Positive Effects Of Music Education For Your Child

blogger

Over the years, documented studies have confirmed the benefits of music education on new born and children. Music education benefits include everything from changing a students’ mood to helping them solve math problems. In general, it helps a student become successful in the school environment. Music has immediate effects on brain activity which scientists are still studying today.

For example, a study was done that involved second graders and math. In this study, the school kids were divided into two groups. One group used newly-designed math software to augment their mathematical skills. The other group also used this software but in addition the kids in this group received piano keyboard training. What are the results?

Both groups were tested and the second group of students scored twenty-seven percent higher on the math exam than the first group, which seem to show the positive effects of combining music teaching into other studies. Numerous studies have shown that learning and exposure to music results in improved communication between students. Fights and arguments are reduced. Also students who play in school bands are less likely to use tobacco and alcohol.

Ongoing research at the University of California-Irvine and the University of Wisconsin-Oshkosh (2) demonstrate that learning and playing music builds or modifies Neural pathways related to spatial reasoning tasks, which are crucial for higher brain functions like complex maths, chess and science.

The first studies showed that listening to a Mozart sonata temporarily improved a child’s spatial abilities. Further studies compared children who had computer lessons, children who had singing lessons, children who learned music using a Keyboard and children who did nothing additional. The children who had had the Music classes scored significantly higher – up to 35% higher – than the children did Who had computer classes or did nothing additional
Benefits of music education also include enhancing interpersonal communication skills. This result has also been proven by some of the many studies done throughout the years. A student who is having difficulty concentrating may find it easier when music classes have been added to the curriculum. Playing music helps a student become more self-disciplined and able to control their behavior better, because it provides an acceptable form of self expression.

If students learn to study music successfully they can use the same method to help them study in other classes. They will find it easier to understand instructions. Added benefits of music education include increasing a child’s creativity and helping him or her learn to cooperate with other students. Their social interaction skills improve after playing music together in a group.

In newborns, exposure to music is proven to help develop intelligence. Exposure to classical music helps develop reasoning and language skills in children when begun at an early age. In older children, music education helps them extend their knowledge of the world around them. Music education gives children an avenue to contribute to society, which in turn helps them in life. They are more likely to become well-rounded individuals.

Why You Need The Best Mlm Education

blogger

Why Do You Need MLM Online Training?

One of the questions I get asked all of the time is: Why do I need an Online Education System MLSP for My MLM Home Based Business? Or why do I need MLSP?

Before I answer that question:

First of all let me ask you some simple questions:

1.Are you struggling to find time to work & work on your business?
2.Are you flat worn out?
3.Do you need more leads? (If so MLSP may be the answer)
4.Do you have a company website and need more traffic?
5.Do you want to make more $$ so you will have the time & money to do things with your family or friends?

If your answer is Yes to any of those Questions You have just got one answer as to why you need and online Marketing system Like MLSP.

Have you found it harder and harder to make time for your business?

It may be time to think about how you can Use the power of the internet to automate your activities so you can have more time to spend with your family.

First of all it is vitally important to know and understand the dynamics of education and the explosion of information and technology:

1.All you have to do is look at the changes in Social Networking.
2.Youtube started in Feb. 2005 about 5 years ago and is currently the #4 most active website.
3.Twitter had the first tweet in March 2006 about 4 years ago and is the #12 most active website.
4.Things are moving so fast that it is easy to get overwhelmed with information overload.
5.But if you want to be where the most traffic and people are you have to go online.

The fact is you can contact and connect with 1,000s of people in one hour online and that is just physically something that is impossible to do in person.

An Online education is going to benefit you by help you to grow and keep current with cutting edge marketing strategies.

Some other great benefits are:

1.You will be able to leverage your time, money and effort so you will have more of the good things you need to live your dreams.
2.You can choose to learn and work at the pace that best fits your schedule.
3.You can live and work wherever and however you want.
4.Online education often costs far less than traditional education because you can save on time, money and circumstances.

An Online education is going to benefit you by help you to grow and keep current with cutting edge marketing strategies.

You have heard knowledge is power.

Online education allows you to use the power of the internet to automate your activities so you can have more time to spend with your family.

Online education is more flexible than traditional education. You literally can study anytime you like plus the information can be more focused to your individual needs and desires.

Here is a guarantee! By starting your online education you will open up a path to self achievement. Your self esteem will almost automatically improve and you will be able to assist others.

Once you realize that ongoing education is vital to change you will possess the key to mastering change. By changing how you look at things, (through education and self-development) the things you look at change.

Once again — By changing how you look at things, the things you look at change.

Education System In India

blogger

History
Education in India has a very long history. Ancient India had the tradition of ‘Gurukuls’. Under this system students have to live at the ‘Ashram’ (abode) of the teacher and get the education. This form of the education is known as ‘Guru-Shishya Pramapara’.
At that time, education was treated as a personal concern and has not been demonstrated in mass production by the sector of modern education. The manufacture of man was considered an artistic work process and not mechanical. According to ancient India
education training the mind and thought process are essential for the acquisition of knowledge..
The formal admission ceremony was known as ‘Upanayana’. With the accomplishment of this ceremony the child had to leave his home for the ‘ashrama’ where he would receive education. It was supposed to be the re-birth of the child and was known as ‘Dvijya’, which means, “twice born”. Sanskrit was the language of teaching. It was supposed to be the language of learned men. The academies of higher learning were known as ‘Parisads’. The education system involved of three basic processes, which included ‘Sravana’, ‘Manana’ and ‘Nidhyasana’.
In the ‘Sravana’ stage of education, students received ‘shrutis’ knowledge, which was passed orally from one generation to another. The second stage was ‘Manana’ which means that pupils had to think themselves about what they have heard. They have to make their own inferences and assimilate the lesson taught by their teacher into the life. The third stage ‘Nidhyasana’ means complete comprehension of truth and its use in the life.

Among women in ancient India were given the right to education and teaching. Both women seers “Gayatri” were participants in the debates on education and the process of “Parishads.” (Assembly) was followed mainly by Brahmins Kshatriyas who have received education in Gurukul while children of lower caste family learned their craft from their parents.
Some of the most important universities in India in ancient times were Taxila, Nalanda and Vikramshila. Taxila University 7 th century BC, was famous for his studies of medicine and master of the galaxy as important as Sandwiches, a famous grammarian, Kautilya, the minister of Chandra Gupta Maurya and Charaka, the medical reputation of the teacher.

Nalanda was the highest learning center not just of India but also of the entire South Asia. Students from foreign countries like China, Japan, Korea used to come here for higher studies. It had around 10,000 students and teachers on its roll cards. The University had eight colleges. And one of the colleges had four-storied building. It was one of the earliest examples of residential cum learning complex.
Vikramshila University. Varanasi was famous for his religious teachings. Kanchi in the south was famous during the Vallabha was a university. Huan Tsang records about on par with the University of Nalanda University and Vikramshila.
India has had many great minds at work, which helped in all aspects of life. The concept of zero, decimal and the Pythagorean theorem were all developed here.
As India progressed from ancient to medieval its education system deteriorated. Various factors were responsible for the degradation of this most efficient and most ancient education system of the world.
Present
The present educational system of India is an implantation of British rulers. Wood’s Dispatch of 1854 laid the foundation of present system of education in India. Before the advent of British
in India, education system was private one. With the introduction of Wood’s Dispatch known as Magna Carta of Indian education, the whole scenario changed. The main purpose of it was to prepare Indian Clerks for running local administration. Under it the means of school educations were the vernacular languages while the higher education was granted in English only. British government started giving funds to indigenous schools in need of help and thus slowly some of the schools became government-aided.

Reflections on the new system, introduced the Mahatma Gandhi expressed concern in the following words: “I say without fear of my figures successfully challenged, that India today is more illiterate than it was fifty or a hundred years, and is in Burma, as the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out. They scraped the ground and began to look the root, leaving the root of such and the beautiful tree perished. The village schools are not good enough for the British administrator, as he left with his program. Each school must have so much paraphernalia, building, etc. . Well, there was no such schools at all.
Today education system in India can be divided into many stages.
Pre- Primary – It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words.
Primary – It includes the age group of children of 6-11 years studying in classes from first to fifth.
Middle – It consists of children studying in classes from sixth to eighth.
Secondary – it includes students studying in classes ninth and tenth.
Higher Secondary – Includes students studying in eleventh and twelfth classes.
Graduate – Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years.
Postgraduate – After completing graduation a student may opt for post graduation to further add to his qualifications.

engineering college,, best engineering colleges , engineering colleges in bangalore , engineering colleges in india , top engineering colleges , list of engineering colleges , engineering colleges in karnataka , best engineering colleges in india , top engineering colleges in bangalore, top engineering colleges in india , top 30 engineering colleges , Sea College of engineering , Top Placement Colleges, best b.tech colleges in India , Best BE colleges in India ,

AN INVESTIGATION INTO THE EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON THE PERFORMANCE OF SENIO

blogger

ABSTRACT The result of improvised instructional materials on students’ performance longitude and latitude at the senior technical colleges was assessed. Two hundred students of all senior technical colleges participated in the study. The students were grouped into two:- control group and experimental group (20 students formed each group “control and experimental”) preset was administered to both groups. Alter exposing the experimental group to treatment, post-test was administered. Mean and standard deviation was computed; ranked are used to answer the research question for the study. The t-test statistics was used in testing the null hypothesis formulated. The finding of this study shows that the group taught with improvised instructional materials performed better than the group taught without any instructional materials. Recommendations were offered on ways to promoting, encouraging and arousing the interest of teachers in the improvisation of mathematics equipment and materials.

INTRODUCTION For the purpose of definition, technical colleges are a post-secondary vocational training programme whose major purpose is the production of technicians and craftsmen. It is a special grade of vocational education which can be distinguished from other educational programmes because more mathematics and science are required in the training programme Okorie (2000) Today the population of Technical colleges has continue to decrease in the country, equally there had been an enormous decrease in the students population. This is due to the unimpressive state of the nation’s economy, the government has found it very difficulty to adequately finance technical colleges and also provide the scientific equipment required by these colleges. Therefore many technical colleges in the country operate without standard mathematics and science laboratories. Obviously the situation is not likely to improve in the nearest future judging from political and economic state of the nation, due to inadequate funding of the schools and colleges in the country. Consequently, the demand for mathematics and science equipment will continue to remain by these schools and colleges and the most feasible way to adjust with this demand is to resort to the improvisation of teaching equipment and materials. In Nigeria and other foreign countries, a lot of research work on improvisation of teaching of mathematics and science subjects had been carried out as part of the effort to promote, encourage and arouse the interest of mathematics and science teachers, educators and curriculum developers in improvisation of teaching equipment and materials. Alghomlan (1990) explain why mathematics teacher should improvise with available materials in other to achieve their aims in teaching. Therefore instructional materials help the teacher to meet individual differences of learners in class by using aid that appeal to different sense (Moronfola, 1983) Aina (2013), stressed that instructional materials are to supplement verbal explanation of concepts or any description so that the learning could be real to the student, therefore the national policy on Education (2004) emphasizes the teaching and learning of science principles, it also stated that the provision and use of science will lay a sound bases for scientific and reflective thinking among pupils. Ugoata (2006); Nwagbo (2008), asserted that teaching equipments and materials are often lacking in our schools. However, some of the equipments needed for teaching mathematics in technical colleges can be improvise to arose the interest of the students. Abimbola (1999), stressed that the primary purpose of instructional materials is to make learning more effective, and also facilitate it. Provision and use of instructional materials for mathematics teaching will lay a sound basis for scientific and reflective thinking among technical students. Studies have shown that the students enjoyed or gain more when improvised materials were used for teaching physics (Aina 2013).this was also supported by Eyetsemitan (2000) and Achimigu (2006) that the use of instructional materials improve achievement in basic science. METHODOLOGY An experimental design was used for this study, in which quasi-experimental approach was used. There was an experimental group and a control group. The experimental group was exposed to improvised materials. Their performances were later compared using the mean scores in pre-test and post test scores. Senior students of all the five Technical colleges in Kwara State were used for this study A total of 200 students comprising of 155 males and 45 females constitute the entire population which was considered appropriate and manageable by the researcher. These students were divided in to two groups. One group was experimental (20) and other group was for control (20) Two groups (A & B) of senior students from all the five technical colleges in the state were taught mathematics lesson on the determination of distance between two points on the earth surface along the lines of latitude. The duration was 45minites each. Each group comprised of twenty (20) students. Group A was taught with improvised instructional materials, while group B, was taught without using improvised materials. At the end of the lesson, group A and B were given a written test, their script were collected and marked, and the scores were later analyzed.

HYPOTHESIS There is no significant difference between the performances of students taught using improvised instructional materials and those taught without using instructional materials.

DATA ANALYSIS Student’s scripts were marked and the scores obtained by each of the two group of student were recorded independently. The mean score of each group was then calculated t – test was also computed to find out whether or not there was any statistical significant difference in the two mean score. RESULTS Table 1 shows the number of students that took part in the pre-test and post- test for each of the two group, i.e. experimental group and control group the table therefore shows that 200 student took part in the pre-test and the 200 students took part in protest. TABLE 1: DISTRIBUTION OF STUDENTS S/NOGroupsNumbers of students Pre- testPost- test AExperimental Group100100 BControl group100100 Total200200

Table II: – shows the mean scores of the two groups in the pre- test. The results indicate that the students had little or no prior knowledge of longitude and latitude due to their poor performance in the pre- test conducted. Table II: MEAN SCORES FOR THE PRE- TEST DescriptionExperimental groupControl group Total score75-IK No of students100100 Mean score23.824 Table III shows the test computation of students taught with improvised instructional material i.e. locally made “globe of the earth” and their counterpart without improvised material

VariablesNoMeanSDDfCalc.tCritical value tDecision Students taught with improvised material10082.59.85998.641.970Rejected Students taught without improvised material10041.56.75 HYPOTHESIS There is no significant difference between the performance of student exposed to improvised instructional material and those not exposed to it. The hypothesis was tested using t-test statistics at 0.05 alpha level of significant. Judging from table 111 above, it is indicated that die t-calculated value is 8.64, while the critical or t- table value in 1-970. Since the t-calculated value is greater than the t-table, therefore null hypothesis is hereby rejected. Hence there is significant difference in the performance of student taught using improvised instructional materials and their counterparts taught without improvised instructional materials. DISCUSSION OF FINDING Pretest mean scores for the two groups are higher than the scores of their post- test of die two groups, experimental group scores was also higher than that of control group scores. Differences in their scores indicate the effectiveness of treatment given to the experimental group. This was confirmed by the t-test statistics computation of the two groups. The treatment easily aroused their interest, aid their retention and stir-up the cognitive conflict in them, thereby engage them in active participation in the lesson presented. The control groups in order hand were just presented with facts and reasons. These act allowed students to a passive participation in the lesson thereby do courses mass failure in mathematics as a subject. CONCLUSION Mathematics teaching/learning at both junior and senior students of technical colleges required a lot of handling of teaching equipment and materials by the student’s before any meaningful learning could be achieved by the teacher. Therefore, in the absence of no unready made equipment, mathematics teachers should be encouraged and advised to always design and construct equipment and material by improvising from the available resources. RECOMMENDATIONS Based on the finding of this study the researcher makes the following recommendations: 1.That a comprehensive syllabus be prepared along with appropriate suggested teaching equipment and material by curriculum planners who are in charge of mathematics to guide mathematics teachers, so that the teaching and learning of mathematic in Nigeria may be thorough enough to achieve the technological development. 2.The national commission for college of education should introduce into the present NCCE curriculum for mathematics a detail comprehensive course on improvisation of mathematics equipment and materials.

REFERENCES Abimbola, A. (1999). Principles and practice of Education Technology, Ibadan, Nigeria: International Publisher. Aina, J. K. (2013). Instructional materials and Improvisation in Physics Class: Implication for Teaching and Learning. IOSR Journal of Research & Method in Education Aigbomlan, D.O. (1990) Improving the attitude of primary school science teachers toward improvisation, Journal of Science Teachers Association of Nigeria, 26 (2), 53-58 Achimugu, L. (2006). Resources Materials for Teaching Primary Science. In U. Nzewi (ed). Science Teachers Association of Nigeria Annual Conference Proceedings, 339-345. Heinemann Publishers Plc. Eyetsemitan, P.E. (2002). Curriculum Design and Development: The Teaching and Learning of STM with the Primary Science Curriculum. In M.A.G. Akale (eds) 43rd Science Teachers Association of Nigeria Annual Conference Proceedings, 420-425. Heinemann Publishers Plc. Federal Ministry of Education (2004) National policy on Education. Lagos, NERDC Morohunfola, P.I (1983). A study of relationship between instructional resources and students’ academic performance. (Unpublished master’s thesis) University of Ilorin, Ilorin, Nigeria.

Nwagbo, C. (2008). Science, Technology and Mathematics (STM) curriculum development; Focus on problems and prospects of Biology Curriculum Delivery. N. Udofia (eds) 49th Science Teachers Association of Nigeria Annual Conference Proceedings. 13-15. Heinemann Publishers Plc. Okorie, JU (2001) Vocational industrial education, league of researchers in Nigeria (LRN) Bauchi Nigeria. Uyoata, U.E. (2006). Availability, selection and utilization of instructional resources for teaching Primary Science in Uyo Local Government Education Authority, Akwa.

Forex Education Part 1 – Chart Patterns And Candlestick Variations

blogger

Forex education has evolved throughout the years with new strategies being taught on a frequent basis. However, there are still concepts that apply today in the same way they have applied years ago. One of those concepts is trading chart patterns and candlestick formation variations. That it, in order for a trade to be successful a chart pattern or a candlestick formations does not have to be exact.

In your Forex education programme you will be taught what chart patterns such as flags, pennants or double bottoms look like. You will also be taught how to identify various candlestick formations such as the engulfing pattern, dark cloud cover or the piercing pattern. More importantly, you will be taught how to interpret those patterns and formations and decide whether they qualify as an opportunity to trade. As you continue to learn Forex trading, you will come across numerous charts that include patterns and formations that look 100% identical to those that you have seen in books and other ducational documents. However, you will also find chart patterns and formations that are not 100% identical but certainly have the characteristics of those you have been taught.

Rather than throwing these types of charts in the bin as they are not 100% identical, try and spot trading opportunities within them they are there. To start with, place them in a group of charts you are simply watching, identify your target and see if the trade will go your way. By no means should you place real money on this trade but simply pretend to trade it as you would normally. The actual patterns and formations to not have to be exact but if you identify the correct variations, they can deliver great profits.

Simply put, choosing the trade variation that is right for you can be really subjective. For example, if your trade has a resistance level of $10, do you simply stop yourself out of the market when the price reaches $10? If not, do you wait for the market to close above $10 before you exit the market? If you do wait, how far up are you willing to see the price go until you decide you do not want to be in this trade? Similarly, if you are trading a channel on a daily basis, does it become exempt if the support or resistance have been penetrated intra day? Do you still view the channel as an opportunity when the candlestick opens below the support line and closes above it? The answers to these questions will come with experience, practice and the aggressiveness of your trading style. Nevertheless, bear in mind that variations in trading patterns and candlestick formations appear on a regular basis and it is up to you to find them and trade them appropriately.

However, do not make the mistake of ‘making exceptions’. Your Forex education should have taught you that a pattern or a formation can only be so much different in order to be considered as an approachable variant. If you identify a currency pair chart that is just that little bit ‘too different’; walk away from it. If you decide to give it the benefit of the doubt you are destined to fail. To confirm it is the wrong trade have a look at what the market has been doing prior to this point, what the indicators are doing or what news has been released on the Forex or your currency pair in particular. There is a very fine line between success and failure when trading chart or candlestick variations but if you get it right, the profit opportunities are fantastic.