Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Friday, December 14, 2012

The SWIFT MINDS Breakthrough! - Braintenance

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A swifter mind is a more efficient mind...a more useful mind...a more powerful mind, and of course a more desirable mind. There is actually no such creature (or feature) as The SWIFT MINDS Breakthrough [it hardly even qualifies as a Lingovation], but it is a neat term to describe the effect upon the improvement in your associative intelligence, creativity, spontaneity, speed of thought and sense of irony when you engage in reading or creating those adverbial oddities (distantly related to the Paraprasdokians, our second favorite family, the first being the Halogens -- they're a gas!) which are now called "Tom Swifties."

Here's Wikipedia's take on these hysterical swords of wordplay (this part is boring, but it gets better fast -- I swear [all of the time]):

"The name comes from the Tom Swift series of books (1910–present), similar in many ways to the better-known Hardy Boys and Nancy Drew series, and, like them, produced by the Stratemeyer Syndicate. 

In this series, the young scientist hero, Tom Swift, underwent adventures involving rocket ships, ray-guns and other things he had invented.

A stylistic idiosyncrasy of at least some books in this series was that the author, "Victor Appleton," went to great trouble to avoid repetition of the unadorned word "said"; elegant variation used a different quotative verb, or modifying adverbial words or phrases. 

Since many adverbs end in "ly" this kind of pun was originally called a Tom Swiftly, the archetypal example being "We must hurry," said Tom Swiftly. At some point, this kind of humor was called a Tom Swifty, and that name is now more prevalent though incorrect."
####

The worst is now over. A whole batch of Tom Swifties (several batches actually) follows to exercise your imagination, and bring a smile to your lips! Read them, enjoy them, and then invent as many of your own as possible.

I should note that in college I was disqualified from a Tom Swifty contest when I came up with "What would you like on your pancakes," the waitress asked syruptitiously. Apparently (as my mom might have said) there was an understood rule that creative re-spelling was not permitted.

Without further ado...

First Batch:

“I manufacture table tops,” said Tom counterproductively.
“Let’s have a debate about cows,” Tom mooted.
“Who discovered radium?” asked Marie curiously.
“Just parsley, sage and rosemary,” said Tom timelessly.
“This sea-spray will ruin all the metal-work,” said Tom mistrustfully
“I can’t tell you how much it resembles a table,” said Tom veritably.
“Show no mercy killing the vampire,” said Tom painstakingly.
“It keeps my hair in place,” said Alice with abandon.

Second Batch:

  • "It's between my sole and my heel," said Tom archly.
  • "You have the right to remain silent," said Tom arrestingly.
  • "Someday I'll run the CIA" said young Tom aspiringly.
  • "The cheque is in the post," Tom assented.
  • "Cobblers!" said Tom at last.
  • "I decide which car to purchase after looking at the pictures," said Tom autobiographically.
Third Batch:

  • "Give me some pre-packed cheese slices," said Tom craftily.
  • "I admire East End gangsters," said Tom crazily.
  • "I dropped the toothpaste," signaled Tom, crestfallen.
  • "I'm dying," Tom croaked.
  • "Your embroidery is terrible," Mary needled, cruelly.
  • "The situation is grave," Tom said cryptically.

Fourth Batch:


"I have a BA in social work," said Tom with a degree of concern.
"There must be a power cut," said Tom delightedly.
"I will now demonstrate how to dissect a sheep," delivered Tom.
"The censors took all the dirty bits out of my show," said Tom deludedly.
"Don't let me drown in Egypt!" pleaded Tom, deep in denial.
"Let me improvise this part," said Tom descriptively.
"Congratulations; you graduated," said Tom diplomatically.
"I was removed from office," said Tom disappointedly.
"That certainly took the wind out of my sails!" said Tom disgustedly.
"I have to wear this cast for another six weeks," said Tom disjointedly.
"Dat's de end of April," said Tom in dismay.
"Whenever I put on my scuba gear, I get pins and needles," said Tom divertingly.
"I'm on social security," said Tom dolefully.
"It's made the grass wet," said Tom after due consideration.
"Aha! Here's someone who can't speak!" exclaimed Tom dumbfoundedly.

Well dear Braintenance fans and friends, I'm afraid that was the very last one (he said, with dispatch). I've simply run out -- if I had my car handy, I'd open up the trunk and take out despair.

The Next Article in The Braintenance Blog will deal with cylinders, cones and packing a container. Don't even try to anticipate it.

Thank you for grokking me in fullness, and for reading and re-tweeting me.

Douglas E. Castle





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Saturday, July 28, 2012

Key Words + Search Terms = Dumbing Us Down.

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In the interest of Search Engine Optimization and attracting more "Mainstream Readers" from a growing population of abbreviators, texters, phonic spellers, urbanizers, ("Yo! U 'Aight?") hashtag huggers, semi-literate souls, libertine Lingovators, and other denizens of the world's 'audience', bloggers and other writers have had to increasingly limit their formerly extensive vocabularies to reach a steadily declining "lowest common denominator" of practical literacy.

Simplified, this means that if I want to get more hits (and more unique visitors) on my website or blog, I must state my message in terms that are getting simpler and simpler. I must lower my vocabulary skills and writing style to conform to that of the general public.

For example, if I've interviewed a person and want to mention something that he had said, I would not write "The Senator indicated..." I would write "He admitted..." --- not only have I participated in Operation Dumb Down, but I have deliberately added a sensationalizing twist to my word choice. Instead of reporting, I am inferring, accusing, or revealing fresh, secret information. After all, as one in a gazillion authors [gazillion? That's from Forrest Gump], I must be extra persuasive, extra seductive and simple enough in my message that people conducting searches with the simplest terms will be able to find my article.

It hurts not to use words like "atavistic" and "peccadillo," but then I must further my ranking and readership by littering my articles with anchor text and key terms that absolutely interfere with my writing style.

Where we are: We can no longer write as well as we speak.

Where we are headed: The next generation will not be able to speak (to articulate, to express, to verbally emote, to persuade, to argue, to use metaphors) as well as we speak now. There will be no one to teach them.

What to do about this: If you are a Braintenance Bulwark, and a faithful, fanatical follower of the occasionally alliterative Braintenance Blog you must:

1) Upgrade the caliber and character of your speech (you'll help keep the language alive and sound smarter than the petty politics player in the office next to yours who is hoping to get the promotion that you want by sucking up without substance). Experiment with new words culled from the dictionary and thesaurus online;

2) When you write for the public, pull them in with a nice paragraph laden with moronic search terms, anchor text clusters, and pop culture references, and then, when they are on your site, continue the article in your "real" style -- force some substance and allegory and other sophisticated crap down their throats so at least a small percentage of them will try to ascertain the nature of the comparison;

3) Read more about everything. Expand your envelope of relevance and familiarity with the terminology [specialized nomenclature] of other fields, hobbies and professions. Become more eclectic in your vocabulary and your ability to freely associate will increase.

Thank you, one and all. And. by the way, please take a look at The Twitterlinks Hubspot Blog to review at our giant repository [as opposed to our 'suppository,' which is stored elsewhere] of Twitter feeds on a wide variety of fascinating subjects. Please follow any that you'd like.

Douglas E. Castle

(Da dude what am da Prez dis page, keepin' it gangsta 4 U!)




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Thursday, May 10, 2012

Maintain Your Brain: PLASTICITY

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Plasticity, specifically neuroplasticity, has to do with the brain's:

1) Ability to expand its capacity and capabilities;

2) The ability of neurons to continue to grow and adapt to environmental changes, both within us and outside of our physical bodies but perceivable to our senses, both acknowledged and being discovered;

3) The ability of one neuron to assume the responsibilities and functions of another neuron, should that second neuron be either damaged or otherwise compromised by an increased workload.

4) The longevity of a neuron's life and functioning;

5) The ability (in terms of speed and accuracy) of one neuron to signal or connect with its neighbor intersynaptically.

Frankly, increased or enhanced neuroplasticity are highly desirable in terms of both brain functioning and anti-aging (i.e., maintaining a positive, youthful state.

The following article excerpt appears courtesy of BigThink's Weekly Newsletter, which is an excellent source of information and interesting future-oriented commentary. It is thought-provoking...and thought-provoking means brain-strengthening. When you have finished reading the piece, please click back to this article for some interesting thoughts and conclusions... We'll see you when you return.
For a Healthy Brain, Play the Long Game
Orion Jones
What's the Latest Development? Psychologists are learning that the brain stays agile well into middle age, retaining the ability to learn new ... Read >>

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For your information, each of the following helps, or may possibly be helpful in increasing the brain's plasticity. Neither this blog nor I am offering medical, health, psychiatric, or any other type of advice...we merely offer you Braintenancers some suggestions, some science, some anecdotal items of interest, and other fun things to ponder -- and perhaps, with your healthcare provider's approval, some things to try.

1) Small amounts of Lithium have been associated with brain longevity, neural regeneration and plasticity in general. This only applies to small amounts of lithium, which in larger doses is highly poisonous;

2) Small amounts of certain other nutritional supplements such as DMEA, Huperzine A, Vinpocetine, and L-AcetylCarnitine have been said to increase neuronal plasticity;

3) All mind exercises [Braintenance] from anagrams and analogies to meditation and mathematical problem-solving have been shown to increase neuronal plasticity;

4) Physical exercise, especially cardiovascular exercises (at least 20 minutes daily) have been shown to increase both neuronal plasticity and heart health, as well as to eliminate some of the symptoms of situational or temporary depression.

It's time for us to get mobilized, get exercised and to get plasticized.

Douglas E. Castle for The Braintenance Blog



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Wednesday, April 11, 2012

Physical Excercise Can Boost Memory

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When I was merely a young lad (with very little promise), my elementary teachers would frequently inquire of me, "Douglas -- are you sitting on your brains?" {for some reason, the the 1960s, each of us had "brains" - plural - but none of us actually had a brain - singular - or half a brain. While we are speaking etymologically, one of my favorites when when a teacher would observe, hands on hips, with bitter sarcasm, "If you had half a brain, you'd be dangerous!"

They saw this as a clever way of saying that we (the underachievers, daydreamers and juvenile delinquents) each had less than half of a brain. I saw it as something different -- to me, I knew that I had a whole brain (albeit impaired in functionality) -- I just thought it axiomatic that if  reduced to half-brain status, anyone might be dangerous. With this logic, I managed to avoid being personally insulted. My teachers likely thought that I was just too stupid to be rightly insulted. But I digress.

Seriously, there is a great deal of correlative and causal evidence to support the argument that if we exercise sufficiently, it helps to keep our brains functioning better. This is absolutely true. Please take a look at the article which follows, and then hit the "BACK" button and come back here so that we can supplement this article with some extra information and considerations.

---------------
Middle-Aged Adults Who Cycle or Stretch Improve Memory
By Kathleen Doheny
WebMD Health News
Reviewed by Laura J. Martin, MD


April 6, 2012 -- Your brain isn't a muscle, but as you age exercise can improve your memory and other thinking skills, a new study shows.

And the exercise doesn't have to be as rigorous as a marathon, the research suggests.

In the new study, middle-aged men and women who cycled or did a stretching and coordination routine for two hours weekly for six months had improvements in memory and other thinking skills. [more]

------------------
Some other food (and exercise) for thought from The Braintenance Blog :

1) Exercise improves blood circulation, which is crucial for information processing at Brain Central;

2) Exercise generates the production of our bodies' natural analogs of euphoriants, analgesics amphetamines, as well as a host of neurotransmitter which enable thinking, memory, visualization, possibility thinking (creativity), association, projection (trending, and futurescape creation), and all types of problem-solving;

3) Anecdotally, the rhythm of exercise gives our minds an opportunity to quietly, subconsciously, sift, sort out and "digest" information. This break from conscious thought very often frees the mind to do its own work (creatively, ingeniously and miraculously) without our trying to force conclusions, or stifle the creative processes by being to narrowly-sighted and tunneled-in. Sleep and physical exercise, give our brains a period to process information and ideate without our exerting either force or strict parameters upon them.

4) Empirically, exercise makes it easier for us to attain certain creative and suggestive mental states such as alpha, hypnogogic, and others -- some of which are not fully understood.

5) The linkage between the mind and the body (of psyche and soma) cannot be denied, and neither can function fully and to its maximum potential without the other being in a suitable state.

Have you ever heard someone say that he or she needed to exercise or take a walk to "clear his or her head." In light of the foregoing bits of information, that would now seem to make sense, wouldn't it?

Douglas E Castle
[http://www.LinkedIn.com/in/douglascastle]




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Saturday, December 3, 2011

I Will Teach You Nothing - You Will Learn Much From Me

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Portrait of René Descartes, dubbed the "F...Image via Wikipedia - Rene Descartes: philosopher, mathematician, theoretical physicist, and a fellow with an unkempt but nonetheless fascinating hairstyle.



Most individuals don't actually understand the distinction between teaching (a third-person exercise) and learning (a first-person exercise). 

When a wise philosopher [most philosophers are assumed to be wise -- this is principally out of respect, I believe, for any person with the wondrous ability to a) survive without actually having to either earn a living by some sort of work, or b) with the good fortune to be leisurely whittling away at a substantial familial inheritance while pontificating about whatever happens to be on his or her mind] said to one of his disciples (every successful philosopher worth his weight in either hemlock or horse manure must have disciples):

"I will teach you nothing. And you will learn much from me," he was not even stating a clever paradox. There actually is no puzzle or riddle embedded in this preliminarily conflictory-seeming statement. If you don't quite understand why, re-read the first sentence of this post.
If that doesn't satisfy, read on:

We learn by teaching ourselves. No one truly teaches us. We learn by voluntary applying our senses and ability to reason to teaching ourselves. This is what is meant when someone (usually a meddlesome, conceited, self-proclaimed "adult") says,"You can best teach by example," or "children don't learn by what we preach to them; they learn by observing what we actually do."

A teacher is a catalyst, or a source of information, or an inspiration. But we learn by teaching ourselves.

Douglas E. Castle [http://TwitterLinksHubspot.blogspot.com]









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Saturday, September 3, 2011

Asymptotes: Closer But Never QuiteTouching...

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Imagine trying to get to a finish line where with each leap you halve the distance remaining between you and your objective. Sounds good at first – but after a short period, you will realize that you can never actually get all the way there. You get closer and closer, halving the distance with each leap, but you won’t quite make it. Close, but no cigar. Your approach to the finish line is asymptotic. A mathematical limitation makes the intuitively simple task into the impossible conundrum.

No matter how assiduously you proceed, you can merely cut the distance in half – even after a (theoretically) infinite number of leaps you cannot bridge that gap. The early leaps are the most productive…however, with each successive leap, your dilemma becomes clearer, and you become more frustrated. You have come up against a limiting mathematical constraint.

The irony of this predicament is that although the objective is fixed, it might just as well be a moving target… retreating in smaller increments as you approach it.

This asymptote paradox is serious business, unlike when we were kids and we would (if there were only two of us) “each want the bigger half of the cake”; it was even more hysterical when there would be three or more of us each requesting an equal half of the cake. It wasn’t like the Miracle of the Loaves and the Fishes (in the New Testament); it was more like a rag-tag confederation of pre-pubescent imbeciles battling for territory with no concept of either the basic Laws of Physics or of rudimentary division or multiplication. As a youngster, I personally helped to put the “ass” in “asymptote.”

Here are two questions to ponder, with answers (I promise – I really do) to follow within the next three days.

A) In adding up the following series of numbers, what whole number (integer) will you ultimately approach asymptotically?

1 + ½ + ¼ + 1/8 + 1/16 + 1/32 + …. + 1/ 2* [where 2* represents 2 to the infinite power]

B) In performing the following arithmetic operation (looks like division) with an increasingly larger number substituted in for ‘N’, what number will you ultimately approach asymptotically?

(N-1) / N




Graphical Illustration Of Asymptotes - Vertical And Horizontal

Sunday, September 27, 2009

Braintenance: Nature Abhors a Vacuum, et. cetera

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Dear Friends:

I am fond of the aphorism,  actually based on physical fact, that "Nature abhors a vacuum."

It's silly, but I am also fond about the word "abhors," used to personify Nature...just because the word "abhors" sounds so darned funny. But I deviate from my purpose in writing this.

Of course, a vacuum, in practical terms, is an empty space (whether cosmologically or intracranially) which is, in its fashion, an attractant for something [anything] to fill it. It is inanimate, but yet this basic tenet of the Laws of Physics, unlike the "Inalienable" Rights once defended in the Constitution of the United States, almost  appears to have an osmotic "drive" to rectify itself. It is not unlike the owner of a vacant motel screaming for guests -- in fact, for any specie of guests bearing any type of credit card; he's not particular...he's desperate.

It is as if the vacuum were sentient, and that it hungered for occupancy.

In the young, uneducated, impressionable minds of society, and in the case of the feeble minds of society, the intracranial vacuum (absent knowledge, standards, ethics, principles and other "occupants" normally placed there through education and experience) "sucks in" whatever it is offered, regardless of how untenable, stupid or downright dangerous. Minds must be given nutrition -- lest they scrounge around for garbage to fill the hungry void.

Seen in these terms, we realize:
  • how important education truly is;
  • why some people will believe any propaganda delivered by the media;
  • the manner in which ghettos, poverty and violence perpetuate themselves, generation after generation;
  • the mechanism through which knowledgeable persons take advantage of the uninformed;
  • the way in which learning is so different from most matter/energy experiences -- while a black hole of superdense matter and gravity in space will absorb everything (even photons, which probably don't taste that good) and keep it foerever, the vacuum of a mind doesn't steal anything...it absorbs without theft.
Knowledge, when used to fill the intracranial vacuum, continues to exist at its source. If you teach me something, I can learn it -- yet, you will still know it. This is, in a special way, miraculous. Think of the possibility of giving a gift of something to someone, and yet still having it. Now, visualize this potential exponentially.

In nature, knowledge behaves like a virus - except it benefits and improves both the carrier and the host, and all of those whom are blessed to come into contact with either that carrier or that host.

The mind's hunger must be fed, generation after generation, with knowledge if society is to ever evolve to a new level of peace and prosperity. Education is a virus that preserves civilization. It requires compassion, vision, and does not entail any sacrifice.

Think about this. Please.

Faithfully,

Douglas Castle
DOUGLAS CASTLE
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HUMANITAS MAXIMUS, TAKING COMMAND!, INTERNAL ENERGY PLUS BLOG, INTERNAL ENERGY PLUS WEBSITE, THE NATIONAL NETWORKER, THE GLOBAL FUTURIST, THE INTERNATIONALIST PAGE.
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