Suitable profession by Intelligence

Suitable profession by Intelligence

Suitable profession by Intelligence

Mental ability = Intelligence is a great connection between intelligence and professions. The table below shows you this situation clearly.

According to the theories of multiple intelligences, people have different areas of intelligence and the use of these areas differs from person to person. But our environment, our experiences, family factors, our personal characteristics bring some types of intelligence to the forefront. Below you will see the different areas of intelligence and some career areas that may be relevant to each of them. Try to read the characteristics of each intelligence area by evaluating yourself:

• Mathematical / Logical Intelligence: Ability to use numbers effectively.
These people like to collect, organize, analyze, interpret and predict data. They have the ability to see the relationships between objects and solve problems. They like to ask questions and do research. They use numbers wisely, they have the ability to understand logical models, categories, relationships, cause and effect relationships. They like strategy games, puzzles and experimenting (accountant, banker, computer programmer, engineer, investor, researcher, scientist).

• Linguistic intelligence: To be able to use the language effectively.
They have a powerful vocabulary; they are sensitive about the meaning of words, obeying the rules of grammar, written and verbal use of language. They like to listen to people and talk to them. They like to express themselves and use the language properly and skillfully to influence people. High persuasion skills. They like word games and puzzles. Learn by listening and hearing. They extract and categorize information by using their listening and repeating skills. (Lawyer, comedian, editor, historian, journalist, poet, politician, psychotherapist, salesperson, translator)

• Visual / Spatial Intelligence: Thinking with pictures or images.
These people are able to think in 3 dimensions, to transfer information in their minds to images and images. They can re-use these images and images that they have previously transferred to their minds when they need it. Understanding the geometry and understanding the relationships between objects in space. They are successful in visual arts, architecture and photography. They like to play maze games, puzzles, drawing and playing with blocks. (Photographer, graphic designer, advertiser, architect, fashion designer, film editor, director, sailor, tour guide, pilot, tailor, city planner)

• Musical Intelligence: Being able to express yourself through music.Maths – Intelligent occupations according to the type of intelligence – Mathematics
They are capable of understanding, creating, interpreting and composing rhythms, curtains and shades. They are sensitive to the rhythm and sounds of nature. They like to listen to music and sing to themselves. They can easily learn to play a musical instrument. It is enough for them to hear and repeat a melody. With rhythm and melody you can learn more easily. They love listening to music or humming themselves while working or learning something new, keeping rhythm with their hands and feet. (Composer, conductor, dancer, musician, music therapist, music teacher, songwriter, sound engineer)

• Internal Intelligence: A person can think about himself and understand himself.
This intelligence is the ability to know one’s self. It is the state of social intelligence. They have the ability to understand their feelings, motivations, strengths and weaknesses. They know themselves so well that they can discipline themselves to achieve their personal goals. They can motivate themselves, review their emotions and thoughts and control them effectively. They prefer to work on their own, learn by observing and listening. They prefer games or sports that they can play alone. They are sensitive to their own feelings and moods. (Entrepreneur, consultant, creative writer, psychologist, researcher writer,)

• Social intelligence: Understanding, interpreting and responding to other people’s moods, emotions, motivations and movements.
Good communication skills and the ability to empathize with the emotions of others. They meet the differences between people naturally and develop very nice friendships with the people around them. They are the natural leaders of social environments. (Teacher, psychologist, consultant, nurse, politician, public relations specialist, receptionist, secretary, community leaders, social services expert)

• Physical intelligence: The ability to use the body and expressing itself using the body.
They process information with feelings on their bodies. They like to move, talk to people, touch them, use gestures and gestures. They like all kinds of sports and physical activities. They usually express themselves by dancing. (Acrobat, dancer, actress, carpenter, choreographer, technician, sculptor, surgeon, physical education teacher)lenses.4.6 Suitable occupations by intelligence type – lenses – Appropriate occupations by intelligence type

Basic Functions of Memory

Basic Functions of Memory

The memory has a three-stage function, encoding, storing and calling. The first stage is the coding step.

The information to be learned at this stage is coded in a different way than the other information. The function of storing information follows the encoding. This is called retention. The third stage of coded and stored information is recall and recall.

The memory has a three-stage function, encoding, storing and calling.

This three-stage function indicates the presence of a mechanism in memory; Some information from short-term memory is transferred to long-term memory and stored there. For information to be remembered, it must be encoded and stored in memory. However, this is not enough. Searching for the information stored in the memory should be subconscious. For example, we sometimes remember the answer to a question asked in the exam after we give our paper. This indicates that the call function has been disrupted (Selman, S; 83).

Let’s consider a student trying to learn the alphabet in the first grade of elementary school. The teacher writes the letter “A” on the blackboard and tells how to read the letter. After a while, the teacher writes the letter on the blackboard and asks Ali to read it. Ali tells the letter “A” correctly. It was possible for Ali to say A , thanks to his memory. There are three stages in this case.

The first phase is the coding phase. When Ali showed the teacher letter, he coded his memory so that it could be different from the other letters. After the coding, Ali has stored the information he encoded in a while. This stage is called the stroge stage. When the teacher asked the novel, Ali found the information he had stored and brought it back. This phase is called the retrieval stage (Atkinson, S; 170).

One morning, you meet a student and you say that his name is Ali Gursel. You saw him again that afternoon that same day  you’re Ali Gürsel. We met this morning . You obviously remember his name. However, how exactly did you do that?

These three skills of your memory can be divided into three stages. First of all, when you meet Ali Gürsel’s name in some way you store your memory. This is the coding phase. You have transformed the physical phenomenon (sound waves) corresponding to Ali Gürsel’s name to the code types that the memory will accept, and you put it in your memory. Second, you kept this name in mind between these two encounters. This is the storage phase. And third, you remember the name you stored the second time. This is the recall phase.

Memory may fail in any of these three phases.

Memory may fail in any of these three phases. In the second encounter, you could not remember the name of Ali, which could have been caused by a failure in the coding, storage or recall phases. Recent research on memory aims to determine the processes that occur in each phase in different situations, how these processes are disrupted and memory failures. (Cüceloğlu, S; 307-308)

CODING (ENCODING)

The meaning of a particular sign in a particular sign system to be a) mental patient) is a sign statement and can be interpreted in various ways (ie can be coded) In psychiatry this person mostly needs treatment, patients, etc. in the form of. On the other hand, the same person is often interpreted as ”close to god or; devil into his soul” in the language of religion (Budak, S; 327).

All external stimuli are not detectable. after passing through a specific selection filter, however, a certain part is detected. After the selected stimuli are detected, it switches to short-term memory. This means that many of the stimuli and events in the external environment cannot reach short-term memory.

It is not possible to remember events and events that have not entered into memory. Most people complain about their memory, mostly because their complaints are not due to their memory, but because of their selective sensing processes. In other words, there is a disruption to what they pay attention to and what they do not pay attention to. The problem is in the encoding phase. For example, ask a friend who has gone to the grocery store about half an hour before the grocery shoe’s shoes and cannot give you the right answer, because looking at the color of the shoe of the grocery store and keeping him in mind is not an issue he cares about (Atkinson, S; 173-174).

We need to direct our attention to coding the information into short-term memory. Since we are selective about what to focus our attention on, short-term memory will include only those selected. This means that most of the things we encounter have never entered short-term memory and, of course, it is not possible to remember later. In fact, most of the difficulties called memory problems are actually disruptions in attention concentration. For example, if someone asks you for the seller’s eye color after shopping in a grocery store, you probably won’t be able to respond

When attention is concentrated on an information, this information is encoded into short-term memory. As mentioned earlier, coding also means that information is not only kept in memory, but is also stored in a particular format or as a password. (Cüceloğlu, S: 309)

STORAGE

Storage, storage, warehouse. In cognitive psychology, a term often used synonymously with memory. (Budak, p. 204)

Short-term memory has a small capacity. On average, this capacity is seven units. Some people begin to make mistakes in their short-term memory after five units and some after nine. You may be amazed that the capacity of short-term memory is 7 + 2, because we have observed that people’s memories show different abilities in our daily lives. In everyday life, the difference in ability in memory that we have observed among individuals comes from long-term memory. The capacity of short-term memory can be expressed by the formula 7 + 2 above. One of the first to make this observation is the German psychologist Ebbinghaus, famous for his work on memory. (1855) The American psychologist George Miller once again saw the number 7 in his own work and stated the capacity of short-term memory under the name magic figure 7 (. (Atkinson,

Perhaps the most surprising fact about short-term memory is its fairly limited capacity. On average this limit is 7 items, but this number can vary from two items. (7 + 2) while some people can keep five items, they can keep nine items. While it is obvious that individuals are quite different from each other in terms of memory abilities, it may seem odd to give an exact number covering all people. These differences, however, are mainly related to long-term memory. For short-term memory, most of the normal adults have a capacity of 7 + 2. This consistency has been known since the early days of experimental psychology. (Cüceloğlu, S: 310-311)

There are findings that recall calls for short-term memory, where one item is examined at a time.

RECALL

Suppose the contents of short-term memory may be conscious. Common sense, buy information will be achieved immediately tells. We do not need to think about this information. He stands there. Recall should then not depend on the number of substances in consciousness. However, this time common sense is misleading.

There are findings that recall calls for short-term memory, where one item is examined at a time. This index search takes place at a very rapid rate – as fast as we can actually not notice. Most of the findings of this kind of search come from Stenberk (1966). In each attempt of the experiment, a series of numbers, called memory lists, that must be kept in the short-term memory selectively, is shown. When each memory list contains fewer than 7 numbers, the experiment is easy to keep in short-term memory. Then, the memory list is eliminated. And after a few seconds the number of tests is given. The subject must decide whether the number of tests is in the list. For example, if the memory list is 3,6,1, and the test number is 6, the subject should answer YES; when the test number is given as 2 with the same memory list, the subject should give the  no 2 response. Since the memory list has been removed when the test number is given, the number of tests must be mixed with the list encoded in the short-term memory. (Cüceloğlu, p. 315)

Since we are constantly aware of the information in short-term memory, we think as if it was possible to find and remove information without promptly asking us. In order to find the answer to the question asked in a short-term memory about everyday life, we get the impression that it is not like time passes. For example, if the above list of names was given to you, if they asked if there was Necla in the list, you might think that the time between asking the question and your answer to yes or no is not going away. This impression is incorrect.

Different Intelligence Types in the Learning Process

There is always a way for every student to learn easily and there is also a skill area where every student is talented.

 There is always a way for every student to learn easily, and each student has a skill field where he / she is talented. It is important that educators and families watch their children’s interests and talents carefully, direct them to areas where they feel strongly, and thus help them in learning processes.

Until the 1980s, intelligence was defined and measured as linguistic and mathematical skills under the name IQ. According to this definition, intelligence is one-piece, single element. In addition to this basic assumption, the belief that people are born with a fixed intelligence and that intelligence has undergone little change in life has been valid. However, these views, which have been the subject of severe criticism for the last ten years, have undergone a radical change.

Howard Gardner, a neoclassic psychologist from Harvard University professor, wrote in his 1983 book çalış Frames of Reason bey that our culture has defined intelligence very limited; whereas people have more than one type of intelligence.

According to H. Gardner; each person has different types of intelligence and some are more developed than others. Other researchers add new ones to these intelligence types, which draw attention to the existence of the theory.

Principles of Multiple Intelligence Theory

People have different types of intelligence.

 Every man has his own intelligence profile.

All the intelligence is dynamic.

Intelligence in human beings can be identified and improved.

Everyone has the opportunity to recognize and develop their own intelligence.

Every wit; memory, attention, perception and problem solving are different.

– During the use of an intelligence, other intelligence can also be used.

Personal infrastructure, culture, inheritance, belief is effective in the development of intelligence.

All the intelligence is a different and special source for the realization of man himself.

There may also be different intelligence than is currently known.

Different Intelligence Types According to Multiple Intelligence Theory

1 – Language – Verbal Intelligence: Thinking and expressing with words, evaluating meanings in language, comprehension of meanings in words, reading poetry, humor, storytelling, grammar, metaphorical expression, abstract and symbolic thinking, creating a language containing complex events such as concept creation and writing. ability to use effectively.

Characteristics of individuals with strong linguistic-verbal intelligence: Word treasures are very wide. They enjoy telling tales, stories or jokes. They love reading, word games and puzzle solving. They like to find and use rhyming words and say rhymes quickly. Names, places, days, etc. are good memories of things. They establish a high level verbal relationship with others. Young children enjoy reading books or telling stories. Better writers than expected.

2- Logical – Mathematical Intelligence: The ability of thinking with numbers, calculating, constructing logical relations, making conclusions, producing hypothesis, problem solving, critical thinking, working with abstract symbols such as geometric shapes, building a relationship between pieces of knowledge.

Logical – Characteristics of individuals with a strong mathematical intelligence: They wonder how everything works and ask questions. Mathematics is their favorite course. Mathematical games make them very enjoyable. They enjoy playing games such as checkers, chess. Logic puzzle or mathematical ability to solve the questions they like very much. They ask a lot of questions about the formation and functioning of events. They can think abstract and conceptual. They establish a cause-effect relationship. They establish links between information. There are strong reasoning. Studies such as calculation and counting, classification and categorization, riddles / puzzles, strategy formation and games, making comparisons are among the studies supporting this kind of intelligence.

3- Visual – Spatial Intelligence: It is the ability to think with images, images, shapes and lines, to perceive and judge three-dimensional objects.

Characteristics of individuals with strong visual-spatial intelligence: They enjoy visual activities such as puzzles and mazes. His drawings and pictures are very successful. They love visual shows like movies, slides. Maps, charts and diagrams are easier to read than written text. They build interesting three-dimensional structures like Lego buildings. The pictures in the books are more instructive than written. The sense of direction developed. Children dream more than their peers. Visualization of the mind, using color waves, graphics, symbols, chess, photography, handicrafts, collections, legos, blocks, maps, colored pencils, design and geography journals support this kind of intelligence.

4- Physical – Kinesthetic Intelligence: It is the ability to express self by gestures, gestures and gestures and to use the brain and body coordination effectively.

Characteristics of individuals with strong physical-kinesthetic intelligence: They like to reassemble or disassemble things or similar. They are skilled in jobs that require manual skills such as wood carving, sewing, knitting, making a model. They deal in one or more sports. They like running, jumping, wrestling. They can’t sit still for long periods of time. They learn something from piece to piece. They remember more done than they say. They learn best by doing, living, touching and moving. They easily imitate others’ gestures and facial expressions. Sports activities, theater, handicrafts, clay studies, drama are among the activities that support this kind of intelligence.

5- Musical – Rhythmic Intelligence: Sounds, notes, thinking with rhythms, recognition of different sounds, sounds from the environment, sensitivity to musical instruments and the ability to produce new sounds and rhythms.

The characteristics of individuals with strong musical-rhythmic intelligence: Most of them have a beautiful voice or sing beautifully. The musical instrument is eager to play or play. They like to listen to music, they like to sing songs they learn. They enjoy taking part in chorus or similar activities. They remember song melodies. They have a rhythmic speech and / or movement. They are very sensitive to environmental sounds (eg the sound of rain on the roof). They work more efficiently in a music-playing environment. Rhythm, singing, dancing, teaching the concepts of music, choir is one of the studies that support this kind of intelligence.

6- Social – Interpersonal Intelligence: Working within the group, verbal and nonverbal communication, understanding, interpreting and interpreting people’s emotions, thoughts and behaviors and convincing people.

Characteristics of individuals with strong social – interpersonal intelligence: They have leadership characteristics, they are popular among friends. They are seen as natural leaders. They enjoy taking part in social activities. They like to take part in clubs, organizations, committees. There are more than one close friends. They care about others and worry about them. Suggestions to friends who have problems. They look after people, friends. They like to tell other people something. Team games, discussion groups, social events, clubs, associations and foundations are the works that support this kind of intelligence.

7- Personal – Inner Intelligence: The ability to recognize one’s own feelings, the degree of emotional reaction, the process of thinking, the self-assessment and the ability to create goals for himself / herself.

Personal – Characteristics of individuals with strong internal intelligence: They are independent and self-determined. They don’t talk much about their interests or hobbies. They say their feelings as they are, without exaggeration. They usually like to work and play alone.

8- Nature Intelligence: It is the skill of researching and recognizing all living things in nature. In theory, everyone has all of the above types of intelligence in varying proportions. Some types of intelligence may be stronger than others. However, all types of intelligence are open to development.

Application supporting the education of dyslexic children

Application supporting the education of dyslexic children

Sabancı University Faculty of Engineering and Natural Sciences PhD Student Günet Eroğlu has developed a mobile application called Doğa Auto Train Brain Er for children with dyslexia who have difficulties in school life and learning.
Günet Eroğlu, PhD student at Sabancı UniversityComputer Engineering, developed a mobile phone application based on the neurogarmination for dyslexic children. Günet Eroğlu conducts her doctoral study on software development, which she designed and developed based on her own life experience, under the guidance of Dean of Faculty of Engineering and Natural Sciences, Selim Balcısoy and Faculty Member Müjdat Çetin.
The oluy Auto Train Brain mobile app reduces the effects of dyslexia, a subset of specific learning disabilities, which is not yet available for medication, and helps improve children’s school success.
Application increases the reading speed of dyslexic children and decreases error rates
The) Auto Train Brain eri mobile application supports children with visual and audio games and improves their brain signals by feeding them back to them. According to the findings of the mobile application, which was tested on more than 1000 healthy and 17 dyslexic individuals, the improvement of the important parameters of the brain from the first use, and the increase in cognitive performance of dyslexic children from over 20 use.
For the Auto Train Brain app, Clinical Research Ethics Committee Approval was obtained. Sixty-six dyslexic children between the ages of 7 and 10 can participate in the Clinical Research which will start in November . Dyslexic children, were brought to Turkey by the Dyslexia Foundation prior to training and psychometric tests to be applied for from the tills to identify the specific learning difficulties, and these kids will be sessions 60 sessions Braun Auto Trade within 2 months. 6 months after the completion of the training, the TILLS test will be renewed and the cognitive performance increase in children will be monitored. This study is free for voluntary dyslexic children and their families.
The Auto Train Brain app is also supported by the Dyslexia Foundation. The application is applied free of charge to dyslexic children coming to the foundation for special education. Auto Train Brain will be introduced to the audience at the Dyslexia Congress in December. The week of November 1-7 is also known as Dyslexia Awareness Week.

The Tablet Doesn’t Leave Time to Read Capabilities

It is not distracting for those who use traditional printed books or black and white Kindle to read books. The tablet’s capabilities do not leave time to read.

However, this is not valid for those reading e-books on tablet computers. It’s easy to look at e-mails on the tablet. You can also watch a movie or check your twitter account with a few taps as soon as you start to book. Some of the millions of consumers who have bought e-books from Amazon, Apple or Noble & Barnes with tablets think that sitting and reading has become more difficult than before. David Myers, a 53-year-old system administrator from Atlanta and a Kindle Fire multifunctional, said, It’s like cooking when young children run around.

The kid can do something ridiculous and stop cooking and solve the problem, then you’ll have to go back to dinner.  For book publishers who see that many consumers have passed on to e-readers, the rise of tablets is a potential threat: book purchasers may discover that they are not suitable for reading after they pass on the tablet. Maja Thomas, the Vice President of Digital at Hachet, thinks it won’t. Noting the e-book applications on the tablet, Thomas said,, If someone without a habit of reading buys tablets, all the reading opportunities there will be presented to him. We hope that the tablets will increase the number of people studying. Tablet

According to the Pew Research Center, e-reader sales increased before Christmas. But publishers may lose enthusiasm for using tablets as e-readers. Forrester Research’s latest opinion poll shows that the proportion of publishers who believe that iPad and similar tablets are an ideal e-reading platform, declines from 46 percent to 31 percent a year. “The tablet is like a seductive woman,“ James McQuivey said. He constantly says things like ‘You could be on YouTube now’ or he’s constantly showing alerts like ‘your email has arrived’. The reading action is trying to compete with them,he says. As a matter of fact, Kindle Fire’s main menu includes video, web, music, mobile applications, and video.

Allison Kutz, a 21-year-old student from Elon University in North Carolina, received an iPad in 2010. Since then, he says he can only read books on the plane, because there is no internet in the plane.  I tried to sit in Starbucks or at home and read a book, but I found myself on Facebook or something google. I looked at it, surfing for 25 minutes, “he explains. Russ Grandinetti, Vice President of Kindle devices, says that the original black and white Kindle, which was sold for $ 399 in 2007, is not a multi-purpose device, it is for people to focus without distraction. Grandinetti says the new Kindle Fire, sold for $ 199, is a device that complements the first Kindle, and that they are different devices for people who want different experiences. Many publishers, he believes the printed book and e-reader market will not be lost. First, those who valued the usability and portability of e-readers were also insatiable book readers. Now that e-readers are lighter, more stylish and cheaper than $ 100.

So for those who just want a device to read books, there’s not much to encourage to move to higher models. But McQuivey of Forrester thinks the tablets will eventually turn off black and white readers. Previously, the personal assistant device reminds PalmPilot, compact cameras and portable GPS systems from their thrones by multifunction devices.

The new era of e-readers also affected a former issue more negatively. Los Angeles assistant lawyer 29-year-old Erin Faulk, says the number of books left half increased. But it also increased the number of books it bought. The books that have recently forgotten the world of fun at my fingertips attract me. If the book isn’t good enough to do this, I can find another activity that I can better assess my time.

Children ‘running slowly from their parents’

A worldwide study found that parents of today’s children cannot run as fast as they did in childhood.

Experts, the American Heart Association’s annual meeting of the data presented in the form of children indicates that the decline.

Researchers have gone back 46 years in the study of 25 million children in 28 countries.

The data showed that an average child is running 90 seconds slower than a mile (about 1 kilometer) distance from children 30 years ago. 
Obesity problem

According to the study, cardiovascular durability, which was accepted as a measure of how much children were running in a certain period of time, decreased by 5% in all countries every ten years.

This decline in girls and boys aged 9-17 is associated with obesity and is a major problem in some countries.

Art 30% to 60% of the decline in running performance can be explained by the increase in the body’s fat mass, art says Dr Grant Tomkinson of the South Australian University.

The problem affecting more Western countries is also felt in Asia, South Korea, China and Hong Kong.

Importance of physical activity

Emphasizing the importance of encouraging children to do sports, Dr Tomkinson stated that this problem would have grave consequences for public health. 
Tomkinson emphasizes that children who are not in general form today are more likely to develop heart disease in older ages.

Experts, children and young people to stay healthy for at least an hour walking, running, cycling, such as physical activity should be found. 
Professor Michael Gwitz of the American Heart Association emphasizes that the activity type is important, and that there must be a dynamic and sweaty activity that is continuous in terms of cardiovascular health.

SOURCE: BBC

Social Experiment: Are Adults Intimate Against Children?

UNICEF has released a video that demonstrates the most indifferent and unfair behavior of people towards poor children.

This social experiment by Unicef ​​reveals that people attach more importance to clothing than the importance given to humanity. In the social experiment, the 6-year-old Anano is waiting on a busy street in the Georgian capital Tbilisi with two different outfits.

Soon, he’s interested in Anano. Anano is in the same spot, this time in old clothes, above-the-ground dirt, and still doing nothing while no one is interested.

The same experiment is done in a restaurant this time in the film. Clean and well-maintained Anano has great interest from the restaurant customers. But nobody is approaching Anano, who is dirty and neglected.

The social experiment prepared for UNIXF questioned the perspective of adults to children and measured their sincerity.

How does  school affect children’s success without homework?

How does school affect children’s success without homework?

Homework is considered as an integral part of school and education system. So how does it affect children’s success if we take homework from a school? Here is the experiment of this problem.

Mark Trifilio, a fourth-year teacher at a state primary school in Vermont, USA, spoke last summer about the new school year and homework, which will sit together with the school’s 40 educators. They had a long discussion of how much homework was given to children and whether homework was being taught.

According to the news in The Washington Post, Trifilio had thought about it for a while. According to him, there seemed to be an unbalanced homework burden for students of different classes at the same class level, and the difference between grade levels was not very meaningful. He examined the researches on the effectiveness of the assignment and learned that the assignment in the primary school did not correlate with a better academic performance – except after school reading.

So Trifilio suggested an experiment at this meeting with the teachers: Let us put an end to all assignments at each class level and ask the students to read at home themselves or ask them to read a book with a parent or a grown-up adult if they are not ready to read on their own Trifilio was very surprised at the same time when all the teachers working with special needs and the teachers who had different mother tongue accepted this idea.

Io All of the 40 teachers voted yes, in says Trifilio. Iler They also said yes, not just yes, a fierce yes. When can 40 people agree on a topic?

And so, by implementing this new rule, they announced on the internet sites:

Students’ Daily Homework

1. Read only the right books every evening – and let your parents read  you the book. 
2. Go out and play –  it doesn’t mean more screen time. 
3. Eat dinner with your family –  and help set up and collect the table. 
4. Take a good night’s sleep.

So what was the result?

At the end of the six months of experiments, Trifilio says they’ve achieved a great success: l The students didn’t stay academically back, and maybe they went better, and most importantly, they now have more time to be creative at home and go after their passion.

Students were asked to read books each evening. Families were given book recommendations, but they were not asked to fill in the number of pages a day. Because we know that most of them are filled with mind, says Trifilio.

Trifilio organized a family survey on new policies and the majority of parents in the school of about 400 students responded to the survey. Most of the families supported the lack of homework. They said that their children now have time to pursue other things instead of mathematics papers. Many families reported that their children read more books on their own than before. A small minority feared that students would miss learning opportunities they would acquire by doing homework and would not be ready for secondary school.

One of the parents of the school, James Conway, tells his son, Sean, about his son’s preschool . So it works. D

So what does the research say about homework? Although academicians continue to work on the subject, an analysis by researcher Harris Cooper and his colleagues in 2006 was one of the most cited studies.

Research in 2006 found that homework in the primary school did not contribute to academic achievement, and that the task had only a small effect on improving academic performance over older students.

Lap Habit Identifies Relationship

Lap Habit Identifies Relationship

After birth, the care of the baby excites new mothers. Particularly, different approaches to the baby’s lap may confuse new mothers. 

Here are the important information about this issue, the experts share with mothers.

Some approaches favor the baby as little as possible, so that the baby does not get used to the lap and the mother can relax. Some approaches, on the contrary, offer mothers a life that is almost adherent to life, as long as their babies are still in the womb. In fact, it would not be reasonable to suggest a single formula for taking the baby on the lap because every baby is different and every mother-baby relationship is his own. The lap habit also determines this particular relationship.

BABY IS LOOKING FOR A LESS THAN DEVELOPMENT

The baby begins to have a place in your mother’s mind (perhaps much earlier) since it has fallen into the mother’s belly. This  place  is determined by the mother’s own psychological state, her emotions about having a baby, her preparation, her own infancy and her upbringing, her own relationship with her parents and her relationship with her husband. As much as the mother’s self-concern is far from worrying about having a baby, the more consistent her husband and the emotional conflicts she has regarding her childhood, the more likely her infant is to be calm. If the mother feels comfortable and peaceful, there will be a natural process to meet the needs of the baby.

The baby is more peaceful and calm. For the baby, the world, which seemed to be very new and incomprehensible, perhaps dangerous, slowly begins to transform into a safe place thanks to the care and love of the mother. Thus, a basic sense of trust occurs. As the basic sense of trust evolves and stays calm, the baby, who wants to embrace it in the beginning, is more likely to stand apart. Because now he knows that he will be there to meet his mother’s need when he needs it. Gradually he spends more time apart from the mother.

Babies Imitate Trust

Babies Imitate Trust

Research by scientists from Concordia University in Canada showed that babies who like to imitate what they see and hear refuse to do the same as those of people they find less reliable.

In the study published in the journal Infant Behavior and Development , scientist semphasized that babies can distinguish between truth and lie, and that they act consciously choose not to learn from people they do not see  .

In a study conducted with 60 children aged 13-16 months, the responses of two babies to the excitement of some adults looking at a box were examined.

In the first experiment, adults looked into a big box and expressed their excitement. The babies were then given a box, and they were asked to see if there was a toy in the box. So what if the adult is reliable “understanding” was provided.

A second experiment was performed with the same adults. In this experiment, adults pushed a light button with their foreheads instead of hands. However, this “unreasonable” movement, the first experiment in the box does not come out of the toy, so “adults do not see reliable” babies, 34 percent of  babies faced with trustworthy adults” repeated 61 percent.

Diane Poulin-Dubois, one of the scientists, said that  as children, babies are recording what is shown to them, and that they can understand the difference between truth and lie.

www.000webhost.com