Breaking the Technology Barrier: Using Technology in Education
Running Head: Breaking the Technology Barrier
Breaking the Technology Barrier: Using Technology in Education
Patrick Wellert
ETC 558
Northern Arizona University
Abstract
It has long been difficult for teachers to effectively communicate the objectives and goals in a fun and exciting way that reaches the students. In the changing times teachers need to find ways to include students into the lesson using the technology made available to them. It has long been believed that teachers need to get over their fear and use technology openly with students in order to meet their educational needs. By including students into the lessons teachers will experience a more positive classroom experience.
Breaking the Technology Barrier: Using Technology in Education
Technology and education have always seemed to go together. In order to prepare students for the workplace or college they need to be able to be exposed to it. Teachers in the classroom use technology believing that the students are gaining valuable information and retaining the concepts taught but in reality the students need to be involved in the lesson and actively participating in activities that include technology. Student engagement is critical to student motivation during the learning process. The more students are motivated to learn, the more likely it is that they will be successful in their efforts. (Beeland, 2002).
Uses of Technology
There are numerous uses of technologies that are available to teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006). The following are how some technology is used to help students learn.
Interactive Whiteboards
There are two different types of whiteboards. The first is a virtual version of a dry erase board. It allows students to see what the instructor or other students write or draw using a special pen. The second functions similar to a normal whiteboard but also contains a projector screen, an electronic copy board or as a computer projector screen on which the computer image can be controlled by touching or writing on the surface of the panel instead of using a mouse or keyboard. They function by connecting a projector to the whiteboard panel with the use of a computer and software. It is important to know the different functions in order to determine which whiteboard is right for the educator. By knowing the difference you can also learn the terminology and understand the basic functions of each.
Proximas and PowerPoint
PowerPoint is a software program that is being used in the classroom as a tool to incorporate learning activities into the curriculum. PowerPoint enables teachers and students to actively create presentations with graphics, charts, diagrams, and pictures in their slideshows to help make often complicated ideas and lessons more manageable and understandable. It is a way for students to engage in research, and present information to their peers. When students are actively learning, taking an active role in the learning process, they seem to understand the information better, and enjoy the lesson. The use of a game also allowed Jones and Mungai to directly address the learning style needs of the visual (58%) and tactile learner (22%), which represents eighty-percent of those involved in the content related courses. When constructed with different learning styles in mind, games can often accelerate the learning process (Jones & Mungai, 2003). By itself PowerPoint is not a cure-all remedy, but rather a tool that needs to be understood and used properly for it to be effective as an active learning tool. It also has shown that students that did use PowerPoint as a learning tool were more engaged in the discussions (Rowcliffe, 2003). This will encourage teachers to use PowerPoint as a way to involve students into a lesson by stimulating discussion. For PowerPoint to take place in a classroom an Interactive Whiteboard or a Proxima is needed. A Proxima displays a computer screen onto a screen much like a projector at a movie theater. The user is able to display items such as websites, PowerPoint, and interactive games. A way for students to interact using this technology is through games created by teachers and used in the PowerPoint lesson. Games such as Hollywood Squares, Jeopardy, and Who Wants to be a Millionaire are created using slides and links to answer the questions. Teachers may use a blank template and fill them with different answers for the students to use as a review. Teachers may even let the students create their own review using the blank templates. This activity can also be used in a small group or team setting.
Advantages to the Students
Learning sciences research tells us that students learn much better “by doing” rather than “by listening.” This means that passive learning – the traditional lecture – is being replaced in our classrooms by more active learning activities that emphasize student problem solving, discussion, presentation and other “authentic” learning-by-doing-activities. (Day, 2004). By including students into the lesson it opens up a realm of possibilities because students can retain roughly only 10% of what they write down.
Teacher Apprehension
So why are teachers not using technology that engages and interacts more frequently with students? There are many reasons why teachers feel apprehensive or uncomfortable using an interactive whiteboard, proxima and PowerPoint. The first of which could be the length of time from their college prep program until now. Teachers often get exposed to and learn new technologies in their teacher prep courses. Some might not have been prepared enough upon entering the workforce. Although the availability of technology in American schools has increased (US Department of Education, 2000), information released by The National Education Association (2004) indicates that less than 35% of public school teachers feel they are "well prepared" or "very well prepared" to use this technology effectively.
The second reason is blockage from the school’s control or security system. Teachers claim that the firewalls and filtering systems create blockage in their attempts to educate and communicate with others with technology (Murray, 2004). The teachers and other users can become frustrated when they do not understand why a certain item like a website used for a scavenger hunt or a hyperlink in a PowerPoint are not available.
The inconsistency from school to school is another reason. At one site there may be access to all different types of technology while at another the absence is very evident. The general public perception is that our schools are using technology and managing our resources in that area well. In several surveys done some schools do show nearly 100 percent use of technology while in others the use of technology is nonexistent (Starr, 2003).
Summary
The research has shown that there are proven benefits to using technology in the classroom. The ability to integrate technology into the classroom can add valuable information and ideas to our students.
By facilitating Proximas, PowerPoint, and interactive whiteboards our teachers will be able to reach a broader audience of learners.
References
Beeland, W.D. (2002). Student engagement, visual learning and technology: can interactive
whiteboards help? Retrieved May 31, 2008, from www.apexavsi.com
The empires of the future, said Winston Churchill, are the empires of the mind. He speaks with justice. While in ancient times was the brute force power, a good education is now the most effective weapon in a country. Clearly, there is a greater challenge than ever for teachers to arrive at innovative ways of teaching. One such innovation is the videoconference.
Two sides of the Jury Experts believe that in general no no difference in learning through videoconferencing and traditional learning, which is face to face and from inside a classroom of four walls. Students are exposed to the same amount of knowledge, teachers go through the process of preparing their lessons.
The downside of teaching through videoconferencing, however, is that it is half ripe for abuse. Because teachers do not have to physically interact with their students, there is a greater risk of teaching strategies mediocre and style. The same applies to ineffective learning by students, precisely because the teacher can not physically and immediately assess how white of a student's eyes, for example, or the frequency with which the student had scribbled in his notebook instead of taking notes.
Lessons from a Virtual Classroom In essence, videoconferencing is a good innovation to education, as democratizing access to knowledge. In fact, through videoconferencing, knowledge can be shared anywhere in the world, no matter how inaccessible this place can be.
With the advent of technology in almost every aspect of life, more and more schools are offering online education. The surprising result is that there are also more and more students who have come to accept this mode education. In fact, visionaries predict that sometime in the future, video will become a vital cog in the wheel knowledge. Will be replaced the standard method of face to face teaching. Teachers will be teaching real lessons - from virtual classrooms, in real time.
The secret to become an effective virtual teacher is not in how well they are familiar with video conferencing technology (although this knowledge is an advantage), or rely on how well you enunciate words to overcome certain period of time video-audio. Everything depends on that old standby: the lesson plan.
Writing the Plan Virtual Lesson So how does one become a good online teacher? The secret is not only familiarity with videoconferencing technology, but also continued adherence to a very old and often overlooked artifact of the classroom: lesson plan.
There is a need for teachers to plan their strategy for virtual learning. Thus, to answer the following questions would certainly help:
1. What do you expect students to learn after each lesson? 2. How will you present the issue? 3. 3. What materials are used to support the lesson? Will you use visual aids or audio clips? 4. How long will the lesson?
Videoconferencing in schools today Videoconference as already used by some educators and students, is still in kindergarten, which education is concerned. Over time, however, go to school the same So did other innovations. When this happens, learning through videoconferencing could be not only be be a new experience but a rewarding one that.
Breaking Through—working With Japanese Creatives
Creatives and clients, with account service caught in the middle. Around the world, wherever advertising is made, their quarrels are legend. Japan is no exception.
On one side are seers and shamans whose search for the new and original may lead in directions that seem quite mad. In their ceaseless search for something new, creatives who fail to probe the limits of sense and taste are not doing the job their clients should be demanding. In advertising, job No. 1 is impact, and safe too often is dull—is dead.
On the other side are the makers and guardians of corporate policy. Managers on the client side must check and check again to be sure that ads are in line with marketing strategy and consistent with brand and corporate image. Their nightmare is going too far, causing a scandal that damages the business for which they are held responsible.
The problem on both sides is keeping the quarrel contained and tapping the tensions it generates to power creation of more effective ads. When creatives and clients share a common language and culture, finding an answer is hard enough. When creatives are Japanese and the clients are not, the difficulties may seem overwhelming. My argument here is, however, one of hope. With patience, cunning and the right preparation, they can be overcome.
In what follows, we will look first at the typical process by which Japanese creatives and their non-Japanese clients get to know each other. (Knowing where you are in this process is vital to dealing effectively with the issues that come up.) We will then examine some of the ways in which differences in language and culture make problems worse. Finally, when the outlook is dark indeed, I will offer a few suggestions for finding solutions and preventing problems before they occur.
Getting from #@!!#%&!! to Ads That Satisfy It often starts here. A foreign marketing manager arrives in Japan. The agency assigns a creative team to work on his account. He is new to Japan. They are new to working with non-Japanese. If he works for a major, multinational corporation, he comes equipped with clear corporate guidelines for making good advertising. His new creative team is eager to show him "How it's done in Japan." Both are quickly disillusioned.
He is upset by their seeming inability to come up with ideas that fit corporate strategies and present them in ways that he (and his bosses back home) will find convincing. On their side, the Japanese creative team is fuming. "Doesn't the stupid gaijin realize that this is Japan!"
What the foreign manager asked for were top-flight creatives who have made their mark working for Japanese clients. It may seem instead that what he got were amateurs who don't know their business at all. On their side, if they are top-flight creatives—and especially if they work for a large agency—they see themselves, quite properly, as members of an elite. "Doesn't this stupid gaijin know who he's talking to?" If the team's members are real primadonnas, their impulse at this point is to walk out. "I don't have to put up with this! Find someone else to do it." And, if they are top-flight, yes, they can get away with it. First-class creative talent is as rare in Japan as anywhere else, and those who have it are pampered. Yes, the foreign manager can find people who are easier to work with. The results are rarely exciting.
Stage two occurs when the team doesn't walk away. Instead its members realize that the gaijin is hopelessly rikutsuppoi, which is to say, logical in a nasty, rigid, narrow-minded sort of way. "OK," they say. "Shiyou ga nai"( It can't be helped), we'll do it his way. At this point, they start, in effect, working to rule. The result is check-list advertising. It satisfies the criteria laid down by corporate guidelines. In a simplistic, mechanical way it conforms to corporate strategy. It is generally less than exciting, often simply dull.
The ideal, of course, is to reach stage three. Here the creative team has learned and accepted the limits imposed by corporate strategy but is fired up and producing great ideas within them. They have learned that working with a foreign client is remarkably like writing haiku, where you only have seventeen syllables, their pattern is fixed, and, oh yes, you must include the appropriate words for the season. The framework is rigid, the demands obsessive, the challenge enormous. The possibilities are endless.
When insights and emotions merge in precisely the right images, the result is exciting advertising. The problem, of course, is getting there. Language and culture stand in the way.
Language, It's a Problem. When you live and work in Japan, you will soon come to realize the awful truth of Jackson Huddleston's introduction to Gaijin Kaisha: Running a Foreign Business in Japan.
Too many foreign corporations take the attitude, "We're not paying you to go over there and learn a language. We're paying you to do a job." Why do they not realize that language is part of a job? Would any foreign CEO in the United States go to work without reading the Wall Street Journal? I doubt it. Every day in Japan, 99 percent of the foreign general managers go to work without knowing what is in the current Nihon Keizai Shimbun, the principal economic newspaper in Japan. Nor can they understand the television news, advertisements, or social commentary. Who would run a business in the United States without knowing English, or a business in Paris without knowing French, and without being able to communicate with employees in their native language? Is it out of ignorance or arrogance that we think we can run businesses successfully as illiterates in the second most important economy in the world?
Huddleston is speaking to CEOs. For their marketing managers, whose task is effective communication in the Japanese language, the problem is, if anything, worse. Consider a few examples:
Manager A has finally decided that the only way to get the ad campaign he wants is to brief the agency's Japanese creatives directly. His material is carefully organized; his presentation is forceful. Then he asks for questions. If he's lucky he may get one or two. He makes a point of asking "Do you understand?" "Yes," they say. "Yes, we understand," is what he thought they said. "Yes, we're listening," is all that they actually said. He is, then, understandably, angry when the agency's next presentation is wildly out of line with what he thought were the clear directions he gave them.
Manager B has chosen an indirect approach. She has spoken to her Japanese staff and given them the job of briefing the agency. They have met with the agency's account service people, who have then gone back to the agency to brief the creatives. She, too, is justifiably angry when the agency's presentation seems wildly off strategy.
On the whole my sympathies lie with Manager A. The indirect approach adopted by Manager B ensures that translation problems will be compounded as each of the people involved in the chain tries to communicate what it is they think they heard. (The often-asserted Japanese preference for non-verbal communication frequently results in missing details, some of which are vital points. Preventing this from happening is one of the principal functions of what may seem to foreign managers to be the endless meetings at which nothing much gets done but confirming what has been said before.)
I suspect, however, that Manager A simply said too much, too quickly. His presentation style was perfect for the bosses he needs to please back home. He was, however, misled by the token questions he heard, which, more often than not, came from account executives chosen to work with him because they "speak his language." Had he imagined himself hearing the same presentation in Japanese, while getting only a rough synopsis of what he said in his own language, he would have realized that much of what he wanted to say, while it might have been said very well indeed, was not heard by those to whom he was speaking. He should also be aware that the way in which he made his presentation created, in effect, a classroom situation. And in Japanese schools the one thing you certainly learn is not to question the teacher.
For Manager C all this is history. The agency has come up with what seem to be plausible ideas, not perfect perhaps, but possible. His problem is now to choose between them. Since he doesn't read Japanese himself, he is forced to rely on translations in making his judgments. But what, in fact, is the real relation between the translation and the Japanese copy he approves for publication? The Japanese copy may be wonderful, the translation inept. The reverse is also possible. If the agency employs a translator who is both a native speaker of the language into which the translation is made and is also a good writer, the translation may be more interesting than the Japanese original. Is the Japanese copywriter brilliant? Or has he gone too far? Is what he has written appropriate for the audience to whom he is speaking? Or boring, offensive, or worse? Who is to say? That's the crunch.
The agency will do its best to sell its creative product. Let the buyer beware. It would seem only natural then for the foreign manager to depend on his Japanese staff. But what if his staff and the agency disagree? What if his staff disagree among themselves? One experienced manager I know says ruefully that given a Japanese headline and 10 Japanese, he is sure to hear 20 opinions. And the knowledge he needs to choose among them is more knowledge of culture than of language per se.
Culture, What Are We Talking About? Culture is what we take for granted. Therein lies the problem. Whenever one person makes assumptions not shared by another, there is potential for conflict. In the case of the foreign manager and the Japanese creative team, the root of the problem is often what one assumes the other knows and thus doesn't bother to explain—in a way that the other can grasp. Finding that way is the key to working together smoothly.
On the side of the foreign manager, nothing is more frustrating than hearing people say, "But, this is Japan." In a conflict situation "Japan" is a word that literally means, "You don't understand, you can't understand. Shut up and do what I want you to do." And no manager worthy of the name should let anyone get away with that.
The question is how to counter the claim without making everyone angry and making the situation worse. The place to begin is to ask yourself, "What is this 'Japan' we are talking about? What is it that's being taken for granted by them that I don't understand yet?"
It is possible that the answer lies somewhere in Japanology, in the unceasing flood of articles and books that scholars and journalists write about Japan, or in the remarks that "old Japan hands" like to offer to newcomers. There is much of value here. Knowing, for example, that "sauce" goes on fried foods but not on sushi can save you from ruining a good meal and embarrassing yourself in front of Japanese colleagues. Knowing that promotion to kacho (section chief) is a key step up on a Japanese manager's career ladder can help you make sense of a recent commercial for beer. Knowing that Japan is a "vertical society" in which the group to which a person belongs is likely to be more important to him than sharing a certain professional skill with members of other groups illuminates Japanese labor relations. The examples are endless, and precisely because they are so exotic they attract the attention of foreigners when they start to think about Japan. They are only sometimes relevant to what creatives are trying to do. They only become significant when someone thinks he has found a new twist on something he takes to be common sense.
The Japanese creative's judgment more often reflects a sense of what is trendy and fashionable, not just in Japan but, more often than not, in the international worlds of fashion, film and music to which he or she is very much attuned. As much or more than other Japanese, Japanese creatives devour information about the latest trends. And their appetite is largely satisfied by mass media whose uniformity is striking.
This last point is vital. The result is a constantly moving wave of common knowledge that is typically months or years ahead of the Japanologists' efforts to grasp what is going on in Japan. If the foreign manager had the time as well as the language skills to keep up with what is going on, he, too, would share that knowledge. He, too, would have a sense of what is coming in and what is going out. Dealing with the fact that he doesn't is one of his most pressing problems.
His problems may be compounded by the ages of the people he's working with. In Japan as in other parts of the world, generation gaps are growing. The greying corporate warriors who rebuilt Japan after World War II grew up in a different world from that of their children and grandchildren. A man in his fifties may remember his first drink of Coca-Cola, a gift from a GI. To him a Coke is, above all, an American drink. A woman in her twenties grew up with Coke vending machines across from her elementary school. She is pleasantly surprised when she travels abroad to find that Americans drink Coke, too. That same man remembers when German automobiles were an almost unattainable peak of automotive perfection. His son has grown up in a world where Japanese cars set quality standards, and some offer longer lists of features.
"All right," the foreign manager says, "I can't be expected to know these things. It's up to you, the agency, to tell me what's going on here. And your presentations?You call these presentations!"
First, let's remember what we've just learned. There's a lot they assume is common knowledge. It isn't common knowledge to you, but it is, or at least they assume it is, for their other, i.e., Japanese, clients. It may be worth pondering, too, what effects the '80s had on Japanese advertising. The economy was booming. Everybody's sales were going up. People played their hunches, tried things out, had a good time. The disciplines needed to build an image and hold on to market share were not much in evidence. When you need to persuade people who don't have the glorious freedom to choose whatever they feel like, that's when you need carefully planned presentations. Who were those people?
In Search of Solutions First, forget about who is to blame. The issue is how to reach stage three and develop a working relationship that produces great advertising for one of the world's most important markets. Blame doesn't help. Asking questions does.
Yes, you are busy. Yes, it seems to take much, much longer to achieve the results you want than it would back home. At least for the first year or two that is probably unavoidable. The question is how to use effectively all that extra time it takes.
Resign yourself to moving slowly—but make every step count. If they won't ask you questions, you can ask them questions. Ask about everything. Why that word? That color? That gesture? Why a woman instead of a man? Why not younger? Older? Bigger? Smaller? You can win a lot of respect by showing a craftsman's concern for details. By challenging assumptions, you can find out, finally, what they are. You can also gradually train people to provide you with more of the information you need.
Listen for useful Japanese phrases. One of the best is, "Mou sukoshi,...nanika,...hoshii...," which is to say, "I'm not sure just what, but I want a little something more." It's a gentle but very effective way to indicate dissatisfaction and motivate people to think again.
Above all—be very specific about the form of the presentation you want to see. Better still provide an example, on paper, a model the team can work with. These are your assumptions, a part of your corporate culture that you may take for granted. To them they may be alien. So don't just give them the model. Go over it with them, step-by-step. And don't assume that "Yes (we're listening)" means "Yes (we understand)."
Your patience will be sorely tried. Stage one may be awful, stage two depressing. Reaching stage three will be all the sweeter.
About the Author
John McCreery is an anthropologist who has lived and worked in Japan since 1980. For thirteen of those years, he was a copywriter and creative director for Hakuhodo Incorporated, Japan's second largest advertising agency. In 1984, he and his wife and business partner Ruth McCreery founded The Word Works, a supplier of fine translation, copywriting, research and consulting services to firms doing business in Japan.
You may also find articles by John at TalentZoo.com.
Music classes are a sure way to achieve your child's confidence, concentration and skill mathematics. One of the best ways to start is to play the piano. However, it can be frustrating if your child is not ready. Here are five questions that should be asked before you start piano lessons.
1. How old is your son?
Although not always up to the age of your child as to whether they are ready for piano lessons, most children are at an appropriate age to start piano lessons between the ages of five and seven. There are some children who are ready from just three years, and there are those who must wait until they are eight years.
Even if your child meets all relevant criteria, but remain be young, they can begin piano lessons.
2. How long does your child's attention span?
It is essential that your child has a good capacity care, because you must have the ability to sit and pay attention for about half an hour for the lesson. Apart from this, the child also need to practice for at least 15 minutes every day.
If your child can sit patiently for about 20 minutes and read a book or color, then are more likely to be ready to begin piano lessons. However, if your child can not sit still and pay attention to anything for any length of time, advised to wait a little longer. Once your child is in first grade at school, then they certainly will have a period of time sufficient attention to classes piano.
3. Does your child hear a note at a time on the piano?
Children will more often than not only pounds the piano keys, playing for the first time, or going to play many notes simultaneously. However, as they develop control will be possible for them to play one note at a time.
Is it possible that a child to play one note at a time as they develop the art of writing. However, your child can begin piano lessons if they start to play one note at a time on the piano before have the ability to write.
4. Does your child recognize letters and numbers?
It is essential that your child knows the difference between his left hand and right, the numbers 1 through 5 and the letters A through G before starting piano lessons.
Your child will learn these skills very quickly once attending garden infants. If your child knows the letters and numbers before kindergarten, then you can start with piano lessons.
5. Does your child have an interest in music?
Your child is ready for a more formal musical education, if they are constantly playing the piano, banging pots and pans or dancing to music. Weekly piano lessons should be done, therefore it is essential that the child is interested enough in music to continue with the lessons.
If your child shows an interest in music, but appears ready in every other, then it may be best to wait until are a bit more piano lessons before you start.
Therefore, if the child recognizes letters and numbers and are interested in music, can sit for 30 minutes and lessons is to play individual notes on the piano, then your child is ready to proceed with piano lessons regardless of age.
Most children are ready for piano lessons for their first degree. However, if you think your child is not ready for lessons, for whatever reason, then it is advisable to wait a while longer.
About the Author
Kevin Sinclair is the publisher and editor of MusicianHome.com, a site that provides information and articles for musicians at all stages of their development.
Kindergarten Prodigy: Piano Lessons for Young Children : Lesson Two: Piano for Prodigies
The Affiliate Way Network - The Free Online Training Center
If you really want to Make Money Online the correct and affordable way then The Affiliate Way Network is the place to be. The Affiliate Way Network was created by Tawn Smith an Internet Network Marketer that has clearly paved the way of online training. He provides the opportunity to learn how to make money online for free without spending thousands of dollars on programs that don’t work. Most online gurus charge you a ridiculous fee and only provide theories and more upsells. The Affiliate Way Network provides free info, ideas, tools, services, and much more.
The Affiliate Way Network will show you how to create an online business from scratch. If you have a business, we will show you how to grow and promote your business online and offline. In this new age of marketing, if you can’t adapt, you could lose a lot of business and The Affiliate Way Network will show you how to tap into different methods of advertising. The Affiliate Way Network takes you by the hand and gives a step by step process of how to become successful online. Learn the 5 Steps To Online Success which is a free report that is provided once you visit the site. Here is a list of topics that we preach and train: article marketing, email marketing, social networking, video marketing, seo, web design, copy writing, pay per click, blogging, press releases, and many others. Video tutorials are also provided on every topic we discuss.
The Affiliate Way Network wants you to understand and agree on something. Making money on the Internet is not a get rich overnight scheme. If it were that easy everyone would be doing it, making millions of dollars a year from the comfort of their homes. If you are not willing to put in the time to learn the proper Internet Marketing techniques there is no point in even considering Internet Marketing.
For more info see resource box below.
About the Author
The Affiilate Way Network is a Network Marketing Training Center that provides free info and ideas that help people make money online. Learn how to create an online business from scratch and generate FREE LEADS for your business...Go grab your free education today with no strings attached and start earning tomorrow. Please visit: TheAffiliateWayNetwork.info
Playing online games is a question asked by so many. Playing them is very simple. One only has to visit the internet and type in the phrase "online games" in several popular search engines and he or she will able to access them easily. Game tendency among people has increased greatly. This is why more and more people are using various online games for themselves entertained.
Online game used to be something imaginary time ago. But now a reality due to the availability of a wide range of free online games on many websites as well. The big reason to play free online games is that people want to rest monotonous routine of his hectic life. They want to bring the thrill of games for them. People can get rid of your mental stress by playing the games is fantastic on the Internet.
No doubt, the Internet is a great online source of entertainment that offers thousands of options game to meet the different needs of gamers. There are brain games on the Internet to improve the mental power of individuals. Several websites offer a variety of games as puzzles, riddles and brain busters for brain exercise. All these options are good game for exercising the brain. Puzzles require players to think and exit value solutions. This practice develops own ability to think.
The brain enhancers to improve decision-making capacity of individuals. Also improve concentration of the players. There is another free exercise of the brain known as the Cross crawls. Improve writing, reading, listening and coordination skills of individuals. There is another source of online entertainment in the form of brainwaves, Arena Brains, Sharp and brain. All these games offer a good exercise for mind.
Learning games online for free is very simple. You just need a little practice you can do in a short period of time. These games increase the level of confidence of the people. For example, if you're playing a game and a good score, it will definitely improve your mood and you feel euphoric. Therefore, if you love the game, to use a personal computer with internet connection to enjoy a wide range of options for free online games.
Do you want to write a fantastically successful non-fiction book? Do you feel you know how to write a successful non-fiction book?
Many people who feel passionate about a certain topic cannot wait to put words on paper so that they can tell the world about it. They may want to help people improve their health, their lifestyle, their business, hobby or be of help in some other way. In many cases the idea is, that, by writing their book and using their experiences, or knowledge, they will be able to help others in similar circumstances.
But, one of the most important points when writing a book is to make sure that there is someone wanting to buy it. There is no point in just writing a book because you want to. You need to know that there is a client base out there who are already paying money for the type of information you are going to offer.
There are three very important points to remember when creating a product for the market place.
1. It is essential to create your product for someone who wants to buy it.
Wanting to buy and, needing to buy, are not the same things. It is very important to understand the difference. A person may want to buy a product for many varied reasons, whereas a person may need to buy the same product, but they may have no desire to do so.
Your best customer will have a problem of some sort, and they are buying your product because they want to solve their problem. That is the simple essence of learning how to write non-fiction that will be successful on the shelf. Knowing who your buyer will be and being able to provide a product that they want.
2. Think like the buyer.
When you are thinking about how to write a non-fiction you need to put yourself in the shoes of the buyer and ask yourself the question, “what would make me pay money to buy the product?”
Once you have established that there are buyers out there for your topic, you need to establish how you are going to put the information in a product that they will buy.
For example, are they looking for a ‘how to’ book, ‘where to’ book or a ‘why to’ book. If, say, you were going to write on fishing, are you going write on ‘how to set up your fishing gear’, ‘where to go and at what time of year, to get a good catch of fish’, or is it going to be a book on ‘the good times’ that you have had. Which do you think would have more ‘buying appeal’, and have you researched this to confirm your thoughts. These are the types of questions you need to ask yourself when you are considering how to write a non-fiction book.
In your learning curve of finding out how to write a non-fiction book, you will find that you need to break the project down to smaller pieces and keep a focus on the topic.
The title of the book must match up with the final body of the book. It is often suggested to write approximately 50 titles before you make a final decision. Your title should exactly tell what the book is about. Using subtitles is a good way to show the buyer what the benefits will be from purchasing the book.
<a href="http://www.GetSpeakingJobs.com">http://www.GetSpeakingJobs.com</a> is where you can find over 100+ hours of downloadable audio and video lessons that will show you how to make $100,000 to $1,000,000 dollars PER YEAR as a professional speaker. James Malinchak, the author of this article can be your online business coach and mentor. Simply visit <a href="http://www.GetSpeakingJobs.com">http://www.GetSpeakingJobs.com</a> to get started today with several FREE professional speaking audio recordings.
**Attn Ezine editors/Site owners**
Feel free to reprint this article in its entirety in your ezine or on your site as long as you leave all links in place. You may not modify the content and must include our resource box as listed above. You may sign up as an affiliate at BigMoneySpeaker.com and insert your affiliate links.
About the Author
James Malinchak of www.GetPublicSpeakingJobs.com has delivered over 2,200 motivational presentations at conferences and meetings worldwide. Currently, James owns three business, has authored eight books, and has read and researched over 1,500 books on personal and professional development, making him the top public speaking business coach in the world.
How to Write & Publish a Non Fiction Book : Tips on Creating a Marketing Plan for Your Non-Fiction Book
My parents were in their early fifties when I turned 22 and the chasm that separated us seemed unbridgeable. My father had his hat and tie on everywhere he went—even when he mowed the lawn. My mother kept indoors most of the time and warned us girls that no man would marry a woman made brown by the sun. I used to wonder if their brains had turned to mush.
Now I look at my 22 year old son and chuckle at the chasm that yawns between us. With his mp3 looped permanently over his neck, pants baggy and cuffed, he looks like an alien from a distant star. I have no doubt the as far as he is concerned, my brain has gone to mush.
Yet great as these differences seem, research suggests that there is very little difference in capacity between a 50 year old and a 25 year old brain. The myth of the post 40 brain decline is just that -a myth. According to Dan Gray in "The Surprising Power of the Aging Brain,"( Time Jan 16/2006) neurologists and psychologists are coming to the conclusion that "the brain at midlife -a period increasingly defined as the years 35-65 and even beyond—is much more elastic, much more supple than anyone ever realized." Far from declining, the 50 year old brain can reorganize and reinforce its neural networks in response to new stimuli and experiences. The basic network for neural growth that was set in place in our infancy continues to develop and expand even when we age and the structural capacity for this growth is unlimited. In essence, the brain is like the web—there is no end to its memory capacity or functional ability.
Gray reports specifically on 2 aspects of brain activity that are alive and well in the 50+ group.
One is the increase of white matter in the prefrontal region of the brain, which is composed of nerve cells sheathed with myelin—the neural glue that makes connections possible. Myelin is the Grand Central Station of emotional and intellectual connections—the seat of our intelligence and humanity. As long as we maintain a high level of brain activity in our middle age, we can increase the "myelination" of the brain.
A second aspect is the tendency of both hemispheres of the brain to work together. This is another reason why the 50+ brain can often outperform its younger counterparts. A study at the Baycrest Centre for Geriatric Care found that as people age, their ability to focus on one activity in one part of the brain decreases, which explains why older people are easily "distracted." Yet this distraction suggests that different areas of the brain are working simultaneously which explains why older people can often access higher reasoning processes (such as intuition) by using both hemispheres at the same time.
Like any other muscle, the brain can only function at its peak capacity when it is used consistently. What are the steps we can take to ensure a strong and healthy brain in our later years?
1.Pursue leisure activities. Read books and magazines. Knit with friends, go for a walk, play bridge. Leisure activities can reduce the risk or delay the onset of dementia. A study involving close to 1800 people up to age 65 showed that those who were involved with leisure activities had 38% less risk of developing dementia.
2.Read and write Poetry. In the famous Nuns' Study, researchers concluded that the sisters who had more resilient brains later in life were the ones who tended to use multi-syllabic words and richer vocabulary in their diary entries. Those who developed dementia tended to use simple, monosyllabic words. The sisters with the more resilient brains also demonstrated stronger "density of ideas" in their writing—which researchers defined as the average number of ideas expressed in each grouping of 10 words. Idea density reflects the brain's capacity to integrate memory, language, thought and emotion within a complex of words. Writing prose or poetry that creates layers of meaning within one metaphor is the best example of idea density. It makes sense that writing in general, specifically writing poetry, can supercharge your brain.
3.Again and again, studies confirm the relationship between exercise and a healthy brain. A recent study shows that exercise creates significant anatomical differences in the grey and white matter areas of the brain. Aging brings about a shrinking of these areas that closely matches declines in cognitive performance. However, cardiovascular fitness through exercise actually slows down this decline.
4.Eat a healthy diet. Avoid foods that are rich in fatty red meats and whole fat dairy products that contribute to high cholesterol levels in the brain; cholesterol promotes production of a toxic protein that attacks myelin and breaks down neural connections in the brain, leaving a trail of plaques that hamper brain function. Eat whole grains and legumes as these are rich in lecithin . Eat fish, high in omega 3 fatty acids( good fats) which have anti-inflammatory properties that can prevent the formation of plaques in the brain. Have 5-7 servings of fruits and vegetables for their powerful anti-oxidant benefits . Finally increase consumption of Soy Protein, rich in phytonutrients and gives you all the benefits of protein without the fat.
5.Learn new things and take risks. Evidence shows that learning new activities( starting a new project, hobby , business or venture) is exactly what is needed to prevent the loss of myelin in the brain. The brain is plastic which means it is capable of regeneration when stimulated by new activities. Every new sensation or experience carves a new neural pathway in the brain. The diaries of Darwin are filled with dead ends; these were risks he took and never stopped taking until the time became ripe for his emergence. The best way to nurture your brain is to cultivate a vision, then approach your vision from different angles without abandoning the path, taking new turns when the last one does not work for you, always being willing to take further risks , in fact expecting to make mistakes not only because mistakes serve as the most meaningful guides but because the success that comes eventually is a numbers game.
6. Last but not least—love and enjoy what you have. Be thankful for the abundance you have been blessed with and give generously to those you can serve. A positive sense of purpose and
About the Author
A fitness and weight consultant, Mary is helping people reclaim their bodies through nutrition, exercise, positive vision and creative engagement. Visit her at GreatBodyat50
or at
ProteinPower
Writing the Greek Alphabet (Part 2: Lowercase, or Minuscule)
After school clubs: Let your children learn French in a fun-filled way!
French is one of the most difficult languages. If you want your children to be perfect to speak and write French, let them learn French right in its infancy. When children are young, their minds are fresh and intelligent. They are able to grasp things easily and quickly. Tutoring young French help children master the language age at the time they mature to adults.
To make their children learn French, you can send them to a club after school. The after-school clubs are very popular in the United Kingdom and other countries. They use informal ways to teach French to children. For example, after school clubs to use online resources such as SMART Board resources, tutorials French online, using stories, games, songs and other similar means to make learning French a fun-filled experience for children.
Your children will love to learn French in an informal and easily. They would enjoy the interactive and interesting "learning French online 'tutorials. The after-school clubs famous even offer worksheets Learn French and CDS. Learn French worksheets contain pictorial representation French alphabets, words and letters. You can put on the walls of the bedroom or the refrigerator door to help their children learn French while eating or watching television.
Similarly, you can play CDs to learn French in your car or at home. Children can learn new words in French or save those who have already learned.
To help their children learn French, you can buy books to learn to speak French to them. These books contain stories in French. By reciting it, their children gain the confidence and fluency in speaking French.
Out of several clubs after school in the United Kingdom, one worth mentioning is LCF Clubs. It is a renowned club after school to help children learn French quickly and easily. LCF clubs use a variety of interesting methods to teach French children. The use of French online resources as Babelzone, SmartBoard resources, funny stories, games and songs are just some of them. They assert that Children learn French with ease and comfort.
LCF Clubs also offers learn French CDS rates. You can buy them to teach French children.
To learn more about the clubs of LCF, the methods they adopt to teach French, the procedure for registering their children into the club after school, and more, visit their website at lcfclubs.com
Those who want their children to learn Spanish, English and other languages foreigners can also visit
RSS
US $9.95
![Arthur - Arthur Writes a Story [VHS]](http://www.writeelement.com/images/i/51Q55ZX054L._SL75_.jpg)
![The Unusual Mind of Vincent Shadow Hardcover]](http://www.writeelement.com/images/e/160460644606_0.jpg)
