college, successfully complete the curriculum and have something reasonable in the form of future employment. But when you copy sample papers or when you allow these papers to be written for you, you no longer have a purpose or an objective to pursue. Most prospective students find it hard to write because they simply do not want to make it part and parcel of their lives to be engaged in the writing process.
Every year, thousands of sample papers are submitted as application papers to colleges. It is now easier for academic authorities to detect these. They know your level of education and they know what has been professionally written. However, if you incorporate all the guidelines to writing your paper, it could still come out as a professionally written paper.
The actual purpose of sample papers should be a guide to writing your own paper. Remember that application papers are all that they require knowing about you. Do you think somebody else can know you more than you do? Knowing yourself means personally writing about you. If you personally make them feel they know you, it will be hard for them to reject your application. Most students will submit sample papers, yet succeed. But when this practice starts, it continues and it is eventually perfected in other settings beyond college.
It is true that admission paper tend to be very technical. But it is a must that you personally answer the question. If you rely on sample applications, why don’t you pay the admission officers to secure an admission for you?
College admission essay samples should serve as admission guide for writing. Writing is not a solitary process in this circumstance. Writing help is available in different forms and samples are just one of the many forms. While help from sample papers can do the job, the benefits of you personally putting pen to paper cannot be over emphasized. Some sample papers will offer just the basics of writing an introduction, the body and the conclusion. The extent to which you will get help from these papers will very depending on your level of education and the quality of the paper. However, when you look at these papers, look beyond the ideas to the approaches, placement of opinions and manner of conclusion.
College Admission Essay Format
College admission essay format is a design to make your essay appear impressive and professional. There are some guidelines that have been set by academic authorities to make your essay have an ideal presentation. These guidelines must be followed because they will be evaluated as part of the paper.
Formatting an admission paper begins with a good header. Your admission paper will require a title page. The titled page should contain on separated lines, centered and double spaced, the title of the paper and the writer’s name. The instructor’s name and the course name are left out since this is not a work for class presentation. Most admission papers are not necessary to be started using outlines. But if you use an outline to commence the paper, the outline should be typed on the centre of the page one inch from the top and double-space the outline to fit the first line of the text. Take note that the outline should appear in short sentence form rather than in the shorter topic form. It is a skeleton of the admission paper.
Number all pages of your paper. If you use the MLA format, number all pages after the title page in the upper right hand corner, half an inch from the top. The outline pages should be number with small Roman numerals. Number the text pages with Arabic in the upper right hand corner. Begin the text one inch from the top and leave one inch margin at the bottom and sides of the paper.
You will normally be given word or page limits. Respect these limits even if you think you have something very important to write about. If you go beyond these limits, the rest of the work will be discarded.
If you are not given a particular font style, use the clear formatting. This will require a twelve point font size using times new roman.
The paper must have an introduction, a body and a conclusion. There will be so many admission essays to be viewed by instructors and if your paper fails to meet these standards, they will be nervous and may end up giving poor grades or even shoving your paper aside. Nothing should be taken with delight because there is no room for making corrections. The only available correction is that you will not be admitted into that particular college.
The requirement of typing out your paper should not be repeated. Almost all admission essays are typed out. This will allow for an easy reading of your essay. Most teachers are so obsessed about the handwritings of students. Anything boring or not visible will receive little or no attention. Take note that at times, you may even find it difficult to read what you have written.
College admission essay format has a lot of ins and outs to cater for. In researching and writing this paper, you will not only draw inspirations from library research techniques, but also ask from your teachers or get help from parents. There are different styles such as the MLA, APA, and CBE etc. It is of the student’s interest to have an insight into all these styles of writing and know what path his or her curriculum takes.
Formatting an admission paper begins with a good header. Your admission paper will require a title page. The titled page should contain on separated lines, centered and double spaced, the title of the paper and the writer’s name. The instructor’s name and the course name are left out since this is not a work for class presentation. Most admission papers are not necessary to be started using outlines. But if you use an outline to commence the paper, the outline should be typed on the centre of the page one inch from the top and double-space the outline to fit the first line of the text. Take note that the outline should appear in short sentence form rather than in the shorter topic form. It is a skeleton of the admission paper.
Number all pages of your paper. If you use the MLA format, number all pages after the title page in the upper right hand corner, half an inch from the top. The outline pages should be number with small Roman numerals. Number the text pages with Arabic in the upper right hand corner. Begin the text one inch from the top and leave one inch margin at the bottom and sides of the paper.
You will normally be given word or page limits. Respect these limits even if you think you have something very important to write about. If you go beyond these limits, the rest of the work will be discarded.
If you are not given a particular font style, use the clear formatting. This will require a twelve point font size using times new roman.
The paper must have an introduction, a body and a conclusion. There will be so many admission essays to be viewed by instructors and if your paper fails to meet these standards, they will be nervous and may end up giving poor grades or even shoving your paper aside. Nothing should be taken with delight because there is no room for making corrections. The only available correction is that you will not be admitted into that particular college.
The requirement of typing out your paper should not be repeated. Almost all admission essays are typed out. This will allow for an easy reading of your essay. Most teachers are so obsessed about the handwritings of students. Anything boring or not visible will receive little or no attention. Take note that at times, you may even find it difficult to read what you have written.
College admission essay format has a lot of ins and outs to cater for. In researching and writing this paper, you will not only draw inspirations from library research techniques, but also ask from your teachers or get help from parents. There are different styles such as the MLA, APA, and CBE etc. It is of the student’s interest to have an insight into all these styles of writing and know what path his or her curriculum takes.
College Essay Editing
College essay editing is getting the right words fit into your essay. Editing an essay does not come at the end of the paper. It should come at any point that you write down a sentence. There are three motives behind editing a college script. You edit to ensure that the script has a purpose and direction; you ensure that the script has been well structured and you edit to make the work appealing to your audience.
Editing for a purpose means interpreting that your writing really accomplishes whatever your intentions are. When you finish your essay, the purpose might have shifted from its original intention to an entirely new direction. This is particularly the case of complex and indirect topics or for other topics that start without a clear direction. When this occurs, the following questions will be there to guide you: what exactly do you want to say? Is the purpose of your paper clearly stated in your essay? Are there enough hints that any reader can use to determine this? Has the paper said all that had to be said and do all the paragraphs have the same purpose? Do you still believe in the things you have written? Is there enough supportive evidence to back up what you have raised in the paper? Are your evidence convincing? Genuine answers to these questions are the cornerstone to a successful editing.
When you edit for structure, you make sure that the order of your ideas and the arrangement of materials is as effective as possible. Take note that in a well structured essay, each part should fulfill a clear function. Study the opening and closing paragraphs to ensure that they are appropriate, to the point and appealing. Have a reason for putting them in the order that you choose. Consider the following questions to take you through: does the introduction tells of the whole paper; does it grabs the reader’s attention and hint at what is to follow? Does they body of the work has all that has been promised in the opening? Is there a topic sentence in each paragraph? Is every paragraph well connected to each other? Will any paragraph make more sense if left out or if rewritten? Does the conclusion reflect the body of the work?
College essay editing ends with the ultimate consideration of the audience. The essay will be successful only if it succeeds with a particular audience. Take the time to consider the temperaments of your readers. Put yourself in the position of the reader. Has the essay told them what they will want to know from what they already know? Are there passages where the reader might find boring, could these passages be rewritten or thrown out? Will the reader feel they have not been given what was promised in the introduction? Have you anticipated all reasonable questions that the reader might ask? Have you used any technical language that the reader might not be able to understand? Have you used any sexist or offensive language? Will the reader be convinced that you have told them something worth knowing? Once you provide a genuine answer to all the above questions, you would have gotten the right words for any essay paper.
Editing for a purpose means interpreting that your writing really accomplishes whatever your intentions are. When you finish your essay, the purpose might have shifted from its original intention to an entirely new direction. This is particularly the case of complex and indirect topics or for other topics that start without a clear direction. When this occurs, the following questions will be there to guide you: what exactly do you want to say? Is the purpose of your paper clearly stated in your essay? Are there enough hints that any reader can use to determine this? Has the paper said all that had to be said and do all the paragraphs have the same purpose? Do you still believe in the things you have written? Is there enough supportive evidence to back up what you have raised in the paper? Are your evidence convincing? Genuine answers to these questions are the cornerstone to a successful editing.
When you edit for structure, you make sure that the order of your ideas and the arrangement of materials is as effective as possible. Take note that in a well structured essay, each part should fulfill a clear function. Study the opening and closing paragraphs to ensure that they are appropriate, to the point and appealing. Have a reason for putting them in the order that you choose. Consider the following questions to take you through: does the introduction tells of the whole paper; does it grabs the reader’s attention and hint at what is to follow? Does they body of the work has all that has been promised in the opening? Is there a topic sentence in each paragraph? Is every paragraph well connected to each other? Will any paragraph make more sense if left out or if rewritten? Does the conclusion reflect the body of the work?
College essay editing ends with the ultimate consideration of the audience. The essay will be successful only if it succeeds with a particular audience. Take the time to consider the temperaments of your readers. Put yourself in the position of the reader. Has the essay told them what they will want to know from what they already know? Are there passages where the reader might find boring, could these passages be rewritten or thrown out? Will the reader feel they have not been given what was promised in the introduction? Have you anticipated all reasonable questions that the reader might ask? Have you used any technical language that the reader might not be able to understand? Have you used any sexist or offensive language? Will the reader be convinced that you have told them something worth knowing? Once you provide a genuine answer to all the above questions, you would have gotten the right words for any essay paper.
10 Easy Ways To Make Children Smarter
Scientific research shows that intelligence is both genetic and environmental. Intelligence is also not fixed but can be increased because the brain develops new neurons and interconnections with stimulation.
A supportive environment fosters numerous aspects of intelligence. The following 10 easy ways to stimulate intelligence in children will provide an "enriched environment" for brain growth.
One: Love and Self-Esteem Improve Academic Performance
In a long series of experiments, Prescott Lecky, an American educational researcher, found a high correlation between low self-esteem and learning problems in children.
He correctly theorized that by raising a child's self-esteem, learning performance would also improve.
His success stories include a poor speller who averaged 55 in six months, a Latin student who went from 30 after three encouraging conversations with a teacher, and a student considered to have no aptitude for English who improved over a semester to win the school's literary prize.
Two: Breast Fed Babies Are Smarter
Danish researchers found that mother's milk contained essential micronutrients for brain development. In fact, the longer the child was breast fed, the more the brain was nourished. For example, infants breast fed for 9 months were smarter than infants only breast-fed for two months.
Three: Proper Nutrition Improve Health And Nerve Conduction
Diets high in sugar, Trans fatty acids, and salt decreased health in children. Junk food failed to provide sufficient iron for healthy brain development, resulting in poor nerve impulses. Children with nutritional deficiency also missed school more often because of illness and fell behind their peers.
Four: Proper Breakfast Improves Attention At School
Thirty years of research has shown a strong correlation between breakfast and mental alertness. Children who had nutritious breakfasts had better memory. They also concentrated better and absorbed more information during class. Those who had no breakfast or poor breakfast were more irritable and distracted during class.
Five: Exercise Benefits Intelligence And Personality
Research conducted by the University of Illinois showed that fitter children performed better academically. Besides the obvious physiological benefits of improved oxygen intake, blood flow, immune stimulation, and neural transmission, there was also a psychological and sociological component, too. Psychologically, fitter children showed higher self-esteem. Sociologically, those who participated in organized sports displayed more confidence, more cooperation, and spontaneous leadership.
Six: Musical Training Improves IQ Into Adulthood
Long-term research by the University of Toronto showed that organized music lessons benefited children all the way into adulthood. The longer the child studied music, the higher their IQs as adults. Music students also displayed better grades throughout their schooling.
Seven: Some Video Games Enhance Mental Acuity
Research by the University of Rochester found that certain video games improved sensory perception, strategic thinking, and planning ahead of time. The video games that created positive mental improvements had an educational element that improved motor skills and enhanced memory.
Eight: Mind Games Do More Than Entertain
Board games like chess, checkers, creative games like Lego and jigsaw puzzles, and brainteaser games like crosswords, cryptograms, riddles, and Sudoku improved intelligence. Specifically, they stimulated better decision-making, smarter analytical thinking, and more accurate problem solving.
Nine: Reading Improves Both Creativity And Logic
Whether a child was read to at bedtime, or actively read their own books, silently or aloud, they displayed increased left and right brain intellectual growth. Both fiction and non-fiction books improved creative imagination and logical, sequential thinking.
Ten: Nurturing Curiosity Creates An Open, Absorbent Mind
Curiosity, the urge to seek knowledge, is essential to improving intelligence in children. Conducting educational outings, teaching new skills, and supporting hobbies encouraged the development of curiosity.
These 10 ways of raising intelligence in children are easy to apply, practical, and within the reach of parents and teachers. Research has shown that they are highly effective in creating the environmental support children need to develop their intelligence.
A supportive environment fosters numerous aspects of intelligence. The following 10 easy ways to stimulate intelligence in children will provide an "enriched environment" for brain growth.
One: Love and Self-Esteem Improve Academic Performance
In a long series of experiments, Prescott Lecky, an American educational researcher, found a high correlation between low self-esteem and learning problems in children.
He correctly theorized that by raising a child's self-esteem, learning performance would also improve.
His success stories include a poor speller who averaged 55 in six months, a Latin student who went from 30 after three encouraging conversations with a teacher, and a student considered to have no aptitude for English who improved over a semester to win the school's literary prize.
Two: Breast Fed Babies Are Smarter
Danish researchers found that mother's milk contained essential micronutrients for brain development. In fact, the longer the child was breast fed, the more the brain was nourished. For example, infants breast fed for 9 months were smarter than infants only breast-fed for two months.
Three: Proper Nutrition Improve Health And Nerve Conduction
Diets high in sugar, Trans fatty acids, and salt decreased health in children. Junk food failed to provide sufficient iron for healthy brain development, resulting in poor nerve impulses. Children with nutritional deficiency also missed school more often because of illness and fell behind their peers.
Four: Proper Breakfast Improves Attention At School
Thirty years of research has shown a strong correlation between breakfast and mental alertness. Children who had nutritious breakfasts had better memory. They also concentrated better and absorbed more information during class. Those who had no breakfast or poor breakfast were more irritable and distracted during class.
Five: Exercise Benefits Intelligence And Personality
Research conducted by the University of Illinois showed that fitter children performed better academically. Besides the obvious physiological benefits of improved oxygen intake, blood flow, immune stimulation, and neural transmission, there was also a psychological and sociological component, too. Psychologically, fitter children showed higher self-esteem. Sociologically, those who participated in organized sports displayed more confidence, more cooperation, and spontaneous leadership.
Six: Musical Training Improves IQ Into Adulthood
Long-term research by the University of Toronto showed that organized music lessons benefited children all the way into adulthood. The longer the child studied music, the higher their IQs as adults. Music students also displayed better grades throughout their schooling.
Seven: Some Video Games Enhance Mental Acuity
Research by the University of Rochester found that certain video games improved sensory perception, strategic thinking, and planning ahead of time. The video games that created positive mental improvements had an educational element that improved motor skills and enhanced memory.
Eight: Mind Games Do More Than Entertain
Board games like chess, checkers, creative games like Lego and jigsaw puzzles, and brainteaser games like crosswords, cryptograms, riddles, and Sudoku improved intelligence. Specifically, they stimulated better decision-making, smarter analytical thinking, and more accurate problem solving.
Nine: Reading Improves Both Creativity And Logic
Whether a child was read to at bedtime, or actively read their own books, silently or aloud, they displayed increased left and right brain intellectual growth. Both fiction and non-fiction books improved creative imagination and logical, sequential thinking.
Ten: Nurturing Curiosity Creates An Open, Absorbent Mind
Curiosity, the urge to seek knowledge, is essential to improving intelligence in children. Conducting educational outings, teaching new skills, and supporting hobbies encouraged the development of curiosity.
These 10 ways of raising intelligence in children are easy to apply, practical, and within the reach of parents and teachers. Research has shown that they are highly effective in creating the environmental support children need to develop their intelligence.
Learning Strategies Made Easy
We all could use a little help in making learning a little easier. With simple strategies, you can help yourself or your child learn to perfect test taking and improve study skills.
Studies have shown that from late elementary school into college, studying and test taking is often a major hurdle for children. And if your child already has a learning disability, the difficulty can be even more pronounced. If your child’s test scores have fallen during this time period and their stress level has increased, there are a handful of ways you can help. Questions to ask include:
1. Does your child know what to study? If your child appears to have difficulty discerning what to remember during a lecture or in reading a textbook, ask them these few questions: a) Have they checked in with the teacher about the content of the test? b) Has the teacher provided a study guide or practice test? c) Does your child have a plan for studying?
Helping your child recognize verbal cues the teacher may give that will signal the information’s importance is also important. If the teacher says, “Write this down”, “Let Me Summarize”, “This Is Important” or “I’ll write this on the board”, the student should make note of the information. Review information in your child’s textbook with them as well, going over chapter and section headings, words, phrases or sentences that appear in bold, sidebar information and questions at the end of each chapter.
2. Does your child know how to study? – Show your child strategies in organizing, remembering, and prioritizing information. Make sure your child is also doing nightly reading assignments and using a system to record information. Have your child summarize to you what they have learned and help your child organize their materials by cleaning out binders and folders, or setting up sections with tabs. Showing your child tricks in remembering information through sentences or acronyms, rhymes or relating information known to something unknown, can be helpful. Drawing pictures or cartoons is also helpful to many students, especially if they are a visual learner.
3. Does your child know how to monitor their work?– As a student, you need to have necessary skills to check your work. Ask your child to look through graded homework assignments and previous tests to find patterns of mistakes. Another solution is to help your child make a personalized checklist of test taking techniques, looking back to see if any questions were missed or if the answer to the problem was properly spelled out and answered accordingly.
4. Does your child know how to set goals and pace their work?– Does your child rush through studies? You can help your child set goals and pace their work. Ask them to create and review a study plan, setting a timer for a certain study period. Make sure your child builds short breaks into their schedule. Encourage your child to focus on their strengths and emphasize their efforts and that you are proud of them.
Practice these four strategies with your child or even with yourself and you will find that such practices will follow you through a lifetime and reward you over and over again.
Studies have shown that from late elementary school into college, studying and test taking is often a major hurdle for children. And if your child already has a learning disability, the difficulty can be even more pronounced. If your child’s test scores have fallen during this time period and their stress level has increased, there are a handful of ways you can help. Questions to ask include:
1. Does your child know what to study? If your child appears to have difficulty discerning what to remember during a lecture or in reading a textbook, ask them these few questions: a) Have they checked in with the teacher about the content of the test? b) Has the teacher provided a study guide or practice test? c) Does your child have a plan for studying?
Helping your child recognize verbal cues the teacher may give that will signal the information’s importance is also important. If the teacher says, “Write this down”, “Let Me Summarize”, “This Is Important” or “I’ll write this on the board”, the student should make note of the information. Review information in your child’s textbook with them as well, going over chapter and section headings, words, phrases or sentences that appear in bold, sidebar information and questions at the end of each chapter.
2. Does your child know how to study? – Show your child strategies in organizing, remembering, and prioritizing information. Make sure your child is also doing nightly reading assignments and using a system to record information. Have your child summarize to you what they have learned and help your child organize their materials by cleaning out binders and folders, or setting up sections with tabs. Showing your child tricks in remembering information through sentences or acronyms, rhymes or relating information known to something unknown, can be helpful. Drawing pictures or cartoons is also helpful to many students, especially if they are a visual learner.
3. Does your child know how to monitor their work?– As a student, you need to have necessary skills to check your work. Ask your child to look through graded homework assignments and previous tests to find patterns of mistakes. Another solution is to help your child make a personalized checklist of test taking techniques, looking back to see if any questions were missed or if the answer to the problem was properly spelled out and answered accordingly.
4. Does your child know how to set goals and pace their work?– Does your child rush through studies? You can help your child set goals and pace their work. Ask them to create and review a study plan, setting a timer for a certain study period. Make sure your child builds short breaks into their schedule. Encourage your child to focus on their strengths and emphasize their efforts and that you are proud of them.
Practice these four strategies with your child or even with yourself and you will find that such practices will follow you through a lifetime and reward you over and over again.
Audio Books – Not Just for the Blind.
All my adult life I have been listening to audio books. And I am not even blind! Let me tell you how come, and why I love this form of reading.
To pass my exams in high school I had to learn pretty heavy chunks of information more or less by hearth. To excel in subjects like geography and history almost entirely depended on a capacity to parrot a long string of prefab information. Creativity was neither required nor recommended.
Now I happen to have an excellent short-term memory. So it was only natural for me to read aloud the stuff in the books and record it on my beloved tape recorder, and a few days before my exam I sprang into action. Comfortably lying on my bed, refreshments and cigarettes within reach, I listened with an alert, blank and open mind to the words, allowing themselves to imprint them on my memory.
I soon found out that simply by hearing these ‘audio books’, not even trying to remember, was the best way to remember them! Very Yin indeed! Repeating this process about five or six times as closely to the day of the exam brought me extraordinary ratings for extraordinary little effort. So this was a bit my magic trick!
Later I my life came a few years that I had to write a great amount of poetry. Regardless of the quality, which was very uneven, at least the sheer bulk of it was quite impressive. Recording the stuff and listening it back made it a lot easier to find out which ones were merely word salad, and which ones made sense, or better still, made lucidly nonsense, or transcended the sense/nonsense dichotomy altogether (The best!). I also recorded poems of good poets to appreciate their work and to be subliminally influenced by them.
Then came the years that I fell in love with Indian philosophy, and once again my tape recorder functioned as an adequate extension of my memory. How often did I play the audio book ‘I am that’ by the great Indian sage Nisargadatta, in a Dutch translation? Of course I do not know, but I reckon it to be a few hundred times! Shorter and more poetic pieces like The Book of Ecclesiastics (it’s even in the bible!), accompanied by my own piano playing also proved quite palatable and interesting.
Now, do not let me misunderstood! I like books, and it is a great thing to sit in an easy chair underneath a cosy lamp, being absorbed in anyone’s flights of fancy or lightning bolts of insight! But if I really value a book, I get it as an audio book, or I record it myself. A great advantage is that it allows the body to take any position; lying down (my personal all time favorite!), standing, walking down the street with a walk-or disc man, etc. A few times one could see me reading a book while walking down the street, but this is at the same time a bit hazardous as well as a bit eccentric looking, which is ok, but maybe one should care not to look too eccentric too often in the eyes of too many people.
Audio books are safer and less odd. In one’s home it enables one to continue reading while cooking, ironing, going to the bathroom, etc. Long live continuity!
Another great advantage is that one can listen to it without concentrating on it, which, I strongly believe, allows the words to percolate in quit interesting and penetrating ways. One studies without studying, so to say. It is a bit like the way a child learns to speak. With or without specific concentration the young child hears all those grown-ups make those mysterious noises, accompanied by their no less mysterious behavior. Somehow there is felt to be a correspondence between the two; something within the child resonates, making it to imitate the grown-ups, who have the standing of gods for the child; it starts recognizing its own name, as well as the fathomless meaning of the word ‘I’ and there you are: welcome to the Culture Club!
My guess is that this oral transmission is very powerful in allowing sub-and supra conscious energies to join the game. In this sense Audio Books are truly post-modern: the oral tradition is the archaic one, the literal tradition the modern one, and the new born audio book tradition a revival of archaic power on a higher wind of the spiral.
Self made Audio Books make nice presents too. I can say that some of my friends say they really enjoy the recordings I gave them. Well, maybe they are just polite…
Anyway, enjoyed actively, passively, or both, Audio Books are here to stay. In my opinion, one has not even to be a great fan of many aspects of modern digital technology to be fairly enthusiastic about Audio Books. I work with them most of my life, and found little or no reason to suspect them. Come on; let me hear you read this article aloud.
To pass my exams in high school I had to learn pretty heavy chunks of information more or less by hearth. To excel in subjects like geography and history almost entirely depended on a capacity to parrot a long string of prefab information. Creativity was neither required nor recommended.
Now I happen to have an excellent short-term memory. So it was only natural for me to read aloud the stuff in the books and record it on my beloved tape recorder, and a few days before my exam I sprang into action. Comfortably lying on my bed, refreshments and cigarettes within reach, I listened with an alert, blank and open mind to the words, allowing themselves to imprint them on my memory.
I soon found out that simply by hearing these ‘audio books’, not even trying to remember, was the best way to remember them! Very Yin indeed! Repeating this process about five or six times as closely to the day of the exam brought me extraordinary ratings for extraordinary little effort. So this was a bit my magic trick!
Later I my life came a few years that I had to write a great amount of poetry. Regardless of the quality, which was very uneven, at least the sheer bulk of it was quite impressive. Recording the stuff and listening it back made it a lot easier to find out which ones were merely word salad, and which ones made sense, or better still, made lucidly nonsense, or transcended the sense/nonsense dichotomy altogether (The best!). I also recorded poems of good poets to appreciate their work and to be subliminally influenced by them.
Then came the years that I fell in love with Indian philosophy, and once again my tape recorder functioned as an adequate extension of my memory. How often did I play the audio book ‘I am that’ by the great Indian sage Nisargadatta, in a Dutch translation? Of course I do not know, but I reckon it to be a few hundred times! Shorter and more poetic pieces like The Book of Ecclesiastics (it’s even in the bible!), accompanied by my own piano playing also proved quite palatable and interesting.
Now, do not let me misunderstood! I like books, and it is a great thing to sit in an easy chair underneath a cosy lamp, being absorbed in anyone’s flights of fancy or lightning bolts of insight! But if I really value a book, I get it as an audio book, or I record it myself. A great advantage is that it allows the body to take any position; lying down (my personal all time favorite!), standing, walking down the street with a walk-or disc man, etc. A few times one could see me reading a book while walking down the street, but this is at the same time a bit hazardous as well as a bit eccentric looking, which is ok, but maybe one should care not to look too eccentric too often in the eyes of too many people.
Audio books are safer and less odd. In one’s home it enables one to continue reading while cooking, ironing, going to the bathroom, etc. Long live continuity!
Another great advantage is that one can listen to it without concentrating on it, which, I strongly believe, allows the words to percolate in quit interesting and penetrating ways. One studies without studying, so to say. It is a bit like the way a child learns to speak. With or without specific concentration the young child hears all those grown-ups make those mysterious noises, accompanied by their no less mysterious behavior. Somehow there is felt to be a correspondence between the two; something within the child resonates, making it to imitate the grown-ups, who have the standing of gods for the child; it starts recognizing its own name, as well as the fathomless meaning of the word ‘I’ and there you are: welcome to the Culture Club!
My guess is that this oral transmission is very powerful in allowing sub-and supra conscious energies to join the game. In this sense Audio Books are truly post-modern: the oral tradition is the archaic one, the literal tradition the modern one, and the new born audio book tradition a revival of archaic power on a higher wind of the spiral.
Self made Audio Books make nice presents too. I can say that some of my friends say they really enjoy the recordings I gave them. Well, maybe they are just polite…
Anyway, enjoyed actively, passively, or both, Audio Books are here to stay. In my opinion, one has not even to be a great fan of many aspects of modern digital technology to be fairly enthusiastic about Audio Books. I work with them most of my life, and found little or no reason to suspect them. Come on; let me hear you read this article aloud.
Math Anxiety - its causes
To have math anxiety is alright. But to harbour it without overcoming its negative impact on math learning is not alright. This article is written with the hope that whoever has this math anxiety has a chance to recover and improve on math if you are willing to change your attitude towards learning of math.
To overcome math anxiety, we need to know what causes it before we can "attack" it. There are many factors contributing to this problematic math anxiety. The list is not exhaustive.
Its causes:
Personality (strong pride)
Past learning experience
Family background
Math teacher perception of math
Math teacher teaching style
complexity of math topics
Standard of classmate math level
Understanding the math relation to real life applications.
In order to minimise or remove the math anxiety, we need to identify the factor(s) contributing most to it. We can slowly change our view towards them and think positively instead of worrying for its impact. Ask and allow math questions to be answered. Knowing more means more confidence in handling math. More confidence means less math anxiety. This spiral upwardly in the correct direction of math learning. Learning through failure is not embarrasing, but to hide embarrassment without resolving questions is detrimental and ultimately results in math anxiety when others progress on.
Attitude towards math has to change first before interest can be aroused. With interest, any math challenges can be overcomed. This creates satisfaction in the learning of math, and will generate a positive impact on confidence dealing with any math questions or tutorials and assessments. Being aware of math anxiety and handling it upfront without fear only serve you good as it is a skill well learned. Embrace math anxiety with love and math will finally be your friend.
To read more about math, you are welcome to visit the math site at the below URL.
To overcome math anxiety, we need to know what causes it before we can "attack" it. There are many factors contributing to this problematic math anxiety. The list is not exhaustive.
Its causes:
Personality (strong pride)
Past learning experience
Family background
Math teacher perception of math
Math teacher teaching style
complexity of math topics
Standard of classmate math level
Understanding the math relation to real life applications.
In order to minimise or remove the math anxiety, we need to identify the factor(s) contributing most to it. We can slowly change our view towards them and think positively instead of worrying for its impact. Ask and allow math questions to be answered. Knowing more means more confidence in handling math. More confidence means less math anxiety. This spiral upwardly in the correct direction of math learning. Learning through failure is not embarrasing, but to hide embarrassment without resolving questions is detrimental and ultimately results in math anxiety when others progress on.
Attitude towards math has to change first before interest can be aroused. With interest, any math challenges can be overcomed. This creates satisfaction in the learning of math, and will generate a positive impact on confidence dealing with any math questions or tutorials and assessments. Being aware of math anxiety and handling it upfront without fear only serve you good as it is a skill well learned. Embrace math anxiety with love and math will finally be your friend.
To read more about math, you are welcome to visit the math site at the below URL.
Math Anxiety and its Implication
What is Math Anxiety? There are many definitions to this, but to keep things simple, I would define it as an unpleasant emotional feeling within a person that will inhibit process or learning. It exists in everyone but differs in the extent and how it is controlled.
Why is the anxiety in math stronger than other subject? It may be due to the fact that the answer to a math question is discrete in nature. It is either correct or incorrect; a straight exposure to weakness or strength in that subject. This is not so for others, like English, where the answer is subjective and does not reflect a direct incorrect answer.
This math anxiety causes a person to fear math, since the guilt of failing to solve a math question causes him to loss his confidence. He may feel left out by others. This feeling spirals and further reduces his chance of succeeding with math. With worsen math performance, his attitude towards math deteriorates and may reach a stage where he cannot performs.
This anxiety would therefore hinder learning and leaves him helpless, fearful and lost. To him there is no more fun in math. What will he do next? Avoid math!
Math avoidance is a dangerous situation and it will show its ugly face when the person moves on in life. He may lose out during job application, for example. With increasing standard of the job market, avoiding math is detrimental. Math is seen by many as the ability to think logically to solve a given problem and this is the skill necessary to do any job well.
To avoid math due to math anxiety has further negative effect. It causes fear in any topics related to math, be it quality control studies (need for handling raw data), computer programming (manipulation of numbers by software) or simple technical drawing of shapes (geometry dimensioning).
Therefore to conclude, even though math is different from other subject, it can be fun and interesting if failure can be accepted as part of learning. This will turn the fearful math anxiety into constructive learning.
To learn more about math, you may like to visit the site indicated below.
Why is the anxiety in math stronger than other subject? It may be due to the fact that the answer to a math question is discrete in nature. It is either correct or incorrect; a straight exposure to weakness or strength in that subject. This is not so for others, like English, where the answer is subjective and does not reflect a direct incorrect answer.
This math anxiety causes a person to fear math, since the guilt of failing to solve a math question causes him to loss his confidence. He may feel left out by others. This feeling spirals and further reduces his chance of succeeding with math. With worsen math performance, his attitude towards math deteriorates and may reach a stage where he cannot performs.
This anxiety would therefore hinder learning and leaves him helpless, fearful and lost. To him there is no more fun in math. What will he do next? Avoid math!
Math avoidance is a dangerous situation and it will show its ugly face when the person moves on in life. He may lose out during job application, for example. With increasing standard of the job market, avoiding math is detrimental. Math is seen by many as the ability to think logically to solve a given problem and this is the skill necessary to do any job well.
To avoid math due to math anxiety has further negative effect. It causes fear in any topics related to math, be it quality control studies (need for handling raw data), computer programming (manipulation of numbers by software) or simple technical drawing of shapes (geometry dimensioning).
Therefore to conclude, even though math is different from other subject, it can be fun and interesting if failure can be accepted as part of learning. This will turn the fearful math anxiety into constructive learning.
To learn more about math, you may like to visit the site indicated below.
Tips for New College Students – Building a Great GPA
Graduating from high school and entering college can undoubtedly bring about many changes in a student’s life. Beginning college represents an allegorical first step toward independence for high school graduates, and gives many their first glimpse of the responsibilities that inevitably accompany such freedom. With the major lifestyle change and numerous constant distractions associated with the transition from high school to college, it can become almost too easy for new college students to neglect their academic responsibilities. However, even one or two poor grades can have a lasting negative impact on a student’s grade point average (GPA). Earning and maintaining a good GPA involves constant diligence in every class, every semester. Below are some tips designed to help new college students start out and continue on the right track academically.
-Go to class. Granted, you have probably heard this straightforward advice a thousand times before. Still, many students struggle to make this simple effort that can mean the difference between passing and failing a class. Being at each class meeting gives you the advantage of hearing the lecture on the subject matter first hand, which will make studying for tests less grueling and more productive later. Not to mention, professors are typically privy to the fact that the most dedicated students attend each class meeting, and many reveal insight into the format and material of future exams during class. Missing out on key information may lead a student to take an ineffective approach to studying or to focus on the wrong information, which can lead to a catastrophe of a test grade.
-Prioritize wisely. College students are undoubtedly faced with a barrage of distractions. Whether the culprit be sports, participation in student organizations or enjoying an over bountiful social life, the numerous hours required to excel academically can be infringed upon by more appealing activities. Achieving a consistently high GPA requires prioritizing your time favorably toward attending class, studying, and doing projects, even when it requires you to sacrifice a party once in a while.
-Be a great test taker. There is an art to taking tests. Throughout college, you will notice that tests are not all created equal. In one class, the professor may create his or her own tests, while in another class the tests are standardized for an entire department. Know which are which. Pay attention to what concepts professors are emphasizing, and take detailed, legible notes. Study them exhaustively before exams, and not just the hour before. Another seemingly obvious piece of advice bears addressing—complete all class assignments, and understand their concepts. Tests often cover the same concepts, and sometimes even the exact questions, as do previous exercises assigned to the class.
The advantages of graduating from college with a good GPA are immeasurable. Particularly when you have little to no professional work experience, a potential employer may look to your academic achievements in gaining insight into your level of knowledge, determination and abilities. Maintaining a good GPA also reduces the risk of losing a valuable student loan, scholarship or other financial assistance that may require a minimal standard of academic performance for continuance. A high undergraduate GPA will also be on your side should you apply for continued education such as graduate school or law school in the future. And that can only happen if you follow at least the simplest of advice-go to class. Someday you will be grateful you did.
-Go to class. Granted, you have probably heard this straightforward advice a thousand times before. Still, many students struggle to make this simple effort that can mean the difference between passing and failing a class. Being at each class meeting gives you the advantage of hearing the lecture on the subject matter first hand, which will make studying for tests less grueling and more productive later. Not to mention, professors are typically privy to the fact that the most dedicated students attend each class meeting, and many reveal insight into the format and material of future exams during class. Missing out on key information may lead a student to take an ineffective approach to studying or to focus on the wrong information, which can lead to a catastrophe of a test grade.
-Prioritize wisely. College students are undoubtedly faced with a barrage of distractions. Whether the culprit be sports, participation in student organizations or enjoying an over bountiful social life, the numerous hours required to excel academically can be infringed upon by more appealing activities. Achieving a consistently high GPA requires prioritizing your time favorably toward attending class, studying, and doing projects, even when it requires you to sacrifice a party once in a while.
-Be a great test taker. There is an art to taking tests. Throughout college, you will notice that tests are not all created equal. In one class, the professor may create his or her own tests, while in another class the tests are standardized for an entire department. Know which are which. Pay attention to what concepts professors are emphasizing, and take detailed, legible notes. Study them exhaustively before exams, and not just the hour before. Another seemingly obvious piece of advice bears addressing—complete all class assignments, and understand their concepts. Tests often cover the same concepts, and sometimes even the exact questions, as do previous exercises assigned to the class.
The advantages of graduating from college with a good GPA are immeasurable. Particularly when you have little to no professional work experience, a potential employer may look to your academic achievements in gaining insight into your level of knowledge, determination and abilities. Maintaining a good GPA also reduces the risk of losing a valuable student loan, scholarship or other financial assistance that may require a minimal standard of academic performance for continuance. A high undergraduate GPA will also be on your side should you apply for continued education such as graduate school or law school in the future. And that can only happen if you follow at least the simplest of advice-go to class. Someday you will be grateful you did.
Developing Communication Skills In Children
The outburst of technology and the widespread of Internet have made the lives easier. Social networking has become easier than it had been ever before, but the dilemma of times is deploying local communication among the masses. Local communication, must say a better local communication is an essential for any social setup. Being in contact with local people either through a speech or writing, direct communication or using an external medium, i.e. radio, TV etc is as important as it’s to be in contact with the people worldwide. And so, we need better communication skills.
Communication skills though can be enhanced in any age, but the most suitable is childhood. Skills developed during this age long last and ensure a successful communicator. Preparing your children for being leading communicators in future is one the responsibilities of parents so don’t ignore it. The future success of your child entirely depends on the communication skills he has, and the development of such needs a little time and attention at your end.
There’re number of ways to boost communication skills among children, but the root of all is ‘knowledge’ and the interpretation of words. Knowledge increases with the experience, but an individual cannot experience thousands of situations in a limited time. A way to experience thousands of feelings is to observe them and they can easily be done either by reading or watching. So, the best way to enhance communication skills in children is to let them experience maximum number of situations and feelings, have them observe a lot of scenes, let them explore the characters etc through watching television and reading books. Reading books can be much effective as parents can provide the best books and control the process to a greater extent, while chances of misusing the television in young children are relatively larger.
Finally discussion, that brings out the hidden skills of children; so discuss more and more, i.e. what they’ve read, watched, observed, thought etc. Discussing all these will construct a bridge, helping children to develop their communication skills on one hand and befriend to parents on other. This leads them sharing their problems and analyzing and solving others’ problems.
Give your children a small amount of time out of your stringent schedule and let them explore the world of communication and become successful.
Communication skills though can be enhanced in any age, but the most suitable is childhood. Skills developed during this age long last and ensure a successful communicator. Preparing your children for being leading communicators in future is one the responsibilities of parents so don’t ignore it. The future success of your child entirely depends on the communication skills he has, and the development of such needs a little time and attention at your end.
There’re number of ways to boost communication skills among children, but the root of all is ‘knowledge’ and the interpretation of words. Knowledge increases with the experience, but an individual cannot experience thousands of situations in a limited time. A way to experience thousands of feelings is to observe them and they can easily be done either by reading or watching. So, the best way to enhance communication skills in children is to let them experience maximum number of situations and feelings, have them observe a lot of scenes, let them explore the characters etc through watching television and reading books. Reading books can be much effective as parents can provide the best books and control the process to a greater extent, while chances of misusing the television in young children are relatively larger.
Finally discussion, that brings out the hidden skills of children; so discuss more and more, i.e. what they’ve read, watched, observed, thought etc. Discussing all these will construct a bridge, helping children to develop their communication skills on one hand and befriend to parents on other. This leads them sharing their problems and analyzing and solving others’ problems.
Give your children a small amount of time out of your stringent schedule and let them explore the world of communication and become successful.
Some Tips For Error Correction
When and how to correct has always been one of the dilemmas for teachers, especially associated with language teaching. Whether it’s a verbal concern or a written, the level of controversy is about equal. The main reason for this controversy is the different dimensions students and teachers think in. Error correction also varies from subject to subject and the strategies largely depend on age groups and academic level, but the essence of it remains almost same in all ages, academic levels and subjects, i.e. taking the individuals towards maximum perfection. Here’re some general tips that can help teachers to make the error correction process working at its best for them:
* Error correction is the most powerful tool for bringing up the best but motivation is also at risk, if the error correction rules are too stringent. The most important thing to focus in this context is the identification of dimensions, i.e. you’re considering fluency or accuracy. The former is much involved in spoken concerns, while later in written. Identification of dimension clears a way to correct the errors that doesn’t lessen the level of motivation in students. So prepare more and more written activities, if accuracy is the matter else spoken activities.
*
The next important concern after identifying dimensions is to ensure the error correction in minimum possible time, for students may get used to a mistake if they have been repeating it for a long time, and prolonged practice of a mistake makes it a habit. ‘Spot correction’ is considered to be the best choice, so plan the activities that have maximum possibility of spot correction.
*
In higher grades, teachers can rely on either self-correction or peer-correction that helps motivating the students as well. For self-correction, teachers can outline some mistakes and let students know about them. Whenever a student has a slip, he himself can come back to the exact track. The peer-correction works while letting students to review each other’s work (they’re aware of the mistakes here as well).
*
Find new mistakes that your students make, number of new mistakes represent the level of their exploration.
*
Whatever the way you use for error correction, make sure that it should sound a positive experience for the individual and he should have the feeling that he learnt form it rather than he was pointed out.
* Error correction is the most powerful tool for bringing up the best but motivation is also at risk, if the error correction rules are too stringent. The most important thing to focus in this context is the identification of dimensions, i.e. you’re considering fluency or accuracy. The former is much involved in spoken concerns, while later in written. Identification of dimension clears a way to correct the errors that doesn’t lessen the level of motivation in students. So prepare more and more written activities, if accuracy is the matter else spoken activities.
*
The next important concern after identifying dimensions is to ensure the error correction in minimum possible time, for students may get used to a mistake if they have been repeating it for a long time, and prolonged practice of a mistake makes it a habit. ‘Spot correction’ is considered to be the best choice, so plan the activities that have maximum possibility of spot correction.
*
In higher grades, teachers can rely on either self-correction or peer-correction that helps motivating the students as well. For self-correction, teachers can outline some mistakes and let students know about them. Whenever a student has a slip, he himself can come back to the exact track. The peer-correction works while letting students to review each other’s work (they’re aware of the mistakes here as well).
*
Find new mistakes that your students make, number of new mistakes represent the level of their exploration.
*
Whatever the way you use for error correction, make sure that it should sound a positive experience for the individual and he should have the feeling that he learnt form it rather than he was pointed out.
Who Put the Devils Under Arrest in Bible versus Quran?
The Lord tried Solomon: and tested him by wresting his kingdom from him,
It was a trial, the Quran does not give the details of this trial but we can speculate that King Solomon who was fair, very strict and firm had many enemies.
Some of the stories say that the jinn (some of them hated Solomon) participate with some men to force from him his kingdom; anyway, the trial was by loss of his kingdom for few weeks but he finally won and controlled his kingdom again. Then he asked his Lord to forgive him, support him and grant him a kingdom that shall not belong to anyone after him. This also means that will not be taken from him as the first time.
It should be emphasized that Allah gave every prophet the option to ask anything and He would give him whatever he wants. King Solomon was a prophet and Allah granted him his unique wish. It follows that No one after King Solomon whosoever had a kingdom like him!
Allah made the wind subservient to him so that it ran softly by his command wherever he wished;
Also, Allah made the devils subservient to him so that they worked by his command. Some of the subservient devils were builder who built for him marvelous edifices and palaces. Other subservient devils were diver who used to dive into the bottom of the sea and bringing up pearls!
And other devils were linked together in chains in iron chains, in shackles with their hands tied to their necks (arrested!); these are the rebellious devils that were never entrusted with any work except that they rebelled,
Allah said to Solomon: This is our gift; this is our sovereignty, we bestowed you O Solomon. We made you a sovereign over the devils, favor that you will among the rebellious and relieve them from their chains, (or withhold) or keep them chained, (without reckoning) without taking anyone to task or incur a sin as a result; in other words, without your being called to account for any of this.
This indicates that King Solomon was devoted totally to his Lord and Allah loved him and bestowed him with a unique amazing kingdom!
=========
38:34-40
34] Indeed, we tried Solomon and placed a body upon his throne, and then he repented and turned (to Allah in true devotion.
35] He said: 'forgive me my lord, and grant me a kingdom the like of which will not befall any after me, surely, you are the giver and the One who bestow. '
36] So we made the wind subservient to him; so that it ran softly by his command wherever he wished;
37] and the Devils, every builder and diver
38] And others joined together in chains by (iron) fetters.
39] (Saying): this is our free gift, therefore give freely or withhold, without reckoning
40] And he enjoyed, indeed, a near approach and close rank to us, and a beautiful place of (final) return.
=========
It is amazing that the Quran declares these facts about King Solomon and his unique Kingdom; such facts are not mentioned in the Bible. On the other hand, the Bible declares that King Solomon loved many foreign women; He had seven hundred wives and three hundred concubines! His women (1000) led him astray; and turned his heart after other gods!!
=========
Back to the main issue of my series of articles; this is my question to you smart readers: "Is the Quran quoted from the Bible?"
By the way, the disbelieved ignorant Arabs stated that the Quran quoted from the Bible more than 1400 years ago! (Read my article about chapter 25).
It was a trial, the Quran does not give the details of this trial but we can speculate that King Solomon who was fair, very strict and firm had many enemies.
Some of the stories say that the jinn (some of them hated Solomon) participate with some men to force from him his kingdom; anyway, the trial was by loss of his kingdom for few weeks but he finally won and controlled his kingdom again. Then he asked his Lord to forgive him, support him and grant him a kingdom that shall not belong to anyone after him. This also means that will not be taken from him as the first time.
It should be emphasized that Allah gave every prophet the option to ask anything and He would give him whatever he wants. King Solomon was a prophet and Allah granted him his unique wish. It follows that No one after King Solomon whosoever had a kingdom like him!
Allah made the wind subservient to him so that it ran softly by his command wherever he wished;
Also, Allah made the devils subservient to him so that they worked by his command. Some of the subservient devils were builder who built for him marvelous edifices and palaces. Other subservient devils were diver who used to dive into the bottom of the sea and bringing up pearls!
And other devils were linked together in chains in iron chains, in shackles with their hands tied to their necks (arrested!); these are the rebellious devils that were never entrusted with any work except that they rebelled,
Allah said to Solomon: This is our gift; this is our sovereignty, we bestowed you O Solomon. We made you a sovereign over the devils, favor that you will among the rebellious and relieve them from their chains, (or withhold) or keep them chained, (without reckoning) without taking anyone to task or incur a sin as a result; in other words, without your being called to account for any of this.
This indicates that King Solomon was devoted totally to his Lord and Allah loved him and bestowed him with a unique amazing kingdom!
=========
38:34-40
34] Indeed, we tried Solomon and placed a body upon his throne, and then he repented and turned (to Allah in true devotion.
35] He said: 'forgive me my lord, and grant me a kingdom the like of which will not befall any after me, surely, you are the giver and the One who bestow. '
36] So we made the wind subservient to him; so that it ran softly by his command wherever he wished;
37] and the Devils, every builder and diver
38] And others joined together in chains by (iron) fetters.
39] (Saying): this is our free gift, therefore give freely or withhold, without reckoning
40] And he enjoyed, indeed, a near approach and close rank to us, and a beautiful place of (final) return.
=========
It is amazing that the Quran declares these facts about King Solomon and his unique Kingdom; such facts are not mentioned in the Bible. On the other hand, the Bible declares that King Solomon loved many foreign women; He had seven hundred wives and three hundred concubines! His women (1000) led him astray; and turned his heart after other gods!!
=========
Back to the main issue of my series of articles; this is my question to you smart readers: "Is the Quran quoted from the Bible?"
By the way, the disbelieved ignorant Arabs stated that the Quran quoted from the Bible more than 1400 years ago! (Read my article about chapter 25).
King Solomon and the Messenger Hoopoe in Bible versus Quran
King Solomon and His Unique Hoopoe
King Solomon was inspecting his unique Hosts; and he reviewed the birds, He had a glance see the hoopoe but he could not see him. And when he became certain of the hoopoe's absence, He said: I verily will punish him with hard punishment I will pluck out [all] his feathers as well as his tail plucked and leaving him out in the sun, where he would not be able to escape from reptiles, or I verily will slaughter him, by slitting his throat, or he verily shall bring me an acceptable excuse and a good reason (for absence).
The Hoopoe did not remain long [in absence], in other words, [he was away only] for a short while, and came to Solomon humbly, with his head up and his wings and tail lowered. Solomon pardoned him and asked him about what he had encountered during his absence: and he said, 'I have discovered something of which you have no knowledge, and I have brought you from Sheba a verified report and sure tidings.
Sheba (Saba) is Yemen today.
The Hoopoe said: Lo! I found a woman ruling over them and she has been given abundance of everything; she has been given the knowledge of all things in her country, and has a mighty throne adorned with gems, pearls, gold and silver.
I found her and her people prostrating to the sun instead of Allah, and Satan has adorned for them their deeds and he has barred them from the Way, from the path of truth, so that they are not guided
So that they do not worship Allah; why do they not prostrate to Allah?” the Hoopoe said! Who brings forth the hidden in the heavens, the rain and the earth vegetation, and knows what they conceal, within their hearts, of good and evil and what they proclaim with their tongues of good and evil.
Allah - there is no god except Him, the Lord of the Mighty Throne' (this clause constitutes an [independent] new sentence, which is a eulogy comprising [praise of] the Throne of the Compassionate One to counter the [description of the] throne of the Queen of Yemen: between the two, however, is an unfathomable difference.
He, Solomon, said, to the hoopoe: 'We shall see whether you have spoken the truth, in what you have informed us, or whether you are of the liars
Solomon then composed a letter in the following form: 'From the servant of Allah, Solomon, the son of David, to the Queen of Sheba. In the Name of Allah, the Compassionate, the Merciful: Peace be upon those who follow Guidance. To wit: do not rise up against me [in defiance], but come to me in submission'. He then stamped it with musk and sealed it with his ring, and said to the hoopoe:
Take this letter of mine and deliver it to them, then turn away, withdraw, from them, but remain close by them, and see what kind of response they shall give. Thus, he took it and approached the Queen. But as her soldiers were all around her, he cast it into her private chamber. When she saw it, she shuddered and was consumed by fear. She read what it said.
=========
This interesting story of King Solomon, the Queen and the Hoopoe are found in the following verses:
Surah (Chapter) 27:20-28
20] And he (King Solomon) reviewed the birds then said: "why is it I see not the hoopoe here? Or is he among the absentees?"
21] I verily will punish him with a terrible punishment or I verily will slay him, or he verily shall bring me a plain excuse and a good reason (for absence).'
22] He (the Hoopoe) was not long in coming, and said: 'I know what you do not know. I come to you from Sheba (Yemen today) with certain news and sure tidings.
23] There I found a woman ruling over them. And she is provided with every requisite; and she has a magnificent throne.
24] But she and her people prostrate to the sun instead of Allah. And Satan has made their deeds seem pleasing to them and barred them from the path, and therefore they are not guided.
25] Do they not prostrate themselves to Allah who brings forth all that is concealed in the heavens and earth and he knows what they hide and what they reveal?
26] But he: he is Allah, there is no god but he: he is the lord of the mighty throne. '
27] (Solomon) said: 'we shall see if what you have said is true or whether you are among those who lie.
28] Go with this my letter and throw it down unto them; then turn aside and (wait to) see what answer they return,
=========
It is amazing that the Quran declares these facts about the unique Hoopoe of King Solomon, it was very Truthful, faithful, obedient, acting as a spy and messenger and the most important is the fact that the Hoopoe knows Allah, his Creator!
On the other hand, the Bible in Leviticus 11 declares that the Hoopoe is a Detested and Unclean bird.
=========
Back to the main issue of my series of articles; this is my question to you smart readers: "Is the Quran quoted from the Bible?"
By the way, the disbelieved ignorant Arabs stated that the Quran quoted from the Bible more than 1400 years ago! (Read my article about chapter 25).
King Solomon was inspecting his unique Hosts; and he reviewed the birds, He had a glance see the hoopoe but he could not see him. And when he became certain of the hoopoe's absence, He said: I verily will punish him with hard punishment I will pluck out [all] his feathers as well as his tail plucked and leaving him out in the sun, where he would not be able to escape from reptiles, or I verily will slaughter him, by slitting his throat, or he verily shall bring me an acceptable excuse and a good reason (for absence).
The Hoopoe did not remain long [in absence], in other words, [he was away only] for a short while, and came to Solomon humbly, with his head up and his wings and tail lowered. Solomon pardoned him and asked him about what he had encountered during his absence: and he said, 'I have discovered something of which you have no knowledge, and I have brought you from Sheba a verified report and sure tidings.
Sheba (Saba) is Yemen today.
The Hoopoe said: Lo! I found a woman ruling over them and she has been given abundance of everything; she has been given the knowledge of all things in her country, and has a mighty throne adorned with gems, pearls, gold and silver.
I found her and her people prostrating to the sun instead of Allah, and Satan has adorned for them their deeds and he has barred them from the Way, from the path of truth, so that they are not guided
So that they do not worship Allah; why do they not prostrate to Allah?” the Hoopoe said! Who brings forth the hidden in the heavens, the rain and the earth vegetation, and knows what they conceal, within their hearts, of good and evil and what they proclaim with their tongues of good and evil.
Allah - there is no god except Him, the Lord of the Mighty Throne' (this clause constitutes an [independent] new sentence, which is a eulogy comprising [praise of] the Throne of the Compassionate One to counter the [description of the] throne of the Queen of Yemen: between the two, however, is an unfathomable difference.
He, Solomon, said, to the hoopoe: 'We shall see whether you have spoken the truth, in what you have informed us, or whether you are of the liars
Solomon then composed a letter in the following form: 'From the servant of Allah, Solomon, the son of David, to the Queen of Sheba. In the Name of Allah, the Compassionate, the Merciful: Peace be upon those who follow Guidance. To wit: do not rise up against me [in defiance], but come to me in submission'. He then stamped it with musk and sealed it with his ring, and said to the hoopoe:
Take this letter of mine and deliver it to them, then turn away, withdraw, from them, but remain close by them, and see what kind of response they shall give. Thus, he took it and approached the Queen. But as her soldiers were all around her, he cast it into her private chamber. When she saw it, she shuddered and was consumed by fear. She read what it said.
=========
This interesting story of King Solomon, the Queen and the Hoopoe are found in the following verses:
Surah (Chapter) 27:20-28
20] And he (King Solomon) reviewed the birds then said: "why is it I see not the hoopoe here? Or is he among the absentees?"
21] I verily will punish him with a terrible punishment or I verily will slay him, or he verily shall bring me a plain excuse and a good reason (for absence).'
22] He (the Hoopoe) was not long in coming, and said: 'I know what you do not know. I come to you from Sheba (Yemen today) with certain news and sure tidings.
23] There I found a woman ruling over them. And she is provided with every requisite; and she has a magnificent throne.
24] But she and her people prostrate to the sun instead of Allah. And Satan has made their deeds seem pleasing to them and barred them from the path, and therefore they are not guided.
25] Do they not prostrate themselves to Allah who brings forth all that is concealed in the heavens and earth and he knows what they hide and what they reveal?
26] But he: he is Allah, there is no god but he: he is the lord of the mighty throne. '
27] (Solomon) said: 'we shall see if what you have said is true or whether you are among those who lie.
28] Go with this my letter and throw it down unto them; then turn aside and (wait to) see what answer they return,
=========
It is amazing that the Quran declares these facts about the unique Hoopoe of King Solomon, it was very Truthful, faithful, obedient, acting as a spy and messenger and the most important is the fact that the Hoopoe knows Allah, his Creator!
On the other hand, the Bible in Leviticus 11 declares that the Hoopoe is a Detested and Unclean bird.
=========
Back to the main issue of my series of articles; this is my question to you smart readers: "Is the Quran quoted from the Bible?"
By the way, the disbelieved ignorant Arabs stated that the Quran quoted from the Bible more than 1400 years ago! (Read my article about chapter 25).
Geometry Formulas
Geometry Formulas
Geometry, the only mention of it can bring an itch to the fingers of many who love the subject, whereas can bring spasms in the stomachs who dislike it to the hilt. Whatever is the case, but in fact, Geometry is one subject that equally fascinating and practical. That is why; geometry stands out to be one of the most popular and equally important subjects all around the world. And it comes as no surprise, when geometry is included as an integral part of academics’ in almost all of the educational systems around the world. Also, the recorded development of geometry spans more than two millennia. It is hardly surprising that perceptions of what constituted geometry evolved throughout the ages.
Geometry is one of the oldest sciences and its existence dates back to hundreds of years. Like many other science subjects, Geometry has developed to its present form with the help of contributions from many renowned mathematicians who devoted all their life understanding and developing this science. Pythagoras is among the first few names that come to our mind with the mention of this particular subject. Geometry was initially considered a body of practical knowledge relating to lengths, areas, and volumes. But it was in the third century B.C. when geometry was put into an axiomatic form by Euclid, whose treatment set a standard for many centuries to follow. Astronomy served as an important foundation of geometric problems during the next one and a half millennia.
One of the most crucial areas in geometry is the formulas. The geometry formulas allow students to identify and subsequently make functional use of geometrical concepts such as its definitions, postulates, geometrical statements in if-then form and its converses among others. This is why, much of the importance is given to these formulas and if you are intending to master this particular subject, then you should develop a liking as well as understanding for the geometric formulas. There are several formulas in geometry like formulas for perimeter, area, volume etc. With the help of these formulas the students can solve problems or equations pertaining to particular geometric areas.
Then there is the much talked about formula which we get through the Pythagoras theorem. This Pythagoras theorem states that the two sides a and b of a right triangle and the hypotenuse c are related by a 2 + b 2 = c 2. Then for the beginners, there are several different geometric formulas which they can include in their study. Some of these formulas are
Area and Perimeter of a Triangle
Area and Perimeter of a Rectangle
Area of a Parallelogram
Area of a Trapezoid
Circumference of a Circle and Area of a Circular Region
Arclength and area of a Circular Sector
Volume and Surface Area of a Rectangular Solid
Volume and Surface Area of a Sphere
Volume and Surface Area of a Right Circular Cylinder
Volume and Surface Area of a Right Circular Cone
Geometry, the only mention of it can bring an itch to the fingers of many who love the subject, whereas can bring spasms in the stomachs who dislike it to the hilt. Whatever is the case, but in fact, Geometry is one subject that equally fascinating and practical. That is why; geometry stands out to be one of the most popular and equally important subjects all around the world. And it comes as no surprise, when geometry is included as an integral part of academics’ in almost all of the educational systems around the world. Also, the recorded development of geometry spans more than two millennia. It is hardly surprising that perceptions of what constituted geometry evolved throughout the ages.
Geometry is one of the oldest sciences and its existence dates back to hundreds of years. Like many other science subjects, Geometry has developed to its present form with the help of contributions from many renowned mathematicians who devoted all their life understanding and developing this science. Pythagoras is among the first few names that come to our mind with the mention of this particular subject. Geometry was initially considered a body of practical knowledge relating to lengths, areas, and volumes. But it was in the third century B.C. when geometry was put into an axiomatic form by Euclid, whose treatment set a standard for many centuries to follow. Astronomy served as an important foundation of geometric problems during the next one and a half millennia.
One of the most crucial areas in geometry is the formulas. The geometry formulas allow students to identify and subsequently make functional use of geometrical concepts such as its definitions, postulates, geometrical statements in if-then form and its converses among others. This is why, much of the importance is given to these formulas and if you are intending to master this particular subject, then you should develop a liking as well as understanding for the geometric formulas. There are several formulas in geometry like formulas for perimeter, area, volume etc. With the help of these formulas the students can solve problems or equations pertaining to particular geometric areas.
Then there is the much talked about formula which we get through the Pythagoras theorem. This Pythagoras theorem states that the two sides a and b of a right triangle and the hypotenuse c are related by a 2 + b 2 = c 2. Then for the beginners, there are several different geometric formulas which they can include in their study. Some of these formulas are
Area and Perimeter of a Triangle
Area and Perimeter of a Rectangle
Area of a Parallelogram
Area of a Trapezoid
Circumference of a Circle and Area of a Circular Region
Arclength and area of a Circular Sector
Volume and Surface Area of a Rectangular Solid
Volume and Surface Area of a Sphere
Volume and Surface Area of a Right Circular Cylinder
Volume and Surface Area of a Right Circular Cone
How To Improve Maths Through Parental Involvement
The path to mastering maths is long and marked with obstacles. To have good result, it has to progress with increasing complexity after achieveing an acceptable level of understanding and problem-solving skill. At times, it may be tough while other times it may be smooth sailing. Many factors come into the picture in the process of learning maths. Teacher's personality, teaching style, individual learning style, peer pressure, complexity of lessons and past experience in maths learning are some examples of factors affecting the mastery of maths. Maths is brought into this context, compared to other subject, as maths learning is more unique in term of its progressive nature and its symbolic presentation.
In a classroom setting, learning maths is challenging, having to face many variables along the way. One have to adapt to different teaching style when one progresses from one level to another with a change of teacher. The ways of lesson delivery may also change and may not suit one's learning style. Interaction and rapport with teacher has to be rebuilt. It becomes worst when learning partners changes also. This may be due to a change in class placement. With all these changes and adaptations, which directly or indirectly affects maths learning, one is still expected to steadfastly master maths which gets tougher through the levels. Emotionally, one has to be strong. Maths anxiety will sets in when one is not able to manage this transition which is very much part of the maths learning journey in conventional school. Negative escalating results appear when it is not handled properly. Although changes are inevitable, can we reduce this complication and minimise the disruption to the learning minds of the learners?
Parental involvement is one answer. With all the changes in school learning, what is constant is the parent. Sincere and dedicated parent involvement in the child's learning will not change or not as drastic as in the school. Parent understands their child best. The interaction method between parent and child will not change drastically with growing years. The maths learners will find it more comfortable being trained or guided by someone familiar to them. When parent gets constantly involve with their kids learning, they can see the problem better in their understanding of maths topics as they are fully aware of their kids strength and weakness or past maths learning experience. They will be better placed to rectify or explain the issues faced in their learning or what is taught in school. This is hardly achievable from the new teacher's perspective. With somebody familiar guiding them, maths learners will be more confidence in handling higher level of maths learning as they know there are avenues where they can get their maths obstacles resolved. This reduces the stress they have when faced with the many challenges in their quest for knowledge. It removes obstacles for them to improve on their maths studies.
However, it should be noted that parental involvement has to be dealt with carefully. It should be emphasised constantly by the parent that learning is still individual and self-learning is still the ultimate regardless of who is teaching. For young learners, guidance by parent should focus not on the content proper, but on the learning habit and style that fits them and which is comfortable to them. The parental involvement lends support to their psychological well-being and acts as a pillar in times of adversity.
In a classroom setting, learning maths is challenging, having to face many variables along the way. One have to adapt to different teaching style when one progresses from one level to another with a change of teacher. The ways of lesson delivery may also change and may not suit one's learning style. Interaction and rapport with teacher has to be rebuilt. It becomes worst when learning partners changes also. This may be due to a change in class placement. With all these changes and adaptations, which directly or indirectly affects maths learning, one is still expected to steadfastly master maths which gets tougher through the levels. Emotionally, one has to be strong. Maths anxiety will sets in when one is not able to manage this transition which is very much part of the maths learning journey in conventional school. Negative escalating results appear when it is not handled properly. Although changes are inevitable, can we reduce this complication and minimise the disruption to the learning minds of the learners?
Parental involvement is one answer. With all the changes in school learning, what is constant is the parent. Sincere and dedicated parent involvement in the child's learning will not change or not as drastic as in the school. Parent understands their child best. The interaction method between parent and child will not change drastically with growing years. The maths learners will find it more comfortable being trained or guided by someone familiar to them. When parent gets constantly involve with their kids learning, they can see the problem better in their understanding of maths topics as they are fully aware of their kids strength and weakness or past maths learning experience. They will be better placed to rectify or explain the issues faced in their learning or what is taught in school. This is hardly achievable from the new teacher's perspective. With somebody familiar guiding them, maths learners will be more confidence in handling higher level of maths learning as they know there are avenues where they can get their maths obstacles resolved. This reduces the stress they have when faced with the many challenges in their quest for knowledge. It removes obstacles for them to improve on their maths studies.
However, it should be noted that parental involvement has to be dealt with carefully. It should be emphasised constantly by the parent that learning is still individual and self-learning is still the ultimate regardless of who is teaching. For young learners, guidance by parent should focus not on the content proper, but on the learning habit and style that fits them and which is comfortable to them. The parental involvement lends support to their psychological well-being and acts as a pillar in times of adversity.
10 Ways to Make Homework Productive
10 Ways to Make Homework Productive
10 Ways to Make Homework
Productive
Homework can be viewed in
two different ways: a useful tool, or a waste of time. No matter how wonderful
homework is, the benefits will only be realized if information is properly digested.
To prevent wasted time, there are a several things you can do to make homework
useful. Here are 10 ways in which homework time can be made productive.
Homework Overview
Immediately before beginning
homework, it is wise to confirm what is expected. If the material is worksheet
related, read the instructions and headings. If the assignment is an essay,
read the required elements. Work should only begin once expectations are perfectly
clear.
Work in Pairs
Many people learn better
in small groups. By completing homework with someone that has the same aptitude
for a particular subject, joint learning takes place. The saying, "Two heads
work better than one" comes to mind.
Quiz One Another
Working with a partner has
many advantages. Another advantage is the ability to quiz each other on homework
questions. In fact, the individual asking questions tends to learn just as much
as the one answering.
Make Homework the Same
Time Each Day
Homework should be done
at the same time each and every day. This gets the mind and body into a routine.
Once a routine is established, the brain will automatically be ready to soak
up information. If there are no assignments for the day, take the time to review
material.
Provide A Snack
The brain needs food to
thrive. Feeding your body before you do homework ensures an alert brain that
isn't preoccupied by a hungry stomach. Of course healthy snacks are better than
sugar filled treats.
Positive Homework Feedback
The best way to help a child
improve is to use encouraging feedback. For example, if she answers a worksheet
question incorrectly, don't just tell her she is wrong. Let her know what she
did right, and why she came to the wrong conclusion.
Recreational Time Before
Homework
School is 6 or 7 straight
hours of learning. Children need to give their brains a break after school hours.
Homework should not begin immediately after the last class of the day. Instead,
let your child play or relax before really digging into study material.
Take Periodic Homework
Breaks
As students get older, homework
tends to take up more and more time. The brain functions best when it is given
10 or 15 minute breaks every hour. This ensures information is absorbed and
not forgotten once the head hits the pillow at night.
Homework Help Availability
When a child has a homework
question, the best time to get an answer is immediately. More information is
stored if problems are answered and corrected as soon as they arise. Make sure
your child or student has someone available for questions during homework hours.
This can be a parent, teacher, sibling, or tutor.
Review Homework
After homework is completed,
it is important to review the finished product. Check worksheet answers, review
essays, make sure all questions have a response. Success is in the details.
In many households, homework
is a dreaded word. Instead of being looked at as a helpful tool, it is viewed
as an immense waste of time. These 10 tips will transform homework from haphazard
busywork, into a necessary learning tool.
10 Ways to Make Homework
Productive
Homework can be viewed in
two different ways: a useful tool, or a waste of time. No matter how wonderful
homework is, the benefits will only be realized if information is properly digested.
To prevent wasted time, there are a several things you can do to make homework
useful. Here are 10 ways in which homework time can be made productive.
Homework Overview
Immediately before beginning
homework, it is wise to confirm what is expected. If the material is worksheet
related, read the instructions and headings. If the assignment is an essay,
read the required elements. Work should only begin once expectations are perfectly
clear.
Work in Pairs
Many people learn better
in small groups. By completing homework with someone that has the same aptitude
for a particular subject, joint learning takes place. The saying, "Two heads
work better than one" comes to mind.
Quiz One Another
Working with a partner has
many advantages. Another advantage is the ability to quiz each other on homework
questions. In fact, the individual asking questions tends to learn just as much
as the one answering.
Make Homework the Same
Time Each Day
Homework should be done
at the same time each and every day. This gets the mind and body into a routine.
Once a routine is established, the brain will automatically be ready to soak
up information. If there are no assignments for the day, take the time to review
material.
Provide A Snack
The brain needs food to
thrive. Feeding your body before you do homework ensures an alert brain that
isn't preoccupied by a hungry stomach. Of course healthy snacks are better than
sugar filled treats.
Positive Homework Feedback
The best way to help a child
improve is to use encouraging feedback. For example, if she answers a worksheet
question incorrectly, don't just tell her she is wrong. Let her know what she
did right, and why she came to the wrong conclusion.
Recreational Time Before
Homework
School is 6 or 7 straight
hours of learning. Children need to give their brains a break after school hours.
Homework should not begin immediately after the last class of the day. Instead,
let your child play or relax before really digging into study material.
Take Periodic Homework
Breaks
As students get older, homework
tends to take up more and more time. The brain functions best when it is given
10 or 15 minute breaks every hour. This ensures information is absorbed and
not forgotten once the head hits the pillow at night.
Homework Help Availability
When a child has a homework
question, the best time to get an answer is immediately. More information is
stored if problems are answered and corrected as soon as they arise. Make sure
your child or student has someone available for questions during homework hours.
This can be a parent, teacher, sibling, or tutor.
Review Homework
After homework is completed,
it is important to review the finished product. Check worksheet answers, review
essays, make sure all questions have a response. Success is in the details.
In many households, homework
is a dreaded word. Instead of being looked at as a helpful tool, it is viewed
as an immense waste of time. These 10 tips will transform homework from haphazard
busywork, into a necessary learning tool.
The Lord has adorned and guarded the heavens in Bible versus Quran
Comparative Study between the Bible versus the Quran (37) - The second part
Chapter by Chapter and Verse by Verse;
(Chapter 37:1-10)
The Old Testament Verses from 1-10 are talking about Israel loved Joseph (who had dreams) more than all his children and his brethren hated him.
The New Testament Verses from 1-10 are talking about 1) Jesus' prophecy will never happen and 2) Jesus' attendants had no idea about the rising from the dead.
The Noble Quran Verses from 1-10 are talking about different subjects; 1) The three oaths of the Lord and what are these oaths say, 2) The Lord has created, adorned and guarded the heavens! 3) The spied devils! And he anti Devil missiles
=========
The Noble Quran:
Chapter 37 in the Noble Quran is composed of 182 verses.
Verses from 1-10 are talking about different subjects;
1) The three oaths of the Lord and what are these oaths say, 2)
The Lord has created, adorned and guarded the heavens! 3) The spied devils! And he anti Devil missiles
----------
The three oaths of the Lord:
1) Allah swore by those who are ranged in ranks.
It is said that they are the angels who are, in heaven, aligned in rows like the rows of the believers in prayer. Also, the angels who range their souls in worship or their wings in the air awaiting their orders
2) He also swore by the drivers who drive away; by those who drive away with reproof
It is said that they are the angels who drive away the clouds and bring them together
3) He also swore by those who read the Word for a reminder.
It is said that they the angels, Jinn and humans who recite the Quran and thus proclaim the message of Allah.
It is interesting to know that the Angels read and recite the Quran. On the other hand, the Bible does not say that Angels read and recite it!
----------
What these three oaths say?
1) O people, your Lord is One, He has no son or partner. He is certainly the One.
2) He is the Lord and the Creator of the heavens and the earth and all that is between them of created beings and marvels.
He is Lord of the sun’s risings, that is, as well as the sun’s settings. Each day, the sun has a certain rising and a setting point.
----------
The Lord has adorned and guarded the heavens!
Allah has adorned the nearest heaven, the first heaven, with the planets. And He has guarded it with meteors, from every tough and rebellious devil, who is a transgressor, in rebellion against obedience.
----------
The spied devils!
so that they (the devils) cannot listen to the speech of the Highest Chiefs of the angels, i.e. the guardian angels, regarding that which is communicated amongst them for they, the devils, are pelted, with flames, from every side, from the remotest regions of the heavens,
they are repelled and driven away from heaven and from listening to the angels, and theirs is a perpetual torment; in the Hereafter, is an everlasting punishment in the fire.
----------
The anti Devil missile
Save the devil that is able to listen and hears a little of the words of the angels and snatches it away quickly; and who is then pursued by a piercing flame that pierces him, or burns him or robs him of his senses (he is chased by a bright missile that pierces and burns him).
----------
[1] I swear by those who range themselves in ranks,
[2] and those who drive away (the wicked) with reproof and so are strong in repelling (evil),
[3] and those who recite the remembrance, who read (the word) for a reminder, and thus proclaim the message (of Allah)!
[4] verily, verily, your God is One!
[5] He is the lord of the heavens and of the earth and all between them, and lord of every point at the rising of the sun!
[6] surely we have adorned the nearest heaven with an adornment, the planets;
[7] and (there is) a protection and a safeguard against all obstinate rebellious devil
[8] they cannot listen to the exalted assembly of the highest chiefs (of Angels) and they are pelted from every side,
[9] being repulsed and driven off, and for them is a perpetual and everlasting punishment;
[10] except such as snatch away something by stealth, and they are pursued by a flaming fire, of piercing brightness.
=========
Back to the main issue of my series of articles; this is my question to you smart readers: "Is the Quran quoted from the Bible?"
Chapter by Chapter and Verse by Verse;
(Chapter 37:1-10)
The Old Testament Verses from 1-10 are talking about Israel loved Joseph (who had dreams) more than all his children and his brethren hated him.
The New Testament Verses from 1-10 are talking about 1) Jesus' prophecy will never happen and 2) Jesus' attendants had no idea about the rising from the dead.
The Noble Quran Verses from 1-10 are talking about different subjects; 1) The three oaths of the Lord and what are these oaths say, 2) The Lord has created, adorned and guarded the heavens! 3) The spied devils! And he anti Devil missiles
=========
The Noble Quran:
Chapter 37 in the Noble Quran is composed of 182 verses.
Verses from 1-10 are talking about different subjects;
1) The three oaths of the Lord and what are these oaths say, 2)
The Lord has created, adorned and guarded the heavens! 3) The spied devils! And he anti Devil missiles
----------
The three oaths of the Lord:
1) Allah swore by those who are ranged in ranks.
It is said that they are the angels who are, in heaven, aligned in rows like the rows of the believers in prayer. Also, the angels who range their souls in worship or their wings in the air awaiting their orders
2) He also swore by the drivers who drive away; by those who drive away with reproof
It is said that they are the angels who drive away the clouds and bring them together
3) He also swore by those who read the Word for a reminder.
It is said that they the angels, Jinn and humans who recite the Quran and thus proclaim the message of Allah.
It is interesting to know that the Angels read and recite the Quran. On the other hand, the Bible does not say that Angels read and recite it!
----------
What these three oaths say?
1) O people, your Lord is One, He has no son or partner. He is certainly the One.
2) He is the Lord and the Creator of the heavens and the earth and all that is between them of created beings and marvels.
He is Lord of the sun’s risings, that is, as well as the sun’s settings. Each day, the sun has a certain rising and a setting point.
----------
The Lord has adorned and guarded the heavens!
Allah has adorned the nearest heaven, the first heaven, with the planets. And He has guarded it with meteors, from every tough and rebellious devil, who is a transgressor, in rebellion against obedience.
----------
The spied devils!
so that they (the devils) cannot listen to the speech of the Highest Chiefs of the angels, i.e. the guardian angels, regarding that which is communicated amongst them for they, the devils, are pelted, with flames, from every side, from the remotest regions of the heavens,
they are repelled and driven away from heaven and from listening to the angels, and theirs is a perpetual torment; in the Hereafter, is an everlasting punishment in the fire.
----------
The anti Devil missile
Save the devil that is able to listen and hears a little of the words of the angels and snatches it away quickly; and who is then pursued by a piercing flame that pierces him, or burns him or robs him of his senses (he is chased by a bright missile that pierces and burns him).
----------
[1] I swear by those who range themselves in ranks,
[2] and those who drive away (the wicked) with reproof and so are strong in repelling (evil),
[3] and those who recite the remembrance, who read (the word) for a reminder, and thus proclaim the message (of Allah)!
[4] verily, verily, your God is One!
[5] He is the lord of the heavens and of the earth and all between them, and lord of every point at the rising of the sun!
[6] surely we have adorned the nearest heaven with an adornment, the planets;
[7] and (there is) a protection and a safeguard against all obstinate rebellious devil
[8] they cannot listen to the exalted assembly of the highest chiefs (of Angels) and they are pelted from every side,
[9] being repulsed and driven off, and for them is a perpetual and everlasting punishment;
[10] except such as snatch away something by stealth, and they are pursued by a flaming fire, of piercing brightness.
=========
Back to the main issue of my series of articles; this is my question to you smart readers: "Is the Quran quoted from the Bible?"
5 Ways To Help Your Child Get Ready For A Test
Getting ready for a test is something every student experiences. The skills
required for test preparation are necessary throughout one's entire school career.
Children in first grade need just as many test taking skills as a student striving
to attain a doctorate in graduate school. Success during an exam not only requires
test taking skills, but also proper preparation. While there are countless ways
to get ready for a test, there are 5 that stand out as the most beneficial.
Systematic Material Skimming
The best way to help your child get ready for a test is to teach him/her how
to correctly study. When exams cover an entire chapter, or multiple chapters
of information, children tend to become overwhelmed. The best place to start
is right at the beginning of the material. Have your child read all the chapter
titles, heading titles, and definitions. Usually text books contain review questions
at the end of each chapter or section. Read the review questions. Even if your
child doesn't know the answers, it will let him/her know where to focus energy.
Flashcards
Flashcards can be used when your child is getting ready for a test with a partner,
or studying alone. Flashcards work best if your child is the one to create them.
Not only do they get the benefit of quiz repetition, but they also have the
benefit of physically writing down study material.
Study Sheet of Difficult Information
While your child is getting ready for a test, he/she will come across information
that is difficult to remember. Everyone has certain facts, figures, definitions,
and dates that never seem to come to mind. Have your child write down particularly
difficult information on a special study sheet. This sheet can be referenced
immediately before the test to refresh the memory.
Quiz Child Using Review Sheet
Your child should never have to study alone. Getting ready for a test is mentally
and emotionally draining. If your child doesn't have a study buddy, volunteer
yourself. Most instructors hand out review worksheets. Quiz your child on the
worksheet beginning 3 or 4 days before the exam. If the teacher does not provide
a review worksheet, have your child create their own.
Enforce Homework Completion Each Day
Perhaps the best way to help your child get ready for a test is to help him/her
absorb the information each day. Each night, ask your son or daughter what was
learned in class and what type of homework was given. Have a specific time in
which homework should be completed. If your child needs help, make yourself
available. Getting ready for a test is much easier if information is digest
over a few weeks, rather than crammed into 1 or 2 nights.
Testing is no picnic. It doesn't, however, need to be a stressful event filled
with anxiety and fear. Preparation is the key to successful test taking. Getting
ready for a test is simple if you help your child with these 5 study techniques.
required for test preparation are necessary throughout one's entire school career.
Children in first grade need just as many test taking skills as a student striving
to attain a doctorate in graduate school. Success during an exam not only requires
test taking skills, but also proper preparation. While there are countless ways
to get ready for a test, there are 5 that stand out as the most beneficial.
Systematic Material Skimming
The best way to help your child get ready for a test is to teach him/her how
to correctly study. When exams cover an entire chapter, or multiple chapters
of information, children tend to become overwhelmed. The best place to start
is right at the beginning of the material. Have your child read all the chapter
titles, heading titles, and definitions. Usually text books contain review questions
at the end of each chapter or section. Read the review questions. Even if your
child doesn't know the answers, it will let him/her know where to focus energy.
Flashcards
Flashcards can be used when your child is getting ready for a test with a partner,
or studying alone. Flashcards work best if your child is the one to create them.
Not only do they get the benefit of quiz repetition, but they also have the
benefit of physically writing down study material.
Study Sheet of Difficult Information
While your child is getting ready for a test, he/she will come across information
that is difficult to remember. Everyone has certain facts, figures, definitions,
and dates that never seem to come to mind. Have your child write down particularly
difficult information on a special study sheet. This sheet can be referenced
immediately before the test to refresh the memory.
Quiz Child Using Review Sheet
Your child should never have to study alone. Getting ready for a test is mentally
and emotionally draining. If your child doesn't have a study buddy, volunteer
yourself. Most instructors hand out review worksheets. Quiz your child on the
worksheet beginning 3 or 4 days before the exam. If the teacher does not provide
a review worksheet, have your child create their own.
Enforce Homework Completion Each Day
Perhaps the best way to help your child get ready for a test is to help him/her
absorb the information each day. Each night, ask your son or daughter what was
learned in class and what type of homework was given. Have a specific time in
which homework should be completed. If your child needs help, make yourself
available. Getting ready for a test is much easier if information is digest
over a few weeks, rather than crammed into 1 or 2 nights.
Testing is no picnic. It doesn't, however, need to be a stressful event filled
with anxiety and fear. Preparation is the key to successful test taking. Getting
ready for a test is simple if you help your child with these 5 study techniques.
Education’s Best-Hidden and Most Valuable Resource
The Challenge
There are some principles that drive learning. Every human being is driven to search for meaning. We all try to create patterns from our environment, and we all learn
to some extent through interaction with others. Because ours is a social brain, it’s important to build authentic relationships in the classroom and beyond. Complex learning is enhanced by challenge and inhibited by threat. We want to deeply engage learners with their purposes, values and interests. Thinking and feeling are connected because our patterning is emotional. That means that we need to help learners create a felt meaning, a sense of relationship with a subject, in addition to an intellectual understanding. Once educators and parents grasp that complexity, they begin to function differently in their lives and in their classrooms.
Furthermore, the wider the scope and range of possibilities in style and pace of both instruction and assessment, the greater the possibility that different kinds of students will be engaged by learning. This has obvious benefits both for the individuals who enhance their competence (who might not otherwise have done so), and for society, which requires as much diversity of ability and approach as possible in order to thrive in a time of unpredictable change.
Students themselves can be excellent sources for devising innovative approaches to learning. They may in fact be education’s best-hidden and most valuable resource. A classroom of students who are encouraged and wisely guided in thinking about what they want to learn, how they want to learn it, and how their learning should be assessed has a far greater capacity for creative imagination than any single teacher.
Thus engaging students in understanding their own interest and creating their own learning is a good beginning for their participation in a society facing rapid unpredictable change.
Memory and Learning
I view teaching as analogous to cooking; excellent gourmet chefs describe the preparation of their favourite dishes with “a little bit of this and a little bit if that.” This approach is recommended for teaching youth development – one that is not set and rigid, but a flexible mixture of learning and teaching formats. “ A little bit of this and a little bit of that” refers to employing a variety of teaching techniques to promote active learning (i.e., student involvement through discussions, reading, and writing) by engaging the student through a conglomerate of activities from debates to visuals to role play to panel discussions. The literature describes this philosophy as an active learning approach.
The research literature supports active teaching formats over passive ones. Significant features of active learning in the classroom occur when students are involved in more than listening, less emphasis is placed on giving information and more on developing students skills, students are involved in higher-order thinking (analytically, critically, and relationally), and students explore their own attitudes and values.
These active learning aspects require that students process information by doing and saying, not only through listening and reading – the trademarks of traditional teaching. Research in the area of memory and understanding indicate that persons on average retain long-term: 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say, and 90% of what they do and say (Magnesen, 1983). Doing and saying are recurrent themes of active learning which many educational researchers agree is best obtained by using a wide variety of teaching techniques to stimulate the senses with “a little bit of this and a little bit of that.”
Passive observation is not enough; it is interactivity that is so essential. “Tell me, and I forget. Show me, and I remember. Let me do, and I understand,” says the ancient Chinese proverb.
There are some principles that drive learning. Every human being is driven to search for meaning. We all try to create patterns from our environment, and we all learn
to some extent through interaction with others. Because ours is a social brain, it’s important to build authentic relationships in the classroom and beyond. Complex learning is enhanced by challenge and inhibited by threat. We want to deeply engage learners with their purposes, values and interests. Thinking and feeling are connected because our patterning is emotional. That means that we need to help learners create a felt meaning, a sense of relationship with a subject, in addition to an intellectual understanding. Once educators and parents grasp that complexity, they begin to function differently in their lives and in their classrooms.
Furthermore, the wider the scope and range of possibilities in style and pace of both instruction and assessment, the greater the possibility that different kinds of students will be engaged by learning. This has obvious benefits both for the individuals who enhance their competence (who might not otherwise have done so), and for society, which requires as much diversity of ability and approach as possible in order to thrive in a time of unpredictable change.
Students themselves can be excellent sources for devising innovative approaches to learning. They may in fact be education’s best-hidden and most valuable resource. A classroom of students who are encouraged and wisely guided in thinking about what they want to learn, how they want to learn it, and how their learning should be assessed has a far greater capacity for creative imagination than any single teacher.
Thus engaging students in understanding their own interest and creating their own learning is a good beginning for their participation in a society facing rapid unpredictable change.
Memory and Learning
I view teaching as analogous to cooking; excellent gourmet chefs describe the preparation of their favourite dishes with “a little bit of this and a little bit if that.” This approach is recommended for teaching youth development – one that is not set and rigid, but a flexible mixture of learning and teaching formats. “ A little bit of this and a little bit of that” refers to employing a variety of teaching techniques to promote active learning (i.e., student involvement through discussions, reading, and writing) by engaging the student through a conglomerate of activities from debates to visuals to role play to panel discussions. The literature describes this philosophy as an active learning approach.
The research literature supports active teaching formats over passive ones. Significant features of active learning in the classroom occur when students are involved in more than listening, less emphasis is placed on giving information and more on developing students skills, students are involved in higher-order thinking (analytically, critically, and relationally), and students explore their own attitudes and values.
These active learning aspects require that students process information by doing and saying, not only through listening and reading – the trademarks of traditional teaching. Research in the area of memory and understanding indicate that persons on average retain long-term: 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say, and 90% of what they do and say (Magnesen, 1983). Doing and saying are recurrent themes of active learning which many educational researchers agree is best obtained by using a wide variety of teaching techniques to stimulate the senses with “a little bit of this and a little bit of that.”
Passive observation is not enough; it is interactivity that is so essential. “Tell me, and I forget. Show me, and I remember. Let me do, and I understand,” says the ancient Chinese proverb.
Dissecting The Human Brain To Find Out How It Learns
Introduction
When you were asked to dissect a frog in science class how did you feel? You may have felt a little hesitant even a little cruel as you tore it limb from limb to see what was inside of it. But in the end you ended up learning and those memories are still strong
and with you, even today. However, many other things that you learned in school have long been forgotten. For example, if you had to have a high school test today what grade level do you think you would be at? Probably, suffice to say, it would be a lot lower than you think!
Yes, there is something very wrong with our schools today. What is the problem? The problem is the failure of educators to dissect or look into the inner-workings of the brain to see how the brain learns. To solve this problem, I have put together an article, which explains how the brain learns.
The Developing Brain
When a baby comes into the world her brain is a jumble of neurons, all waiting to be woven into the intricate tapestry of the mind. Some of the neurons have already been hard-wired, by the genes in the fertilized egg, into circuits that command breathing or control heartbeat, regulate body temperature or produce reflexes. But trillions upon trillions more are like the Pentium chips in a computer before the factory preloads the software. They are pure and of almost infinite potential, unprogrammed circuits that might one-day compose rap songs and do calculus, erupt in fury and melt in ecstasy. If the neurons are used, they become integrated into the circuitry of the brain by connecting to other neurons; if they are not used they may die.
The traditional view was that the wiring diagram is predetermined, like one for a new house, by the genes in the fertilized egg. Unfortunately, even though half the genes –
50,000 – are involved in the central nervous system in some way, there are not enough of them to specify the brain’s incomparably complex wiring. That leaves another possibility: genes might determine only the brain’s main circuits, with something else shaping the trillions of finer connections. That something else is the environment, the myriad of messages that the brain receives from the outside world.
Yes, it is the experiences of childhood, determining which neurons are used, that wire the circuits of the brain as surely as a programmer at a keyboard reconfigures the circuits in a computer. Which keys are typed – which experiences a child has – determines whether the child grows up to be intelligent or dull, fearful or self-assured, articulate or tongue-tied. In fact, “early experiences are so powerful,” says pediatric neurobiologist Harry Chugani of Wayne State University, that “they can completely change the way a person turns out.”
According to the emerging paradigm [model], “there are two broad stages of brain wiring,” says developmental neurobiologist Carla Shatz of the University of California, Berkeley: “an early period, when experience is not required, and a later one, when it is.”
How does experience wire a child’s brain during the formative years? Babies are born with 100 billion cells, called neurons. Throughout a child’s formative years, trillions of connections called synapses, form between the cells, acting as bridges and establishing the brain’s circuitry – the architecture that allows a person to see, feel, move, and process information. A brain with more, higher-quality synapses can process information more quickly, and with less energy, than a brain with fewer, less relevant synapses.
What creates these crucial synapses? Pure and simple, it’s stimulation: light, color, and sound. In day-to-day terms, that means the kiss you plant on your baby’s toes, the clay a toddler molds into funny shapes, the tone of voice you use to comfort or correct, the sights and scents of a new place – all send synapses crackling in every direction. Without the right stimulation, key synapses don’t form. And if such connections, once formed, are used too seldom to be strengthened and reinforced – the brain, figuring they’re dead weight, eventually “prunes” them away for the sake of efficiency. Research has revealed that unused mental powers fade away. Thus the brain, like a muscle, is strengthened by use and weakened by disuse.
Chinese Course at LUOMAPINYIN.COM
When you were asked to dissect a frog in science class how did you feel? You may have felt a little hesitant even a little cruel as you tore it limb from limb to see what was inside of it. But in the end you ended up learning and those memories are still strong
and with you, even today. However, many other things that you learned in school have long been forgotten. For example, if you had to have a high school test today what grade level do you think you would be at? Probably, suffice to say, it would be a lot lower than you think!
Yes, there is something very wrong with our schools today. What is the problem? The problem is the failure of educators to dissect or look into the inner-workings of the brain to see how the brain learns. To solve this problem, I have put together an article, which explains how the brain learns.
The Developing Brain
When a baby comes into the world her brain is a jumble of neurons, all waiting to be woven into the intricate tapestry of the mind. Some of the neurons have already been hard-wired, by the genes in the fertilized egg, into circuits that command breathing or control heartbeat, regulate body temperature or produce reflexes. But trillions upon trillions more are like the Pentium chips in a computer before the factory preloads the software. They are pure and of almost infinite potential, unprogrammed circuits that might one-day compose rap songs and do calculus, erupt in fury and melt in ecstasy. If the neurons are used, they become integrated into the circuitry of the brain by connecting to other neurons; if they are not used they may die.
The traditional view was that the wiring diagram is predetermined, like one for a new house, by the genes in the fertilized egg. Unfortunately, even though half the genes –
50,000 – are involved in the central nervous system in some way, there are not enough of them to specify the brain’s incomparably complex wiring. That leaves another possibility: genes might determine only the brain’s main circuits, with something else shaping the trillions of finer connections. That something else is the environment, the myriad of messages that the brain receives from the outside world.
Yes, it is the experiences of childhood, determining which neurons are used, that wire the circuits of the brain as surely as a programmer at a keyboard reconfigures the circuits in a computer. Which keys are typed – which experiences a child has – determines whether the child grows up to be intelligent or dull, fearful or self-assured, articulate or tongue-tied. In fact, “early experiences are so powerful,” says pediatric neurobiologist Harry Chugani of Wayne State University, that “they can completely change the way a person turns out.”
According to the emerging paradigm [model], “there are two broad stages of brain wiring,” says developmental neurobiologist Carla Shatz of the University of California, Berkeley: “an early period, when experience is not required, and a later one, when it is.”
How does experience wire a child’s brain during the formative years? Babies are born with 100 billion cells, called neurons. Throughout a child’s formative years, trillions of connections called synapses, form between the cells, acting as bridges and establishing the brain’s circuitry – the architecture that allows a person to see, feel, move, and process information. A brain with more, higher-quality synapses can process information more quickly, and with less energy, than a brain with fewer, less relevant synapses.
What creates these crucial synapses? Pure and simple, it’s stimulation: light, color, and sound. In day-to-day terms, that means the kiss you plant on your baby’s toes, the clay a toddler molds into funny shapes, the tone of voice you use to comfort or correct, the sights and scents of a new place – all send synapses crackling in every direction. Without the right stimulation, key synapses don’t form. And if such connections, once formed, are used too seldom to be strengthened and reinforced – the brain, figuring they’re dead weight, eventually “prunes” them away for the sake of efficiency. Research has revealed that unused mental powers fade away. Thus the brain, like a muscle, is strengthened by use and weakened by disuse.
Chinese Course at LUOMAPINYIN.COM
5 Secrets to Making Learning Fun
5 Secrets To Making Learning Fun
Most teachers want to incorporate fun into the school day. Some, however, simply
don't know where to begin. They have the right attitude, but don't know how
to deliver. Students who have fun during class end up learning more because
there minds are actively engaged. For teachers with a hard time incorporating
fun, here are 5 secrets to making learning fun.
Involve Everyone
Some students fall through the cracks because they never speak in class, are
never called on, and don't complete their homework. They feel no ownership nor
pride for school. This can be easily corrected by simply involving each and
every student in class. It is more fun being involved in class than sitting
back like a bump on a log. Call on students that don't have their hands raised.
Go around the room and have each person read a paragraph out loud from the study
material. If students feel invested in schoolwork, they will be more likely
to have fun and succeed.
Involve the Entire Body
No one likes to sit in class listening to a lecture for an hour. It gets boring
and monotonous. To incorporate more fun into learning, try to engage the entire
body. Have children move around the room. Play active review games. If you must
lecture, have your students take a five minute break to stand up and wiggle
their arms and legs. Fun doesn't have to be silly all the time. Simply moving
around can make an otherwise boring lecture seem uplifting.
Positive Reinforcement
One of the easiest ways to add some fun to your class is to use positive reinforcement.
Students not only detest, but also dread classes that make them feel dumb. If
your class is made to think they are excelling or performing well, they will
be more likely to succeed. You will see smiles on their faces instead of looks
of dread. The only way fun can be introduced into the school day is if the children
feel comfortable letting loose. Giving positive reinforcement is the way to
accomplish that goal.
Working in Groups
Group projects are tons of fun for students. It allows them to talk and discuss
their answers with peers. If there is a worksheet assignment, for example, let
the students work in groups of 3 or 4. Not only will they enjoy the change of
pace, but they will also learn from each other. Group learning kills two birds
with one stone.
School Day Variety
No school day is fun if the routine is the same day in and day out. Change
the schedule and add variety to your class. Students love to try new things.
Have them complete worksheets one day, and the next day have an outdoor study
session. Videos also make for wonderful variety. They allow students to take
a break from the traditional school day.
There is nothing like a little fun to get a child to learn. Incorporating fun
into the school day not only makes you a great teacher, but also encourages
knowledge comprehension.
Most teachers want to incorporate fun into the school day. Some, however, simply
don't know where to begin. They have the right attitude, but don't know how
to deliver. Students who have fun during class end up learning more because
there minds are actively engaged. For teachers with a hard time incorporating
fun, here are 5 secrets to making learning fun.
Involve Everyone
Some students fall through the cracks because they never speak in class, are
never called on, and don't complete their homework. They feel no ownership nor
pride for school. This can be easily corrected by simply involving each and
every student in class. It is more fun being involved in class than sitting
back like a bump on a log. Call on students that don't have their hands raised.
Go around the room and have each person read a paragraph out loud from the study
material. If students feel invested in schoolwork, they will be more likely
to have fun and succeed.
Involve the Entire Body
No one likes to sit in class listening to a lecture for an hour. It gets boring
and monotonous. To incorporate more fun into learning, try to engage the entire
body. Have children move around the room. Play active review games. If you must
lecture, have your students take a five minute break to stand up and wiggle
their arms and legs. Fun doesn't have to be silly all the time. Simply moving
around can make an otherwise boring lecture seem uplifting.
Positive Reinforcement
One of the easiest ways to add some fun to your class is to use positive reinforcement.
Students not only detest, but also dread classes that make them feel dumb. If
your class is made to think they are excelling or performing well, they will
be more likely to succeed. You will see smiles on their faces instead of looks
of dread. The only way fun can be introduced into the school day is if the children
feel comfortable letting loose. Giving positive reinforcement is the way to
accomplish that goal.
Working in Groups
Group projects are tons of fun for students. It allows them to talk and discuss
their answers with peers. If there is a worksheet assignment, for example, let
the students work in groups of 3 or 4. Not only will they enjoy the change of
pace, but they will also learn from each other. Group learning kills two birds
with one stone.
School Day Variety
No school day is fun if the routine is the same day in and day out. Change
the schedule and add variety to your class. Students love to try new things.
Have them complete worksheets one day, and the next day have an outdoor study
session. Videos also make for wonderful variety. They allow students to take
a break from the traditional school day.
There is nothing like a little fun to get a child to learn. Incorporating fun
into the school day not only makes you a great teacher, but also encourages
knowledge comprehension.
Math Games For Kids
Looking for a fun and exciting way to teach math concepts to children? Increase motivation and learning in a way that is enjoyable and pleasant by using the following math games for kids.
A Book Scavenger Hunt
This is a game that teaches counting and ordinal numbers (1st, 2nd, 3rd...). The first thing to do is find a book for each child. It works well, and takes less time, for all children to use the same book title and edition, but it is not necessary. The idea is that the answer will spell out a sentence or two and the winner is the first one to decipher it. Each child will be provided with a clue sheet which will list directions for finding each word.
An example would be to say "find the 5th word of the 3rd paragraph on the 11th page after page 101." The children would then look for this word and write it down. You can also work in math problems, such as "go to the page that is twenty-one less than eighty-four and find the 7th word in the 2nd paragraph from the end of the page." Increase the complexity for older children and simplify for younger ones.
Picture Shapes
Math games for kids, especially the younger ones, can benefit from including pictures from books or coloring books. This game accomplishes this by using a picture that has obvious shapes in it, such as balloons for circles, doors for rectangles, etc., then seeing who can find the most shapes hidden. For older children you can include things such as octagons, cylinders, and cones.
Taking Directions
This is a great math game for a larger group of kids to play. The great thing about this game is that it shows us that math games for kids do not need to involve sitting at a table with a pencil in hand. This is played outdoors and involves putting a mat, or other flat object, in the yard and pairing the kids up. One child in each group wears a blind fold. The other child will give them directions.
The goal is for the child with the blind fold to follow the directions so that he/she ends up on the mat. The trick is that the child doing the talking can only give a set number of clues and can only use numbers for how many feet or yards, and the words forward, backward, right, or left. You can put obstacles in the way such as orange road cones or beach balls that they have to maneuver around to get to the mat. The kids giving the directions must stay stationary while giving the clues. Make sure this game is supervised by an adult who can make sure that the kids do not run into one another or trip and fall.
Board Games
Board games offer a variety of creative and interesting ways for teaching math concepts to children. There are many math games for kids that are in board game format. Some of these include Sorry, Yahtzee, and Rummikub. There are also many board games for kids that can be altered to include math skills. One example is to play Scrabble and give triple the points for each math term spelled out, as well as having the children keep a running score for every player.
Matching Math Cards
This is a twist on Old Maid where the goal is to match two cards by putting all of them face-down and turning over two cards at a time on each turn to see if they match. This game is different than Old Maid because it is centered around math concepts. You start by writing a math problem on an index card, using addition, subtraction, multiplication, or division. Then you make another math problem on the next index card that is different but has the same answer. After you have made between twelve and twenty of these cards you lay them face down. Whenever someone turns over two cards with the same answer they get to keep them. The person with the most cards at the end of the game wins.
Learning math does not need to be dull and boring. It can be fun and challenging by using the above math games for kids, where math becomes play instead of work.
A Book Scavenger Hunt
This is a game that teaches counting and ordinal numbers (1st, 2nd, 3rd...). The first thing to do is find a book for each child. It works well, and takes less time, for all children to use the same book title and edition, but it is not necessary. The idea is that the answer will spell out a sentence or two and the winner is the first one to decipher it. Each child will be provided with a clue sheet which will list directions for finding each word.
An example would be to say "find the 5th word of the 3rd paragraph on the 11th page after page 101." The children would then look for this word and write it down. You can also work in math problems, such as "go to the page that is twenty-one less than eighty-four and find the 7th word in the 2nd paragraph from the end of the page." Increase the complexity for older children and simplify for younger ones.
Picture Shapes
Math games for kids, especially the younger ones, can benefit from including pictures from books or coloring books. This game accomplishes this by using a picture that has obvious shapes in it, such as balloons for circles, doors for rectangles, etc., then seeing who can find the most shapes hidden. For older children you can include things such as octagons, cylinders, and cones.
Taking Directions
This is a great math game for a larger group of kids to play. The great thing about this game is that it shows us that math games for kids do not need to involve sitting at a table with a pencil in hand. This is played outdoors and involves putting a mat, or other flat object, in the yard and pairing the kids up. One child in each group wears a blind fold. The other child will give them directions.
The goal is for the child with the blind fold to follow the directions so that he/she ends up on the mat. The trick is that the child doing the talking can only give a set number of clues and can only use numbers for how many feet or yards, and the words forward, backward, right, or left. You can put obstacles in the way such as orange road cones or beach balls that they have to maneuver around to get to the mat. The kids giving the directions must stay stationary while giving the clues. Make sure this game is supervised by an adult who can make sure that the kids do not run into one another or trip and fall.
Board Games
Board games offer a variety of creative and interesting ways for teaching math concepts to children. There are many math games for kids that are in board game format. Some of these include Sorry, Yahtzee, and Rummikub. There are also many board games for kids that can be altered to include math skills. One example is to play Scrabble and give triple the points for each math term spelled out, as well as having the children keep a running score for every player.
Matching Math Cards
This is a twist on Old Maid where the goal is to match two cards by putting all of them face-down and turning over two cards at a time on each turn to see if they match. This game is different than Old Maid because it is centered around math concepts. You start by writing a math problem on an index card, using addition, subtraction, multiplication, or division. Then you make another math problem on the next index card that is different but has the same answer. After you have made between twelve and twenty of these cards you lay them face down. Whenever someone turns over two cards with the same answer they get to keep them. The person with the most cards at the end of the game wins.
Learning math does not need to be dull and boring. It can be fun and challenging by using the above math games for kids, where math becomes play instead of work.
6 Brain Exercises For Children
As children are growing up they are developing thinking, as well as behavioral, patterns. Using these 6 brain exercises for children is one way to help them develop these skills for better functioning and mental abilities for life.
Word Searches/Crosswords
They make many books for kids that contain word searches and crosswords. These are great activities for children to exercise their brains by using the focus and thinking that they require. Crossword puzzles are also a great family activity, where one person can read off the clue and tell how many letters are involved and everyone else can guess.
Memory Exercises
Working with memory exercises can be one of the easiest brain exercises for children, since it can be done in the car while driving or almost anywhere else. Starting when they are young we naturally do these exercises by teaching them how to spell their names, and what their phone numbers and addresses are. We can expand on this by having them work on remembering poems, songs, and the names from family trees.
Memorizing helps children use their brain to focus and retain the information. It also is a very useful skill since a lot of education is based on memorizing, such as learning the number facts for math or learning a list of spelling words.
Obstacle Courses For The Brain
We all have heard of obstacle courses that require physical exercises, but we can also set up ones that include brain exercises for children. An obstacle course for the brain can combine both physical and brain exercises, or focus exclusively on the latter. You can make stations along a physical obstacle course where they can only proceed to the next station after they complete a mental task, such as a short crossword puzzle or word problem. You can also set is up where they have stations throughout the house where they have to complete a series of mental tasks all lined up along the floor or a table.
Write Or Draw Left-Handed (Or Right-Handed)
A great way to exercise the brain is to use the non-dominant hand for writing or drawing. This can be fun to see who can tell what was written or drawn afterwards. Another option is to draw a picture where one-half is done with the dominant hand and then afterwards it is copied onto the other half by the non-dominant hand. These are brain exercises for children that encourage both sides of their brain to work together.
While brain exercises for children can be simple and fun the payoffs can be huge. By using these brain exercises the children are learning to exercise an important part of the body.
Word Searches/Crosswords
They make many books for kids that contain word searches and crosswords. These are great activities for children to exercise their brains by using the focus and thinking that they require. Crossword puzzles are also a great family activity, where one person can read off the clue and tell how many letters are involved and everyone else can guess.
Memory Exercises
Working with memory exercises can be one of the easiest brain exercises for children, since it can be done in the car while driving or almost anywhere else. Starting when they are young we naturally do these exercises by teaching them how to spell their names, and what their phone numbers and addresses are. We can expand on this by having them work on remembering poems, songs, and the names from family trees.
Memorizing helps children use their brain to focus and retain the information. It also is a very useful skill since a lot of education is based on memorizing, such as learning the number facts for math or learning a list of spelling words.
Obstacle Courses For The Brain
We all have heard of obstacle courses that require physical exercises, but we can also set up ones that include brain exercises for children. An obstacle course for the brain can combine both physical and brain exercises, or focus exclusively on the latter. You can make stations along a physical obstacle course where they can only proceed to the next station after they complete a mental task, such as a short crossword puzzle or word problem. You can also set is up where they have stations throughout the house where they have to complete a series of mental tasks all lined up along the floor or a table.
Write Or Draw Left-Handed (Or Right-Handed)
A great way to exercise the brain is to use the non-dominant hand for writing or drawing. This can be fun to see who can tell what was written or drawn afterwards. Another option is to draw a picture where one-half is done with the dominant hand and then afterwards it is copied onto the other half by the non-dominant hand. These are brain exercises for children that encourage both sides of their brain to work together.
While brain exercises for children can be simple and fun the payoffs can be huge. By using these brain exercises the children are learning to exercise an important part of the body.
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