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Classical music enhances intelligence because because, the instruments don't always play at the same time. A piece can start with all instruments playing a given not, but then, the conducter can silence one set, to get another set of instruments to play a different note to move along the piece. This pattern, requires logic and mathematical harmony, the end result of which that when the brain detects these sounds, neurons begin to fire in the sequence presented by classical music.
More crucially still; because classical music is a harmony of mathematical precision, and because what the end result is, well, music, something that is perceived as simply "beautiful" and therefore not rational, the mathematical logic, and irrational aspects of classical music thus stimulate both hemispheres of the brain, causing them to fire back and forth, and in so doing slightly increasing intelligence by a limited degree.
Ultimately though people can't get smarter; now, in the formative years, through countless puzzles and brain games, you can prevent brain cells from auto necrotizing, but you can not enhance what the brain already has. If you are a kid, there is hope, but if you are a grown adult, you've got what you've got, sorry.
Think about it; kids learn languages easily. Intelligence, it can be argued, is of similar nature to language. Both deal with patterns and sequences, as well stringing these things together in ways that do not necessarily "follow the rules" and yet possess their own logic. Kids easily pick up languages because their brains still posses most of their neurons. We are all born with 100 billion neurons. How much of them we hold on to, depends largely on whether or not the brain feels it needs to hold on to them.
If a person, say, goes to a tri-lingual school from grades K through 8, they will speak three languages, with no accent. Reason being the brain will hold on to as many neurons as possible to be able to speak in those languages. If it sees a reason, as a child, to hold on to neurons, it will hold on to them, if it does not see a reason then it will kill them. And once a person hits puberty, that's it; the brain will stop killing neurons, but, what you've got is what you've got.
That is why the first 10 years are crucial.
The reason men generally, as a whole among our rank, have people with higher I.Q.'s than women, is because men hit puberty later, thus, we have the good fortune of having a longer period in which our brains will hold on to neurons before it finally decides to "solidify." Because women hit puberty earlier, their brain, like gelatin, "solidifies" earlier. However women compensate for this fact, holding on to less neurons, in that estrogen allows, better than testosterone, for use of both sides of the brain's hemisphere.
In other words men can hold on to more but are restricted to one side of the brain or other, and men can be smarter, problem is, it is either logic or creative, but rarely both, while women can be just as intelligent provided they hold on to enough neurons, but lucky them, they get to use both sides.
If women seem irrational, it is because of a prodigiously strong sex drive which can wreck their emotions, and the fact that they are using both sides of their cerebral hemisphere. Neither gender is smarter than the other, but nevertheless both sides of the brain gender line serve different functions for different reasons.
Classical music, helps everyone develop both sides of their brain, or rather stimulate them, but the older a person is the less responsive they are to this stimulation, that is why therefore, believe it or not you want to take a small child to a classical music concert, not when they become teenagers. And if children aren't allowed the best age for a person to listen to classical music is when they are very small, under the supervision of an adult of course.
To make your kid smarter; bombard them with brain games of all and any kind, and encourage them to use their imagination but to CONTROL IT. Kids are wrongly discouraged from using their imagination, when people do not realize what a crucial component that is to human intellect, reason being, imagination is the human brain's own "monitor."
All computers have monitors these days, and the brain is no different. Imagination, is the brain's monitor, and it is not an issue of discouraging children from using it, but teaching them to control it in a disciplined and organized manner, as well as allowing imagination play so long as they are taught to distinguish between real and not real. The combination of puzzle solving of all kinds to encompass the entire intellectual spectrum, the listening of classical music, and encouragement to use imagination, can produce a child with an I.Q. in excess of 140.
The reason "geeks" and "nerds" are as smart as they are, is because they never "outgrow" that. Sadly though because of lack of proper guidance, many geeks and nerds do not mature. In Japan, parents actively encourage their children to use their imagination in a controlled manner, that is why many of them are generally smarter than Americans, or everyone else for that matter. Thing is, they do not encompass the whole intelectual spectrum; their emphasis on just math and language, makes it so that their logic, and imagination application, is almost entirely inflexible, and linear, the end result being only a small minority of them can produce original ideas. Thus there is SOME truth to the stereotype that they reverse engineer everyone else's ideas.
Hidden curriculum
Within the broader context of education, curriculum, as defined above, has a specified location. In stating this case, one can see more clearly exactly what is included within, and excluded from, the curriculum, or what is sometimes referred to as the planned or overt curriculum.
Those planned learnings that students were deliberately exposed to by schools. Nevertheless, students acquired numerous learnings that were not planned and these have become subsequently known as the hidden curriculum. The same phenomenon occurs in any institution offering an educational program, that is, that learners will acquire planned, intentional learning as well as unplanned, unintentional learnings.
Hidden curriculum has become an accepted and commonly used part of educational discourse in the past decade. Extensive research and writing have addressed multifarious aspects of the concept (Apple, 1983, 1990; Anyon, 1980; Giroux, 1981; Hewitson, 1982; Jackson, 1968; Seddon, 1983). But with what is the hidden curriculum concerned?
…the hidden curriculum refers to the outcomes of education and/or the processes leading to those outcomes, which are not explicitly intended by educators. These outcomes are generally not explicitly intended because they are not stated by teachers in their oral or written lists of objectives, nor are they included in educational statements of intent such as syllabuses, school policy documents or curriculum projects. (Seddon, 1983:1-2; emphasis added)
If you need more explanation about CURRICULUM, especially this section (hidden curriculum), you can contact me via e-mail or fill your comments under this page.
After a decade of paying lip service to whether culture impacts upon second language learning, few serious attempts have been made to research this issue that clearly, at face value, impacts language learning.
Some 8 years ago I notice Dash debated the issue, finding such learned authors at Mangubhai to not accept that culture played a role in SLA. Text books pay lip service to the introducing culture - but then those that do make an assumption that the teacher understands the reason it is being introduced. This, as we knew from research, is a basic mistake as surveys show that up to 97% of teachers in countries such as China, Korea and Japan, have no background in SLA education, yet are the teachers.
Anecdotal evidence strongly points to the reason that this topic of research is so intangible that it is being left alone. Ellis and Chew strongly defended their alternate positions in 2005 at an international conference. Chew being a strong believer that culture impacts SLA learning, whilst Ellis disagreed.
Universities have a leading role to play in this area. Research is begging to be done. However, the topic doesn't come to the lofty heights of such research as for example the critical age theory, task based teaching -v- ppp in an Asian context, or the like, and seems to fall by the way side.
Yet recent studies show rote learning to be an effective tool for Korean young learners - this surely being an issue that goes to the heart of culture in language. As SLA theories grow, are reworked or are abandoned, at the heart of every theory lies multiple cultures. The L2 culture, the teacher's culture, and the learners' L1 culture. This is an area of vast importance in SLA learning and teaching.
lack of student interest in Indonesia make a less competent young person. The young generation should learn to spend time with now has no spirit. I did some research at some schools, I pay attention to their psychological state and asked why facebook can become more attractive in the eyes of students compared with the study?
conclusions of my research were the students in Indonesia are more likely to play, the streets, and compared with learning to play the internet. pedahal learn it is the pole of their future. this is caused by several things. The first, less good teaching aids, teaching materials are not considered attractive by students, and lack of motivation of teachers to students. I hope this can be controlled, so that students in Indonesia could become smarter and smarter.
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Within the broader context of education, curriculum, as defined above, has a specified location. In stating this case, one can see more clearly exactly what is included within, and excluded from, the curriculum, or what is sometimes referred to as the planned or overt curriculum.
Those planned learnings that students were deliberately exposed to by schools. Nevertheless, students acquired numerous learnings that were not planned and these have become subsequently known as the hidden curriculum. The same phenomenon occurs in any institution offering an educational program, that is, that learners will acquire planned, intentional learning as well as unplanned, unintentional learnings.
Hidden curriculum has become an accepted and commonly used part of educational discourse in the past decade. Extensive research and writing have addressed multifarious aspects of the concept (Apple, 1983, 1990; Anyon, 1980; Giroux, 1981; Hewitson, 1982; Jackson, 1968; Seddon, 1983). But with what is the hidden curriculum concerned?
…the hidden curriculum refers to the outcomes of education and/or the processes leading to those outcomes, which are not explicitly intended by educators. These outcomes are generally not explicitly intended because they are not stated by teachers in their oral or written lists of objectives, nor are they included in educational statements of intent such as syllabuses, school policy documents or curriculum projects. (Seddon, 1983:1-2; emphasis added)
If you need more explanation about CURRICULUM, especially this section (hidden curriculum), you can contact me via e-mail or fill your comments under this page.
Middle level educators understand that vocabulary is at the heart of general language development and conceptual learning and is, therefore, a critical aspect of curricular programs in all disciplines at the middle school level. The extensive research base on vocabulary learning and teaching provides us with important guidelines that inform instruction (Harmon, Wood, & Hedrick, in press). In this research summary, we highlight relevant studies that support several key understandings of vocabulary learning and teaching. The following are six key understandings for all teachers across age levels and content areas.
·Word knowledge is important for learning.
·Word knowledge is complex.
·Metacognition is an important aspect of vocabulary learning.
·Effective vocabulary instruction moves beyond the definitional level of word meanings.
·Vocabulary learning occurs implicitly in classrooms across disciplines.
·Vocabulary learning occurs through direct instruction.
Word knowledge is important for learning
Educators understand the importance of vocabulary, and few, if any, would omit vocabulary from their instruction. We know that a large vocabulary is an asset to readers; those who know many words are more likely to comprehend what they read. In fact, we have known for many decades that vocabulary size is a strong predictor of reading comprehension (Anderson & Freebody, 1981; Davis, 1944; Singer, 1965). However, the relationship between word knowledge and reading comprehension is complex and not easily described as one causing the other (Pearson, Heibert, & Kamil, 2007). Teaching unfamiliar words before students encounter them in a passage does not necessarily guarantee comprehension. Nonetheless, research indicates that there is a strong, positive, reciprocal relationship between word knowledge and reading comprehension (Baumann, Kame'enui, & Ash, 2003; National Reading Panel, 2000; RAND Reading Study Group, 2002). That is, vocabulary knowledge enables students to comprehend what they read, and the act of reading itself provides the opportunity for students to encounter and learn new words. Furthermore, the more words students know, the more likely they are to learn new words easily (Shefelbine, 1990). Conversely, students with limited vocabularies tend to read less and, therefore, have fewer exposures to new words in running text (Stanovich, 1986). Tremendous differences in word knowledge exist among students—differences that begin to appear at very young ages (Hart & Risley, 1995) and continue to impact learning as students move through school.
Word knowledge is complex
The nature of vocabulary learning and acquisition is complex and involves several processes that can inform instruction. Nagy and Scott (2000) described five noteworthy components of word knowledge. First, they pointed out that word learning is incremental—that is, we learn word meanings gradually and internalize deeper meanings through successive encounters in a variety of contexts and through active engagement with the words. For example, the average tenth grader is likely to have a deeper and more sophisticated understanding of the term atom compared to the knowledge of an average fourth grader, who still has a more simplistic understanding of the term. We also know words at varying levels of familiarity from no knowledge to some knowledge to a complete and thorough knowledge, which serves us especially well in speaking and writing (Beck, Perfitti, & McKeown, 1982; Dale, 1965). It may be that, for some words, students may only need to have a general understanding of a term to keep comprehension intact. For other words, a deeper understanding may be necessary for students to successfully comprehend a passage.
Another aspect of word knowledge is the presence of polysemous or multiple meaning words. Many words have different meanings depending upon the context in which they are used. This is especially evident in the various content areas such as mathematics, where polysemous word meanings differ greatly from the common usage of words (Durkin & Shire, 1991; Wood & Harmon, 2008; Rubenstein & Thompson, 2002). For example, a common word such as table represents an entirely different meaning in science texts when authors discuss the Periodic Table.
A third aspect of word knowledge described by Nagy and Scott (2000) is the different types of knowledge involved in knowing a word. The types of knowledge include the use of words in oral and written language, correct grammar usage of words or syntactical knowledge, semantic understandings such as appropriate synonyms and antonyms, and even morphological understandings that involve correct usage of prefixes and suffixes. Surprisingly, more than 60% of words encountered in academic texts can be taught morphologically (Nagy & Anderson, 1984). In particular, Milligan and Ruff (1990), in their analysis of social studies textbooks used from elementary through high school, found that approximately 71% of the glossary terms contained affixes and roots that could be directly taught.
A fourth aspect of word knowledge is the notion that learning a word meaning is inextricably related to knowledge of other related words. We do not learn word meanings in isolation; we learn word meanings in relation to other words and concepts. For example, knowing the concept of rectangle involves knowing about polygons, quadrilaterals, right angles, squares, and other related concepts. Finally, Nagy and Scott (2000) noted that word knowledge differs according to the type of word. Knowing the meaning of prepositions (e.g., if, under, around) differs greatly from knowing the meaning of specific science terminology, such as nucleus, proton, and neutron.
Good afternoon brother, best wishes to all of us who attended this happy occasion.
First, let us praise and thank the Divine presence ALLAH SWT, because thanks to the grace and the gift is we can come together in this event. Thank you to the maximum I say to the Governor of West Java and Mr Chairman of the Commission, and the government in general, which has given this award means so much to me. I never thought before going to get tremendous rewards from this country. However, all this is simply not the result of my personal business, but this award is the result of hard work with my colleagues who dedicate themselves to the struggle against corruption in this beloved country Indonesia. For us, the struggle against corruption is a struggle without end, the process of forming a nation is an established, open, and there is always "honesty" in the community chest, a nation that at some point actually become reality.
Before we get to know more about corruption, it helps us to know in advance the meaning of the word corruption itself. Corruption comes from the Latin corruptio or corruptus. Corruptio derived from the word corrumpere, an older Latin word. From the Latin words that fall into many European languages like English that is corruption, corrupt; France that is corruption, and the Netherlands are corruptie, korruptie. From the Dutch language is the word down into Indonesian into corruption (Andi Hamzah, 2005:4). In Dictionary of Indonesian Language, 1991, corruption means rotten; false; bribes. However, I agree with the meaning of the word corruption in The Lexicon Webster Dictionary, 1978, which mentions the meaning of the word corruption is depravity, dishonesty, immoral; deviation from chastity.
Indonesia can be proud as a nation that has a diversity of ethnicity, religion, and culture. Proud because nan was awarded the captivating natural beauty. Maybe too proud of the progress of civilizations past, in the era of the Majapahit or Sriwijaya. Proud of having to unite the nation, struggling together through difficult times and liberate Indonesia. But now, do it all enough for us to be proud of? Is there anything new or worthy of our proud achievements? Achievement that not all nations could easily rival it?
Ignatius Haryanto in an article in Kompas, invites us to record the latest achievements of Indonesia. Achievement that is, our country as one of the most corrupt country for years. In addition, our country is also the most vulnerable countries by health koruptornya. Corruptor we always get sick every time to review or trial. Then, the UN concludes that judicial corruption in Indonesia is one of the worst in the world that may only be rivaled by Mexico. And ironically, from a variety of ways that have been already implemented, have not seen a good change from the condition of this nation. So what can we give to this nation?
The sun was too early to betray. Pen too quickly burning. The possibility now is to enlarge the possibilities, the impossibility of space. So that every person we meet again found no single point of possibility. To say not possible, until they dried blood. Before the eyes of a rusty pen, and refused re-filled. Before all the tragedy filled lungs, and the repetition of his own to find their meanings.
In the market, and pervade spectacle. Or maybe in waste and sewage. Or maybe in a uniform row of headstones. Or maybe in the liberation of 14-inch monitor in the style of a desire to offer dissent, in the style of Levi's and Motorola. Or tower theatrical Supermall. Soap opera composer committee Electoral Act make it funny about the ridiculousness of democracy, narrative tie. Mutilation mask with the chaos of liberation arguments about how to freshen habituation position ourselves in front of the figure of a pile of feces called free-market reformer of the world. And fair trade, to then treat life as academy, and castrated the sun, too early to betray.
And heroism changed its name to C4, Sukhoi, and fiction fenced constitution. Visit each prisoner and flower tributes neighboring tomb of the hero's grave. From idols to anonimus named bird Garuda Pancasila, which appeared on every site becomes a piece of rock that float on the shaft is parallel to the shield and protector guards the tomb of the pharaoh's face berkhakis. Which appeared 24 hours of sun and cloud exchanged positions on every corner, even in the general campus and gutters, look for the target consumer, and the homogenization of eligibility. So each number to be so and meaning. When we are shown every statistic and the muzzle of the weapon with thousands of units of SSK to maintain stability. Since black and white only valid in the eyes.
Obsessive reject Satan and God as embodied in the canon-canon chatter support a Big Mac and Ice Cream Cone is called "Buy, buy, purchase, consumption, our consumption so that you can participate in the efforts of child country for pilgrimage." Oh what a pulling the world that's for sure. Ensure that all life and a plurality of sheeting insurance contracts, with the promise of reward, with the promise of more value accumulation, the stock market, and with the semantic-semantic power that just means the regular period of time when representative at the parliament building began bargaining seats. Oh how beautiful the world is goes dawn insult points. So that the pawn-pawn to wallow in the back country of national stabilization of justification find a justification of their evolution to enlightenment channels berbentangkan the rockstar who are tired of complaining. Because the sweat dries invisible in the presence of pairs of flies giri markets and reflection window, and displays the idols, scale is more afraid of the dregs of hell. In between ripping a letter of recommendation of the donor countries, the designer of the law and the facts of anti-terror, the architects of the language of conquest, the freedom adorer, freedom which is only valid in the presence Flatron screen, mobile pluralism, democracy, the ballot box, and pluralism of the building collapsed.
Oh how great the world in front of rows of gravestones that castrated the sun, too early to betray. So, do not allow me to die too early rotation O and a set of CD boombox frail. Do not allow me to discipline himself into the ranks of the army, O celluloid and narration. And by extension crumbs in your mouth my son, do not let me sleep menjagai every desire that I have remaining vessels today. By every letter in every fable that kututurkan to you before bed zahraku, mentariku.
Never let me stop visiting each tomb without unsheathed swords. Soundly asleep without one eye open. Without sponsoring morning parting wishes. Without the right arm and my left is a sun and moon, stars and sickle, hammer and sickle, the earth and sky, sea and trenches, and wing and a raft. So that the entire paruku shortness assemble every spikes most likely, enlarge any possibility of the impossibility of space, so everyone we met could not find another single point of possibility, to say impossible, without their blood dry up, before the eyes of a rusty pen, and refused to return filled.
And the sun no longer possible to double-cross castrated morning,,
Like a body, the Indonesian people are infected with a deadly disease, that is corruption! Because of severe illness, the Indonesian nation has become famous throughout the world. The penyakitan called. It is time we treat the body of this seriously, no more corruption in this country! Change must start from now! Maybe it can be started with a simple life away from this nation's motto, "Forward not afraid to defend the pay!"
We apologize if my remarks are not acceptable in your heart. Thank you for your attention. Yours respectfully
Efforts to Develop Emotional Implications for Youth and Education Educational interventions in adolescent emotional development efforts to develop emotional intelligence, one of them using the interventions proposed by W. T. Grant Consortium on the "Active Ingredients of Prevention Programs", which is as follows: 1. Emotional Skills Development Ways that can be done to develop the emotional skills of individuals is a. Identifying and member names or label feelings b. Expressing feelings c. Assessing the intensity of feelings d. Managing feelings e. Delaying gratification f. Impulse control g. Reducing stress, and h. Understanding the difference between feelings and actions. 2. Cognitive Skills Development Ways that can be done to develop the cognitive skills of individuals is as follows a. Learn to conduct inner dialogue as a way to overcome problems or self-reinforcing behavior b. Learning to read and interpret the signals sisoal, such as recognizing the social behavior of the behavior and look at yourself in the perspective of the wider community c. Learning to use measures problem solving and decision making, such as controlling impulses, setting goals, identifying alternative actions, and take into effect that will arise d. Learn to understand other people's point of view (empathy) e. Learn to understand good manners, which behavior is acceptable and what is not f. Learning to be positive about life g. Learn to develop self-awareness, for example, hopes to develop a realistic self tentanmg. 3. Behavior Skills Development a. Studying non-verbal communication skills, such as communicating through eye, facial expressions, gestures, body position, and the like b. Studying verbal communication skills, such as a clear request, describe something to others clearly, effectively responding to criticism, refuses to negative influences.
Aristoteles mentions 3 ways to affect humans. First, you must be able to show the audience that you have a broad knowledge, reliable personality, and the honorable status (ethos). Second, you have to touch the hearts crowded; feelings, emotions, hope, hatred and love saying them (pathos). The experts call it the modern rhetoric of emotional appeal (emotional appeals). Third, you convince the audience by asking evidence or something tangible (visible). Here you approached the audience with his mind (logos). In addition, there are 2 ways more powerful belonging to influence others. Namely, entimem and examples. Entimem (Greek:, Allen, Au in and, Äúthymos, Au mind) is a kind of syllogism is incomplete, not to produce scientific evidence, but to create confidence. Called incomplete because some of the premises is removed. As you know that the syllogism has 3 premises. Major, minor, and conclusion. All human beings have a sense of pity (compassion) to people who suffer (premise: major). Your man (minor premise). The conclusion of course you have compassion for your people. For example I said, Help that children. As a human, you must have compassion when he saw people suffering., EXAMPLE is also an effective way. This is commonly used by manufacturers to influence consumers. But not fully used, too. As express some instances, you inductively general conclusions. Here is the example from the EXAMPLE which producers seek to influence consumers, (PROMOTION MODE: ON) 99,999 of 100,000 artists from all over the world choose http://mimiensworld.blogspot.com as the most popular site of all time. (this is campaign. isn't it? so why still seriously?)Here is the example of open or example trully promotion. 9 of 10 artists LUX soap. Thus, LUX soap is soap artists. Many things that must be considered in influencing others (not the hypnotist). of them is THE FIVE CANONS OF Rhetoric. Inventio (delivery), disposition (compilation), elocution (style), memorio (memory), and pronuntiatio (delivery). Advice from brother Aristoteles, Useing appropriate language, correct, and to make sense; select the words clear and direct sentences convey the beautiful, noble, and alive; and adjust the language of the message, khalayan and speakers. This must be supported by good acting in the process of delivery. Notice if your voice. And body language (body movement) during the talk
Distinguishing Pragmatics from Semantics
A Brief Survey of Principles and Definitions
Question: What principles or definitions have been offered in the literature for distinguishing pragmatics from semantics?
The question of how semantics relates to pragmatically oriented theories is, Chierchia and McConnell-Ginet (1990) say, "wide open." For them, semantics deals with those aspects of meaning that remain constant whenever a given expression is uttered: Semantics covers what expressions mean, while pragmatics covers what speakers mean in using the expressions.
Along these lines, it is standard, Green (1989) says, to distinguish between what a sentence means and what a speaker intends to convey by the utterance of the sentence, and to restrict the role of semantics to explicating the meaning of sentences in terms of conditions that must be fulfilled for the sentence to be used to truthfully describe a situation.
Thus: Aspects of the interpretation of utterances that do not involve truth conditions are commonly considered outside the domain of semantics, Green (1989) says. Whether an utterance is a promise, a prediction, or a question and how metaphorical expressions are understood are matters of pragmatics, not semantics.
More: Semantics is compositional: The meaning of a complex expression relates in a predictable way to the meanings of the parts from which it is constructed. The meaning of the whole is a function of the meaning of the parts.
Pragmatics, on the other hand, is the study of situated uses of language, Chierchia and McConnell-Ginet (1990) say, adding this caveat: "Since direct experience with interpretation of language is experience with interpreting uses, however, we cannot always be sure in advance which phenomena will fall exclusively in the domain of semantics and which will turn out to require attention to pragmatic factors as well," a fact that makes it difficult to free semantics from pragmatic considerations. (Chierchia and McConnell-Ginet, 1990:5)
Pragmatics, Fasold (1990: 119) writes, "is the study of the use of context to make inferences about meaning." Fasold asks whether pragmatics can be viewed in a principled way as the study of the meaning of what people utter in context. What a piece of language structure means whether used to communicate or not would be semantics. Fasold concludes that the research program initiated by Grice gives reasonable promise to this dividing line between pragmatics and semantics if deixis can be handled in some other way.
To summarize: Pragmatics involves how speakers use language in contextualized social interactions -- how they do things with words, as Austin would say. Semantics invites a focus on meaning and truth conditions without regard to communication and context.
