Blog Education

Alternative Medicine Education in India

2008-11-13T02:02:00.000-08:00

India is home to different alternative and complementary treatment streams. The main among them are Ayurveda, Homeopathy and Siddha, followed by Unani, Naturopathy, Yoga, etc. Before the advent of Allopathy into the land by British rulers, Ayurveda and Siddha were the only treatment options available. The suppression of natural cure methods for the sake of Allopathy has dwindled the importance of Ayurveda, Yoga and Siddha over time.

Now there is newfound revival for Ayurveda and other alternative medicines. The single most important reason why people turning away from Allopathy and towards Ayurveda is the fact that side effects so common with Allopathy and an almost total absense of side effects with Ayurveda medicines.

Now Government has recognized courses for all types of alternative medicines. Ayurveda medical colleges under direct government control are the main centers of ayurveda education in India. Ayurveda medical colleges and research centers in private sector are relatively new to Indian medical scenario.

Employment Opportunities in Alternative Medicine

With surge in demand for Ayurveda and other medical sciences by people of India and from around the world, persons educated in alternative medicines today have worldwide opportunities. Training centers, treatment centers, hospitals, resorts with Ayurvedic treatment facilities etc are main places where they can try employment.

Independent trainers and recognized doctors also have lot of scope in Ayurveda research, development and treatment industries.

Different Ayurveda Universities work from India. A common resource center to get information on all systems of medicines in India is at http://www.IndiaMedicine.nic.in/.

Alternative Medicine Training Courses Offered by Kerala Ayurvedics

Masseur Training

Panchakarma Assistant Training

Ayurveda Pharmacist

Ayurveda Nurse

Ayurveda Nursing Assistant

Educational Evaluation Quality - Good Results

2008-11-10T01:01:00.000-08:00

An adequate educational evaluation enhances instruction. Just as evaluation impacts student learning and motivation, it also influences the nature of instruction in the classroom. There has been considerable recent literature that has promoted evaluation as something that is integrated with instruction. To her, when evaluation is integrated with instruction it informs teachers about what activities and assignments will be most useful, what level of teaching is most appropriate, and how summative evaluations provide diagnostic information. For instance, during instruction activities informal, formative evaluation helps teachers know when to move on, when to ask more questions, when to give more examples, and what responses to student questions are most appropriate. Standardized test scores, when used appropriately, help teachers understand student strengths and weaknesses to target further instruction.

Good assessment is valid and considers validity as a concept that needs to be fully understood. Like reliability, there are technical terms and issues associated with validity that are essential in helping teachers and administrators make reasonable and appropriate inferences from evaluation results (e.g., types of validity evidence, validity generalization, construct underrepresentation, construct-irrelevant variance, and discriminant and convergent evidence). Both intended and unintended consequences of evaluation need to be examined with appropriate evidence that supports particular arguments or points of view. Of equal importance is getting teachers and administrators to understand their role in gathering and interpreting validity evidence.

Good evaluation is fair and ethical and there are four views of fairness: as absence of bias (e.g., offensiveness and unfair penalization), as equitable treatment, as equality in outcomes, and as opportunity to learn. It includes entire chapters on the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities or special needs.

According to his text, there are also three additional areas characterized as also important:

- Student knowledge of learning targets and the nature of the evaluations prior to instruction (e.g., knowing what will be tested, how it will be graded, scoring criteria, anchors, exemplars, and examples of performance).
- Student prerequisite knowledge and skills, including test-taking skills.
- Avoiding stereotypes.

Evaluation that is fair, leading to valid inferences with a minimum of error, is a series of measures that show student understanding through multiple methods. A complete picture of what students understand and can do is put together in pieces comprised by different approaches to evaluation. While testing experts and testing companies stress that important decisions should not be made on the basis of a single test score, some educators at the local level, and some (many?) politicians at the state at the national level, seem determined to violate this principle. There is a need to understand the entire range of evaluation techniques and methods, with the realization that each has limitations.

Good evaluation is efficient and feasible. Teachers and school administrators have limited time and resources. Consideration must be given to the efficiency of different approaches to evaluation, balancing needs to implement methods required to provide a full understanding with the time needed to develop and implement the methods, and score results. Teacher skills and knowledge are important to consider, as well as the level of support and resources.

We may consider a lot the importance in the fact of good evaluation appropriately incorporates technology. As technology advances and teachers become more proficient in the use of technology, there will be increased opportunities for teachers and administrators to use computer-based techniques (e.g., item banks, electronic grading, computer-adapted testing, computer-based simulations), Internet resources, and more complex, detailed ways of reporting results. There is to him, however, a danger that technology will contribute to the mindless use of new resources, such as using items on-line developed by some companies without adequate evidence of reliability, validity, and fairness, and crunching numbers with software programs without sufficient thought about weighting, error, and averaging.

To summarize, what is most essential about evaluation is understanding how general, fundamental evaluation principles and ideas can be used to enhance student learning and teacher effectiveness. This will be achieved as teachers and administrators learn about conceptual and technical evaluation concepts, methods, and procedures, for both large-scale and classroom evaluations, and apply these fundamentals to instruction.

Home schooling - How to Avoid Burnout

2008-11-07T09:59:00.000-08:00

As with any project you take on, there is always the chance for burnout. Here are some simple steps you can take to help avoid burning out on home schooling.

1. Don’t try to do more than you or your child are capable of doing. Most students are average. Don’t expect your 3 year old to read novels or your teenager be able to ace the SAT test and get a full ride into college. These things happen, but they are not the norm.

2. Set a routine and skip the strict schedules. Do your children know what is expected of them each day? They need to get up, eat breakfast, do some chores, read, write, do arithmetic and a few other things that you set for them to do. They should not be playing on the computer or playing outside until their normal routine is finished. Some days are easier to accomplish than others. On the low motivation days, you can always throw in some fun or an occasional incentive.

3. Enjoy your children and develop your relationship with them. If you have a habit of relating with your child, with mutual listening, then you can work through any curriculum struggle or lack of motivation. You and your child should enjoy learning together and separately. If you are interested in a certain topic like cooking or gardening then your children should see you pursuing that knowledge. We all learn better when we are motivated to learn something ourselves.

4. When you home school you don’t have to mimic what the schools do. They have to structure their days a certain way because of the volume of students they have and the tests they have to pass. Homeschoolers can learn in many different ways using unusual methods like hopping up and down a step when you answer a flashcard or problem correctly. Use the flexibility of home schooling to avoid burnout by changing the atmosphere a little bit. Play music one day. Light some candles another day. Declare a “game day”.

If you keep your life and day in proper perspective, you can easily avoid burning out on home schooling. Your children probably won’t remember the lesson of the day although they will build on their knowledge and grow in their intelligence, just as they won’t remember the meal they eat, but it will help them grow physically. Your children will mostly remember the atmosphere of your home and how you treated them.

Homeschool Curriculum - Do I Need It?

2008-11-05T01:59:00.000-08:00

Homeschool curriculum and books are plentiful. Choosing from the huge selection can be overwhelming. Do you really need to purchase a home school curriculum or can you save some money and home school with books alone? Here are some thoughts that can help you make your decision:

1. You need a core plan - Whether you purchase a home school curriculum or develop your own, you need to know what you want to accomplish. What do you think your child should be doing each day? What do you want them to know and understand by the time the school year is over?

2. Focus on reading, writing and arithmetic - Any good home school program focuses on the basics. Make sure you address the core subjects and know what you want to accomplish there before you add any other subjects to your list.

3. Know how you and your child learn best - Learning style plays a key role in how you and your children will learn. In public school teachers can’t really teach based on learning style because of the volume of students they have to work with. But a home school parent can certainly know their child’s learning style and use resources to support that. If you don’t know yours or your child’s learning style you can take an assessment online and find out. http://www.hjresources.com/hsrecommend Then when you decide to choose curriculum or books you will know what types of resources you need. You might even save yourself a lot of frustration in the long run.

4. Use your resources - In the early days of home schooling there wasn’t much available to parents. That is definitely not the case now. There is almost too much information available now. You have the internet, library and a host of used curriculum sites where you can get books and resources at a fraction of the cost.

5. Do you use a curriculum to learn something yourself? Think about what you do when you want to learn about something. Do you buy a curriculum to learn or do you read books, listen to audio and watch videos? Your children need to see you have a love for learning. You can learn about how to cook, sew, garden, remodel your house, improve your skills at a job, etc.

Even though purchasing a curriculum can give you a feeling of security knowing that everything your child needs to know will be covered, be careful that you don’t take on too much and get burned out. If you focus on the basics and know what you want to accomplish, then you can make an informed decision as to whether you will need to purchase a curriculum or whether you can just use books and resources to accomplish the same goals.

Learn French Whilst You Drive

2008-11-02T02:58:00.000-08:00

If you want to learn a new language, then why not learn it in the comfort of your very own car. There are hundreds of excellent courses around that will help you do just that. I have put together the top four tips on how to go about learning French in your car. It's so easy that you could start today!

I think your car is one of the best places to learn a new language. The best thing about learning in your car is that you can do it alone. Trying to pronounce new words and copying strange accents is difficult, not to mention embarrassing. French is a beautiful language but, recreating an authentic accent can create some very comedic results. Thankfully, you can do this in the privacy of your own car. No one can hear you making mistakes, so you can repeat words over and over again without annoying the hell out of anyone.

Some people find it difficult to maintain a structured learning pattern. The best results can be seen from learners who set aside time each day, which they to dedicate to learning. This shouldn't even be a concern for you as you could use ever journey in you car as a learning session. Be sure not to learn during those longer journeys – be sure to keep the sessions short. Your drive to work, the school run or even the weekly trip to the supermarket would be perfect. It's proven that short bursts of learning are the most effective and help you retain maximum amounts of information.

Listen, repeat and learn. This is the mantra for the most popular CD and audio courses on the market. Repeating and learning is simple, but listening is the most difficult thing to do. Sometimes you think you are listening, but really it's going in one ear and out of the other. Listen as many times as possible. The more times you hear a word or phrase the more likely you are to commit its meaning and how to pronounce it to memory. Listen for the subtleties in the accent and the rhythm of the language. Recreating an authentic accent is far more difficult than remember words.

Now you know the benefits and best techniques for learning French in your car – you are going to need a French tuition course. Because you are learning in your car, the best solution would be for you to purchase an audio course. Many of these courses are created specifically to use in a car. All teaching will take place in the car and there will be no written work involved. You won't have to worry about scary French grammar, allowing you to fully concentrate on your French conversational skills.

It's easier than ever to learn French in your car. You now know the best and most successful ways to go about it, so all you need now is a French CD or MP3 Audio course – oh and a car.

Learn To Speak French Free

2008-11-01T09:57:00.000-07:00

Do you know that you can now learn to speak French free online? All you have to do is know where to look. I have put a list of the four best places to start looking. If you follow my simple ideas you could start learning French for free online - today!

Do you ever come across French words and have no way of finding out their accurate English translation? If so, the Google language tool may just the thing that you've been looking for. It so simple to use and best of all it's absolutely free! Go to the Google search engine and type – “google language tool”. Click on the link and you will be taken to the translation page. Type in the word, choose the language (in this case it will be French), then choose the language you want it translated into (this will be English), hit enter and you'll have instant translation. Remember this can work the other way too.

There are hundreds if not thousands of online companies that will try and sell you all kinds of online French courses. Because there is so much competition, these sites will often offer freebies as incentives. Some will even offer free trails of their products with no obligation to buy. Why not take advantage of this? All you would need to do is sample a handful of these courses and you'll have enough French tuition to last you the next couple of months. When you eventually run out, all you would need to do is sign up for some more free courses. It's so simple and you'll never have to spend a dime!

I am sure you have heard about the new craze of streaming video sights such as youtube.com and Google video. You can literally find clips on any subject you search for. Have you ever thought about searching for French tuition? Give it a try. You'll be amazed at how many free video clips there are available. You don't have to stop there, you could even check out some current French TV and music Videos – the possibilities are endless.

There are numerous websites such as the UK site bbc.co.uk that simply offer free tuition. All you have to do is know where to look for these sites. Fortunately, there are search engines that can do all the hard work for you. All you need to do is type “learn to speak French free online” and hit enter. This search will instantly return one and a half million sites for you to choose from (depending on your internet connection). You don't have to look at all of them out (that would take forever), just check out a handful from the first page and you will bound to find some great information - free of charge.

Most people underestimate the amount of free information that is available to them via the internet. I hope my handy hints have helped you realise just how easy it can be to learn to speak French free online.

Principles of Educational Evaluation Formulas

2008-10-29T05:57:00.000-07:00

Educational Evaluation may be inherently a process of professional judgment.

The first principle, according to Cann, is that professional judgment is the foundation for evaluation and, as such, is needed to properly understand and use all aspects of evaluation. The measurement of student performance may seem "objective" with such practices as machine scoring and multiple-choice test items, but even these approaches are based on professional assumptions and values. Whether that judgment occurs in constructing test questions, scoring essays, creating rubrics, grading participation, combining scores, or interpreting standardized test scores, the essence of the process is making professional interpretations and decisions. Understanding this principle helps teachers and administrators realize the importance of their own judgments and those of others in evaluating the quality of evalution and the meaning of the results.

To Shadish, evaluation is based on separate but related principles of measurement evidence and evaluation.

To Cann, It is quite important to understand the difference between measurement evidence (differentiating degrees of a trait by description or by assigning scores) and evaluation (interpretation of the description or scores). Essential measurement evidence skills would include the ability to understand and interpret the meaning of descriptive statistical procedures, including variability, correlation, percentiles, standard scores, growth-scale scores, norming, and principles of combining scores for grading. A conceptual understanding of these techniques, to her, is needed (not necessarily knowing how to compute statistics) for such tasks as interpreting student strengths and weaknesses, reliability and validity evidence, grade determination, and making admissions decisions. This author has indicated that these concepts and techniques comprise part of an essential language for educators. They also provide a common basis for communication about "results," interpretation of evidence, and appropriate use of data. This is increasingly important given the pervasiveness of standards-based, high-stakes, large-scale assessments.

Another point of view, offered by Shadish considerates evaluation concerns merit and worth of the data as applied to a specific use or context. It involves a systematic analysis of evidence. Like students, teachers and administrators need analysis skills to effectively interpret evidence and make value judgments about the meaning of the results.

Evaluation decision-making is influenced by a series of tensions to Cook. His basement parts of idea that competing purposes, uses, and pressures result in tension for teachers and administrators as they make assessment-related decisions. For example, good teaching could be characterized by assessments that motivate and engage students in ways that are consistent with their philosophies of teaching and learning and with theories of development, learning and motivation. Most teachers want to use constructed-response evaluation because they believe this kind of testing is best to ascertain student understanding. On the other hand, factors external to the classroom, such as mandated large-scale testing, promote different evaluation strategies, such as using selected-response tests and providing practice in objective test-taking.

These tensions, to the same author suggest that decisions about evaluation are best made with a full understanding of how different factors influence the nature of the assessment. Once all the alternatives understood, priorities need to be made; trade-offs are inevitable. With an appreciation of the tensions teachers and administrators will hopefully make better informed, better justified assessment decisions.

Evaluation influences student motivation and learning. Wilde and Sockey have used the term 'educative evaluation' to describe techniques and issues that educators should consider when they design and use evaluation methods. Their message is that the nature of evaluation influences what is learned and the degree of meaningful engagement by students in the learning process. While Wiggins contends that evaluation tools should be authentic, with feedback and opportunities for revision to improve rather than simply audit learning, the more general principle is understanding how different evaluations affect students. Will students be more engaged if evaluation tasks are problem-based? How do students study when they know the test consists of multiple-choice items? What is the nature of feedback, and when is it given to students? How does evaluation affect student effort? Answers to such questions help teachers and administrators understand that evaluation has powerful effects on motivation and learning.

Teachers and administrators, to Shadish, need to not only know that there is error in all classroom and standardized evaluation, but also more specifically how reliability is determined and how much error is likely. With so much emphasis today on high-stakes testing for promotion, graduation, teacher and administrator accountability, and school accreditation, it is critical that all educators understand concepts like standard error of measurement, reliability coefficients, confidence intervals, and standard setting.

To Cann two reliability principles deserve special attention. The first is that reliability refers to scores, not instruments. Second, teachers and administrators need to understand that, typically, error is underestimated.

COOK, J. Evaluating Knowledge Technology Resources. LTSN Generic Centre, 2002.

CANN. E et al. English Language Arts: A Curriculum Guide for the Middle Level (Grades 6-9). Saskatchewan Education. 1998.

HIRSCHMAN, L; THOMPSON, H. Overview of Evaluation in Speech and Natural Language Processing. In J. and Mariani, editor, State of the Art in Natural Language Processing, pages 475 -- 518.

SHADISH, W. Some evaluation questions. Practical Assessment, Research & Evaluation, 6(3), 1998.

WILDE, J.; SOCKEY, S. Evaluation Handbook. Clearinghouse. 2000.

Talking Dictionaries And Language Learning

2008-10-27T05:55:00.000-07:00

Is it worth the extra money to purchase an elecgtronic dictionary with sound?

The following comments have specific reference to learning Spanish but I believe they are relevant to the learning of other languages as well.

Some people (curiously and unfortunately, not all) who learn a new language are interested in achieving a good accent in their new language. Nevertheless, it is not well known that there are three components of the accent of a given language: the rhythm or intonation (the music) of the language, the links between the sounds, syllables, and words in an utterance, and lastly, the proper pronunciation of the sounds of the language. The lesson here is that the formation of the vowels and consonants of a language is only part of the task of learning that language. However, it is where most learners begin. Let’s look at the place of the pronunciation of the vowels and consonants of Spanish.

Many language experts believe that the intonation and linkage contribute more to speaking like a native than does the proper pronunciation of all the sounds. This can be seen in the manner in which the people of San José, Cost Rica pronounce the Spanish letter “ere”. For some strange reason, which I have not been able, to track down historically or linguistically, they pronounce the word “arroz” just like a Gringo would. Their double “r” is not trilled as in most Spanish speaking countries; it is not velar as it is in much of Puerto Rico. It is pronounced just as an untrained American would pronounce it. Yet, the person hearing this “error” has no doubt that the persons speaking are native speakers of Spanish. The flow of their speech is perfect and the listener just thinks, “I wonder why they pronounce that word that way…” In other words, often the pronunciation of the sounds is the least important element of speaking well.

Yet pronunciation is the place where the learner should begin. Habits of bad pronunciation once ingrained become automatic and are hard to eliminate, while errors of intonation and linkage can more easily be consciously detected and corrected in later stages of the learning process.

The person learning Spanish has one advantage over the person learning another language. The advantage is that most the vowels and consonants of Spanish are close to those of English, and their pronunciation is perfectly regular.

First of all, the vowels sounds represented by the 5 letters, a, e, i, and u, have five sounds. That’s right, five! It is not like the case of the many English vowel sounds represented by the same letters, such as rough, cough, though, and through, or the case of the same sound represented by different letters in the words, ache, weigh, pay, hey, jail, and tape.

The major difference is that the vowel sounds in Spanish are pure; they do not have the little “tail’ that English vowels have.

The consonant sounds in Spanish are largely similar to those of English. This does not mean that they are all the same! There are differences with the “l”, “b” and “d” sounds. The main difference with some consonants in Spanish is that they are not “aspirated”, that is they are not made with a puff of air, as are those of English. If you put the back of your hand in front of your mouth when you say “Papa” or “tonto” in Spanish you should not feel the same movement of air that you feel when you say “Pope” or “tent” in English.

These differences are real but fairly manageable by the learner who wants to start off right in Spanish. Once the differences are known they can be worked on. For example, it is relatively easy to leave off the English glide at the end of the Spanish vowels.

Progress can be made with written descriptions of the Spanish sounds. The sounds can be described by comparing them with close English words. And the ear can be trained by listening to native speakers. There are many speech samples on the Internet and most large cities in the United States have at least one Television channel transmitting in Spanish.

All of the above has the purpose of leading into the issue of the value of a “talking” dictionary. Many people who want to learn Spanish think that they need a talking dictionary. Often the learner thinks that this will provide an advantage in learning the language. However, it is a mistake to invest in a talking dictionary. The very best are very expensive and most of them, even the most expensive, have such small speakers that it is impossible to hear the fine points of the pronunciation of Spanish.

The learner very soon knows how to pronounce Spanish since the rules are 100% regular. What is need is the effort to actually pronounce the sounds. Many learners are ashamed of imitating the sounds of the language they are learning and they speak the new language with the same intonation, linkage, and pronunciation of their own native language.

The end result of the learner’s pronunciation (as of his or her overall accent) will be the result of his or her own ability and of the effort expended. The talking dictionary does not contribute anything to the equation. A good electronic Dictionary such as the Oxford Spanish English Dictionary, found at www.LeerEsPoder.com/dicOxford.htm , will be all the learner needs.

Psychoanalysis and Educational Practice - A Possible Relation?

2008-10-27T02:55:00.000-07:00

Psychology and psychiatry construct models, clinical habits of behavior, pictures, types of personality, reception systems, etc. Objective of these models would be, in the words of Comte, “to know; to be able to foresee”. To find the common traces to all pathology would serve of practical guide for the therapeutical experient. The illusion would be to arrive in port to the moment when everything in the field is explained of beforehand. To find so many laws, concepts and characteristics where all singular trace is explicable by the generality. Illusion supported from the presumption of the particular individual in this case that of a universal, late or early order for scientific knowing. On the other hand, psychoanalysis operates on the citizen of science. Citizen that is included in this world to be able to consist as such. Science would be the ideology of the suppression of the citizen. And psychoanalysis would operate on what science globe and at the same time leaves to escape, as the interior, the improvisation, the feeling. (COUTINHO, 2000)

The first attempt of an operational joint of Psychoanalysis and Pedagogy can be observed since 1909 from personal texts between the Pedagogical Researcher Oskar Pfister and Freud. The first one produces two scientific texts of Pedagogy where are incorporated ideas inherent to psychoanalysis and requests the adhesion of the psychoanalytical theory to the operational Pedagogy. Freud answers affirmatively and thus a solid interlocution is initiated with an epistolar intercourse during following the thirty years (PATTO, 1996).

The demands of some educators from now on, are of diverse nature in the plan of the joint to know, pedagogy convokes psychoanalysis to a conjunction that tries to restore new fields. The result would be a kind of Psychoanalytical Psychopedagogy. In the level of the empirical problems, school (through its direct and indirect educators), requests the practical and specialized tool that generates solutions to conflicts that burst and interrupt the daily and normative functioning of the institution. For another part, we can find a large number of offers of knowledge and tasks, which, are considered as a fount of deregulation or occultation the same origin of the demand. It has been remembered as the example to the proper Freud in his preface to the book of August Aichhorn where he writes “… the educator must possess psychoanalytical formation” (OLIVEIRA, 2003).

Ana Freud (OLIVEIRA, 2003), is another eloquent example when she speaks to educators in their proper language, and inform them on the infantile development since perspective of the psychoanalysis (psychology of I). She tries to inform the teachers, to make them understand the infantile psychological drives of reproduction in order to understand their learners. She writes a small text recommending psychoanalytical experience as the optimum way to educational preparation.

There are several approaches that try to explain the joint of psychoanalysis e (in, for, with) education. Thus, we see the following intentions among others:

- Psychoanalysis to know the unconscious determination of the pedagogical relation and to be able “to educate in scientific form”.

- Psychoanalysis to decide the problems derived from the presence of the pupils who do not answer adequately to the requirements of the school.

- Psychoanalysis so that the professors “psychoanalyze” themselves.

We can revise the difficulties in the attempt to articulate psychoanalysis, as a discipline that points its ways to know about the “irrationality of the behavior”, with the field of the rationality where is inserted the production and reproduction of the knowledge. In the last years are more and more abundant the works that point Psychoanalysis as a valid way to observe and to work on the delimitation of these fields.

Mezan (2002, P. 214) says:

“… the knowledge of the psychoanalytical theory that acquires the educator will have as barrier that hinders its application the proper sexuality and repression….e what we want to stress,….in all attempt of application of the psychoanalysis to the educative field is that, in the existing difference Unconscious knowing theoretically and clinically, they are played both reach and limits of such aspiration”.

It is obvious for any professional whose object of work is the individual person, the theory of the subject that contributes psychoanalysis must be part of his cultural luggage. Teacher cannot be himself it the edge of the process. We also assume that a professor who has passed through a psychoanalytical process will be more receptive to the aspects of the life of his pupils that in another way would be outside of the pertaining to school work. But in all times, not psychoanalyzed professors had been sensible to the concerns and problems of their pupils. Also we cannot deny that many children or adolescents present hidden problematic individual situations that lead them to answer with effectiveness to school petitions.

REFERENCES

COUTINHO, Maria Tereza da Cunha e MOREIRA, Mércia. Psicologia da Educação: um estudo dos processos psicológicos de desenvolvimento e aprendizagem humanos. Belo Horizonte-MG: Editora lê, 2000.

LAPLANCHE, J. & Pontalis, J.-B. (1992). Vocabulário da psicanálise. São Paulo: Martins Fontes TCC

PEÑA, J. F. (1986). Platão e Banquete. Letras da Coisa no. 3. Curitiba, PR: Monografia Coisa Freudiana - Transmissão em Psicanálise.

KUPFER, Maria Cristina. Educação para o Futuro: Psicanálise e Educação. SP, Editora Escuta Monografias, 2000.

PATTO, Maria Helena Souza. A Produção do Fracasso Escolar. São Paulo, T. A. Queiroz, Editor, 1996.

HASS,C.(2000). A coordenação pedagógica nuna perspectiva interdisciplinar. In: QUELUZ, A. (org.). Interdisciplinaridade. São Paulo, Monografia Pioneira.

FREUD, Sigmund. O Mal-Estar na Civilização; Vol. XXI (1927-1931); Edição Standard Brasileira: Imago Editora Ltada, RJ. Pg.95.

BERMAN,M. Tudo que é sólido desmancha no ar: a aventura da modernidade(trad. Carlos F. Moisés, Ana Maria L. Ioriatti) . São Paulo: Monografias Cia das Letras,1986)

HERRMANN, F. O que é Psicanálise? São Paulo:Brasiliense,1984

HOBSBAWN, E.. A Era dos Extremos: o breve século XX: 1914-1991(trad. Marcos Santarrita). São Paulo: Monografias Cia das Letras,1995.

MEZAN, R. Freud Pensador da Cultura, São Paulo:Brasiliense, 1985.

MEZAN, R. Interfaces, São Paulo: TCC - Companhia das Letras,2002.

OLIVEIRA, M. L. Por que a Monografia de Psicanálise na Educação : fragmentos. In: revista Perfil, Monografia nº IX, 2003, Departamento de Psicologia Clínica, FCL, UNESP, Assis, SP, pp. 25-35.

Teach Your Kids French

2008-10-26T06:54:00.000-07:00

Teaching your kid a new language can be extremely beneficial to them in the future. Just think of the opportunities it will open up in later life. They'll have a head start over other kids and it'll be an excellent addition to their college applications. We all know that kids pick new thing up much faster than adults, so now is the perfect time to help them learn French. Here are some suggestion that you may find helpful...

Is it hard to get you kids attention? Are they forever playing on their computers or listening to their ipods? Well, you can now find modern French tuition that's available as interactive Cdrom games that can played on their computers, and as MP3s for their Ipods. There's no point trying to get your kid to read text books that focus on difficult French grammar, they'll never stay focused long enough to take it all in. You have to move with the times and let your kid learn French using modern technology.

A great way to get you kid interested in learning a new language is to introduce them to French culture and customs. Don't worry, you don't even have to travel to France. A great alternative is to take them for their first French meal, or try cooking it yourself if you're up for a challenge. You could even take them to the movies to watch a French film. Why not get hold of some French music (on-line French radio or from your local library). The French are famous for their Hip Hop – I but your kids will love it!

There are many excellent French tuition courses around at the moment, some offer courses tailored to young children. This could be the prefect way to get your child learning French. Not only will they save you a lot of time and effort, but I'm sure you'll also learn or thing or two. These courses are extremely well structure and will move your child from the beginner to the intermediate stage in a few weeks.

Remember learning is fun. Try and make it as different to school as possible. Don't apply too much pressure, expect instant results or be afraid to give your child rewards for their learning effects. And above all don't forget, they also have pressures and homework from their school life. If your kids has an important exam coming up, then ease off on the French. It's not a race – your kid has the rest of his/hers life to learn French, so don't rush.

You see, learning doesn't have to be boring and all hard work - it can be fun if you know how. I hope my suggests help your kid learn French.

To Read or Not to Read?

2008-10-24T10:53:00.000-07:00

"To Read or Not to Read?" This is the title of a three year study on reading trends in the US released by the National Endowment for the Arts.

The reports concludes that: - voluntary reading rates are dropping - reading skills are "worsening" among teens - adults are becoming less proficient readers

Pretty grim news for people like me who's life is all about books and reading. It was with some trepidation that I downloaded the 98 very dry, dull pages and began to read them. Just as I was beginning to nod off I came across this little gem:

"Opinions aside, there is a shortage of scientific research on the effects of screen reading—not only on long-term patterns of news consumption, but more importantly, on the development of young minds and young readers. (A good research question is whether the hyperlinks, pop-up windows, and other extra-textual features of screen reading can sharpen a child's ability to perform sustained reading, or whether they impose unhelpful distractions)." (To Read or Not to Read p53)

That woke me up. I decided I didn't need to torture myself anymore and deleted the report from my machine.

There is an assumption here that I violently disagree with -- the only reading worth studying or reporting on is a printed page in a book.

With the advent of the first .com in 1985 the written word gained a whole new life. Email, Web Sites, Blogs, Instant Messaging, and Social Networks have created an explosion of words and creativity.

Look around any Starbucks and count the number of people typing on laptops, PDAs and cellphones. Count those reading newspapers. If they are not reading, what exactly are they doing?

My email, RSS feeds and blogs provide me with more reading material in one day than I used to get in an entire month.

I could say that it this is all work related and not in any sense voluntary. I would be lying.

Everyday, I follow links that take me to very strange places. It is so easy to intrigued with some weird factoid and go off on a reading tangent totally unrelated to anything! My personal downfall is when someone sends me a Facebook link. It is very possible that an hour later I am making new friends - after reading all about them. I don't even want to discuss YouTube! Are they unhelpful distractions? Who knows for sure. What we do know (from experience) is that those distractions very often keep us doing sustained reading. AND we are in fact reading things we probably never would have had access to or read any other way. Say what you will, it is still reading. And it is not exactly unpopular.

The last time there was this must energy created around words and ideas was when Gutenberg invented the printing press in the 15th century. His press unlocked literacy and information and gave it to the people. For centuries the book has informed and entertained us.

Electronic reading propels literacy and information to the next level. It takes a one dimensional object and adds to it participation, sound and movement to create a richer, multidimensional experience.

I have always loved books; that is unlikely to change anytime soon. And yet, I find myself increasing feeling claustrophobic and impatient with print. It has been a long time since I picked up a magazine or newspaper. Why bother when I get the New York Times, Wall Street Journal and Publisher's Weekly on my screen with instant updates, links and feedback opportunities.

Consciously, or unconsciously, we are all in the process of examining and redefining how and why we read.

The NEA is alarmed and gloomy about reading in America. I am not.

Call me a crazy optimist; but the evidence of my own eyes suggests that reading is alive and well and maybe even on the upstroke.

Copyright (c) 2007 Gigi Reynard

Top 10 Certification Exam Tips

2008-10-21T01:52:00.000-07:00

Getting Certification is a cherished vision for every person, who desires to be recognized as a certified professional in the IT industry. Industry experts advocate going for more and more certifications these days. More the number of certifications you have, the more value you add to your organization!

Certification, undoubtedly, is one of the coveted affixes and a fundamental official recognition in the portfolio of a IT professional. It is believed that qualifying any certification exam acts as a great morale booster. This article highlights the tips to keep in mind while preparing and attempting any Certification exam.

Test Tips

1. Read Lot of Books on Certification:

Inculcate the habit to read a lot on certifications. Usually human brain tends to have extended recall of what has been read a few times.

2. Make Notes:

Ensure that you take notes of what you learn either while attending classroom sessions or reading study material.

3. Latest Industry Information:

Stay up to date with the technologies and latest happenings in the industry.

4. Don’t Act in Haste:

Don’t scuttle while attempting the test. Always read the question carefully before you look out for choices in hand.

5. Devote an ample amount of time:

Devote some time to ponder and think of the possibly correct answer before selecting one from the given choices.

6. Be Cautious!

Ensure that you interpret all the options correctly before selecting from available choices.

7. Follow Your Instincts:

If you get confused and can’t think of the answer with self-reliance, follow your instincts.

8. Use Common Sense:

Use your common sense while answering the questions. It will be the best deal.

9. Take Your Own Time:

Make the most of the time period for answering the test questions. Don’t’ haste.

10. Stay Informed:

Ensure that you refer to the most up-to-date and modernized versions of study materials for certification exam preparation.

Just remember these tips and you will triumph the computer Certification with distinction!

Best of Luck! Look out for more tips and tricks on website.

Academic Summer Camp Has Cure For Senioritis

2008-10-20T04:51:00.000-07:00

The academic summer camp, SuperCamp, has some advice for high school seniors suffering from senioritis. It is possible to prevent this common disease and if you already have it, there is a cure. Seniors can avoid this affliction with the help of a few Quantum Learning study skills that are taught at SuperCamp.

Slant - Sit in the front row or middle section of the classroom. Lean slightly forward in your chair, as if you are hanging on the teacher’s every word. Ask questions to clarify anything you don’t understand. Nod your head to show you are listening and interested. Talk to your teacher after class to build rapport and establish a relationship.

Mind Mapping™ - Capture valuable class information with the innovative note-taking technique of Mind Mapping. Begin by writing your main topic in the center of the page, then draw branches radiating outward from your topic. Label each branch with a subtopic. As your teacher lectures, add information to each subtopic by drawing more branches. Use colors, symbols and pictures to help you remember the information and make your Mind Map more fun!

Circuit Learning – This is a great way to prepare for tests and learn more efficiently. It works especially well with teachers who like to give a test or a pop quiz every Friday. On Monday, begin a Mind Map of the week’s topic. On Tuesday, add new information you learned, and review material from the previous day. Continue adding and reviewing information throughout the week and by Friday, you’re ready for that test!

Test-taking Strategies - Does test-time jitters ruin the time you spend studying and preparing? Allow yourself enough time to get to class a few minutes early; hurrying causes tension and mental crunches, and you can use the few extra minutes to review your notes one last time. Before and during the test, give yourself positive messages: “I know this information and I’m going to get an A.” If you feel yourself getting tense, close your eyes for a moment and take a few deep breaths. Imagine a relaxing scene. If you’re having trouble concentrating or are feeling overwhelmed, try drawing a Mind Map in the margin of your paper. It will help you remember what you studied.

Study Area - Design the optimum study area. Your study area should include good lighting, a desk or table to work at, a comfortable chair, inspirational posters, and plants. Play Baroque music softly in the background. Study at the same time every day and take a short break every 30 minutes. Tackle the most difficult subjects first. When you get them out of the way, the rest will be easy.

SuperCamp summer programs fill up fast. Go to http://www.SuperCamp.com now to learn about enrolling your son or daughter while spaces remain. Age-specific programs are available for students in grades 4-12 and incoming college freshmen. At the website, you also can get a free eBook that gives you an inside look at what works with teens from a world leader in youth achievement, SuperCamp co-founder Bobbi DePorter.

The Quickest Way To Learn French

2008-10-19T07:50:00.000-07:00

Did you realise that it is now easier than ever to learn French fast and for free? Yes that right for free! I have some great ideas that won't cost you a dime. These quick yet effective methods are proven to get great results in less than two weeks. Read on to learn more...

The first thing you need to do is to visit your local library. If you're not a member, then all you have to do is join - don't worry it's free. First start buy checking out all the book they carry on French learning and French Tuition. Guess what, not only will they have shed loads but they are all free to lend. Don't stop there. Move onto the audio section. Yeah that's, right libraries don't just carry books these days. Get yourself some French audio courses – again these are usually free, if not it'll only cost about two bucks to rent for the whole week. We're still not finished – now move on to the DVD section and look for some French DVD tuition. Look at just how much French tuition there is on offer – and the best part is, it's all free.

If you were shocked by how much free stuff they've got at the library then your gonna be amazed by how much free stuff you are going to find online. Lets start simple – you're going to need to use a search engine. You can use Goolge, Yahoo or whatever you prefer. Now start looking for some French websites, it doesn't matter what ones, just as long as the text is written in French. The next thing I want you to do is to try and read it. “What on earth?” I hear you shout. Calm down – just give it a try. You won't understand very much in the beginning, but the more you do it the more you'll understand.

Make sure you check out what's going in your local community. Get down to your local, book store, coffee house, college or library and check out some of the notice boards. I bet you'll find either a French group or some French evening courses. These groups and courses are usually free or very inexpensive to join. What a great way to meet new people! You'll actually be able to have real life French conversations with real people.

Take a trip to the movies. No, this isn't an excuse to check out the current Hollywood blockbuster – you've gotta watch a French film. Don't worry, they all have subtitles, so you'll be able to understand what's going on. Not only will you be entertained, but you'll also be improving your vocabulary and pronunciation. Its a win win situation. If they're aren't any films showing at your local cinema, then visit a video store and rent some – this is a even cheaper option.

Did you ever imagine that learning French fast and for free could be so much fun? I hope my suggestions have made you realise that learning can take place outside of the classroom.

Does Your Child Have a Bad Case of Senioritis (aka the Senior Slump)?

2008-10-17T06:02:00.000-07:00

This is the time of year that some kids really begin to slack off. You know, they feel like because the applications are done, the colleges won't care how their grades are or what classes they are taking.

This is wrong, wrong, WRONG

First off, let me make you feel better. It's not just your kid, it's EVERYBODY'S kid. Ok, well almost everybody's kid...

Anyway, it's so bad that Charles Reed, the chancellor for the Cal State system called 12th grade 'the biggest wasteland in America'. And right now, even as I write this, 9 state governors are seeking to completely overhaul the senior year, saying that it's currently a "waste of the student's time and taxpayer's money".

Crazy, huh?

So, don't beat your kids too bad if they've got it.

BUT, and this is the big but, that does NOT give them an excuse to totally slack off and just basically coast until summer.

Here's why: (seniors, are you paying attention?)

First off, the slacking is SO bad that 1/2 of the colleges nationwide have to offer remediation (think: remedial). And I'm not talking about community colleges at all. I'm talking 4 year schools ONLY. Half of them

What that means in plain English is that if you slack off and don't pay attention this year, no problem, you'll just have to re-take those classes once you get to college. Which means, it's longer until you graduate. Which, of course, costs your parents more money and delays you getting out into the real world and making serious money of your own.

Oh yeah, and that's IF you get in in the first place.

Here's what I mean:

If you are applying to any sort of competitive school, meaning pretty much anything other than a community college, they WILL be looking at what classes you are taking your senior year.

And they WILL notice if you went from challenging yourself by taking, say, 6 academic classes your junior year, and now you're only taking 4 classes and they are all electives. And that WILL affect their decision.

Right here, this can be the difference between getting into your 1st choice...and your last.

..Or not getting in at all.

Now, on the same subject, once and for all, YES! YOUR SENIOR YEAR GRADES DO COUNT.

A LOT

Got it?

Here's what happens: If you are borderline for getting in to a college, they will call your high school to request the latest copy of your grades. Which, by the way, you gave them the right to do when you filled out your application. And if they notice that you are slipping, they probably will not admit you.

Or, they can withdraw your admission even after they've offered it.

I know, it's not 'fair', but I've warned you.

Story: We had a student last year who was offered admittance to SDSU….on one condition: she had to get a 'C' or better in chemistry her senior year.

Yep, you got it: she got a 'D +'.

So, her admission was revoked, and NOTHING we could do would get them to reinstate her. Not offering to retake the class over summer, not getting the teacher to re-do her grade.

Nothing.

Because, basically, they said that she had shown them that she didn't have the discipline to succeed in college. Goodbye SDSU, hello Cal State San Bernardino.

She already had her room and everything. She had even started hanging out with her future roommate.

Do NOT let this happen to you.

Now, I know you're burnt out and everything, but here's what you can do to finish strong:

1. Realize that senior does count...both the classes you take AND the grades you get in them. So, like I said above, finish strong. You're almost there, don't let up know.

2. Evaluate your schedule. Don't get so busy with work or friends or your boyfriend/girlfriend or whatever that you're using up all the time you used to spend studying. Stay focused on your academics.

3. All right, this is going to sound lame, but challenge yourself. Yeah, yeah, I know. You've been hearing this forever. Here's what I mean: Look for ways to push yourself. Form a study group if you have to, or try to find something for extra credit that's interesting (key word: interesting).

4. Get your dang internship already. I've beat this one to death, but it's vitally important which is why I keep sounding like a broken record on this. Remember, it will help you both in determining whether you're even going to school for the right thing or not, AND it will get your foot in the door for the future.

5. Lastly, you're so 'done' with high school? Cool. Go take a class or two at a community college. Make sure it's academic, but this will give you a chance to get your feet wet and see what college is like, as well as being able to walk the halls with adults, and not a bunch of 14 year old freshman.

I don't know if these will help you or not. Like I said, probably the MOST important thing is to realize that 'almost done' and 'done' are NOT the same thing.

In fact, that's a pretty good quote. You should probably write that one down.

Hang in there. You'll be in college soon enough.

Building Solid Relationships

2008-10-17T05:50:00.001-07:00

Throughout our twenty-six years of producing SuperCamp learning and life skills academic summer camp programs for teens and youth, we have also endeavored to give parents some of the tools they might need to support the continued personal growth of their children after their return from our summer camp.

We have found the following to be worthwhile elements in building rapport with children:

• Know what they like, how they think, and how they feel about what’s happening in their lives.
• Imagine what they say to themselves, about themselves.
• Know what keeps them from getting what they truly want. If you don’t know, ask.
• Speak the truth to them in a way they can hear it, clearly and gently.
• Have fun with them.
• Treat them as equals.

Many of the beliefs that we teach and practice at SuperCamp are worth sharing with SuperCamp families. We strongly believe that:

• Respect and caring – for ourselves and for others – is vitally important.
• Every person is gifted and capable of learning.
• There are no failures, only learning experiences through which we gain greater self-understanding.
• Positive support, a nurturing environment, and good communication are essential – for learning and for life.

Parents who make an effort to build their relationships with their children will also build their feelings of acceptance and trust – which will in turn build their self confidence. Self-confidence is a vital ingredient in the happiness and academic success of our children.

Learn More at SuperCamp

At SuperCamp, our exceptional staff go in-depth with campers from age 9 to 18 on how to build strong relationships with friends and family and on many other life and learning skills that help build grades, confidence and motivation. Our Youth Forum is seven days long and is for students going into grades 4-5 in the fall. Junior Forum and Senior Forum are 10 days long. Junior Forum is for incoming 6-8 graders and Senior Forum is for incoming 9-12 graders. We even have a college boot camp, Quantum U, an 8-day programs for incoming college freshmen.

SuperCamp is held at eight beautiful colleges across the U.S. throughout the summer. Quantum U takes place at Colorado College in Colorado Springs. More information on our programs is available at www.supercamp.com and www.quantum-u.com.

We also offer a unique 3-day Parent Weekend at which parents of kids in SuperCamp gain an insight into what their children are learning in their programs. In the process, parents tell us they learn a lot about themselves, as well. You can view a Parent Weekend video at http://www.SuperCamp.com.

What Is ADD? Getting Past Lists of Symptoms

2008-10-16T01:37:00.000-07:00

What is ADD? Surprisingly the secret lies to knowing lies in knowing why folks with Asperger's tend to correct people. In essence, folks with Asperger’s process words in an unnaturally fussy manner. Similarly to how eighteen month olds learning language process words then, they feel compelled to repeat words precisely and have no real awareness of how doing this feels to the other person.

The key to understanding people with Asperger's then lies in the phrase, "compulsive verbal precision forced on others." Folks with Asperger's literally cannot stand to hear to vagueness, especially conceptual vagueness. Hence their compulsion to correct anyone whom they hear speaking vaguely, or imprecisely, or with anything less than professorial comprehension. Fussy. Fussy. Fussy. Anything less is simply a waste of time and unacceptable.

People with ADD lie at the other end of the fussy / fuzzy continuum. These folks rarely correct people; they know all too well what this feels like. They also often feel like being asked to find the right words is boring or a waste of time or next to impossible. Thus they tend to be the folks Aspie's correct the most. Of whom am I talking? Why the unnaturally fuzzy minded people of the world, of course. The folks who have ADD.

What exactly is ADD? Word wise, it's an acronym for Attention Deficit Disorder. Or as the fussy minded folk out there refer to it these days, ADHD; attention deficits with or without hyperactivity.

Please realize these words in no way offer us any real clues as to what underlies this condition. In fact, the only way to get a real sense of what underlies ADD is to set aside the "hyperactivity" part while at the same time, doing your best to disregard any and all images which may pop into your head as to what "attention deficits" may look like.

Not every one with ADD is hyperactive. That should tell you something. More important, we all have attention deficits, even Aspie's. Thus defining ADD as an attention deficit sometimes accompanied by hyperactivity does more to confuse the issue than to help. And yes, I know what I've just said is anathema to many in the medical community especially when, from the outside, folks with ADD do appear to have attention deficits. In reality though, defining ADD as attention deficits is more like defining manic depression as mood swings. Duh! Of course this is true, but so what. My point is, defining ADD as attention deficits is next to useless, as it does nothing to define the actual underlying condition.

What is ADD then? ADD is an unnatural state of mind and body wherein people instantly and compulsively digress. These folks literally try to pay attention to too many things at once. They then get lost and end up either sinking into an inner mental labyrinth of blankness or they seek escape by blurting out the first words that come to mind.

Why do they blurt out the first words which come to mind? Because blurting out these words feels better than standing there looking like an idiot. Doing this quickly also satisfies the educational world's misconception that quick answers imply learning. It also resembles the quick mindedness we think makes us clever or sly, as well as being a doable way to escape the pain of being lost in a wordlessly amorphous state of mind.

Now take a moment to take all these images in. Can you picture what it feels like to have ADD? You get asked a question. Then you stand there, blank and stuck, hoping to out wait the questioner until they give up and just move on. Know how many wives misread this as that their spouse doesn't love them enough to talk? Or parents that their child doesn't care about learning? And when I suggest this is not the case, these wives or parents say things like, "then why don't they answer me?" Why? Because this person has ADD.

Sometimes, too, the person answers but only after what feels like a long time to the questioner. To which the questioning wife responds with that the husband's answer isn't sincere. He's said it only because he believes she wants to hear it. Or if it's a child being helped with homework and she answers after a time, then it's assumed she could be finding the answers more quickly if only she would try harder. Not really. But it does look like this.

Most important of all, can you imagine how bad it feels when even simple questions evoke this kind of pressure in a person? Perhaps this why folks with ADD prefer having the wrong words to no words. And why quickly spitting out the first words which come to mind feels better than being slow to respond with the right words. Now add to this that when people with ADD can't answer quickly, they hear things like, "come on now, you can do it if you try" or worse; "did you forget to take your medication again?," or "quit stalling and just spit it out." Really makes a person feel like talking is going to be fun, don't you think?

What about you? Have compulsive digressions been a way of life for you? If not, then please allow me to offer you a few brief visual insights into what is really happening here. Why visual? Because insights make sense only to those who can visualize them, which is why we call them "in - sights" rather than "in - logic" (sigh).

What does someone with ADD look like then? How, in fact, can you know if you have ADD?

The easiest way to test people for ADD is to ask them a question then notice what happens to their eyes. The simpler the question, the better. For instance, asking people what their favorite color is can be a good ADD test. As can asking them what they'd like for lunch, or what they ate last night.

What do the eyes of folks with ADD look like when they are being asked a question? Before I tell you, I first need you to know that in order for this look to make sense, you need to see it as being on the opposite end of the spectrum from what the eyes of folks who have Asperger's look like. The core requirement one needs to know in order to accurately gauge this test then is how folks with ADD look when being asked a question as opposed to what folks with Asperger's look like.

Let's do the Aspie's first. What do folks with Asperger's look like when they're being asked a question? If you watch closely, you'll feel like their eyes are reaching out into the world, often with a sense of positive anticipation. Their eyes will literally widen a bit, sometimes quite a bit, and if you are an intuitive type, you can almost feel they are reaching out toward you, wanting to give you their answer.

This look is very similar to how the eyes of eighteen month olds look when you ask them a question; widened with positive anticipation. The eyes of folks with ADD will appear to be the exact opposite. The eyes of folks with ADD will appear to be receding inward, often in a suddenly blank and or guarded manner and with an overarching air of negative anticipation.

Know this look resembles children at an early age too, in this case, the look two and a half year olds give you when you ask them something. Thus if you contrast and compare the eyes of eighteen month olds being asked a question with the eyes of two and a half year olds, you'll have a good basic sense of what to look for.

Now try visualizing what I've just said about ADD. Eyes which appear to be receding inward, often in a suddenly blank and or guarded manner, with an overarching air of negative anticipation. This look closely matches the annoyed eyes of a two year old being asked to pay attention. Or being asked to learn something, or shown something, or being told to answer a question.

These pictures are a good way to begin to assess someone for ADD. They can also be used to infer what is happening inside of the minds of folks with ADD. Withdrawing in a guarded manner versus the positive out reaching of Aspie's. Big difference, right? More important, this happens to people with ADD even when they are being asked simple questions.

Thus were you to watch a film in slow motion of their reaction to being asked a question, you'd realize the blunt "get away from me" part of their response is actually their secondary response. Their primary response is actually that they feel compelled to find the right answer and so, digress into blankness. Realize too that this response is so much a part of their nature that it happens to them even when the question being asked is something they readily know, like what they ate last night.

This in fact is what makes this test for ADD so revealing. These easily observed responses are involuntary responses. Thus they offer us the best clues to the true nature of people with ADD.

What about their motives for not answering? Can't you logically infer their motives from observing them? In truth, if they're going blank, they cannot be choosing to do anything. You cannot chose what you cannot see, and all motive assumes mental access to choice.

How are you doing so far? Feeling any scientific skepticism right now? If so, good for you. Nothing truly new ever becomes intuitively obvious until much debate has passed. For now, I merely ask that you allow me to try to teach you something about the nature of discovering new ideas, the idea that all new discoveries are rooted in someone learning to recognize a previously unseen pattern. Einstein, Newton, Descartes, whomever. It doesn't matter. They each discovered patterns previously unseen.

The thing that's especially important to know is that, with all natural things, these patterns are always fractal in nature. Including the patterns which define ADD as ADD. How do I define patterns as being "fractal patterns?" They are "recognizable visual patterns which always repeat differently." As opposed to the holy grail of the today's statistically based sciences, wherein the only acceptable test for truth is "recognizable numeric patterns which always repeat identically." The closer to identical, the better.

Did you notice that the difference between these two ways of evaluating things? For the most part it lies in the last word; repeats "differently" versus repeats "identically." This is what makes using lists of symptoms to evaluate someone for ADD fail. Despite the statistical evidence behind each of these symptoms, at the single person level, each symptom may or may not be present. Why not? Because ADD never repeats identically. Not even in the same person on different days.

Contrast this way of knowing things with how we might determine if a leaf is an oak leaf. And yes, oak leaves are simpler than people. Still, the method we'd use to identify them both, in theory, should be the same. Right? Good science should be good science regardless of what we're testing for, yes? Surprisingly, most people would not use science's chosen method though. We'd intuitively use the very opposite method. We'd look for recognizable patterns which repeat differently as opposed to patterns which repeat identically. Identical patterns appear only in artificial oak leaves, right? Real ones always repeat differently.

This simple test for truth is how a nine year old can so readily identify a leaf as an oak leaf. How? He recognizes the visual pattern with always repeats differently. This is why the differences you'd see between oak leaves never really matter and why, once you learn what an oak leaf looks like, you know this pattern for life. The differences you see never matter because you are not cross checking a list for what you are supposed to see. You are looking only for a recognizable visual pattern.

Now consider how this concept holds true for identifying all natural objects, clouds to snow flakes, smiles to yawns. In each case it's the visual pattern we learn to identify, not a list of conditions. Moreover once we learn this pattern, we then recognize this thing for life. Easily, and with one hundred percent certainty.

Imagine being able to diagnose ADD with this much ease and degree of certainty? How much more could we help people with ADD. In effect, we'd be diagnosing them with one hundred percent certainty. Moreover, unlike cross checking people's behaviors against written lists of possible symptoms, wherein folks are considered to have ADD merely because they appear to have more of these things than chance would allow, with fractal patterns, what you see is one hundred percent true. Either a person has ADD or they do not. It's this simple. Can you imagine?

Please know that fully grasping this point is anything but simple. In effect, I'm saying that we should be using the same method to identify ADD as we'd use to identify oak leaves and smiles. Moreover, I'm also saying that the only truly scientific way to know the nature of ADD is to learn to recognize the fractal patterns which define it. Recognizable patterns like eyes reaching out, widening a bit, and feeling positive versus eyes receding inward, narrowing a bit, and feeling squirmy are just such fractal patterns. This makes identifying and learning to recognize these kinds of patterns enormously important in everything from diagnosing and understanding ADD to knowing how best to help.

Not convinced yet as to the importance of learning to recognize these kinds of patterns? Know you've been using this kind of pattern recognition to test for truth all your life. As babies, we learn to recognize these kinds of patterns in our mother's face within minutes of being born. Moreover, know it or not, we continue to rely on these kinds of visual patterns for the rest of our lives.

Want to experience this for yourself? The next time you meet someone, before you speak one word, take a moment to consciously take in what you see on person's face. Then ask yourself who this person reminds you of. Take your time. This test only works if it's the first thing you do.

Now watch how you feel as the conversation unfolds, paying close attention to how your "first visual impression" sets the tone for what you expect this person to be like. This impression can often lead us to immediately like or dislike a person, including that some of what we expect may eventually turn out to be wrong.

In a way then, what I'm saying here about the eye patterns of folks with ADD is that these patterns tell us far more than words like "distraction" can ever tell us, including things like that these folks are frequently more motivated to learn than has previously been thought. Unfortunately, our first impressions of people with ADD appear to make them the very opposite. They often appear to be folks who have no interest in learning but in fact, any teacher who gets an ADD kid to be interested knows this impression is utter nonsense. When they are focused, kids with ADD love learning just as much as the other kids. We think otherwise mainly because we judge what we see on their faces to mean disinterest.

What would you find if you were to spend some time exploring these visual patterns? You'd find a very simple truth. That beneath it all, people with ADD simply focus too much on escaping their need to have the right answer, while folks with Asperger's focus too much on having the right answer and not enough on having good questions.

Now picture what I've just described, the basic difference between ADD and Asperger's. Said more simply, the biggest difference between these two conditions lies in the speed at which these two kinds of folks process words. Now ask yourself how true these two visual patterns of speed feel in your body? Now trust your gut. Attention deficits are not even close to what you see. Digressing into bluntness is the real deal here. And speed is the clue to the underlying problem.

Does it still sound like what I'm suggesting here is more based on vague guesswork than on hard science? If so, then try this. Try watching a foreign film wherein you have no knowledge of the language being spoken. Now turn off the subtitles and continue watching. After a few moments, ask yourself how well you can understand the gist of what is going on just from what you're seeing. You'll be surprised at how much you can sense merely by watching the fractal patterns of body language and such.

Even more to the point, try reading a line of text wherein you cover up the bottom half of the words. You'll be stunned at how much of the gist of these words you can get even from just seeing the fractal visual patterns of the upper halves of these words. Scientists use this test to reveal the underlying nature of learning language, including that much of what we think we read or hear is never actually there. The nature of typos, remember?

Okay, yes. This is a lot to take in. Moreover reading through all this is a whole lot harder than if I were to have given you a list of symptoms for ADD. The thing is, if you've gotten even the vaguest sense of how we learn to identify oak leaves, then you have the first clue as to how best to identify folks with ADD.

How do we best help people with ADD? Obviously, it's complicated. What I can tell you at this point though is this. The key to knowing how best to help folks with ADD has been in front of us all along, right there, in plain sight. Moreover the proof for this being true lies in a single, simple question. The question? Why does taking a medication which speeds up a person's sense of time help people with ADD to focus? Go slow now and for Pete's sake, don't look for the answer with logic alone.

What does a person's sense of time have to do with ADD anyway? Remember, you cannot arrive at a truly scientific answer unless you find the underlying visual pattern which always repeats differently. In truth, underlying fractal patterns are the only truly scientific way to define anything, including everything in the natural world. What fractal underlies ADD? I've already given you the clue. It has everything to do with something I've said repeatedly here, that the person's sense of speed. What does this tell us? A lot if you understand fractals.

15 Secrets To Boost Your I.Q In Less Than 30 Days

2008-10-15T05:49:00.000-07:00

The same reason that people visit the gym on a regular basis, is probably the same reason you’re interested in raising your IQ. We just aren’t challenged enough physically or mentally. Setting aside time to work your mind out and organizing your various mental muscles can help you to be more creative, solve problems quicker and focus on the things you want.

Contrary to what most people believe, brainpower goes beyond inherited genes. Scientists have proven that intelligence is a combination of both genes and environment. When laboratory rats were given more toys to interact with, they ended up having much smarter rats than the ones that did not have any toys. Studies have also shown that you can grow more neurons with a stimulating environment.

The benefits of being mentally fit are very obvious. You’ll be able to enjoy accelerated learning. If you’re in high school, college or attend a university, you may find yourself having an easier time of your studies and your grade point average raising. You’ll also find yourself being able to think logically more often. You’ll be able to assemble a clear line of logic and reasoning that can help you make better decisions in life. Another benefit is that of increased creativity. Whether you’re into music, art, writing or any other form of art, training your mind can definitely open the flood gates of creativity in those areas as well.

In addition, your memory and focus will increase. Training with certain kinds of memory tools such as pegging and linking can help you uncover new ways to store information permanently and have an easier time of recalling things. Through meditation, your focus can improve greatly. You can start by meditating 10 or 15 minutes a day. Simply find a quiet place and sit or lay completely still, with eyes closed. Then, as much as possible, quiet your mind and focus on your breathing. If you’re not used to doing this, it may be extremely difficult. That’s ok. The more you do it, the easier it gets. As you stick with it, you’ll notice some very big improvements of being able to hold ideas and imagines in your mind much longer and stronger.

So how can you boost your IQ in less than 30 days? Here are the key secrets:

1. Write – when you write down your thoughts, it can be a great tool for you to reflect and make decisions. Some people use journals to write down their thoughts, others have simple notepads or notebooks. Simply writing what you think and feel can help you have a new perspective when you go back and read those words.

2. Meditate – as already stated, you can significantly boost your IQ through meditation. It may not seem logical, that you could boost your IQ by thinking about nothing at all, but it does help you bridge a connection from your conscious to your subconscious mind. And the subconscious stores every bit of data of our lives. Nothing is lost to the subconscious.

3. Be active – if you’re not already active, start a regular exercise routine. Having a healthy body also affects the mind.

4. Have Hobbies – have a regular routine of doing things you love to do, whether it’s fishing, bowling, bicycling, knitting, or reading a mystery novel. The more fun and passion you experience, the easier it will be to process and assimilate new information.

5. Read at least 15 minutes a day – Try to read at least 15 minutes a day. It may be hard to read if you’re pressed for time, but 15 minutes is very doable by anyone of this day and age.

6. Think – involve yourself in documentaries, books, magazines or board games that make you think. Actively challenge your current assumptions.

7. Study IQ puzzles – visit your local book store and buy yourself a couple of IQ puzzles or crossword puzzles. Make sure you get ones that have the answers in the back so that you can work out any mistakes. Go over them again and again. It keeps your mind sharp.

8. Play competitive games like chess. You can log on to the Internet and play with other players around the world. You can also play billiards.

9. Walk in someone else’s shoes – empathy goes along with IQ intelligence. By exploring someone else’s perspective of the world can help you to think through other people’s eyes. Although this is not a logical reasoning ability, it is an ability that can help you think out of the box when you’re stumped on a problem.

10. Create something on a regular basis – find something you can create, whether it’s writing an ebook, building a bird house, planting a flower, overhauling a car engine, or drawing a picture. Use your creative powers on a regular basis.

11. Conduct thought experiments – Ask yourself “what if” questions. Write them down and see how far you can take a certain question.

12. Break out of the routine – try to consciously break a routine, even if just for a short time. If for example you drive the same way to work every day, try a new route. If you sleep on the left side of the bed, sleep on the right side, or even the opposite direction.

13. Explore new cultures – seek different worldviews than your own. Meet people from other cultures and let them teach you about their food, language and traditions.

14. Learn outside of your usual interests – don’t stick to the same old things. If you like rock music, try listening to rap or jazz. If you’re into art or music, get into a programming language.

15. Use your brain more – Force yourself to use your brain more in everything that you do. In many cases its just having the intention to use your brain more that can actually give you surprising results. Logic, focus and creativity are a handful of mental muscles that you should be exercising on a regular basis.

These techniques can definitely help you boost your IQ, no matter who you are. If you’re looking to join a high IQ society, like MENSA, then are two ways to go about it.

The first is to submit your GRE scores. The other is to let MENSA send you a supervised test. In my opinion, if you haven’t completed your GRE yet, you may find it easier to take the GRE after having studied GRE test books. You can get them at any major book seller or http://Amazon.com. By implementing these IQ boosting strategies for the next 30 days, you can significantly increase your Intelligence Quotient.

History Of The Early Gardens

2008-10-11T10:48:00.000-07:00

In the beginning there was a garden with natural water fountains. Creation's garden. And life was good. All plants were natives. Food was pure and abundant. Predators and prey were in balance (which is not to say they were equal).

Then people got involved and introduced concrete fountains and many other things. They brought with them their urge for order and control, and a robust curiosity fed by experimentation. Soon, the earth was plowed into furrows and crops planted in rows. The best specimens were selected for breeding.

Yet even after farmers began growing food for whole communities, and pharmacists took responsibility for mass-producing medicine, people continued to tend gardens. For sustenance, yes, but also to create beauty, retain a connection to nature, and enjoy the simple pleasure of digging in dirt. Cast stone fountains were a way to carry water to the gardens. For a clearer picture of what a cast stone fountain looks like visit http://www.garden-fountains.com/Detail.bok?no=61.

For nearly... well...forever, gardeners and farmers grew plants using common sense, careful observation, and the resources nature provided. Today, we call that approach "organic." But that term became necessary only to distinguish those time-tested tactics from the shortsighted chemical practices foisted on the public in the name of progress within the last century. The garden was, and always will be, our connection to the earth. The garden may be the true water fountain of youth.

7,000 B.C. Barley, millet, and lentils are cultivated in Thessaly, one of the Greek isles.

5,000 B.C. The staples of Native American cuisine, corn (maize) and common beans, are cultivated in the Western Hemisphere.

4,0000 B.C. Hello, variety: The people of the Indus Valley (what is now Pakistan and Afghanistan) are raising wheat, barley, peas, sesame seeds, mangoes, and dates on irrigated fields, as well as bananas, citrus, and grapes for wine in smaller plots.

3,000 B.C. Potatoes are cultivated and harvested in the Andes Mountains.

2,700 B.C. The Egyptians already know and grow 500 medicinal plants.

2,700 B.C. Olive trees are raised in Crete.

2,000 B. C. Watermelon is cultivated in Africa; figs are cultivated in Arabia; tea and bananas, in India; and apples, in the Indus Valley.

1,900 B.C. The Egyptian pharaoh Ramses III commissions more than 500 public gardens.

600 B.C. The Hanging Gardens of Babylon, one of the Seven Wonders of the Ancient World, are built by King Nebuchadnezzar II (with help, no doubt, from a few thousand slaves). The gardens are laid out on a brick terrace about 400 feet square and 75 feet above the ground. Irrigation screws are designed to lift water from the Euphrates River to the gardens.

301 B.C. In the History of Plants and Theoretical Botany, Theophrastus (considered the Father of Botany) describes plant diseases, such as rusts and mildews, and explains how to hand-pollinate fig trees to maximize productivity.

149 B.C. Cato the Elder, in De Agriculture, urges farmers to plant grapes and olives (because they draw moisture and nutrients from the subsoil) instead of planting drought-susceptible grain.

900 A.D. Tofu becomes a dietary staple in China.

1305 Opus Ruralium Commodorum, by Bolognese agriculturist Petrus de Crescentiis, is the first book on agriculture to appear in Europe since the second century.

1354 The Alhambra, built by the Moors in Spain, is completed. The Islamic-style garden features enclosed courts surrounded by arcades, planted with trees and shrubs and enhanced with tile, fountains, and pools.

1510 Sunflowers from the Americas are introduced to Europe by the Spanish. In many countries they become a major oilseed crop. In others, they are bird food.

1528 Sweet potatoes, and haricot, cocoa, and vanilla beans, are introduced to Spain by Hernando Cortes, who presents some of the beans to Pope Clement VII. Until then, fava beans have been the only beans known to Europeans.

1540 A potato from South America reaches Pope Paul III via Spain. The pope gives the tuber to a Frenchman, who introduces it into France as an ornamental plant. Stay tuned for French fries.

Gardening continued to evolve with the addition of water wall fountains, new vegetables, fruits, flowers and bulbs from various parts of the world. For a distinctive water wall fountain idea visit http://www.garden-fountains.com/Detail.bok?no=66. Machinery and chemicals also evolved as the demand to feed the world increased. Today, we face the overuse of synthetic nitrogen by farmers that causes soil to age the equivalent of 5,000 years. The good news is that composting can replenish depleted soils in just one season.

Learn French Guide

2008-10-05T08:47:00.000-07:00

Learning French is now easier and more accessible then ever. I have put together a list of the top four ways to learn French. Hopefully this will help you choose best possible French tuition option for you.

Learning a new language doesn't have to take hours each day. You'll find that most modern language courses understand how busy people are, so they create courses that require less than 20 minutes study time each day. I am sure you could spare 20 minutes a day out of your bust schedule to gain a new valuable skill. These short daily sessions help you retain more information and are a great way to keep you motivated.

Have you ever thought about using your time more effectively? I am sure there are times during you day that you could fit in some extra French tuition. What about during your commute to work? Maybe even during your lunch break? Think about it? Could you squeeze in some extra French tuition into these times? Most modern courses can be purchased in CDs or MP3s formats. All you would need to do is upload the tracks onto your Ipod and take it to work! The last thing any of us want to do when you come home from work – is work some more. If you use your time more wisely you won't have to.

Have you ever though about teaching yourself to learn French for free? I know it sounds crazy, but it's easy if you know how. The best way to start is to simply use your ears. Get on-line and listen to some French internet radio stations. The more you listen the more you'll realise the similarities between English and French. Before you know it you'll start to understand some of the things they are saying – you'll be amazed how quickly this will happen. Another great tip is to rent some French movies from your local library. All foreign movies now have English subtitles so it's understand what's being said.

If you want to learn French very quickly then you may want to think about one 2 one French tuition. This can be quite expensive, but you will be able to speak and understand French in no time at all. If you are serious about learning another language, and are prepared to pay for it then this is definitely the way to go. A great less expensive alternative is to attend an evening class. You won't receive the same amount of individual attention, but expect to see some pretty impressive results in a relatively short amount of time.

Hopefully my top four ideas on French tuition have enlightened you, and help you get a step closer to learning French.

2008-10-02T05:46:00.000-07:00

My preschooler can count twice as high as your preschooler -- but does that mean she really understands number concepts? In truth, she has memorized a sequence of words. Although children can't learn math unless they know how to count, counting is only one aspect of math.

Children begin to count on their own as they grow, and they learn from everyday experiences with length, quantity, time, temperature, money, and more. Through Preschool program, children expand their true understanding of math. Adults should recognize that games such as sorting and putting objects in sequence are actually early experiments in math, even if they don't look much like geometry!

Here are some everyday opportunities for children to begin thinking about numbers:

• All about me - Teach children their own address and phone number as well as their age. Also, record their height – in centimeters and metres. Putting a child on a scale represents an opportunity to compare pounds and Kg, and heavy versus light. Children can also learn what size clothes they wear, and be able to judge what will fit and what won’t.

• Cooking -- Adults pour, measure, divide, estimate time, and read labels every time they prepare a meal. Why not include young children in on the activities? Before he can pour pancake batter or read recipes, a child can stir with a wooden spoon in a plastic bowl. Show a child how you follow a recipe step by step, and how you set the oven temperature. Remember to warn children about what's too hot to touch or eat!

• Managing money -- Children can start knowing about money even before elementary tutoring. You can start letting your child touch, count, save, sort, and spend money. What better way to teach children about the value of money than by taking them shopping and showing them how much they must pay for items -- and how much they will save with coupons!

• Around the house -- Household repairs offer children excellent opportunities to practice math skills. Let children watch as you measure a door frame, or hang a picture in the center of a wall. Children can help you make a list of items you will need to complete a project, including the number of tools. Everyday activities like setting the timer on the VCR or setting the dinner table are opportunities for children to count and work with numbers.

• Play -- Children may also race against the clock or measure the distance they can hit or throw a ball. Help children make neighborhood activities and sports more than just good exercise.

When children pretend, they often create lifelike situations in which they may check a bus schedule, or gauge how much gas is needed for a long car trip.

• Travelling -- Even a short car trip offers children experiences with math. Ask children to identify the speed limit on a passing sign. Estimate the number of minutes it takes to get to a relative's house. Remember games you played in the back seat of the car, like counting yellow school buses and adding up the numbers on license plates.

For more information on how to better prepare for you preschooler, please visit us at the Bayhill Bulletin at http://www.bayhilleducation.com. We are located in Ontario Richmond hill specialized in preschool elementary high school tutoring. And remember…we are among the leaders in York Region preschool program education.

Students Learn Flexibility At Academic Summer Camp

2008-09-29T08:45:00.000-07:00

The academic summer camp for teens and pre-teens, SuperCamp, tells students to get off what's not working. Shift perspectives. Maintain the ability to change what you're doing to get the outcome you desire.

Flexibility is being prepared for change and having the willingness to do things differently. If a strategy is not working, try something different until you find something that does work. Many times every day you face situations that look different from what you had planned. You could be rigid and continue to do things the same way over and over. Or you could be flexible and respond by adapting to the changing situation. Which response is more likely to produce your desired outcome in the long run?

Go on — make a change — try something different

People in their eighties and nineties looking back at their long lives have said that their regrets are more often about the opportunities for change they didn’t take than the ones they did. More often than not, change pays off. Hockey player Wayne Gretzky put it this way: “You miss 100% of the goals you never try for.”

Then why don’t people make more changes? What keeps people from trying new things? Comfort? Convenience? Fear of the unknown? Using old methods feels easier—even though it often isn’t.

How well do you handle change? Do you hold on to old ways of doing things even when you know they don’t work? We all do sometimes. It’s not easy to recognize or admit when something isn’t working. Some people routinely fight against change. You’ve probably known rigid, inflexible people who refuse to adapt to new circumstances. But let me ask you: How many highly successful rigid people do you know?

What’s flexibility? It’s the capability to adapt to new or changing situations to obtain the outcome you want. It’s the ability to get off what’s not working and find what does work. And it’s a prime ingredient of a successful life in a changing world.

Why Flexibility?

Every day we face situations that are different from what we expected or planned. But we do have choices when this occurs. We can be rigid and stick with a set of behaviors that no longer fit the plan—or we can adapt and handle the situation with flexibility. We all know that life does not follow a rigid plan. It’s fluid, dynamic, and ever-changing. Staying flexible means having the courage and openness to change when your situation changes.

Every aspect of our lives demands flexibility. You’re running six mornings a week to train for a tennis tournament but you sprain your ankle; instead of giving up, you swim in the mornings until you heal. You’ve planned lunch with an old friend at an upscale bistro, but when you learn that she’s bringing her four small kids you opt instead for a burger restaurant with a play area for kids. You’re planting a bed of red roses and need six more to finish, but your local nursery is out of the red variety—you alternate red with white. You get a great promotion, but at the same time your mother falls ill, so you defer your job change for three months so you can take care of her, but while you're there you study to prepare for your new position. Life can require flexibility in the greatest and smallest of situations.

Be ready to change what you’re doing to reach your goals

Flexibility challenges you to let go of what’s not working and try new things until you hit upon what does work. It’s hard to recognize—even harder to admit—when something’s not working. You’ve invested time, money, pride—and you’ve convinced yourself it has to work. To become flexible, develop the ability to recognize when it’s time to let go of an unworkable method and try something different. It’s hard on the ego, but until you admit you’ve got a problem, you can’t take the next step.

Try these steps to move toward greater flexibility:

• First, you have to accept the reality of change. Recognize that it’s normal to change the way you do things because it's inevitable that circumstances change. It’s nothing personal—it’s just the nature of life. The best plans in the world can become impractical or obsolete. Make it okay for something not to work.

• Second, in order to let go of things that aren’t working, learn to detach your ego. We get our pride wrapped up in our methods—we take the need for change as a personal attack on our intelligence or our ability. Or sometimes we just get stubbornly attached to our way of doing things because it’s “our way.” Make sure your ego doesn’t get in the way of your flexibility. Save ego for the results, not the means. Take your work, not yourself, seriously. What you want is more important than looking good.

• Third, challenge your assumptions. In order to see when change is needed, you have to become conscious of your beliefs about a situation. Don’t judge (and condemn) alternate paths before you’ve tried them. To increase awareness of your assumptions, become a rigorous questioner of your thoughts, beliefs, and feelings. Question your authority! Learn to ask yourself, “Why do I think that?”

• Finally, learn to recognize the difference between a plan that’s not working and a temporary setback. When things are not going well it could be because the method is bad and doomed to fail, or it may simply be a momentary pause in a massive upswing. How will you know the difference? Your gut will tell you. Tune in to your gut, then measure your results.

New ideas don’t come to those with closed minds. When you realize it’s time to reformulate your actions, break yourself wide open. Start by promising yourself to be wide open to new thoughts. Learn to suspend your assumptions and listen without judgment. Brainstorm. Branch out. Get creative. Explore as many possible solutions as you can. By throwing yourself open to the possibilities, you’ll discover avenues for success that you would never have considered before. You might even find ways to improve things that are working.

If you want to experience whole-life success, learn to dance with change. To succeed, you have to look for ways to make everything better. Suspend your assumptions, seek new ground, throw yourself headlong into the unknown.

Borrow ideas from other subjects, other applications. If you can find wisdom in the way a violin is tuned, that same method may apply to the way an annual report is written. If the patrol method used by Canadian geese to safeguard their flocks works for them, the same method might work to keep a group of nine-year-olds safe on a camping trip. Be willing to cross borders, mix and match, move methods from one application to another, and stand them on their heads.

Don’t fall back into rigidity if you find a possible solution and it doesn't work. If the old method wasn’t the method, this new one might not be it either. Be ready to try several new methods! Assign a deadline to the experiment and give it all you’ve got for the duration. If, in that time, it yields few results, let it go.

Complacency is the enemy of success. When you get comfortable, you stop moving forward. You dig in, shut down, doze off, disengage. Your spirit falls asleep. If complacency is the enemy of success, change is its best friend. Change wakes you up, gets you on your feet, and engages you.

But change for its own sake isn’t what I’m talking about here. It doesn’t work to simply change things randomly. The rule of thumb when it comes to change is to keep what’s working—and let go of what’s not.

Commit to Flexibility – it's fun, and it works!

When you commit to Flexibility, you’ll discover a side benefit—life’s more fun when you're flexible! Being open to change as you meet the unknown can be a thrill! A friend who’s president of a state university told me he knows he’s on track, moving things forward, when he feels a bit of fear. Do you sometimes find yourself tingling with fear? Do you experience that heightened sense of alertness and readiness that comes with facing change? Excellent! That’s how you know you’re flexible enough to enjoy the challenge of change—and the success it brings.

Affirmations for FLEXIBILITY:

• I challenge my assumptions in order to see when change is needed.

• When something isn't working, I try another way.

• I change strategies whenever it's necessary to attain my goals.

"When you're through changing, you're through." —Bruce Barton

SuperCamp summer programs fill up fast. Parents, go to http://www.SuperCamp.com now to learn about enrolling your son or daughter while space remains. Age-specific programs are available for students in grades 4-12 and incoming college freshmen. At the website, you also can get a free eBook that gives you an inside look at what works with teens from a world leader in youth achievement, SuperCamp co-founder Bobbi DePorter.

12 Great Memory Strategies For Better Grades

2008-09-24T01:39:00.000-07:00

"I forgot."

"I can't remember that."

"I sit down to take a test and my mind goes blank."

"I'm not a good test taker."

These are all things students say when they forget assignments or don't do well on tests. All of us, students and non-students alike, forget important things. This happens when we don't transfer information into long-term memory. It is important to know how to do this in order to do well in school and beyond. Just think about it: you need to remember what you read, what your boss told you, the driving directions someone rushes at you at a stoplight, or, if you are a student, what the teacher says.

This article is written from a student's perspective as this will make it easier for them. However, these strategies are just as helpful for adults, because we all need a little help remembering new things.

Have you ever noticed that some things are easy for you to remember while others are difficult? For example, you may be able to remember how to put an engine together, or why it rains, but you may have trouble remembering the lines to a school play or multiplication facts. You'll be relieved to know that there's nothing wrong with you; this happens to everyone. The good news is that there are strategies that can help you remember what you need to remember. The twelve strategies (some of which are called mnemonic "ni mon ik" devices) introduced below will help you learn how to memorize important information. We know they are effective because they have been helping students at STRONG Learning Centers® for years, not only on homework and tests, but continuing to be valuable in their daily lives.

STRATEGY 1. CHUNKING

It is easier to memorize information when you break it up into small chunks. This is called chunking. You may not realize it, but you use chunking often, like when you memorize your friend's telephone number, a locker combination, or your social security number. It's easier to remember long numbers when you "chunk" them into groups of threes, fours and fives. That's because most people can only remember about three, four or five bits of information at a time.

Here are suggestions on how you can use "chunking" to remember information as well as numbers.

• Chunk vocabulary words by grouping them by parts of speech or other attributes.

• Chunk history by time periods or events.

• Chunk foreign language by grouping words into categories like household items or occupations.

• If there is no pattern to the information you need to study, just group the items into three, four or five at a time, and that will help a lot.

STRATEGY 2. UNDERSTANDING

Before you begin trying to memorize something, try to understand it. A good way to do this is by making a connection between what you are learning and what you have experienced. The better you can relate the new information to what you already know, the easier it is to learn. For example, before attempting to memorize events of European history, find the places on a globe (or world map) and see where they are relative to one another and also relative to where you live.

STRATEGY 3. GRAPHIC ORGANIZERS

These tools help you see things you are trying to learn. They help organize information. There are many different types of graphic organizers. You can even design them yourself.

• the Venn Diagram for comparing and contrasting

• a Web for the main topic and details

• the Cause and Effect Design with the event in the middle box, the causes listed in the left boxes and the effects listed in the right boxes. (The effects and the causes are connected to the event by lines.)

• the Cycle Organizer consists of shapes drawn in a cyclic pattern with words in each shape to represent things or events that go in cycles. For example, the water cycle.

To see/print examples of these graphic organizers, find No. 452 Improve Your Memory Skills, Silbert, at our StrongLearning website.

STRATEGY 4. VISUALIZATION

To visualize means to see an image in your head without actually looking at it. Visualization can help you learn almost anything. Here is an example. Let's say the topic is the water cycle. Create a mental image of a cloud. Picture it growing. Now see, and "feel" its heavy cold rain. See the rain hitting the ground, then flowing toward streams and rivers toward the ocean. Now "see" the hot sun hitting and evaporating the water and forming clouds…. Get the picture? If you can visualize parts of the water cycle, the boring diagram becomes meaningful and remember-able. In general, if you have trouble visualizing material, try drawing maps, charts, graphs, or pictures.

STRATEGY 5. ASSOCIATION

Another learning strategy is to associate, or "connect," each word or event with a person, place, thing, feeling, or situation. For example, you may connect what you are trying to learn with someone you know, or with a movie character or scene. When you have to learn vocabulary words, just write the new words, write the definitions next to them, and then write a person, thing, event, movie, or any strong association to help you remember the meaning of each word. For example, "My altruistic Aunt Alice gives great gifts." (Altruistic means generous.)

STRATEGY 6. RHYMING

We all used rhyming in the ABC song to learn the alphabet. And the rhyme "I before E, except after C, or when it sounds like A as in neighbor or weigh." This is also a great strategy even when learning the times tables. For example, 7 and 7 went down the line to capture number 49; 8 and 4 made some stew and gave it to 32. (Rhymes don't have to make sense!)

STRATEGY 7. TALKING

Here's a strategy that's easy and fun to use, especially if you like to talk! Just talk about the information you have to learn. Tell Grandpa, Mom, a friend, or your dog what you have to learn! Do you want to learn history? Then talk history — discuss, debate, argue. Think of a person who may have lived during a major historical event and pretend to be that person. Now talk about the important events: who was involved, when it happened, where it took place, what happened, and why? If you're learning a language, then speak it at the dinner table. It doesn't matter if others know what you are saying; you do, so you'll learn.

STRATEGY 8. STORYTELLING

Storytelling is a great way to help you remember information in any subject. Write a story by focusing on the key points of what you're learning and arranging them in a logical sequence. It can even be a song or rhyme that tells the story. And there's a bonus: each event in the story triggers your memory of the next event, so you'll remember even more.

STRATEGY 9. WRITING SENTENCES

Do you remember learning the silly sentence "Every good boy does fine" from music class? We used this to remember the notes. You may also have used the sentence "My Very Excellent Mom Just Served Us Nine Pizzas" to remember the planets. (Oops, change the sentence because Pluto is no longer considered a planet). This strategy can even help us learn those extra troublesome spelling words. Just make up a sentence using words that begin with the letters. So, to learn "aardvark," you may make up a nonsense sentence like: Aardvarks Always Run Down Very Angry Rowdy Kids.

STRATEGY 10. ACRONYMS

An acronym is a word made up from the first letters of a list of words. Here's how it works. You take the list of words or facts that you want to remember and put them in an order so that the first letters of each word, or the first syllables, spell a real word or a made-up word.

How do you memorize the names of the five Great Lakes? Easy, just remember "HOMES." H=Huron, O=Ontario, M=Michigan, E=Erie, and S=Superior. While this strategy won't help you understand the information, it at least helps you to memorize it. It's easy and fun, and you'll probably remember the information forever. You may be interested in knowing that our company name is an acronym. STRONG stands for: Self-esteem, Trust, Responsibility, Options, Needs, Goals.

STRATEGY 11. REHEARSING

When you want to remember information, you have to practice it, or else it fades. So, just as actors need to rehearse in order to remember their lines, students need to rehearse to remember what they are learning. Here are some helpful hints on "rehearsing" whatever information you need to learn for homework or tests:

• Rehearse for short practice periods (perhaps 30 to 60 minutes) and then take a short ten-minute break to call a friend, have a snack, or shoot some hoops.

• Use a multisensory approach every time you rehearse: say it, write it, read it, draw it, sing it – do whatever it takes.

• Just before going to sleep, review everything you will need to know for the next day or for the upcoming test. It's amazing how much more you'll remember if you rehearse the night before.

• Review in the morning while brushing your teeth, eating breakfast or sitting on the bus.

STRATEGY 12. PLAYING GAMES

Playing games is a great way to memorize information. You see, as you play the game you are learning the material and practicing it over and over again. Games can help you remember facts, formulas, definitions, events or any other information you're trying to learn. Here is an example.

Play Memory, alone or with others, using decks of cards you make from ordinary index cards you cut in half. Create pairs by writing the same number on each of two cards, 1 and 1, 2 and 2, etc. Write the numbers tiny so they will not interfere with play. On each pair, write a question on one card and the answer on the other card. For example, "2x7=" is on one card and "14" is on its pair, or "Where did the Pilgrims land?" is on one card and "Plymouth, Massachusetts" is on its pair. Then shuffle all the cards and play Memory with yourself or with a friend. If you're alone, see how fast you can match up all the pairs. You'll be able to check yourself by making sure the small numbers are the same. Have Fun!

For the Tough Ones: for the pairs that are really hard to remember, make a string "clothes line" between two places on a wall. Hang the pairs next to each other with spring type clothes pins. So, for example, if circle formulas get you down, every time you walk into your room you'll see "C=" and "2*pi*r" and "A=" and "pi*r squared" next to each other. Pretty soon you'll remember the info.

Another example is the many commercially available games to make learning to read easier and fun. A good example is, by using any of the twenty STRONG Learning Phonics Games, children in grades 1-6 can learn important phonics rules while playing popular card games: Go Fish, War, Memory, or Old Maid.

We hope you find that some of these techniques and strategies make it easier for you and your children to remember important things. We also hope that these strategies will help make school days and home nights a whole lot better.

(Originally published at the StrongLearning website and reprinted with permission of the authors, Linda Bress Silbert, Ph.D. and Alvin J. Silbert, Ed.D.)

Basic Steps in Preparing for College

2008-09-20T10:38:00.000-07:00

Maybe you or your child or just someone you know is still in high school or even in middle school. It is never too early to prepare to receive and higher education to further your success in life. Have a better education usually means a higher salary and studies have proven that those with a college degree earn more than those with just a high school diploma or a G.E.D.

So now that we are clear that more education means more money down the road in life, what do you need to make that happen? First off we need to make sure we clear up some misunderstandings. Not all colleges are the same, each and every college or university is the same. Each one has their own strengths that they excel in, so before you decide where to attend you first need to decide on what you wish to major in. Once you've decided on what you want to be in your future then you can decide on which campus you wish to attend. And don't limit yourself to just 1 school. Try to pick a variety of places that you might want to attend because the more you try to shoot for, the more chance you will have into being accepted into some college or university.

As mentioned before, not all colleges and universities are the same. This also applies for how much attending a certain university or college charges a student to attend their classes. Some places like community colleges charge a very low amount for their classes and private universities charge extremely high priced amount for just a quarter. But don't get discouraged, there are still ways to pay for them. By applying for scholarships, student aid programs or getting student loans, you can pay for an education that you could have only dreamed of.

So now that you've decided on what you wish to learn about, which campus to attend and how to pay for that education, what's left? Everything else. Before you can even go and get that Bachelor's you first need to quality before your application is to be even reviewed by the committee. And that means your high school education. High school is usually where the acceptance committee will usually start looking at. From your academics to your extra curricular activities they will account into everything that you may have done during your high school year to see if you are even eligible to attend their most prestigious place of learning.

Academics usually mean your grades that you received in your high school classes. From math to English, you first need to learn the basics before you can try and learn the higher forms of these subjects. Academics also include the tests that just about most universities require like the SATs and ACTs. There are after-school programs for students to attend to learn and how to analyze these tests so they can score higher for these exams.

Colleges and universities also pay attention on what activities you may have been involved in during your high school year. From school clubs to after-school community service programs that you may have volunteered for, they will take into account on what kind of activities you participate in to have a much better understanding of you.

So now that you understand the gist of what needs to be accomplished, get out there and jump start your brain of yours so that you can make a better person of yourself.

How To Compare 529 Plans?

2008-09-13T06:36:00.000-07:00

If you are investing in a 529 state plan, it is easy to compare. The reason is that American citizens are allowed to take any state plan, and then they can even switch between plans if they want to. That is the reason everyone wants to compare 529 plans before they actually open an account. So how do you make the comparison? What do you look for?

Well, it is not quite straightforward to compare 529 plans of different states. There are too many things to take care of. However, here are some guidelines that might help you to make the comparison.

1. Look into the tax breaks the plans are offering. In fact, if your own state plan is giving you a tax break, then it is not necessary to look into the plans of other states. Any limitations that exist in your own plan will be overcome by the tax deductions your plans offer. Currently, 31 out of the 50 states in America provide tax deductions on their 529 plans, along with the District of Columbia. These 31 states are: Arkansas, Colorado, Connecticut, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Louisiana, Maine, Maryland, Michigan, Mississippi, Missouri, Montana, Nebraska, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Utah, Vermont, Virginia, West Virginia and Wisconsin.

2. Look for the expenses of the plans. The expenses you will have to bear when taking a plan will be the enrollment fees, annual maintenance fees and the program management fees. This is a good parameter to compare 529 plans. Some plans, like that of the state of Wyoming have very high expenses. Even the plans of the stats of Alabama, Arizona, Maine and Tennessee are very expensive and hence not at all good choices.

3. See what kind of investment options the plans will offer you. Most plans will give you at least three investment options, conservative and aggressive. Some of the plans, like that of the state of Virginia, provide as many as 21 American funds, giving a very good choice for investors.

4. There are two kinds of 529 plans - those that can be opened directly and those which require a broker to open. The broker, or the state adviser, will help in opening the plan and also give tips and pointers on making investments. But it must be understood that broker plans are more expensive than the plans that can be opened directly.

What School Loans Am I Eligible For?

2008-09-10T09:43:00.000-07:00

Student loan eligibility is something that each student should be aware of prior to putting together a financial aid package. The federal government will give you a good idea of what you eligible for when you fill out a FASFA form, but you should also have a good idea going into the process. This way, you will never be side-wisped by something that you never expected. There are a couple of different types of loans and each one requires a different qualification process. Understanding the dynamics of this relationship can help you prepare for the student loan process.

In order to be eligible for a federally funded student loan, you can to show that you have a need for such a loan. This need will have to be shown when you fill out the Federal Application for Student Financial Aid (FASFA). The federal government does this in order to make sure that they are only giving help to those who really need it. If you or your parents make plenty of money, then chances are that you are not going to receive a need-based loan from the federal government. There are some exceptions to this rule, however. If you are applying for a non-subsidized Stafford loan from the federal government or a Parent PLUS loan, you do not have to show financial need. These loans must be paid back at a higher interest rate, however.

There are other conditions of eligibility to go along with the one mentioned above. You must go through a few different hoops in order to satisfy eligibility. For starters, you have to be a United States citizen and have a social security number. You must get your high school degree and attend a college or university. In addition to that, the federal government checks to make sure that you are working towards a degree and making satisfactory academic progress.

If you aren't applying for federal financial help, then there are other loans that you can qualify for. Many private lenders are looking to help people with higher education in today's market. Since the mortgage loans market has taken a hit because of sub prime borrowers, banks are exploring other ways to lend money. They understand that student loans carry significantly less risk than other types of loans, so they have taken the directive to lend to many students. If you have decent credit and you are a college student, then there are quite a few different private loans that you could ultimately qualify for.

What type of college loan are you eligible for? That depends upon what your college needs are and what your financial situation is. The federal government has different standards of eligibility that you will have to adhere to, so make yourself aware of those rules. Private loans are much more flexible, as just about anyone can make themselves elibigible.

Copyright (c) 2008 USUniversityReviews

The Myth of the Invincible Sword

2008-09-07T07:35:00.000-07:00

Nearly all cultures throughout history have been subject to the myth of the all-powerful sword. China’s history is filled with legendary swords and swordsmen some of whom even rose to the levels of gods. The Japanese have the legendary Samurai with their world famous katana, often referred to as the Samurai sword. Cossack, Moor, and other Muslim cultures are often remembered as mounted, saber-wielding warriors. In Western Europe the medieval knights were in no way an exception to the sword culture. The sword’s symbolic connection to the heraldic nobility remains to this day, although in ceremonial form only. For most cultures around the world, the sword still holds a position of reverence.

I have dueled and sparred with and against swords for many years and yet I am still amazed when the first words out of almost every new student are, ‘I want to learn how to fight with a sword.’ I explain that unless your armored and riding a horse whenever the sword is pitted against nearly any other ancient weapon of equal length or longer inevitability it comes up wanting. However, the invincible sword myth is so deeply ingrained in human culture that such warnings are rarely heeded, and predictably, the sword becomes most students’ first focus.

The sword’s true combat nature can only be revealed through the handling of the real thing, authentic replicas, and precise training weapons that are meticulously designed for proper accuracy and use. With the aide of such training tools the myth of the sword can be unlocked, not just from a historical approach but from a hands-on approach as well. Sadly, often schools do not follow an accuracy policy with training weapons or when sparring with weapons. This is one reason why there are so many misconceptions about genuine sword combat.

The Japanese sport of kendo is commonly believed to be a martial art based on dueling with katanas. Nothing could be further from the truth. The two are as different as kickball and baseball. The kendo sparring sword called a shinai is a straight sparring sword meant to be a safe representation of the katana. This very light weapon averages anywhere from 35” to 47” in length and is made of several straight strips of bamboo bound together with leather. With the exception of the lengths, the balance and design of this sparring tool from its tip to handle holds absolutely nothing in common with the Samurai’s curved katana. The shinai blade is straight and its handle is long, round, and wrapped in a soft leather sheath. The katana blade is curved and its handle is long and somewhat egg shaped but a little more flat along the sides, and it is braided. The hits and points scored in sport kendo have more in common with European cudgel play or fencing than with a katana duel. Points are most often scored with snapping hits as opposed to the drawing cuts that come naturally with a curved blade. Though snap cuts are also a part of the katana’s arsenal they are not a staple of attack as in kendo. A closer representation would be sparring with curved wooden bokkens, which are considerably more accurate reproductions of the katana and were the traditional training weapon of the classical Bushi. The bokken offers a close though not completely accurate representation of a bladed katana duel and was often used for dueling as a replacement for real swords. Miyamoto Musashi, arguably one of the greatest swordsmen in Japanese history, by his own account won several duels against katanas with a bokken. As with shinais, the same problem arises from modern and the ancient western forms of cudgel play. The rattan or other wooden forms of broadswords are bulkier, unbalanced, poorly weighted, and often have no obvious flat side to parry with. Because of these design flaws cudgel play can only be considered a sport not a f

orm of combat. One should not compare these sport-related styles of combat to the real thing. A comparison cannot accurately be made if for no other reason than the sparring weapons are so dramatically removed in weight, shape, and design from the weapons they are supposed to replicate.

When a student reaches a high enough sword skill to spar against other types of weapons, the design flaws of the sword as a singly competitive weapon become painfully obvious. It is not long after this realization that the sword student fades out of the picture along with dreams of becoming an invincible swordsman. The few persistent sword students who remain quickly find the value of an added weapon to their free hand. Shields, maces, flails, daggers, or other swords become the new order of training. With a little more sparring, the student begins to see the ultimate truth behind the myth of the sword. Even with the aid of another weapon, it is a very difficult task for a swordsman to defeat longer-reaching weapons. When a swordsman is matched up against a weapon that is longer and therefore holds greater reach capabilities that swordsman’s chance of survival drops dramatically. Without the aid of a companion weapon, even a highly skilled swordsman finds it difficult to defeat lesser skilled opponents with longer- reaching weapons.

The sword master Miyamoto Musashi, victor of sixty life-and-death encounters, was in a famous duel of record against the long-swordsman, Sasaki Kojiro. Kojiro called his sword ‘clothes pole’ because of its unique design: a long, straight, blade quite the contrary to its contemporary, the curved katana. When Musashi dueled Kojiro, he was not wielding a curved katana of his own or even using his famous two-sword style. Instead he wisely used a large, carved boat oar to defeat his opponent. This boat oar gave Musashi two very important advantages: first he did not have to concern himself with the angles of his cuts, and second, he did not have to worry about parrying with his sword and having it destroyed by a big boat oar. It is no mystery why Musashi won this duel. When two duelers meet and are equal or even close to equal in skills, the odds go to the dueler with the technological advantage. I know the entertainment industry would have us believe otherwise, but when it comes to sparring or dueling with weapons, you can’t change the math behind the design of the weapon, techniques, and the movement the weapon’s nature requires. George Silver, an accomplished dueler and prizefighter who wrote two treatises on combat in 1599, Brief Instructions and Paradoxes of Defense pointed out in his works, and I paraphrase, "He who moves in the least amount of space and time, moves ahead of his opponent and so stays out of harm while being able to inflect harm." To make Silver’s point consider the story of David and Goliath. Goliath is unrivaled on the battlefield and no Israelite can stand against him in single combat. He holds several advantages over his opponents: he is stronger and so can attack and defend with more power than his opponent; he is taller which gives him the ability to both outreach and outstride his opponents; and he is undefeated, which gives him a psychological advantage over his opponents. Goliath would likely have been armored and have the contemporary weapons of the times, bronze or leather arm

or, a bronze or wicker shield, spear, and according to legend a great sword.

On the other side of the dueling scale is the boy, David. David is a mere sheep-herding child, not even a warrior in the traditional sense. David’s only weapon is a sling. It would appear that the scales tip heavily in favor of Goliath, but a more detailed look reveals the opposite. The sling is a formidable weapon in this realm of single combat, especially single combat on an open battlefield that offers room to maneuver. Bearing in mind the nature of the ground in the Middle East, David also had plenty of rocks to choose from while maneuvering. Out of necessity as a sheepherder, he would have been a well-practiced slinger and skilled at keeping predators away from the herd with endless days to spend flinging rocks with his sling to pass the time away. With those skills he could have continually launched a rock at Goliath for every other step Goliath did or did not take, all the while staying out of reach of Goliath’s weapons; thus fulfilling Silvers’ recipe for victory. Due to its translation through time, the story has led us to believe that David’s sling was both laughable and ultimately a shock to Goliath. Neither would be true, the sling has been around for a long time and was a commonplace weapon in early biblical warfare. It is reasonable to believe that Goliath was defeated because of the nature of the weapon’s reach, the terrain conditions, and the psychological effects of the whole scheme of things, i.e., the undefeated war giant versus a sheep-herding boy with everybody watching. How much time would Goliath spend hiding behind his shield from a boy while the Philistine and Israeli armies watched? Let us assume that Goliath, like every other solider during biblical warfare, has seen a sling in action before, as opposed to the common belief that he thought it laughable and fell victim to his overconfidence. Goliath could hide behind his shield and try to close within sword range, but in order to hit David he has to be able to see him. When Goliath exposes his face to look, David only needs t

o time his next rock for impact into that exposed moment. It is nearly impossible to successfully time a parry against a missile weapon launched at close range. The smaller the projectile, David’s rock, the more difficult it is to see, calculate its speed, and accurately react to defending the target area of its destination. Also added to David’s advantages is he can launch his rocks continually. With the sling David can follow a familiar formula: he can attack repeatedly while remaining out of reach of his opponent’s assaults. At best Goliath would have had the opportunity for one spear throw at David, but again at the cost of over exposing himself to David’s faster sling attacks. After that spear throw its back to sword range. Whatever tactic Goliath used we all know the result of it.

Musashi used a similar technique to David’s against the chain and sickle fighter Shishido Baiken. Again, rather than use his sword and face the extra challenges that comes with it, Musashi opts to make a close range throw of his tanto, a Japanese dagger which hits and kills his unsuspecting opponent. In the West, one seldom hears of duels pitting a sword against another type of weapon. In Europe it was considered an unfair advantage to mix weapons during duels. The European duel was as often a matter of righting wrongs and maintaining honor as it was about issues of martial skills. In the East reasons for dueling ranged from matters of honor to testing martial skills. One dueled with whatever weapon one specialized in, and it was believed if you were a warrior you should be able to defend yourself with your weapon regardless of what your opponent was using, the only true rule was to win. This is a much harder test of skills than to be protected by the equality of weapons. Knowing this, one must question why dueling with the katana did not reach its peak until after the age of elite Samurai warriors. After the dismantling of the Samurai class, an action that turned the once proud warrior class into living archives of an age gone for good. During this later era, most Japanese field weapons became obsolete and where impractical to carry in public. With a major decline in the use of most battlefield weapons, the time for the sword to shine was at hand. The katana became the Samurai’s last symbolic hold on an ancient warrior system soon to be completely outdated by cheaper and more efficient guns.

The replacement of the elite warrior class by the gun was not a phenomenon known only to the Japanese. The gun in its own time systematically brought about the dismantling of the elite warrior classes worldwide. The Chinese Boxers, the Scots Highlanders, the Zulu, the Aborigines, and the American Indians were among the last holdouts of the warrior elite, and they all fell victim to the gun. For most of these warrior cultures the sword became a symbolic relic of an age far more romantic then it actually was. Since the end of the elite warrior classes the facts regarding the sword and its value as a weapon have been exaggerated far and away beyond its real functions as an instrument of war. The sword has several weaknesses as a combat weapon. Due to its limited reach or in the case of the great sword, excessive length; one has less time for reaction to an opponent’s attack. The sword’s edge is fragile and easily damaged so parries need to be made with the flat of the blade, making defense both complicated and cumbersome. The tang of the sword, the blade’s extension into the handle, receives most of the impact when parrying and can be prone to breaking. Many styles of the sword offered little hand protection and so the hand of a swordsman was a primary target. To counter this, some swords were built with elaborate basket-like guards to protect the hand. There are accounts of the basket-hilt broadsword of Scottish highlander fame having to be pried off of the Highlander’s hand after battle due to its collapsing under the pressure of enemy blows.

The sword is complicated to learn, time consuming to make, and generally an expensive arm. In medieval Europe, a single-handed broadsword could cost as much as 25,000 dollars by today’s standards. The Japanese katana was, in its own fashion, an equally high-priced weapon. One can see the obvious reasons why, during Eastern and Western sword histories, the weapon was really more of a class and power symbol than a mainstream weapon for war. There is a Japanese house code that states “Do not yearn for katanas and tantos created by famous masters. A katana or tanto worth 10,000 pieces can be defeated by 100 yari (spears) each costing a 100 pieces. It is better to purchase 100 spears and arm 100 spearmen, in this way you can defended yourself in time of war.” (Toshikage Jushichikajo, 1480)

Today the sword and Samurai have nearly become the same word. Yet during the height of the age of the Samurai, the bow, naginata, and spear were the main focus for war. The bow is found in the earliest history of Samurai warfare and the Yari-Samurai, elite spearmen, mounted or on foot, were among the highest valued warriors in a warlord’s army. The katana was more often used as a backup weapon and for personal ritualized dueling. In most cultures during the age of battlefield dueling, duels were fought on horseback with bows or lances. If the warrior lost either of those weapons, he then used his sword as a last ditch effort to save or take his life. Around the same time the drafted peasant soldier of the late nineteenth century came into full force, the sword, due to its impractical functions on the battlefield, was eventually reduced to an ornamental symbol of authority. During the Second World War the ancient Samurai sword that was made using the secrets of a holy swordsmith still remained among the upper class, but the sword for the average officer was a 1933 mass-produced weapon. This 1933 version was designed so that the older traditional katana blade could fit into the handle and replace the standard contemporary blade.

Because of the entertainment industry from ancient times to the present, the myth of the swordsman’s abilities has always been far beyond any true feat of real swordsmanship. The western broadsword has followed the same path as the eastern swords, only it has been even further reduced into a simplistic, shining hip-hanger used only for parade. The Chinese straight sword has not escaped this symbolism either. It has been reduced to a lightweight flimsy show piece far more suitable for fast acrobatic Wu-Su routines then actual combat. What the general public has been led to believe almost entirely through the media is that the sword was the most powerful dueling weapon of all times. There are many reasons why the sword could not actually hold this title. First as mentioned is reach; second, arch versus thrust; third and most important, exposure.

To better explain the realities of sword combat and the troubles a swordsman would have, consider facing a spearman with a sword. To start the swordsman’s troubles, the spearman need only keep the swordsman the distance of a spear thrust away. In doing so, the swordsman is put in danger of spear attacks while his target, the spearman, remains out of reach. Being out of reach of the attacks of his opponent, the spearman has many advantages added to his hopes of self-preservation. A spear, or even a lance of ten feet or less, can both cut and thrust like a sword and so deliver a variety of attacks without fear of immediate counterattack. For the swordsman to survive, he needs to close the distance on his opponent while trying to ward off thrusts and cuts from the attacking spear. The spearman need only keep attacking while retreating or circling a few steps if necessary. This is comparable to a man with an empty eighteenth-century musket fighting a ten-pace duel against a man with a colt revolver. Unless an act of God occurs, the musketeer is in for hard times.

The next problem is the issue of arch versus thrust. Everyone has seen a movie where the hapless spearman comes charging in with a stiff-armed thrust at the hero, who is always a swordsman, who jumps to the side and chops the oncoming spear in two. This is a perfect example of the mythological power of the arching sword stroke in its full absurdity. If the swordsman were to attempt a wasted motion like trying to cut the assaulting spear in two, it would be an ill-fated move for two reasons: it seriously exposes the swordsman to a counterattack, and it is an almost impossible cut to make. It is one thing to cut in two a shaft stuck firmly in the ground, it is another thing entirely to try and cut in two a free-floating shaft that deflects on impact.

Try hanging a spear-like shaft in the air by attaching a rope to the butt of the shaft and attaching another rope at a halfway point. Then try to chop that shaft in two with a single or several strokes. When you are through shaking your head, all those great movies will be ruined forever. The easily imagined results of this simple test are exactly like the real results of such a cut. The reader can see just how unlikely performing that cut actually is. Some Arthurian legends claimed the sword, Excalibur, could cut a boulder in two as though the rock was made of butter. Strangely, no sword culture can deny having myths of an equal nature to that of Excalibur’s. There is also a Japanese legend of a katana so sharp that when it was left stuck in a stream, floating leaves were not sliced in-two by it but actually purposely avoided the sword’s edge. Legends of this nature have always led the populous into believing that in the realm of edged weapons, the sword holds full royalties on slicing and chopping abilities. This is simply not true regarding personal combat.

All of the elite warrior-based cultures knew and used the advantages of thrusting and slicing with a spear as well as other long-reaching weapons. The difficulties of getting past that deadly reaching spear would be no small task for a swordsman. In addition to this reach advantage, even a moderately skilled spear fighter can deliver several thrusts or cuts to an oncoming swordsman before that sword can reach its target. History has shown us that one of those many spear cuts would be to either to the swordsman’s lead knee, hand, arm, or foot. A good hit to any of these areas would end the swordsman’s attack promptly. A common misjudgment is that a large portion of a weapon’s edge needs to strike the surface to do any real damage. An edge need only penetrate the depth of three fingers in the right areas of the human anatomy to be a fatal hit or lead to one. Though the stroke to the knee is not a fatal blow, worldwide archaeological finds from battle sites involving ancient weapons have consistently shown that such a wound led to a final lethal blow. In these archaeological digs, large percentages of the fallen were first struck at the bend of the knee, or other exposed appendages, and then delivered a fatal blow while they lay prostrate from the first injury. By studying the results of many years of full-contact dueling with training and blunted weapons, I have rarely found this cut to a charging opponent’s knee, ankle or foot to fail. An equally successful tactic is thrusting into the opponent’s oncoming feet.

When infantry used swords and shields against lance-carrying cavalry, the results nearly always ended in disaster for the foot soldier. When foot soldiers replaced swords with spears and lances, the disaster fell on the heavy cavalry. It was so effective that infantry pike units became the standard for hundreds of years. Pike units were not removed from the battlefield until the advent of efficient firearms sporting bayonets, which was not the demise of the pole weapon but rather a merger of pike and gun. When the sword is pitted against a spear, the swordsman also has to overcome the issue of too much exposure. Combat manuscripts of old break the sword down into sections depending on the type of sword. The first third of the blade from its tip down was for cutting, the next third was for soft parries, and the final third above the hand guard was for heavy parries and coming to grips with your opponent. The old masters from the East and West also wrote that the preferred method of defense with a sword was simply to avoid your opponent’s attacks physically and through footwork. This method was preferred over jeopardizing your sword’s cutting edge and its structural integrity by using it to fend off blows from other weapons. With exceptions, the sword length averages from 20 to 42 inches. On the contrary, the smallest battlefield spear is around six feet in length with a shaft designed for warding off blows from other weapons. The swordsman must also overcome the limited range of his defense, referring not only to the sword’s reach but also the axis with which one can parry and so defend the body.

Take into account the mechanics of the human body and the length, manner, and design of the weapon being used. The nature of the sword creates a problem when defending above or below the waist. The problem is to defend one’s body above or below one must, by the nature of the sword, expose the opposite of what is defended. This is true with all weapons but to a higher degree with sword and similar weapons. The pole arm offers considerably more options. By tipping the weapon vertically, horizontally, or diagonally out from the body, one can readily defend and strike from any axis of the body. The pole arm fighter does not even have to resort to this guard until the swordsman gets in close enough to be a threat. The swordsman, on trying to close, has to defend too much exposed area and so is subject to attack at several areas on his body. To a large degree this is why the shield was developed. In most cultures, the shield was developed for war and not dueling. The shield was designed to be part of a wall of shields used as a defensive battle tactic as demonstrated by the front lines of a Greek phalanx, the Roman turtle formation, and the Viking shield wall. In a duel or single combat, the shield is used in a considerably different manner than in a melee or mass melee. Regardless of how it is used, the shield can only effectively protect one side of the body during a charge and so forces the wielder to defend his opposite side with the sword. Because of the leverage that can be placed behind a thrusting or sweeping pole attack, the sword and its wielding arm cannot compete with the impact of an oncoming pole weapon As mentioned earlier, this is especially true when a sweeping spear cut or a thrust is delivered to the swordsman’s stressed knee, ankle, or foot. Such an attack forces the swordsman to bring the tip of his sword down; the arm position would be the equivalent of completely emptying a drinking mug gripped in your hand. Doing this simple motion the reader can see how the position is both awkw

ard and weak; furthermore, the position also exposes the upper torso. The lower guard that could be used exposes even more of the swordsman’s body. A high or low, well-timed thrust or cut to this weak side will put an end to the charging swordsman.

Though I have used the spear here as the swordsman’s nemesis, one can see that any weapon of greater length or weight would prove technologically superior. It becomes obvious why the swordsman’s survival is so unlikely. The sword has come to stand on a solid throne where its powers are more mythical than the sword-wielding heroes themselves. We have come to believe the sword and its powers as the staple of all the classical warrior societies. Swords have been given names and positions of power; some were even believed to be magical. The right person with the right sword could smite injustice, slay the wicked, and restore kingdoms, assuming that is no one else shows up with a spear, halberd, pole-flail, rake, pitchfork, or sling. The entertainment industry may keep the sword on a throne of power and awe, but for those who have fought with and against the sword in all its manifestations, it’s a translucent and mythological throne.

By
Larry L Andrews

Students: Control Your Debt

2008-09-04T03:34:00.000-07:00

Each year, a majority of students leaving college come home close to $20,000 in debt, not including the student loans. One of the main reasons students come home in debt is because of the majority of credit card offers on campus. Since credit cards aren’t a bad thing, it all comes down to the person that is in charge of using them.

A credit card is only bad if you abuse the powers. If a student is going to go out and purchase things he/she can’t afford, they will soon find out that they will be over their head in no time. The main reason this is, is because they don’t physically hand of the money. Instead, they hand a plastic card over that has no value.

There are many ways to control your debt but the first thing it comes down to is the person using the credit card. If a person can accept their responsibility and be able to control their spending habits, you’ll be past the hardest step in no time.

In order to achieve these first two goals, there are other optional steps that you can take in order to stop your debt in no time. If you follow these steps and use them religiously, you will find your net worth will go from the gutter to the positive side in no time.

One of the best things to do when you’re controlling you debt is to use your debit card. If you don’t have one, contact your bank immediately and have it linked to your checking account. This way you’re able to see how much you’re spending each time you use. An easy to way to control how much you’re spending is to create an online bank account user name. This will immediately post each transaction you have.

Next, you’ll want to create a budget. A budget is helpful for month to month activities. This will show you how much money is going out and in. This will also give you a better overall picture of how your finances are. It’s usually best to add in savings as a bill too so that you can save a little bit on the side as well. If you stick with your budget, this will be one of the best debt fighters in the long run.

These are just a few ideas when it comes to fighting debt. In the long run, you should use your imagination on creative ways to save money. Instead of going out to eat, buy a cheap can of soup and make a tuna fish sandwich. That right there will save you a few bucks. If you continue to be creative and get into the habit of doing these things, you won’t have a probably at all with paying off your debt after college.

If you come out of college in debt, don’t let it get you down because you’re not alone. In fact, you’re in the majority. If you’re motivated and have a strong mind, you’ll be able to kiss your debt goodbye in no time.

Ten Steps to Successful Music Teaching in The Early Childhood Classroom

2008-09-01T07:33:00.000-07:00

Young children learn by doing, by being actively involved in their learning through exploring and experimenting, through copying and acting out. And so it is with learning music, the foundations for which are best learnt while developing primary language. As such, a successful early childhood music program must incorporate movement and should quite naturally involve learning across the curriculum. The music program, therefore, can form the basis for the whole curriculum.

1. Make it Fun. They are not in your class to learn music, but learning music is what happens while they're having fun. It it's not fun you've lost them. Fun for them may not be fun for you. If it's not fun for you, you'll NEVER be able to convince them that you're enjoying it. You'll start using every excuse not to do the music session because you'll see it as a chore. If, on the other hand, you have a song, a piece of music or an activity you think is really cool, you'll have no trouble engaging the kids as your enthusiasm will carry them through. Sounds pretty logical, yet few class teachers conduct music lessons as part of the daily curriculum. Find a resource that suits you and do something every day - even if for only five minutes.

2. Establish clear rules from day one. Without this your class will quickly disintegrate into a shambles. They must stop when the music stops. This encourages listening skills. Listening is a skill that has to be learnt. Hearing is a sense we are born with. There's a huge difference. If they can listen, they can respond, and they can learn. Teach them about "space bubbles". Have them stand with arms outstretched and gently swing around. No-one is allowed to go inside their space bubble. Anyone who does must sit to the side. They will not want to miss out on the fun so encourage them to join in for the next track of music or next activity. Do not allow "time out" to be a preferred option. Not every child will feel confident enough to participate fully but sitting out is not an option.

3. Young children learn by doing. Get them actively involved. Music at this age is music and movement. This will incorporate story telling through use of percussion instruments or drama; it will involve dance and action songs and also singing. It will also involve interpretive movement - play some gentle classical music and use scarves to stimulate the imagination.

4. Include motor co-ordination activities. This will stimulate and integrate right and left sides of the brain. Musical instruments are played with both hands. This subject is the topic of a great body of research. Children today are generally not physically active enough to get sufficient stimulation to establish neural pathways. If you can do something daily in the way of motor skills, especially cross-patterning activities conducted to music, it will help enormously.

5. Relate activities to their level of understanding. Engage their imaginations. They live in a fantasy world ' take advantage of it. You personally may not feel inclined towards fantasy. It doesn't matter. Whatever engages them is what matters. Whatever you are wanting them to learn can be done best by engaging their imaginations, and fantasy is the easiest. Use drama in any way to engage their imaginations.

6. Praise them often. They respond best to positive reinforcement. A baby is born fearless. No matter how many times the baby falls over when attempting to walk, and despite injuries along the way, he or she will get up and try again, over and over until that skill is finally mastered. It never occurs to the child, or anyone else, that you have to get it perfect the first time. Everyone encourages them which is an added bonus. Somehow along the way though, by the time many children are in mid primary school, they have already been given so many negatives which erode their self-esteem that they give up trying new things.

7. Remember the K.I.S.S. principle and Keep It Simple Sunshine. Only do a few activities or songs at a time in your music lesson. Repeat them often and only when mastered do you add modifications or a new activity. Keep the whole lesson simple but fun. Do not confuse simple with easy. If the class structure is simple, you can easily add in a more challenging activity.

8. If the children are unused to music and movement sessions, do not try to be too ambitious. Five minutes a day may be enough for the first few weeks, depending on the children. Repeat the lesson (maybe up to three or four times) until confidence and competence improve. They need the repetition. You can add modifications for greater complexity and variation or change one or two activities before moving onto a new lesson. Set them up to succeed.

9. Initially the teacher should model the movements but not necessarily do all the running around. Choose a child to model for you (or the Teaching Assistant or even a parent) if you prefer not to or are unable to model the movements yourself. Observe the children's ability to perform the skills in movement, music, drama, listening and social interaction. The music lesson thus contains so many more outcomes. You are then leveraging your time by combining learning areas. That is why the movements need to be modeled appropriately.

10. Finish each session with stretching and relaxation. (Stretches should never hurt.) After a "mat session" music lesson the stretch only needs to be a full body stretch on the floor, after which the children close their eyes and listen to the music. Initially -

Tell them what you want them to listen for, or, tell them a story of what the music is about, or, ask them to tell you what they think the music is telling them.

If you don't relax the children at the end of the lesson, thus utilizing this time for the affective aspect of music, they'll be unsettled for the rest of the day, especially if it's a dance and drama session. When they are used to relaxing at the end of the lesson they will happily lie down and relax but they need to be taught how to first. Each relaxation session, therefore, does not necessarily have to involve active listening but initially it must. Children are sometimes loud and boisterous because they think that's how they are expected to behave. Give them permission to be still and silent and teach them how. They need it.

What Are Plus Student Loans?

2008-08-26T01:32:00.000-07:00

College expenses are high; there is little argument over that. Students and parents of students often need financial help in order to get into and subsequently get through the years of education that leads to an advanced degree. Thankfully, there is a somewhat new student loan program available that help out with these costs.

The Federal Parent PLUS Loans can help those parents with good credit histories to borrow money. This money can be used to help pay the education expenses of their children. Each student-child must be a dependent undergraduate student enrolled in an approved university or college, for at least half time in order to qualify for the loan.

The most useful benefit of the PLUS Loan is that parents can borrow federally guaranteed, low-interest student loans in order to pay for the child's college education. Unlike many other loans, the PLUS Loan program lets parents borrow the total cost of undergraduate education to include tuition, supplies, room and board, books, lab expenses, and even some travel costs.

Also, unlike many other student loans that are based on "need", these loans are non-need based. Eligibility is dependent on a regular credit check that determines whether the parent has an adverse credit history.

An adverse credit history is defined as being more than 90 days late on any debt or having any Title IV debt (including a debt due to grant overpayment) within the past five years subjected to default determination, bankruptcy discharge, foreclosure, repossession, tax lien, wage garnishment, or write-off.

The college of choice may require additional loan applications. For this reason, parents should check with your school's financial aid office.

As of July 1, 2006, the interest rate on the PLUS Loan was set at 8.5 percent. The PLUS loans do not require any collateral to be placed by the parents. In addition, the interest that is paid on the loan may be tax deductible. It should be noted that the interest rate on these loans can and will vary over time, so parents should investigate the latest news concerning interest rates before assuming any posted rate is correct.

There are some restrictions on the PLUS loans. For instance, the annual limit on a PLUS Loan is equal to your cost of attendance, minus any other financial aid that is received from other programs. For example, if the annual cost of attendance to a school is $8,000 and the student will receive $5,000 in other financial aid, the parents of the student would be able to borrow up to, but no more than, $3,000.

There are also certain restrictions and requirements concerning the way the funds are to be disbursed. Much of the disbursement rules that apply to a particular loan will be directed by the particular school. In order to get the most recent issues concerning how the money will be sent and to whom it will be sent, parents and students should visit with the financial aid office of the intended university.

Students and parents who wish to learn more about this loan program can visit the PLUS loan website where more detailed information is located.

An Associate Degree Online Lets You Study At Your Own Pace

2008-08-23T03:30:00.000-07:00

There are a number of reasons to get an associate Degree. For recent graduates from high school, it can make the transition to college or university a whole lot easier if they get an associate Degree on their way to getting a Bachelor's Degree. For some people that are looking for a technical education, an associate degree is in most cases what they need, and they may not want or even need further education. For those whose college plans or schedules are interrupted, having an associate degree makes it much easier to carry on their education later in life. For all of the groups of people mentioned above, getting an associate degree online is a good option.

Associate Degree online programs are available worldwide, and you can choose numerous of major courses of study. There are a whole bunch of good reasons to consider getting your associate degree online.

How much expense should I expect?

In most cases the tuition costs are lower for an associate degree online than through a traditional college or university program. In addition, if you take your degree on the internet you'll have the benefit of living at home as well as saving money for transport, since you don't have to travel to classes. It's also easier to stay in a job while going to school when you take your associate degree online, because this kind of learning give you a lot more flexibility and freedom to make your own schedules. This gives you the advantage of being able to work more, as well as the possibility of getting higher paying jobs while you go to school.

It's Convenient

With online education - also known as e-learning, you go to school and do your school-work at your own convenience. Online education means that you work your classes around your life, instead of the opposite; working your life around your classes. You don't have to miss classes or assignments either; you work at your own pace, no matter what is currently going on in your life. The school-work is available when you are. All the lectures, assignments, notes and and other material are archived on the web, so you can retrieve them anytime you're ready to.

Studying at your own pace

By taking your associate college degree online, you have the benefit of studying at your own pace. If you are among the busy people and have a lot on your plate and therefore need to go through your classes at a slower pace, you are free to do that. Otherwise, if you are in a hurry, you have the option of accelerating your pace as well. One of the big advantages with e-learning is that you are not stuck learning at everybody else's pace; you do your work and learn at the rate that's comfortable for you.

The Portability Is Unlimited

If you are young and your life is unsettled, getting an associate college degree online is ideal. If you move to another area, or go on a three months vacation to Africa, your college or university education goes with you. You can travel to any country all over the world, and keep on to take classes online.

As you can see, there are a lot of benefits associated with online education. If any of the benefits I have mentioned applies to you, it's definitely worthwhile for you to consider getting your associate college degree online.

Free and Easy Basic French

2008-08-14T05:28:00.000-07:00

I have put together a collection of words and phrases that will help you learn basic French words. Once you have committed these simple phrases to memory you'll be able to have you very first French conversation!

Part 1 -
These are the first French words you will need to learn. They are very basic and easy to remember. Once you have mastered these then you can move onto section 2.
Yes = Oui
No = Non
Please = S'il vous plaît
Thank you = Merci
You’re welcome = De rien

Part 2 -
Start with part 1 – if you can't understand what someone is saying, simply use these phrases to help get you out of this sticky situation.
Part 1 -
Excuse Me = Excusez-moi
Sorry = Desolé/Pardon
I don’t understand = Je ne comprends pas

Here are some basic questions that will help you whilst you are out and about vacationing in France. Once you have committed these phrases to memory move onto section 3.
Part 2 -
Do you speak English? = Parlez-vous anglais?
Aidez moi, s’il vous plaît = Can you help me please?
Combien ca coûte? = How much is it?

Part 3 -
Here are the some essential words that will help you meet and great new people in French.
Hello = Salut
Glad To Meet You = Enchanté
Good Morning/Good day = Bon jour
Good Evening = Bon soir
Goodbye = Au revoir
My name is = Je m'appelle

Here are two great tips to help you learn basic French words and improve your vocabulary.
1 – Make your very own vocabulary book. Every time you learn new word, simply add it to your book. Be sure to keep it with, and you will have your very own tailor made phrase book.

2 – Make some flash cards. Write the French word of phrase on one side of the card and the English translation on the other. Flip the cards and test your French knowledge.

You see, its easy to learn basic French words when you know how. I hope my handy words and phrases and top tips have helped to get you on the right track.

Homeschool Curriculum - How Do I Choose?

2008-08-10T02:25:00.000-07:00

The availability of home school curriculum can be a blessing and a curse. There are many books and programs to choose from, but trying to choose can be quite overwhelming. There are a few basic thoughts you need to look into to try to help keep you from getting too frustrated in trying to choose what you will use.

1. Consider learning style - Look at how you and your child learn best. Do they like workbooks, creating notebooks, acting out a story. Knowing yours and your child’s learning style can help reduce the amount of “wrong” curriculum that you purchase. If you have a clear picture of how everyone in your home learns best, then you can choose books or curriculum accordingly. This can save money and frustration in the long run.

2. Look at many types of curriculum - This can be overwhelming too, but if you go into it just browsing you can gain a lot of knowledge about what is available to you. You can go to home school conventions, used curriculum fairs or have the curriculum sent to you by using “Curriculum Fair in a Box.” A variety of sample curriculum is sent to you and you can browse over it in the comfort of your own home in your own time.

3. Plan Ahead - Think about what you want your child to learn or know at the beginning of a school year. Or better yet, if pray and ask God to guide you in what He thinks your child should learn this year. You can take a sheet of paper and list subjects across the top and the names of your children along the side. As you are looking at or thinking about what your child needs, you can jot that down in the proper column for each child. You might have many items under each subject for each child. Once you have written down all your options, then you can circle those that you feel are most important. Then when you go to look at books or resources to use, you will have narrowed down what you need to look for.

Choosing books, curriculum, and resources to use in a school year doesn’t have to be an overwhelming task. If you know how your child learns best, know what is available, and focus on what you want to accomplish for that year you can save yourself quite a bit of frustration.

Teen Summer Camp Offers Tips For Students

2008-08-07T05:18:00.000-07:00

Students who attend the academic summer camp, SuperCamp, acquire many valuable learning and life skills. Here are some Quantum Learning tips that can help every student do better in school. Share them with your son or daughter.

S.L.A.N.T.

Sit in the front row or middle section of the classroom. Lean slightly forward in your chair, as if you are hanging on the teacher’s every word. Ask questions to clarify anything you don’t understand. Nod your head to show you are listening and interested. Talk to your teacher after class to build rapport and establish a relationship.

Test-taking Strategies

Do test-time jitters ruin the time you spend studying and preparing? Allow yourself enough time to get to class a few minutes early- hurrying causes tension and mental crunches, and you can use the few extra minutes to review your notes one last time. Before and during the test, give yourself positive messages: “I know this information and I’m going to get an A.” If you feel yourself getting tense, close your eyes for a moment and take a few deep breaths. Imagine a relaxing scene. If you’re having trouble concentrating or are feeling overwhelmed, try drawing a mind map in the margin of your paper. It will help you remember what you studied.

Optimal Study Area

Design the optimum study area at home. It should include good lighting, a desk or table to work at, a comfortable chair, inspirational posters, and plants. Play Baroque music softly in the background. Study at the same time every day and take a short break every 30 minutes. Tackle the most difficult subjects first. When you get them out of the way, the rest will be easy.

Cultivate a Winning Attitude

Maintaining a positive attitude is your most important learning asset. You need to mentally prepare before any learning experience. Henry Ford said, “If you think you can, you can. If you think you can’t, you can’t. Either way, you are right.”

Remember the “F” Stands for Feedback

From infancy through adulthood, we learn through our mistakes. Remember to learn from the feedback you get from others, whether it is a failed test or a poor relationship. In your path to become an excellent learner, feedback is simply the information you need to succeed. Refresh your memory and read about Failure Leads to Success and the rest of the 8 Keys of Excellence.

Plan Ahead

Use a calendar to mark days for tests or due dates of important papers. Studying ahead reduces stress and increases your ability to remember at test time.

Discover the Power of “This is it!”

“This is it!” means making the most of every moment. It also means doing whatever it takes to make a subject interesting. Be creative! Some ideas include studying with a friend or relating the topic to something you already know or like. When you know something well, you almost always find it interesting.

Overcome the Obstacle of a Blank Page with Freewriting

When faced with writer’s block, freewriting provides visible and immediate progress. Choose a subject and set the timer for a specified amount of time. Write continuously until your time is up. Don’t worry about structuring sentences, checking grammar, backtracking or crossing things out – just keep writing. Freewriting clears your mind, focuses your ideas and makes the invisible visible.

Take Breaks

Every thirty minutes it helps to take a short five-minute break. Take mini-breaks more often by standing up and stretching whenever you notice your mind wandering. Studies show that you remember best what you learned just before and just after a break – so the more breaks, the more you learn!

SuperCamp summer programs fill up fast. Go to http://www.SuperCamp.com now to learn about enrolling your son or daughter while spaces remain. Age-specific programs are available for students in grades 4-12 and incoming college freshmen. At the website, you also can get a free eBook that gives you an inside look at what works with teens from a world leader in youth achievement, SuperCamp co-founder Bobbi DePorter.

Learning Tips for Students

2008-08-04T05:24:00.000-07:00

Long ago, there was a time, when parents told children to read slowly and loudly to understand everything they read.

A lot of things have changed. Today's children have bigger syllabi to learn. Now, learning experts and teachers ask students to read faster and grasp important points.

Here are a few tips for students who have a lot to learn, but very little time.

Make a Timetable

Your timetable should have separate time for eating, playing games, exercise, reading newspaper and study materials. You should not only make a timetable, but also should stick to it.

Give priority to leisure and games in the afternoon, but separate early morning time for studies. Make sure you read all the class notes before you go to bed.

While allotting time to different subjects, allot more time to difficult subjects. You need only less time for the subjects that are easier for you to learn.

Taking Notes

Taking notes is an important part of learning. You need to take lecture notes (classroom notes) and notes from your textbook.

- Go through the lessons on the day before your teacher would teach it in the class. This gives you an idea of what to expect.

- Write down important ideas as bullet points. One word or a phrase is enough to include an idea.

- Give prominence to important ideas by underlining them in your notes.

- Leave lot of space in each face of paper. This will help you add new points later.

- Organize your notes into separate files. Each subject should have a different file. Label the outer page of the file with name of the subject and your teacher. You should also neatly organize each file according to chapters and topics.

- Read the notes (important points) in the night, before going to bed. Read only once. This helps you memorize the lessons clearly.

- While taking notes from a book, label the name of the book and author. Also, note the page number next to your notes. It makes it easy for you to refer to the book three or six months later.

Reading Techniques

You need to read fast and grasp more things. Here are some pointers to fast reading.

- Note the name of the book and its author in the reading log.

- Take a quick look from cover to cover to identify the important chapters.

- Take a quick look over the chapter, identify the important points, and note them down.

- Read the lesson fast. To increase the speed of learning, pass your eyes through the top of the letters and not through the centre. For example, while reading, pass your eyes through the area where the dot above the letter i appears and not through the loop of the letter o.

- Don't take notes while reading.

- Don't go back to read a word or a sentence. If you don't get the idea of the subject, you can come back to the sentence after you finish reading the chapter. Never look up a dictionary while in the middle of reading a chapter. Refer dictionary only if you don't automatically understand the meaning of a word after finishing the paragraph and the chapter.

- Note down the points you remember. Now check if you have taken all the important points, with another fast reading.

How to increase memory

Try to understand completely what you read or hear.

Repeat what you hear or read in your mind.

Make notes of what you learn at school or read from books. A single word can help you remember a whole idea.

Give number to the points.

Don't try to bring to memory all the things you have learned. Learn the technique of bringing to memory one thing at a time.

How to increase concentration

Mental concentration is important to memory and better learning.

Stick to your reading timetable. You should separate a specific place and specific time of the day for reading.

Sit erect. It increases your concentration.

Don't allow disturbances like phone calls, music etc while reading.

Concentrate on the lessons you read. Don't think about the next book you have to read while you are reading a book. A better way is to make an order of the books and lessons to read and arrange them in order before you start reading.

Immediately after reading a paragraph, try to recall the idea from that paragraph. This helps you concentrate more on your reading.

Ideal conditions for reading/learning

A silent location that you don't use for sleeping, eating or leisure purposes is the most ideal condition for reading.

Install a fluorescent tube light in the reading room. This helps mild light to fall evenly all over the room. Don't sit in the darkness while reading. If you use table lamp, arrange it towards your left if you are a right-hander.

Arrange the papers, pencils, boards and books on the table before you start reading.

Never try to read while you are tired or ill.

Eat healthy food rich in carbohydrates, proteins and fibres. Replace fast food, pizza, burger, chocolates, ice creams, etc with fresh fruits, whole grain food items (like chapatti), milk, fruit juices, etc.

Exercise daily. Swimming, cycling and jogging are good for students. Practise yoga. It increases concentration and willpower.

Don't watch TV. Instead, play some games in the outdoors. While TV makes you dumb, the games make you smarter.

Read lot of books. Read classic stories, fables (like Aesop fables, Panchatantra stories, etc), etc. Don't spend too much time on comic cartoons.

5 Ways to Improve YOUR English without even Trying! for people who speak English as a second language

2008-08-03T05:07:00.000-07:00

Learning a second language can be a very stressful and arduous task if you let it. Somehow, the words you learn in the books don't seem to apply very well to real life situations. Those small and seemingly un-important elements the show a person to be in command of not only the language, but the culture of the people who speak it cannot be adequately expressed by words on paper.

So, how do you learn these little secrets of mastering the ability to articulate yourself in another language?

Here are 5 proven techniques that will help you improve your English without even trying, if you are learning to speak English as a second language. Do they really work? Yes. I've tried them myself as I've had opportunity to live somewhere where English wasn't the primary language. I found it to be a fun, exciting, and painless way to learn both the language and the culture. The culture is simply learning the way the natives express their own words. The genuine accent, facial expressions, hand gestures, sighs, moans, groans, laughter, smirks, and other things that go along with everyday conversation.

Regardless of how extensive or not your vocabulary is, if you master the ability to "sound" like you know the language and can speak it, people will be more than generous to assist you.

1. Watch Movies!

Watching movies is always a fun thing to do. In order to get the most out of your movie watching experience, if your vocabulary is limited, watch a movie in English that you are very familiar with in your own language so you always know what's going on. Try not to translate as you go because you lose blocks of conversation this way. Instead, watch the picture and listen. Hear all the words, but determine what's going on by the pictures you see and the words you're hearing that you already know. Believe it or not, other words will sink in too, and so will the accent and everything else that went with what you saw and heard.

As your vocabulary grows, expand your movie selections to other movies you'd like to see but are only available in English. Try to be able to see the film more than once if possible.

According to the location and type of film you intend to view, you will be able to experience different accents, and other cultural expressions of the English language. Pick and choose the things that you think will suit you best. If it doesn't work out, pick and try something else! Have fun with yourself and your efforts.

2. Watch Soap Operas

The place where extreme expression and limited vocabulary meet! This is such a fascinating way to learn a foreign language. Every accessory that goes with the expression of a word is demonstrated on a soap opera. "Outrage" expressed with a word, facial expression or two, and perhaps even a subsequent face slap, all of that being understandable in any language. "Love", another universal subject, or violence, good versus evil can all be discerned quickly and easily on a soap opera. Plus, soap operas are naturally designed to allow anyone just tuning in to pick up the story quickly. The characters are easily loveable and deliciously "hate-able" so you turn to it again and again to see what's going on, and not only improve your English each time, but reinforce what you've already learned.

3. Read the Comics/Funny Papers

Very non-stressful! Pictures with words, or words with pictures, however you want to look at it, it's a great way to learn! For each thought presented there are words that match a picture, and vice versa. It doesn't matter if you read comic books, or the comics in the Sunday newspaper, read whatever will make you laugh and cause you to enjoy learning at the same time.

4. Read Children's books

If you know any little kids between the ages of 5-8, try reading one of their books to them. Usually little kids know their favorite books by heart, so if you stumble a little, they'll be able to help you.

If you enjoy this method of improving your English, and you find yourself to be pretty good at it, then try reading a few Dr. Seuss books. The rhyming will challenge you, but once you master it, your pronunciation of English, and your delivery will have been considerably refined and improved.

5. Take a service job like waiter or waitress; bartender, or sales person.

This type of job can be done if you have a decent vocabulary of verbs, and know how to say "I, we, she, he, they", etc. The only other thing necessary is a working vocabulary of things relevant to your specific tasks and goals.

For example, as a breakfast waitress, you want to be able to ask if they want their eggs, "scrambled or fried", if they want "more coffee", if everything is "alright", do they want "anything else", and the total of their bill in their own language!

If you sell real estate, you'll want to incorporate words like "mortgage, loan, co-sign, 30 year fixed", etc.

If you sell shoes, you need words like "how does that feel", are they "too tight, too loose, to short in the toe, to big", etc.

The longer you work at your job, the more your working vocabulary will improve.

6. Learn these two sentences and you'll be set for life . . . seriously!

"How do you say (blank)", in English (Spanish, French, etc.), and "What is that called?" (Point if you have to, and smile too). Smiling is a universal language. Once I learned how to ask these two questions, I was on my way to being conversant in the language of my choice!

I could use my limited vocabulary to ask the question and then when I got my answer I would repeat it a few times to make sure I was saying it correctly, and "BAM" I had a new vocabulary word. And, because I asked my question to the best of my ability in the native tongue, the natives realized my sincere desire to learn, and helped me!

7. What happens if you make a mistake?

Nothing. The world won't come to an end, and you haven't embarrassed yourself to the point where you can't show your face again. Just apologize if that's what's called for, or laugh at yourself, make the correction, and count it as a learning experience.

Once I was in a restaurant and I wanted to ask the waiter for a "to go" box, however, I was speaking to my kids in English, and trying to think of what I wanted to ask for in Spanish, and I promptly and incorrectly asked him for a "house to go". He looked at me kind of funny, but he was very courteous, and didn't laugh until I laughed.

I've committed other language faux pas as well over the years, all of which have been a learning experience, and if given enough time, will become a humorous story as well.

Strategies To Help You And Your Child Survive Homework

2008-08-01T05:23:00.000-07:00

Is homework wreaking havoc in your home? If the answer is YES, then finding the real causes behind the homework problems, and taking steps to resolve them, will improve both school success and family harmony.

How do we know? Homework is the single biggest issue affecting home life, according to many of the parents who bring their children to us at STRONG Learning Centers®.

Here are the ten most common causes of homework problems, along with suggestions to help you resolve them.

1. THE HOMEWORK IS TOO DIFFICULT.

If the homework is continuously too difficult, with everything that entails, then a child will try to avoid it. Look into the cause. Begin by having a conversation with the teacher. If the problem is class-wide, hopefully the teacher will evaluate and adjust the nature of his or her homework assignments. If the problem is limited to your child, she may require additional help from the teacher after school, from you, from a sibling, from a teenager you hire, or from a tutor. If this fails to resolve the issue, then a reevaluation of the type of class, or course level, or teaching vs. learning style, or school may be in order.

On the other hand, the cause of the problem may be a disability: physical, learning and/or attentional. Your child may have difficulty in such areas as: hearing, seeing, reading, processing language, or writing, or she may have ADD or ADHD. If the problem is one of these, sometimes it is easy to resolve. For example, corrective glasses can easily resolve some seeing issues and behavioral therapy and/or possibly medication might help AD/HD, the newer term for the disorder. In many cases, consulting teachers, counselors, or specialists in the appropriate field, might be in order.

Note: If you suspect AD/HD, a valuable resource is CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder organization). For information on the learning disability (LD) issue in general, contact the Learning Disabilities Association of America (LDA).

2. THE HOMEWORK IS TOO CONFUSING.

When children chronically complain that assignments or directions are confusing, they are likely to become frustrated and/or anxious, eventually avoiding such assignments. Parents usually respond to these children by asking, "Weren't you listening?" Or "Just read the directions!" The children were listening or reading, but they may not have been able to process the information.

In this case, the cause may be reading comprehension and/or language processing problems. You may need to seek the help of teachers or a learning specialist to help your child learn strategies she can use to overcome or compensate for her disability. For example, she may need to put the words into pictures or graphic organizers. Children who become confused due to problems with language processing, do better when they can see things visually.

And, regardless of who is working with them, be sure they remain actively involved. Children (and adults too) are notorious for shaking their heads "yes" when asked "Do you understand?" even when they don't understand. Sometimes they are just yessing you and sometimes they think they understand. However, when you ask them to explain or discuss what you were just talking about, they realize that they really don’t understand.

If neither of these areas are the cause of the problem, then you may need to investigate why your child continues to complain. If it turns out it is simply a ploy to get you to do the work with him, then you need to address the reason for that behavior. But wait – before you get annoyed, remember what it was like for you when you were a child. Homework isn't always fun, and sometimes it's nice to have a little company. Your child may simply want your company during homework time. Wow! How's that for the ultimate compliment?

3. THE HOMEWORK IS TOO LOW-QUALITY OR TOO BORING.

Sometimes homework assignments are low-quality boring busywork and children will avoid them simply because they don't want to do them. Unfortunately, one of life's little lessons that children need to learn is that sometimes we simply have to do boring things. If, however, every assignment appears to be dull, too easy, or too low-quality, you may need to talk to your child's teacher to determine the purpose of the assignments. Many teachers do not realize how some of the assignments are coming across to the children; chances are they will appreciate the feedback and adjust the work as appropriate.

4. THE CHILD IS DISORGANIZED.

He brings home the book and forgets the assignment. He brings home the assignment and forgets the book. Or he forgets the assignment and the book. Does this sound familiar? If so, it sounds like you've got yourself a disorganized child. The same is true for children who can’t judge time or can't manage their time. They may have the best intentions to get the homework done, but somehow it gets lost in their time-maze.

It is so difficult for disorganized children to get their homework done that some of them would rather lie, insisting that there is no homework, than be criticized and punished. If poor organizational skills seems to be the issue, there are many books and articles that offer great strategies to help the disorganized child. See, for example, pp 123-127 in Why Bad Grades Happen to Good Kids.

5. THE HOMEWORK IS TOO INTRUSIVE.

It's a fact; homework cuts into playtime. So what's the problem? The problem is that in some cases homework time creeps up to the point of consuming the home lives of the children and sometimes that of the family as well. Besides the obvious down side, this may be harmful to children's intellectual development. Their brains are developing and they need to use all parts, and good quality play provides opportunities to use the "far corners" of the brain that might otherwise remain fallow. So, it turns out that children need to play. Surprisingly, brain research indicates that occasional boredom is good, too, as it forces children to think of things to do — that is, to use their brains to create.

So if homework time seems to have taken over your home, work out a schedule with your child so that he doesn't have to lie in order to play.

6. TOO MUCH PARENT INVOLVEMENT.

Some parents are overly involved in their child's homework. Here are the three most common types, all of whom tend to drive their children toward lying and deception. If any of these describe you, then work to change your behavior.

A. The "perfectionist parents." Perfectionists demand picture-perfect-homework. Their children hate to let them see their homework papers out of fear that they will judge the work unworthy, tear it up, and make them do it again. Besides being tedious and time demanding, in these extreme cases it is downright disrespectful of the child.

B. The "helicopter parents." These parents hover over their children, making sure that every "t" is crossed and every "i" is dotted. They think they're being helpful, but here's the problem: By not giving their children any breathing room, they are delivering the tacit message that their children are not capable of doing the work themselves. Not only does this harm their self-esteem, but it also denies them the opportunity of taking responsibility for their own work.

C. The "Pandora parents." The children of Pandora parents tend to deny the existence of any homework they don't understand because asking Mom or Dad even the simplest question is tantamount to opening Pandora's box. Their well-meaning parents can't contain their enthusiasm and turn what would ordinary require a short answer into a long-winded treatise on some esoteric detail.

7. THE CHILD IS UNMOTIVATED.

Most children don't want to do homework. But while they may put up quite a fuss, somehow they manage to get the work done. If they don't, motivation may not be the problem; they may appear unmotivated, but this may be a convincing protective screen they've set up to mask a larger issue.

For example, many children appear unmotivated when in fact they avoid homework to protect their egos. How's that? Because these children erroneously equate failure with stupidity. Their logic is as follows: If they try and fail, it is a reflection of their intelligence. If they don't try and fail, it is not a reflection of their intelligence; it is due to lack of motivation or irresponsibility. These labels they can live with; the label "stupid," they can't!

8. TOO MUCH HOMEWORK.

Many kids simply cannot keep up with the projects, tests, quizzes, reading and other assignments they are given.

Here is a general guide for the typical amount of time children should be expected to spend on homework each school day. Grades K-2, about 10-20 minutes. Grades 3-6, about 30-60 minutes. Grades 7-12 will vary considerably, depending on subjects, projects due, tests, etc., but a reasonable average is about two hours, with more on weekends, as needed, for major projects and exams.

If your child spends considerably more than this on homework, look into the cause. Begin by having a conversation with the teacher. If the problem is class-wide, hopefully the teacher will make adjustments. If the problem is limited to your child because your child works slowly, or has other issues discussed in this section, talk to his teacher and see what can be done to modify his assignments.

9. IT'S TOO NOISY.

Many kids complain that they can't concentrate at home. Their siblings are running around, TVs and music systems are blaring, someone's on the phone, people are fighting, the dog is barking, the baby is crying. I don't know about you, but I need quiet to do work that requires thinking. Closed bedroom doors don't help much, as the muffled sounds of chaos always manage to get through.

Here is an idealistic solution. Even if it can't be carried out fully, at least it is something to aim for. As a family, consider designating a block of time as quiet time. Normal living continues, but more quietly than usual. Kids can use the time to do homework; parents can read, balance the checkbook, and write e-mails; those who have time to watch television can do so with headphones or the sound turned low. Sometimes quiet sounds pretty good, doesn't it?

10. THE CHILD IS TOO ALONE.

Some children are lonely when required to do homework in their rooms, and don't work efficiently in that setting. Some need continuous support and direction. That is, they need someone to help them stay on task or to provide a little assistance when they get stuck. If required to work alone in their rooms, these are the kids who emerge three hours later with little or nothing accomplished. Both groups of children tend to prefer doing homework on the kitchen table. This way they have people around them, either for support or company.

So, if homework causes chaos in your home, look into the reasons. Once you find them, and do what you need to resolve the problems, you'll be back on the road to school success and family harmony.

(Originally published at the Strong Learning website and reprinted with permission of the authors, Linda Bress Silbert, Ph.D. and Alvin J. Silbert, Ed.D.)