growth model

Is there a person in your life who you can call a mentor? If the answer is ‘yes’ that’s great news. Hold on to them. If the answer is ‘no’, we hope it’s only a matter of time before you meet someone you can connect and grow with.

In the meantime, we’ve teamed up with a group of women who are inspiring, thoughtful and experienced. They’ve answered some of your career-related questions and dilemmas in a new series we’ve launched on Instagram Stories called Share it, solve it: mentoring on the go. Our ambition is to offer women around the world support and solidarity. You can check it out on our Instagram account: @guardian before 5PM BST today (stories expire after 24 hours).

If you have a question you’d like us to tackle next, you can direct message us on Instagram or email instagramstories@theguardian.com with ‘Share it, solve it’ in the subject line.

anonymous asked:

Why is Japan such a boogeyman for economists and liberals?

because it is a highly developed, stable, peaceful country that has embraced a form of nationalism and ethnocentrism that doesnt function like OMG NAZIs!!!!

Plus the fact it is at worst, only stagnant in the face of a rapidly declining population blows up the ponzi scheme forever population growth models western economists jerks themselves off over.

Imagine this: youth in the cities can afford country homes for dirt cheap prices because of the falling population outside urban areas.

Can you imagine that? having a tiny rental home in san francisco but owning a weekend cottage home a 2 hour train ride away?

You is Smart

No matter what you or anyone else has told you, I’m here to state an important fact today: You are intelligent.  Every single one of you.

Before you start to argue with me, let me also state that some of you are intelligent in ways that the standard metrics don’t see.

In Education, we study Howard Gardner’s Multiple Intelligence theory, which delineates at least nine distinct forms of intelligence.  While the standard ones of verbal/linguistic and logical/mathematical are often classified as evidence of smartness by teachers and peers alike, others like musical, bodily-kinesthetic, and interpersonal intelligence go unnoticed or noted as talents, but not signs of intelligence.  Yet they are and harnessing their power can help even the weakest student learn new things better.

Here’s the deal- you possess all of these intelligences, just in varying amounts.  Some of them are super high, others in the middle ground, and a few are low.  But another plus to Gardner’s theory (which is also supported by Dweck’s growth mindset model) is that ALL intelligences can be developed to a higher mastery. AND nearly every intelligence can be used to support or supplement other more traditional learning models, if you know what you are doing.

So why am I blabbering on about all of this?

Because over the next nine weeks, I want to dive into each of these intelligences (with a little help from Brad who will be doing a guest post for me) and how we can use it in our quest to learn languages.  I’ll also try to give tips on how to boost that particular intelligence, in case you find it to be a weak rather than a strong point.  Hopefully, you’ll find some new methods that will help you maximize your own unique gifts, or at least try something new.

For today, I want to just give a brief overview of each intelligence, as well as some notes on how easily it relates to languages.  Let’s dive in, shall we?

Verbal-Linguistic (Word) Intelligence: People with high linguistic intelligence are good with language, both in terms of deduction and creation.  Generally people with high verbal-linguistic intelligence enjoy reading and writing (or oral story-telling).  They enjoy plays on words and appreciate the effort expelled to create a pretty sentence. Obviously, most people who consider themselves good at languages likely have high verbal-linguistic intelligence. In the article on this one, we’ll focus more on how to develop this intelligence to a higher level, as most of the typical activities we think about for language learning fall under this intelligence anyhow.

Logical-Mathematical (Logic) Intelligence: People with high logical-mathematical intelligence are often good with numbers or putting together logical statements.  Computer programmers very often have high levels of this intelligence, as do people who work with numbers such as engineers or accountants.  At first glance this may not seem to connect to language well, but I’d disagree.  I think many people with logical-mathematical intelligence are good at deconstructing grammar and creating sentence formulas to help them communicate.  They often can organize information well, especially if they also have strong visual intelligence.  

Visual-Spatial (Picture) Intelligence: This can go two directions. The more obvious one is being able to represent things and ideas visually.  We often think of artists in this group, but if you know someone who creates incredible mind maps or other visual representations of their notes, chances are they have high visual intelligence.  Another way to manifest this intelligence is being good with understanding spatial concepts. You know that person who NEVER seems to get lost, even in brand new places, even when their GPS doesn’t work? Or the person like my mother who can eyeball a cup of flour or tell you exactly which rooms are directly above which in a house she’s walked through once?  Often people with high visual-spatial intelligence initially struggle with language because the words feel too abstract, but once they start adding pictures or other visual elements to their learning programs, they catch up quick.

Bodily-Kinesthetic (Physical) Intelligence:  This is another one with multiple directions, but often simply stated as “learning by doing.”  Athletes and craftspeople often fall into this category- they demonstrate intelligence through physical action and creation.  Drama can also often fall in with these two as the physicality of theater is often the most critical piece (think of those early silent film actors and actresses and how key their actions and facial expressions were).  If one is learning a sign language, the connection to language is clear.  But I find that even for spoken languages, utilizing physical motions helps solidify vocabulary retention. AND let us not forget the ever important learning of gestures and of course pronunciation, which have physical components.

Musical Intelligence: Brad will be writing the guest post for this one, but I’ll go ahead and introduce it.  These are people who are good with rhythms and melodies, whether by playing an instrument, singing, composing music, or even quality critics who can distinguish between large numbers of pieces.  Musical intelligence lends itself nicely to language learning.  Many of us have learned vocabulary in simple songs or enjoyed music in the language we are studying.  Also chants and rhythms can help us memorize information, as well as make it easier to learn both prosody and tones of a language.

Naturalistic (Nature/Science) Intelligence: I am less familiar with this one as it was added after I completed my formal study, but from my reading, I understand it to be related to being able to classify natural systems as well as recognize and even derive natural laws.  Think Charles Darwin out there sketching his finches and developing the theory of evolution, without it already being written in a book for him to study- just making connections among the physical evidence. My cousin was the type who with a little bit of science knowledge at 8 could extrapolate how it applied to all sorts of situations, while I needed much more direct explanation.  While this one has a very low connection to language naturally (pun unintended), I believe we can make that classification aspect work for us.  

Interpersonal (People/Social) Intelligence: This one is fairly self explanatory, but not as limited as some think.  As the name suggests, this is the ability to interact with people well, often associated with high emotional intelligence.  These are the great conversationalists, the people who read others well, and who know how to work a crowd.  This does NOT always mean they are extroverted though.   Many introverts ARE highly intelligent in interpersonal matters, they just need time to recharge.  And many extroverts are not as good at this as they think- we all know that person who has to be the center of attention, even in the most inappropriate situations (e.g. the brother of the bride who makes an arse of himself at her wedding). Obviously, interpersonal intelligence can be highly useful to an aspiring polyglot because one needs to talk with people to practice!  Also people with high interpersonal intelligence are likely to pick up on and acclimate to new cultural norms with ease, making them blend in faster.

Intrapersonal (Self) Intelligence: This is in many ways the reverse of the former, though that does not mean one can’t be highly versed in both.  Intrapersonal intelligence is all about understanding yourself, knowing what makes you tick and how to motivate yourself.  It means understanding how you learn best and what brings you both joy and stress and how to effectively deal with both.  Again, this plays a high role in what many call emotional intelligence. Intrapersonal intelligence may not initially seem super connected to language learning (which after all, often has communication as its focus) BUT knowing how you learn is critical to the autodidact (self-taught learner- favorite word of a friend) and knowing how to boost your own motivation is even more essential. Therefore intrapersonal intelligence can be a great asset to a language learner.

Existential (Philosophical/Spiritual) Intelligence: Please forgive me, as I may falter on this explanation.  This is another one that was not included in the list when I was formally studying this information.  But, from the reading, this seems to be focused on people who ponder and come to interesting conclusions about the BIG questions: why are we here, what happens after we die, what does it mean to be “good”.  I had to think a long while how this intelligence would interact with language learning.  Ultimately, I think this intelligence helps one assign purpose (and therefore encourage motivation) to the activity and also perhaps help one deal with the more abstract aspects of language learning.  We all know those expressions that you have to feel more than learn in a formal respect- this is the kind of thing that existential intelligence may help one acquire.

 I hope you will find the next few weeks interesting as we look at each intelligence in depth and give suggestions on how to both develop this intelligence as well as how to use it to improve your language learning.  I’ll try to include some links along the way for those interested in knowing more.  Until then, peace out my Polyglot Peeps!

10

Friday May 19th 2017

Dear Nicky,

We’re still here at Grandma and Pops house! We’re here until Sunday and then back home to Brooklyn. It’s weird being here but also really nice and relaxing. You have been loving having a yard to play in. Grandma got you the lion walker and you can take a few steps then either stop or fall on your butt. I’m so proud of you! You did figure out you can crawl up to the front and play with it. You just don’t care about crawling at all, you do it but you just want to get up and walk.
The photos are from the past couple of days. You’re just so beautiful my boobah.

-Mommy

2

The only information we have on Elven childhood and maturation comes from Laws and Customs of the Eldar (Histories of Middle-earth Volume X).

For at the end of the third year mortal children began to outstrip the Elves, hastening on to a full stature while the Elves lingered in the first spring of childhood. Children of Men might reach their full height while Eldar of the same age were still in body like to mortals of no more than seven years. Not until the fiftieth year did the Eldar attain the stature and shape in which their lives would after- wards endure, and for some a hundred years would pass before they were full-grown.

In other words, Elves grow almost as quickly as Men until their third birthday and then slow dramatically. They look seven when Men are reaching adulthood. They come of age at fifty but often aren’t fully grown until 100 - so fifty might be the human equivalent of 17 or 18, when adolescents come of age in most societies, while 100 is the equivalent of 25, when the human brain actually finishes maturing. Then, of course, Elves cease to grow altogether. Now it’d be really useful to have a graph showing Elven ages versus the comparable human maturities, so ‘thirty-five-year-old Elf’ actually means something. And if we just connect the dots between our data points, we get a really ugly and uneven growth pattern. We want something that starts fast and then levels out, eventually becoming asymptotic (no matter how long they live, Elves will never reach the physical age of a human 30-year-old). 

The obvious solution is a logistic curve, usually used in population growth and resource saturation models. I had to modify it a little bit to manage the fact that Elves grow at the same rate as Men for the first three years of their lives (that’s the ugly little start to the curve there), but from three forward Tolkien’s statements on Elven aging can be perfectly modeling by a logistic function. I set the asymptote at 27: no matter how long an Elf lives, their body will never mature past the physical age of a human 27-year-old. At 18, 19, or 20 years old, an Elf will look 7. At fifty, they’ll be 18. At 100, 26. Just like Tolkien specified, sort of.

So now we can answer all the urgent questions of the legendarium. Maeglin was 12 when Eöl named him; how old is the human equivalent? About five and a half. In the Annals of Aman Fëanor is 16 when his father remarries: what is the equivalent? Six and three-quarters. 

In my timeline for the birth of the Finwean grandchildren, Maedhros is forty when Fingon is born: what does that translate to? 14 and a half. What age-equivalent are Galadriel’s big brothers when she’s born? Twenty-one, fifteen, and nine respectively. 

The second, zoomed-in graph doesn’t show the curve well but it makes it easy to find age-equivalents yourself.