Video Screen Splitter: Transmission of Signals From Multiple Sources to a Single Destination

A Video Screen Splitter is a device which is used to relay images from multiple sources simultaneously on a single display device. Alternatively known as a distribution amplifier, this device transmits images without data loss and it appears as though the source is directly connected to the display. Consisting of two units, a local transmitter placed next to the source and a receiver placed next to the display, this device has the capability of splitting and boosting the signals. Available in 2, 4, 8 and 16 orts, they can also be cascaded or daisy chained together to achieve a greater configuration. Amongst the various models of the screen splitter available in the market, the most common ones are the DVI Splitter, the VGA Audio video splitter, VGA Video, S-Video, Component Video, HDMI Video and Composite Video splitter. All these models are classified on the basis of the video signals that they relay.

Some key features common to all these models are easy installation, plug and play functionality, no requirement of additional software or device drivers and long distance transmission of the video signals while maintaining signal integrity. While the DVI and HDMI splitter are highly demanded models, the most basic one is the VGA splitter.

On the other hand, the Quad Video Splitter is the most innovative device in the KVM industry as it simultaneously displays signals from four analog or digital sources on a single display device. This unit has numerous display modes such as the Quad mode wherein the screen is split into four fields of equal size with each field displaying content from one source respectively. The PIP mode is one in which up to three video sources is displayed as thumbnails on the right hand side of the full screen image. The dual mode allows the left halves of the full screen images from two video sources to be displayed side by side at full size and the full screen mode allows one of the four video sources to be shown at full screen size and maximum resolution.

All the different types of the Video Screen splitter are FCC and CE certified as well as RoHS compliant and allow switching between sources through front panel push buttons and RS232. High end models enable switching through IR and TCP/IP control as well. Ideal for situations where images from various sources need to be replicated on a single screen, they find usage in remote monitoring and surveillance facilities, financial, commercial, educational, government and military environments.

Interesting Facts about Ringworm

In spite of its popular name, the actual cause of ringworm is infection with fungal organisms. These infectious fungal organisms are called dermatophytes and the medical term for ringworm is dermatophytosis. Sometimes ringworm is also known as tinea. The fungal infectious organisms responsible for causing ringworm are widespread in nature and they commonly populate the soil. The only effective means of preventing the occurrence of ringworm is to maintain a good hygiene. Ringworm is very contagious and it can easily be acquired through direct contact with contaminated people, animals or objects. Regularly wash your hands after entering in contact with stray animals, as many of them are carriers of the fungi responsible for causing ringworms in humans.

Arthrospores are the main cause of ringworm in humans. Although there are lots of animals contaminated with arthrospores, they usually don’t show any signs of the disease. For some reason, most animals appear to be immune to this form of fungal infection. Microsporum canis is a type of fungi that commonly infects cats. This type of fungus can be easily transmitted to other animals and to humans. It is strongly recommended to avoid physical contact with animals that show signs of disease in order to prevent contamination with infectious fungal elements. Also, if you own a dog or a cat, ensure that your pet is not contaminated with dermatophytes by paying regular visits to a veterinary.

Ringworm can affect virtually any region of the body. Hands and feet are very exposed to fungal infection and dermatophytes often infect these body parts. Although it commonly affects skin, ringworm can also affect nails and scalp. Ringworm involves inflammation, rash and swelling of the skin, scalp, soft tissue and nails. Rash is usually the first sign that indicates the presence of fungal infections. Skin lesions may also appear in later stages of the disease. If the infection spreads through the deeper layers of the skin it can cause pustules and painful nodules. A hardened crust often forms on the surface of the affected skin. Common symptoms of ringworm are persistent itching, soreness and irritation.

Ringworm of the scalp appears in the form of pustules or pus-filled reddish bumps. Foot ringworm usually affects the skin regions between the toes. Foot ringworm appears in the form of cracked, hardened skin. The affected skin also tends to exfoliate, causing itching and soreness. Ringworm of the nails is manifested by thickening and discoloration of the nails.

It is very important to see a dermatologist if you have the symptoms of ringworm. Although it may resemble a simple rash or irritation, ringworm can cause serious complications if it is not appropriately treated. The treatment for ringworm can be prescribed in the form of oral tablets or creams and ointments for external use. The medications used in the treatment for ringworm contain antifungal material and they are usually very effective in overcoming the infection. With appropriate medical treatment, ringworm can be completely cured within a week.

Online Parenting Classes – Is it Merely a Convenience?

The internet has changed the living habits of everyone who uses it. Since virtually, every piece of information that anyone can require is freely available on the internet, people have gotten addicted to it. Most of the parents are so caught up in their busy lives that when their children start to misbehave, they feel helpless and seek help in resolving their problems. Well, now there are online parenting classes available and a number of parents are using these classes to help them in handling their children better. The internet now also supports multimedia streaming, and psychiatrists now run online parenting classes videos on their websites.

In case you do not want to consult a child psychiatrist or join group therapy classes, or just feel shy of discussing the problems that you are having with your child, you can easily find such types of classes on the World Wide Web. On some of the sites, there is an introductory video that plays, and if you feel that the councilor can help you in solving your problems, you can sign up.

Online classes can be watched at your convenience, which is why they are gaining popularity. You are no longer bound to drive on a fixed day for a parenting class meeting. The other great advantage of online parenting classes is that all the leading councilors have their websites; therefore, you get to pick the councilor that you think is the most suitable one for you. This being able to pick a councilor of your choice is a very big convenience. The other advantage is that of privacy.

You can watch a counseling video at your convenience and you can also send emails to the councilor and get private help on any particular problem that you might be facing.

Most people who have opted for online classes have found them to be quite helpful and have helped in developing a better parent/child relationship. It is not only the convenience that has made online parenting classes popular; they are proving to be extremely beneficial even otherwise.

Most parents face problems with children and at times do not know how to handle a particular situation. They also fear that if they handle a situation incorrectly, it might adversely affect the child. Many parents turn for help to other parents in solving parent/child problems.

Some people have access to the internet but not to a parent councilor; in such cases, online parenting classes are a big help and convenience. The very fact that you can pick and choose a councilor makes the online parenting classes worthwhile and a great help for the parents in dilemma.

The online councilors reply promptly to emails; therefore, you do not have to wait very long to get sound and helpful advice from them. Another big advantage of online parenting classes is that you can set your own pace. So, you are not a member of a group who has to follow or adhere to a specific schedule. These are some of the reasons why online parenting classes have become so popular.

The Advantages of Booking YMCA Classes Online

Several times a year I spend time trying to figure out which activities I am going to sign my kids up for at the YMCA. I spend hours poring over their booklet trying to match available activity times with the kids’ home and school schedule.

My first step is to try to remember the name of the last Ballet, gymnastics, basketball or swim class that they had finished so that I don’t mistakenly schedule them for a class they had previously taken. When I finally feel confident that I have figured that out I highlight the classes I need to sign the kids up for in the YMCA booklet and head for the YMCA, with kids in tow, to schedule their appointments. I had tried doing this over the phone in the past but was disappointed when they had scheduled my daughter for the wrong swimming class and the one I wanted her in was filled up by the time I noticed the error. So I opt for reserving the classes in person to avoid these types of mistakes, even though it is a hassle having to make this extra trip.

On the first day of my sons swimming class I noticed that the class my son was in had 12 children and one swimming instructor. This was okay, but a class at the other end of the pool had only 4 children with one instructor so they were receiving a more individualized instruction. I mentioned this observation to the woman next to me and she said that the YMCA provides a way to view the class sizes online. She went on to tell me that she views each class she is interested in and chooses the one that is least filled. It turns out that her daughter does not do well in large group settings and the online service allows her to choose a class that is better suited for her child.

I was very much intrigued by this and inquired at the front desk about viewing the YMCA class availability online. The YMCA gave me all the information I needed to log on from home and view all the classes and class sizes from home. I also found out that I could utilize the online service to view the history of which classes each of my children had completed, schedule the classes and pay for them all from home. This turned out to be a huge time saver for me and also gave me the peace of mind that the correct classes were scheduled.

I can say without a doubt that the best way to find and reserve the correct classes at the YMCA is to book them online.

2 Major Factors Affect Learning Outcomes

It’s been public knowledge that the quality of our education around the world has been very low due to many reasons that are never heeded by our world education experts including Indonesia one of the biggest world countries whose schools and universities outnumber other world countries’ but their quality has not improved.

From my observation, interviews, teaching and lecturing at schools, colleges and universities in Indonesia, there are many factors which I think are very important to consider by our world educators in order to improve the quality of our education. There are at least 3 factors that affect the success or failure of our education: internal, external and instrumental factors. I believe that if we pay particular attention to these three factors, the quality of our education will better in terms of quality in our education.

The first factor is internal factor which refers to the learners who are learning. It includes (a) their individual interest in learning, (b) learning motivation implanted in the learners who are learning with other learners who have the same interest. This learning motivation is also influenced by several factors, that is learners’ learning ability, conditions, environmental conditions, dynamic elements in learning, and efforts of their teachers in teaching the learners in addition to other circumstances such as the learners’ physical condition, and their psychological state, their attention, attitude and learning habits, toughness in learning, social and economic stance as well as cognitive ability.

The second factor is called the external factor which is not separable from the first factor that guarantees learning outcome. This factor includes social environment where the learners, stakeholders I mean the schools or universities and the teachers and lecturers are, and those are present with the learners. The presence of other people at the time of learning should often be in line with the purposes of the learners’ activities that they should not interfere or prevent them from learning, in other words the presence of the people around the learners should be supporting their learning experience and activities, and the environment such as peers, classmates from the same and different classes, school administration/management, their teachers and other employees of the school as well as the headmasters very much influence the learning process to account for learning outcomes. Another important thing which is also related to the success of learning is the curriculum, the course structure, and the infrastructure available as means or media of learning as well as teachers as designers of learning and those are surely guaranteed for learning outcomes supported by devices or tools that are ready at hand that have to be well designed in such a way that they will meet the requirements of the learning activities.

In conclusion, those are the two very important factors which account for the success of learning we as world educators and education stakeholders should pay attention to in order to guarantee success in our world education.

Analysis of an Outstanding English Essay "Work" by John Ruskin

John Ruskin (1819 -1900) was an English art critic and social thinker, also remembered as a poet and artist. He wrote a number of essays on art and architecture that became extremely influential in the Victorian era. He takes material for his lecture “Work” from the existing economic revolution which is generally referred to as “Industrial Revolution”. Apart from its advantages and benefits it brought a great destruction for the poor people. The writer reveals the general facts and harsh realities which were ignored even by those who themselves were the main victim of revolution.

What is Working Class?

Ruskin, in the very beginning, is going to clarify the matter that what it is meant by “working class”. Most probably it is the opposite of “idle class”. Then “idle class” will be the synonym of “upper class”. At this point, Ruskin asks question to his audience whether he is correct in drawing this distinction or not. The question is asked only with the intention to gain the sympathy of his audience so that to convince them about his own arguments.

Then, he rejects the above mentioned distinction because the idle people may be found in both rich and poor classes. There is a working class among both rich and poor and there is also an idle class among both rich and poor. So the distinction between working class and upper class has been proved to be wrong. As the topic of his lecture is work, the writer sticks to the working class. He draws organized distinction between the two classes in various respects. The following are the major distinctions vividly drawn by the author.

First Distinction

This distinction is between two classes; those who work and those who play. It can be understood easily after knowing the difference between work and play. “Play” has been derided for the purpose of pleasure with no determined end while work is something totally different which is intended to earn benefit and is done with some determined end. The writer critically analyzes some popular work of England that are worthy to be called “games”.

“The first English game is making money”

This is an ironical statement for those who earn money blindly. Such people don’t know why they are earning money and what they will do with it? They are in fact players, playing the game of minting money. The aristocratic ladies of his time were also indulging in the most expensive game of “dressing”. Ruskin satirically encodes their behaviour saying these are the “poor women” with no proper clothing. Had the garment-budget of these ladies distributed among the poor people of third world, it would have sufficed them to fulfill their basic needs. However, the distinction between work and play is not exclusively mutual; a single thing can be equally “work” and “play” according to its primary and secondary purposes.

Second Distinction

The writer draws another distinction between the rich and poor. The first spends a large amount of money even on cheap and ordinary things while the latter has to endeavor his basic needs.

Ruskin quotes two instances from a newspaper. The first says that in Russia a man of good fortune entered into a hotel to take his breakfast. He paid there fifteen francs only for two peaches. The second story states the miserable state of a dead person whose body was lying on a dung heap with no person paying any heed towards him only because he belongs to the poor class. Some dried pieces of “bones” were taken out of his pocket thus intensifying the misery of the poor person.

Lawful Bases of Wealth

The lawful basis of wealth is that a worker should be paid a fair amount of his work and he should also be given liberty regarding his money; whether spends or saves for some rainy day. After implementing this law in a true sense there would be no “poor person” except for those lazy people who stay at home lazily instead of doing some work. Such kind of poor are doubly poor; lacking not only worldly possessions but also the moral strength. Those who follow this law are real rich irrespective of money they have in their possessions.

False Base of Minting Money

Duty is the main thing that should be given priority. Those who cares more about their salary or fee than the work they have been assigned, though, can become rich but on the false basis. Ruskin critically refers to such kind of people terming them “uneducated class”, “inferior in intellect” and “coward”. At this point Ruskin has proved his philosophy by giving an analogy. He says the primary purpose of a soldier’s life must be to win battles. Similarly teaching goodness should be the sole purpose of a clergyman’s life. Both of these persons are paid well for their duties but that is at secondary level. If this becomes their primary objective then they would be “coward” and “stupid”.

Third distinction

Some people work with their hands while some other with their brains. There is rough work to be done, and rough men must do it. There is also gentle work to be done and gentle men must do it. Both works are important in that the maintenance of life depends on manual as well as mental work. Every person should do honestly his own job, mental or physical.

Nevertheless it is a true fact that the dignity of labour and hard work is recognized only by his own class. A man working in a quiet and serene room with everything comfortable is unlikely to be aware of the hardships of train-drivers who have to drive against cruel winds with no difference of day and night in their life.

The rough work is generally honest, real and useful whereas the gentle work often accompanies dishonesty and cheating. When both the works are worthily done the head’s is noble work and the hand’s is ignorable. Again Ruskin criticizes the rich class who persistently thinks of providing relief and comfort to the working class but do nothing practically.

The essay tells us that both kinds of work should be done properly but he problem surfaces when people don’t work willingly. The main reason of this attitude is they don’t know which work they can do better. This “will” can be promoted only when they select the appropriate profession in accordance with their ability. Ruskin says, “in order that a man may be happy, it is necessary that he should not only be capable of his work, but a good judge of his work”.

The Roles and Responsibilities of the Members of a Family

The family is a basic unit of the society which consists of the husband, wife and their children. Each of these members has their assigned roles and responsibilities. Within a family, everyone assumes these roles. Talking about these roles and responsibilities, it is important to note the following key points:

• One of the most important responsibilities of a family is raising a child. It is the most challenging responsibility because the child has to be raised from childhood till he/she is old enough to take care of him/herself.

• The family is also expected to educate and transmit the societal norms and culture to its offspring and also give them a position or status in life.

• The family provides emotional, psychological moral and material support to members.

• The family has to ensure provision of.physical security in terms of food, clothing, shelter and other needs to its offspring or other dependent individual members of the family e.g grandparents. However, tradition still believes in assigning specific roles to each family member.

Examples of roles and responsibilities of each family member include:

Father

• Provision of food, shelter and money for the family

• Making important decisions.

Mother

• Preparing food and keeping the house in order

• Nurturing and raising the children, teaching the children morals and values

It is important to note that the above roles and any other traditional roles assigned to either parent could be performed by any of the parents. Indeed, both parents are to compliment each other in the performance of all these functions.

Children

• Obeying their parents

• Assisting in performing household chores, particularly in the kitchen, garden, laundry, washing the car etc

• Living up to family expectations

• Getting good grades in school

Each of these roles is accorded a status. The status assigned to a particular role within the family reflects the values and beliefs of that family. The higher the status assigned to a role, the greater the authority, privileges and reward accorded to that role.

Factors Affecting Consumer Behavior

Consumer behavior refers to the selection, purchase and consumption of goods and services for the satisfaction of their wants. There are different processes involved in the consumer behavior. Initially the consumer tries to find what commodities he would like to consume, then he selects only those commodities that promise greater utility. After selecting the commodities, the consumer makes an estimate of the available money which he can spend. Lastly, the consumer analyzes the prevailing prices of commodities and takes the decision about the commodities he should consume. Meanwhile, there are various other factors influencing the purchases of consumer such as social, cultural, personal and psychological. The explanation of these factors is given below.

1. Cultural Factors

Consumer behavior is deeply influenced by cultural factors such as: buyer culture, subculture, and social class.

• Culture

Basically, culture is the part of every society and is the important cause of person wants and behavior. The influence of culture on buying behavior varies from country to country therefore marketers have to be very careful in analyzing the culture of different groups, regions or even countries.

• Subculture

Each culture contains different subcultures such as religions, nationalities, geographic regions, racial groups etc. Marketers can use these groups by segmenting the market into various small portions. For example marketers can design products according to the needs of a particular geographic group.

• Social Class

Every society possesses some form of social class which is important to the marketers because the buying behavior of people in a given social class is similar. In this way marketing activities could be tailored according to different social classes. Here we should note that social class is not only determined by income but there are various other factors as well such as: wealth, education, occupation etc.

2. Social Factors

Social factors also impact the buying behavior of consumers. The important social factors are: reference groups, family, role and status.

• Reference Groups

Reference groups have potential in forming a person attitude or behavior. The impact of reference groups varies across products and brands. For example if the product is visible such as dress, shoes, car etc then the influence of reference groups will be high. Reference groups also include opinion leader (a person who influences other because of his special skill, knowledge or other characteristics).

• Family

Buyer behavior is strongly influenced by the member of a family. Therefore marketers are trying to find the roles and influence of the husband, wife and children. If the buying decision of a particular product is influenced by wife then the marketers will try to target the women in their advertisement. Here we should note that buying roles change with change in consumer lifestyles.

• Roles and Status

Each person possesses different roles and status in the society depending upon the groups, clubs, family, organization etc. to which he belongs. For example a woman is working in an organization as finance manager. Now she is playing two roles, one of finance manager and other of mother. Therefore her buying decisions will be influenced by her role and status.

3. Personal Factors

Personal factors can also affect the consumer behavior. Some of the important personal factors that influence the buying behavior are: lifestyle, economic situation, occupation, age, personality and self concept.

• Age

Age and life-cycle have potential impact on the consumer buying behavior. It is obvious that the consumers change the purchase of goods and services with the passage of time. Family life-cycle consists of different stages such young singles, married couples, unmarried couples etc which help marketers to develop appropriate products for each stage.

• Occupation

The occupation of a person has significant impact on his buying behavior. For example a marketing manager of an organization will try to purchase business suits, whereas a low level worker in the same organization will purchase rugged work clothes.

• Economic Situation

Consumer economic situation has great influence on his buying behavior. If the income and savings of a customer is high then he will purchase more expensive products. On the other hand, a person with low income and savings will purchase inexpensive products.

• Lifestyle

Lifestyle of customers is another import factor affecting the consumer buying behavior. Lifestyle refers to the way a person lives in a society and is expressed by the things in his/her surroundings. It is determined by customer interests, opinions, activities etc and shapes his whole pattern of acting and interacting in the world.

• Personality

Personality changes from person to person, time to time and place to place. Therefore it can greatly influence the buying behavior of customers. Actually, Personality is not what one wears; rather it is the totality of behavior of a man in different circumstances. It has different characteristics such as: dominance, aggressiveness, self-confidence etc which can be useful to determine the consumer behavior for particular product or service.

4. Psychological Factors

There are four important psychological factors affecting the consumer buying behavior. These are: perception, motivation, learning, beliefs and attitudes.

• Motivation

The level of motivation also affects the buying behavior of customers. Every person has different needs such as physiological needs, biological needs, social needs etc. The nature of the needs is that, some of them are most pressing while others are least pressing. Therefore a need becomes a motive when it is more pressing to direct the person to seek satisfaction.

• Perception

Selecting, organizing and interpreting information in a way to produce a meaningful experience of the world is called perception. There are three different perceptual processes which are selective attention, selective distortion and selective retention. In case of selective attention, marketers try to attract the customer attention. Whereas, in case of selective distortion, customers try to interpret the information in a way that will support what the customers already believe. Similarly, in case of selective retention, marketers try to retain information that supports their beliefs.

• Beliefs and Attitudes

Customer possesses specific belief and attitude towards various products. Since such beliefs and attitudes make up brand image and affect consumer buying behavior therefore marketers are interested in them. Marketers can change the beliefs and attitudes of customers by launching special campaigns in this regard.

The Opposition of Emotionally Colored and Emotionally Neutral Vocabulary

A tendency to judge that speech is only an instrument for making statements is rather primitive. Some people forget that there are a lot of different possibilities. The way we speak also expresses our emotions, attitude to people interrelations between the audience and the speaker.

Sometimes it is necessary to guide people, to warn them or to show somebody’s disapproval or approval or to make your speech sound more enthusiastic or encouraging. We should take all these into consideration while investigating the lexical meaning of words. Using such terms as “emotive” or “expressive”; “affective” or “evaluative”, some people think they are synonyms, for example, that an emotive word is of necessity also a stylistically colored word, or considering all stylistically colored words as emotional. But that is not the case.

So, let us agree that so-called emotive speech is any utterance expressing different human emotions. It is easy to find in speech a great number of syntactical, lexical and intonational peculiarities. Thus, by lexical peculiarities I mean special, emotionally colored words. The emotional coloring of the word may be occasional or permanent. Let us focus on the second. Lexical units acquire their emotional coloring, in other words, their affective connotation, in emotional contexts of particular situations.

The most common type of emotional words, as it seems to me, are interjections. The fact is that they express a lot of emotions without naming them: Ouch! My! Boy! Heaven! Wow! Ah! etc. The interjections may be derived from other parts of speech or be primary interjections. For example, if you describe something as a “drag”, what do you mean? It is boring, too difficult or physically exhausting? Certainly, something that is annoying or boring. We can find a lot of emotional words in everyday small talks or in the literature: ” I love Sibyl Vane. I want to place her on a pedestal of gold, and to see the world worship the woman who is mine. What is marriage? An irrevocable vow. You mock at it for that. Ah! don’t mock.” ( Oscar Wild “The Picture of Dorian Gray” Moscow Progress Publishers 1979 Volume One, page 170)

To express irritation, mockery or any other emotions the speech should possess some special traits, that would show the audience that the speaker’s emotions are very strong. The traditional word order is not used in such cases, but one can obviously find the inversion. More to that, very interesting and vivid examples of echo-conversations can be found in everyday spoken speech. Sometimes it sounds really amusing: “Why should I… ?” – “Stop why-should-I-ing!” or “Oh, come on!”- “Don’t come-on-me!” These are examples of mockery back-chat. It is funny to find brand new words like “why-should-I-ing” invented by the speaker in the moment of utter irritation. This type of emotional speech is definitely increasing in the speech of young people today, as the native speakers assume.

The emotionally colored words are opposed to the emotionally neutral ones. These words actually express notions (It is the so-called nominating function) but they fail to express the speaker’s emotions or his attitude towards people or the speaker’s mood. However, sometimes it is very difficult to tell the sets as they are not very distinguishing, there are a lot of mixed cases. Some of them may possess traits that belong to both. Many words are definitely neutral in their primary, direct meaning but absolutely emotional in the certain conversation under the conditions of the context.

Another group of words may be called “evaluator-words” which contrasts in speech to the neutral words. These words, while we use them in the sentences, can not only show the presence of emotions but identify or specify them.

Just to sum up what have been mentioned I would like to underline that emphatic and emotional words do not show emotions by themselves but impact these to the whole utterance in the combination with syntactic and intonational means.

The Difference Between Being Smart, Educated, and Intelligent

I’ve always been intrigued by the subject of intelligence. As a child my mother would refer to me as “smart,” but I quickly noticed that all parents refer to their children as smart. In time I would discover that all children are not smart, just as all babies are not cute. If that were the case, we’d have a world full of beautiful, smart people – which we don’t.

Some of us are smart; but not as smart as we think, and others are smarter than they seem, which makes me wonder, how do we define smart? What makes one person smarter than another? When do “street smarts” matter more than “book smarts”? Can you be both smart and stupid? Is being smart more of a direct influence of genetics, or one’s environment?

Then there are the issues of education, intelligence and wisdom.

What does it mean to be highly educated? What’s the difference between being highly educated and highly intelligent? Does being highly educated automatically make you highly intelligent? Can one be highly intelligent without being highly educated? Do IQs really mean anything? What makes a person wise? Why is wisdom typically associated with old age?

My desire to seek answers to these questions inspired many hours of intense research which included the reading of 6 books, hundreds of research documents, and countless hours on the Internet; which pales in comparison to the lifetime of studies and research that pioneers in the fields of intelligence and education like Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose work is cited in this article.

My goal was simple: Amass, synthesize, and present data on what it means to be smart, educated and intelligent so that it can be understood and used by anyone for their benefit.

PRENATAL CARE

With this in mind, there was not a better (or more appropriate) place to start than at the very beginning of our existence: as a fetus in the womb.

There is mounting evidence that the consumption of food that’s high in iron both before and during pregnancy is critical to building the prenatal brain. Researchers have found a strong association between low iron levels during pregnancy and diminished IQ. Foods rich in iron include lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, oatmeal, and fortified cereals.

Children with low iron status in utero (in the uterus) scored lower on every test and had significantly lower language ability, fine-motor skills, and tractability than children with higher prenatal iron levels. In essence, proper prenatal care is critical to the development of cognitive skills.

COGNITIVE SKILLS

Cognitive skills are the basic mental abilities we use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks. They can be individually identified and measured. Cognitive skill strength and efficiency correlates directly with students’ ease of learning.

DRINKING, PREGNANCY, AND ITS INTELLECTUAL IMPACT

Drinking while pregnant is not smart. In fact, it’s downright stupid.

A study in Alcoholism: Clinical & Experimental Research has found that even light to moderate drinking – especially during the second trimester – is associated with lower IQs in offspring at 10 years of age. This result was especially pronounced among African-American rather than Caucasian offspring.

“IQ is a measure of the child’s ability to learn and to survive in his or her environment. It predicts the potential for success in school and in everyday life. Although a small but significant percentage of children are diagnosed with Fetal Alcohol Syndrome (FAS) each year, many more children are exposed to alcohol during pregnancy who do not meet criteria for FAS yet experience deficits in growth and cognitive function,” said Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh School of Medicine.

Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to say about the subject:

“There are a number of domains of cognitive functioning that can be impaired even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive functions (the ability to problem solve and learn from experiences). Deficits in intellectual, achievement, adaptive, and executive functioning could make it difficult to appropriately manage finances, function independently without assistance, and understand the consequences of – or react appropriately to – mistakes.”

This is a key finding which speaks directly to the (psychological) definition of intelligence which is addressed later in this article.

ULTRA SOUNDS

Studies have shown that the frequent exposure of the human fetus to ultrasound waves is associated with a decrease in newborn body weight, an increase in the frequency of left-handedness, and delayed speech.

Because ultrasound energy is a high-frequency mechanical vibration, researchers hypothesized that it might influence the migration of neurons in a developing fetus. Neurons in mammals multiply early in fetal development and then migrate to their final destinations. Any interference or disruption in the process could result in abnormal brain function.

Commercial companies (which do ultrasounds for “keepsake” purposes) are now creating more powerful ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer as they try to make 30-minute videos of the fetus in the uterus.

The main stream magazine New Scientist reported the following: Ultrasound scans can stop cells from dividing and make them commit suicide. Routine scans, which have let doctors peek at fetuses and internal organs for the past 40 years, affect the normal cell cycle.

On the FDA website this information is posted about ultrasounds:

While ultrasound has been around for many years, expectant women and their families need to know that the long-term effects of repeated ultrasound exposures on the fetus are not fully known. In light of all that remains unknown, having a prenatal ultrasound for non-medical reasons is not a good idea.

NATURE VERSUS NURTURE…THE DEBATE CONTINUES

Now that you are aware of some of the known factors which determine, improve, and impact the intellectual development of a fetus, it’s time for conception. Once that baby is born, which will be more crucial in the development of its intellect: nature (genetics) or nurture (the environment)?

Apparently for centuries, scientists and psychologists have gone back and forth on this. I read many comprehensive studies and reports on this subject during the research phase of this article, and I believe that it’s time to put this debate to rest. Both nature and nurture are equally as important and must be fully observed in the intellectual development of all children. This shouldn’t be an either/or proposition.

A recent study shows that early intervention in the home and in the classroom can make a big difference for a child born into extreme poverty, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that while genetic makeup explains most of the differences in IQ for children in wealthier families, environment – and not genes – makes a bigger difference for minority children in low-income homes.

Specifically, what researchers call “heritability”- the degree to which genes influence IQ – was significantly lower for poor families. “Once you’re put into an adequate environment, your genes start to take over,” Mr. Turkheimer said, “but in poor environments genes don’t have that ability.”

But there are reports that contradict these findings…sort of.

Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Factor that environments shared by siblings have little to do with IQ. Many people still mistakenly believe that social, psychological and economic differences among families create lasting and marked differences in IQ.

She found that behavioral geneticists refer to such environmental effects as “shared” because they are common to siblings who grow up together. Her reports states that the heritability of IQ rises with age; that is to say, the extent to which genetics accounts for differences in IQ among individuals increases as people get older.

In her article she also refers to studies comparing identical and fraternal twins, published in the past decade by a group led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, show that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by adolescence and to 80 percent by late adulthood.

And this is perhaps the most interesting bit of information, and relevant to this section of my article:

With age, differences among individuals in their developed intelligence come to mirror more closely their genetic differences. It appears that the effects of environment on intelligence fade rather than grow with time.

Bouchard concludes that young children have the circumstances of their lives imposed on them by parents, schools and other agents of society, but as people get older they become more independent and tend to seek out the life niches that are most congenial to their genetic proclivities.

BREAST-FEEDING INCREASES INTELLIGENCE

Researchers from Christchurch School of Medicine in New Zealand studied over 1,000 children born between April and August 1977. During the period from birth to one year, they gathered information on how these children were fed.

The infants were then followed to age 18. Over the years, the researchers collected a range of cognitive and academic information on the children, including IQ, teacher ratings of school performance in reading and math, and results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also looked at the number of passing grades achieved in national School Certificate examinations taken at the end of the third year of high school.

The results indicated that the longer children had been breast-fed, the higher they scored on such tests.

TALKING TO YOUR CHILDREN MAKES A DIFFERENCE

Thomas Sowell, author of Race, IQ, Black Crime, and facts Liberals Ignore uncovered some fascinating information that every parent should take note of. He writes:

There is a strong case that black Americans suffer from a series of disadvantageous environments. Studies show time and again that before they go to school, black children are on average exposed to a smaller vocabulary than white children, in part due to socioeconomic factors.

While children from professional households typically exposed to a total of 2,150 different words each day, children from working class households are exposed to 1,250, and children from households on welfare a mere 620.

Yes, smart sounding children tend to come from educated, professional, two-parent environments where they pick-up valuable language skills and vocabulary from its smart sounding inhabitants.

Mr. Sowell continues: Black children are obviously not to blame for their poor socioeconomic status, but something beyond economic status is at work in black homes. Black people have not signed up for the “great mission” of the white middle class – the constant quest to stimulate intellectual growth and get their child into Harvard or Oxbridge.

Elsie Moore of Arizona State University, Phoenix, studied black children adopted by either black or white parents, all of whom were middle-class professionals. By the age of 7.5 years, those in black homes were 13 IQ points behind those being raised in the white homes.

ACCUMULATED ADVANTAGES

At this juncture in my research it dawned on me, and should be fairly obvious to you, that many children are predisposed to being smart, educated, and intelligent, simply by their exposure to the influential factors which determine them long before they start school.

An informed mother, proper prenatal care, educated, communicative parents, and a nurturing environment in which to live, all add up to accumulated advantages that formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.

Malcolm Gladwell, author of top-selling book Outliers, wrote that “accumulated advantages” are made possible by arbitrary rules…and such unfair advantages are everywhere. “It is those who are successful who are most likely to be given the kinds of social opportunities that lead to further success,” he writes. “It’s the rich who get the biggest tax breaks. It’s the best students who get the best teaching and most attention.”

With that in mind, we turn our attention to education and intelligence.

WHAT DOES IT MEAN TO BE WELL EDUCATED?

Alfie Kohn, author of the book What Does It Mean To Be Well Educated? poses the question, does the phrase well educated refer to a quality of schooling you received, or something about you? Does it denote what you were taught? Or what you remember?

I contend that to be well educated is all in the application; the application and use of information. Information has to be used in order to become knowledge, and as we all have heard, knowledge is power.

Most people are aware of the floundering state of education in this country on some level. We tell our children that nothing is more important than getting a “good” education, and every year, due to government budget shortfalls, teachers are laid off, classes are condensed, schools are closed, and many educational programs – especially those which help the underprivileged – are cut.

The reality is, we don’t really value education. We value it as a business, an industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means of enriching one’s character and life through learning.

What we value as a society, are athletes and the entertainment they offer. The fact that a professional athlete makes more money in one season, than most teachers in any region will make in their careers, is abominable. There’s always money to build new sports stadiums, but not enough to give teachers a decent (and well-deserved) raise.

Ironically, the best teachers don’t go into the profession for money. They teach because it’s a calling. Most of them were influenced by a really good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate the mentoring relationships that they once were able to because so many are leaving the profession – voluntarily and involuntarily – within an average of three years.

At the high school level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even college (all high schools should be college-prep schools, right?), it was about preparing them to excel on their standardized tests. Then the controversial “exit” exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.

This mentality carries over into college, which of course there’s a test one must take in order to enroll (the SAT or ACT). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting “A’s” and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self-employed. The “get-the-good-grade” mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.

Alfie Kohn advocates the “exhibition” of learning, in which students reveal their understanding by means of in-depth projects, portfolios of assignments, and other demonstrations.

He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five “habits of mind,” which are: the value of raising questions about evidence (“How do we know what we know?”), point of view, (“Whose perspective does this represent?”), connections (“How is this related to that?”), supposition (“How might things have been otherwise?”), and relevance (“Why is this important?”).

Kohn writes: It’s only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one’s interest or intrinsic motivation to do such thinking…to be well-educated then, is to have the desire as well as the means to make sure that learning never ends…

HISTORY AND PURPOSE OF IQ

We’ve always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was (the longer you could withstand wincing, the more intelligent you were believed to be), or testing your ability to detect a high pitch sound that others could not hear.

Things have changed…or have they?

No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.

It was never intended to be used as an absolute measure of one’s intellectual capabilities.

According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient (IQ) as a definite statement of a child’s intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent “condition” of stupidity, thereby negatively affecting his or her education and livelihood.

The original interest was in the assessment of ‘mental age’ — the average level of intelligence for a person of a given age. His creation, the Binet-Simon test (originally called a “scale”), formed the archetype for future tests of intelligence.

H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet’s work into English and advocated a more general application of the Simon-Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet), became the standard intelligence test in the United States.

It’s important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate – both up and down during the course of one’s lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.

One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U.S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a “fixed” trait.

Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U.S., or were forced to undergo sterilization for fear of populating America with “dumb” and “inferior” babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?

Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:

000 – 070: Definite feeble-mindedness

070 – 079: Borderline deficiency

080 – 089: Dullness

090 – 109: Normal or average intelligence

110 – 119: Superior intelligence

115 – 124: Above average (e.g., university students)

125 – 134: Gifted (e.g., post-graduate students)

135 – 144: Highly gifted (e.g., intellectuals)

145 – 154: Genius (e.g., professors)

155 – 164: Genius (e.g., Nobel Prize winners)

165 – 179: High genius

180 – 200: Highest genius

200 – higher ?: Immeasurable genius

*Genius IQ is generally considered to begin around 140 to 145, representing only 25% of the population (1 in 400).

*Einstein was considered to “only” have an IQ of about 160.

DEFINING INTELLIGENCE

Diane F. Halpern, a psychologist and past-president of the American Psychological Association (APA), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements (1) good grades in school; (2) a high level of education; (3) a responsible, complex job; (4) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; (5) the ability to read complex text with good comprehension; (6) solve difficult and novel problems.

Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn’t even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one’s environment, and learn from one’s mistakes.

How about that? There’s the word environment again. We just can’t seem to escape it. This adds deeper meaning to the saying, “When in Rome, do as the Romans do.” It means recognizing what’s going on in your environment, and having the intelligence adapt to it – and the people who occupy it – in order to survive and succeed within it.

There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.

Dr. Gardner believes (and I agree) that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.

These intelligences are:

Linguistic intelligence (“word smart”)

Logical-mathematical intelligence (“number/reasoning smart”)

Spatial intelligence (“picture smart”)

Bodily-Kinesthetic intelligence (“body smart”)

Musical intelligence (“music smart”)

Interpersonal intelligence (“people smart”)

Intrapersonal intelligence (“self smart”)

Naturalist intelligence (“nature smart”)

Not associated with Dr. Gardner, but equally respected are:

FLUID & CRYSTALLIZED INTELLIGENCE

According to About.com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.

Cattell defined fluid intelligence as “…the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships.” Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.

Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.

SUCCESSFUL INTELLIGENCE

Then there’s Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.

His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one’s overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight (creativity/divergent thinking); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.

With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.

As an educator, I subscribe to Mr. Sternberg’s Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context-driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.

EMOTIONAL INTELLIGENCE

In his best-selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence – IQ – only account for 20% of a person’s success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman’s assertion begs the question: What accounts for the other 80%?

You guessed it…Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence (also called EQ or EI) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee

relations and increase productivity.

TACIT KNOWLEDGE aka “STREET SMARTS”

You’ve heard the phrase, “Experience is the greatest teacher…”

In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is “street smarts,” which implies that formal, classroom instruction (aka “book smarts”) has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.

Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.

Tacit knowledge, or the lessons obtained from it, seems to “stick” both faster and better when the lessons have direct relevance to the individual’s goals. Knowledge that is based on one’s own practical experience will likely be more instrumental to achieving one’s goals than will be knowledge that is based on someone else’s experience, or that is overly generic and abstract.

BEING BOTH SMART AND STUPID

Yes, it’s possible to be both smart and stupid. I’m sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.

The woman who is a respected, well paid, dynamic executive who consistently chooses men who don’t appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.

It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart (knowledgeable) in one area of your life, and stupid (ignorant) in another is natural. Turning off one’s brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.

Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one’s affective states and the behavioral tendencies associated with them that leads to stupid and self-defeating behavior.

The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.

WISDOM & CONCLUSION

My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could “read” people with startling accuracy. Till the very end of her life she shared her “crystallized intelligence” with whomever was receptive to it.

She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I’m being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.

What they have is what we should all aspire to end up with if we are lucky: wisdom.

Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what’s important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.