Brain Boost – Learning english

Braining Training

Braining Training is the key theme from “The Tomorrows’ Series” of books.

At its heart is the assertion or assumption that our brains are a thousand times more effective than we currently think they are. Our brains adjust themselves to the task in hand, given enough practice. So here our job is to help you to get that practice.

Brains grow and adapt to your needs, during your whole life. (We will have to wait for the ‘facts’ to catch up with us, so we will just take it that it’s the case.) The more work you give yout brain, the more work it is capable of handling.

Specifically in this website we try to give you information or examples that are directly useful. Otherwise we provide hyperlinks to other areas of relevance or of special interest.

We start with “Learning english” and we are adding other braining training as time develops.

Learning english

Learning english by reading is our starting point because of three key reasons.

Faster by reading. You can learn seven times faster by reading than you can by listening, which means that you use your time more effectively. You can use the time saved to learn more!

More information in english. There is more information published in english than in any other language. Information is published in more books, more newspapers, more films, more songs, more plays, more TV broadcasts, even more Google searches.

Easier to learn more. The more words of english you know then the easier it is to learn more, and that means about any subject you care to name.

In the website ‘category’ – “Learning english” we have set out to enable and help you to learn english by using simple words describing photographs we have taken. We include the most popular words. It is all based on everyday scenes, colours, numbers (both from pictures and rhymes) and then we start into more fun with numbers. These are in the main content articles headed “Learning english.”

Separately under the main headers at the top of the screen we have created “Games” and “Games 2”.

“Games” is a straight-forward picture book with all the letters of the alphabet. Each letter is illustrated by pictures and with a two word title. Using two words for each picture we can show both the upper case (capitals) and the lower case versions of each letter. The parallel idea is that another person may be helping the learning by reading out loud. They can also use them to make up stories to go which each picture.

“Games 2” is again a picture book with all the letters of the alphabet though now with a longer title. On many occasions there is a longer underscore. Where another person is helping with the learning, it is another opportunity to tell even longer stories.

In Britain the bulk of people probably use about two thousand words in their normal day speech. In many instances they can understand many more.

Sometimes however their understanding may only be partial rather than complete understanding. Here our objective is to offer a basic two thousand word vocabulary that is useful to everyone. We expect that you may need to refer to a dictionary occasionally. Even in this introduction we use over four hundred and fifty different words.

It is rumoured that one daily newspaper limits its reporters to a ‘company’ vocabulary of just seven hundred words. On the other hand we reckon a QC, a Queen’s Counsel in a court of law, will nonchalantly speak and write any of twenty thousand words in their work.

One way, which we recommend, used by many people to help them learn words,  is to keep your own dictionary. It is a place where you list every word you know and then try to add one new word to it every day. In twenty years that’s over seven thousand new words. When you hear or read a new word, make a note of it. You can then look it up in a dictionary later and proudly add it to your list.

It is our intention that just through this website you will meet all the two thousand popular words you will need.

Learning english Numbers

Part of learning english includes the use of numbers. That’s handy because using numbers easily and fluently has a dramatic impact on the power of your brain. It is particularly useful for increasing its speed of working.

We have included the starting pages of our work on numbers. It’s deliberately set to stretch your brain, for example we hope it will be straight-forward to work up to knowing the square of the numbers upto ten, so we go on upto the square of fifteen.

Wherever we get a chance with the pictures we have tried to include simple arithmetic and the start of mental arithmetic. We quite likespeed maths site, what do you think of it?

Please let us have your comments, then we can improve what we do. We certainly plan to add audio files for each of the words. Though this will take some time.

Future topics for words will include developing our five (or is it six) senses, see, hear, smell, taste, touch. Mind you we’re not sure how to photograph ‘fear’ or ‘confidence’ both of them being read by using your ‘sixth’ sense.

We take in information via all the senses simultaneously. For example information spoken enthusiastically will be remembered better as you can sense a smile and sense the confidence.

Also if you combine a memory with more than one sense for example the sound of a particular melody or tune combining with a smell combining with a sight whether it be a person or a view, it will be recalled to mind when you hear the same tune, and vice versa across all the senses.

As we are all unique individuals then we will recognise that each person will respond differently depending on the ‘sense’ used as not all or senses are one hundred per cent perfect all of the time. They vary.

Our brains manage to index our memories by linking innumerable elements. Who was involved. Where it was. What happened. How it happened. What sounds were there. Was there a particular smell. What movement was there. What was or were the cause(s). When precisely did it happen. What else is it linked to or who else. How hot or cold was it? Did we feel fear? And so on.

This means that when we sense any one element in a similar situation then we automatically get a link back to the original memory.

By the way when speaking, remember it’s the communicatee (the person you are speaking to) rather than the communicator (you) who controls the conversation. This will happen when you are speaking a language the communicatee doesn’t know for example using new or unusual words or they may have switched off their hearing aid, or dozed off (gone to sleep)! It may also be because you have triggered a vivid memory, which the listener immediately starts thinking about, thus blotting out whatever you are saying. The listener always controls the conversation.

For the more adventurous amongst us I can also recommend “Quantum Jumping” “http://www.quantumjumping.com/.” It’s similar to and a big jump forward from NLP Neuro-Linguistic Programming, which has proven very effective in many, many instances. Do you need to spend your money? That’s your decision.

Free weekend training courses in NLP are offered by www.tobyandkatemccartney.com for those who become really interested in studying another element of Braining Training.

So now back to our starting point “Learning english.” Enjoy the journey.

Updated 1402011

Rhymes for numbers: nick, nack etc.

Nick, nack, paddy wack.

This old man, he played one,
He played  on my drum
With a knick-knack, paddy whack,
Give a dog a bone,
This old man came rolling home.

This old man, he played two,
He played knick-knack on my shoe.
(etc.)

This old man, he played three,
He played knick-knack on my knee
(etc.)

This old man, he played four,
He played knick-knack on the floor)
(etc.)

This old man, he played five,
He played knick-knack in the drive,
(etc.)

This old man, he played six,
He played knick-knack with some sticks.
(etc.)

This old man, he played seven,
He played knick-knack up in heaven.
(etc.)

This old man, he played eight,
He played knick-knack on my gate.
(etc.)
——————————-

One, two buckle my shoe

Three fiour, knock at the door,

Five  six pick up sticks,

seven eight, knock at the gate,

Nine ten, start again.

One potato

One potato. Two potato, three potato, four

Five potato, six potato, seven potato, More.

Start the song when every has put out both arms with clenched fists, thumbs upwards. The leader then sings the chant, hitting each upturned fist in turn. When the leader gets to MORE, whoever’s fist is tapped has to remove their fist from the game by tucking that arm behind them.

The winner is the person with the last upturned fist.

—————————-

Green grow the rushes Oh!

I’ll sing you one Oh!

Green grow the rushes Oh!

What is your one oh?

One is one and all alone and ever more shall be so.

Green grow the rushes Oh!

I’ll sing you two oh!

Green grow the rushes Oh!

What is your two oH?

Two, two the lily-white boys

Clothed all over in green hiho,

One is one and all alone and ever more shall be so.

Green grow the rushes oh!

I’ll sing you three, oh!

Green grow the rushes Oh!

What is your three,oh?

Green grow the rushes Oh!

Three, three, the rivals

Two, two the lily-white boys

Clothed all in green hiho,

One is one and all alone and ever more shall be so.

Green grow the rushes oh!

Three, three, the rivals

Two, two the lily-white boys

Clothed all in green hiho,

One is one and all alone and ever more shall be so.

Green grow the rushes oh!

I’ll sing you four, oh!

Green grow the rushes, oh!

What is your four, oh!

Green grow the rushes, oh!

Four for the gospel makers,

Three, three, the rivals

Two, two the lily-white boys

Clothed all in green hiho,

One is one and all alone and ever more shall be so.

Green grow the rushes oh!

I’ll sing you five, Oh!

Green grow the rushes, Oh!

What is your five, oh?

Green grow the rushes, oh!

Five for the symbols at your door and

four for the gospel makers

Three three the rivals,

two two the lily-white boys, clothed all in green hiho,

One is one and all alone and ever more shall be so.

I’ll sing you six,Oh!

Green grow the rushes, oh!

What is you six, Oh?

Green grow the rushes, oh!

six for the six brown walkers.

Five for the symbols at your door and

four for the gospel makers

Three three the rivals,

two two the lily-white boys, clothed all in green hiho,

One is one and all alone and ever more shall be so.

AND SO ON….

Twelve for the twelve apostles,

Eleven for the eleven that went to heaven,

Ten for the ten commandments,

nine for the nine bright shiners,

Eight for the April rainers,

Seven for the seven stars in the sky, and

Six for the six brown walkers.

Five for the symbols at your door and

Four for the gospel makers

Three three the rivals,

two two the lily-white boys, clothed all in green hiho,

One is one and all alone and ever more shall be so.

————————-

The Twelve Days of Christmas

Start with the first day of Christmas and then extend it up to twelve based on

On the first day of Christmas, my true sent to me

A partridge in a pear tree,

On the second day of Christmas, my true love sent to me

Two turtle doves and

A partridge in a pear tree.

On third day of Christmas my true love sent to me

Three french Hens

Two turtle Doves, and

A partridge in a pear tree.

Etc., upto twelve.

On the twelfth day of Christmas my true love sent to me
Twelve lords leaping
Eleven ladies dancing
Ten pipers piping
Nine drummers drumming
Eight maids a-milking
Seven swans a-swimming
Six geese a-laying
Five gold rings
Four calling birds
Three French hens
Two turtle doves and
A partridge in a pear tree.

———————–

Ten Green Bottles

There were ten green bottles hanging on the wall

ten green bottles hanging on the wall

and if one green bottle should accidentally fall

There’d be nine green bottls hanging on the wall.

There were nine green bottles hanging on the wall

Nine green bottles hanging on the wall,

And if one green bottle should accidentally fall

There’ be eight green bottles hanging on the wall

There were eight green bottles hanging on the wall

Eight …….. etc.

Then seven then six, then five, then four, then three, then two, then one

Finally

There’d be no green bottles hanging on the wall.

——————

One, two three, four, five

One, two three, four, five

Once I caught a fish alive,

Six, seven, eight, nine, ten,

Then I let him go again.

“Tomorrows’ Tides” is published at Amazon Kindle Store

To my friends and acquaintances, old and new, I’m pleased to introduce my new book:

Tomorrows’ Tides” –

coming in at 85,000 words.

Thank you. You all made constructive comments about “Tomorrows’ Winds”which I have tried to respond to, so now we have “Tomorrows’ Tides”

Previously you said:

Very imaginative and stimulating, it’s a damned good read. I couldn’t put it down.”

That was great, when will the next be available?”

Highly imaginative view into one possible outcome of a highly technological society in the future . Optimistic, good fun , easy to read , amusing little twist at the end. I enjoyed it . Lets have the next one!”

I felt he could have written a much larger book or even given some of his ideas a book of their own to explore them more fully. I’m now intrigued to see how many new ideas are in his next book.”

The new book with the others are at: http://tinyur l.com/5tqyvz2 or

http://tinyurl.com/Tomorrows-Tides

For new readers the first book “Tomorrows’ Winds” is now available free of charge on Kindle. It’s an hour’s read, so try it, see what you think.

All the books are now on Kindle. If you don’t have a Kindle, you can download the App to your iPhone, your Windows PC, your Mac, iPad or Android phone. – no Kindle required. Just click here to download the one for the Windows PC from Amazon. http://tinyurl.com/2uajty4

Someone said “Everybody’s got one book in them” so if you write an new episode using the theme or the characters, send it to me and I’ll publish a collection as “Tomorrows’ Vortices,” giving each author due credit.

Cheers,

Cliff

PS “Everyone has one book in them” so write an episode of two to fifteen thousand words, using the theme or the characters, send it to me and I’ll publish a collection of them as “Tomorrows’ Vortices,” giving each author their full credit. Let’s combine all our ideas.

Cliff Jenkins, 4 Julian Court, Wilmot Road,, Shoreham by Sea, BN43 6NG,01273 708433. 07951677379, See my website at yoolaa.co.uk

Fiction, fantasy or a fascinating forecast – It’s your choice

Learning english – the alphabet

Updated 19th January 2011. I’ve now added a story line to each picture, which an adult can use for inspiration, if they want to, when showing them to another learner. The full pictures are shown at “Games” and “Games 2,” in sequence through the alphabet. If you have better ideas for the story line, please make a note and send it through on the “Contact” form or make a ‘comment.’ Many thanks.

Learning english – the alphabet: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z, a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Now also look at “Games” and “Games 2” on the header bar.

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Learning english – the colours

Learning english – the colours. Theses are not definitive colours particularly as people’s eyesight varies. Just giving you a picture that has it as the main colour.

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Neuroscience exposes pernicious effects of poverty

Neuroscience exposes pernicious effects of poverty. By Helen Neville

Extract repeated verbatim from “Science News.”

“People…need to know the importance of the brain….They need to know it’s changed by experience. They need to know that genes are not destiny.”Brain Development Lab/Univ. of Oregon

At the 2010 Society for Neuroscience meeting in San Diego, a group of scientists held a session on how poverty changes the brain. Neuroscientist Helen Neville of the University of Oregon in Eugene joined the discussion and described some of her group’s studies on the brains of 3- to 5-year-old children who grow up poor. She met with Science News neuroscience writer Laura Sanders after the November 14 session to discuss some of the Oregon group’s findings about what a low socioeconomic status does to the brain, and how intervention can help counter those effects.

How does poverty affect the brain?

Children growing up in poverty, for various reasons, have much poorer brain development and cognitive development than children growing up in not-poor environments. This has been shown by many people around the world for many decades. We now have animal models showing some key characteristics of an impoverished environment, for example, parental neglect. Rats that neglect their offspring create differences in brains and learning that are very parallel to those in humans.

What is different in the brains of kids brought up in lower socioeconomic environments?

Executive function and self-control is lower, language skills are lower, IQ is lower, attention — the ability to focus on one thing and ignore distracting information — is poorer and working memory is poorer. Those cognitive skills are different.

When we look at electrophysiological and MRI studies of their brains we can see differences between higher and lower SES [socioeconomic status] children. We’ve also observed, it’s important to note, these same differences in adults. Most people focus just on kids. But … in our lab we’ve gone beyond the university community to look at adults from lower socioeconomic status backgrounds, and their brains and cognition look really different too. So these effects are long-lasting.

What can be done?

After several training studies targeting different processes, we observed that the two most effective [interventions] we could do is to train attention in kids — low SES kids, Head Start kids — so we’ve developed little games and puzzles for kids to do that they enjoy doing, to target self-control and attention. And the other training we’re doing at the same time is with the parents of those children, who we talk to about parent skills, the importance of talking to your child and using consistent discipline, giving choices and the importance of attention and self-regulation. So it’s a two-pronged program.

How well is this approach working?

With over 100 kids now with this particular program, we see that the parents’ behavior changes with their children, their stress levels go down, the children’s problem behaviors diminish and their social skills improve, as rated by their teachers. In terms of language and IQ and preliteracy, all those tests show marked improvements. Their brain function improves, so they look like high SES kids.

How long do you follow these kids?

After the end of the intervention, we’ve been following them for about two years. And they’re hanging on to their gains. And we’re not doing any more; we’re not boosting them. We think it’s working…. We have one more year to go before we have all the data we’re hoping to get.

What’s next?

All the kids we’ve been working with are monolingual, typically developing, mostly white kids. Because we know bilingual brains look different in a way, the next step is to adapt this for Latino families, because Latino families make up 40 percent of the Head Start population in Oregon. In California, it’s more like 80. The Latino population is the fastest growing segment of the U.S. population. And they’re at high risk. They’re failing school at enormously high rates.

We’re doing structural imaging of white matter and gray matter in 4-year-olds and 3-year-olds…. We’re getting structural and functional imaging and we’ll continue to analyze it. We’re looking at gene-environment interaction effects. That’s very important and we’re looking at more data there.

Your group runs an educational website (http://www.changingbrains.org) and made a DVD about how the brain changes. Why?

I want people to have evidence about the importance of the brain. Most people don’t even know it does everything. They need to know the importance of the brain; they need to know that it develops over 25, 30 years. They need to know it’s changed by experience. They need to know that genes are not destiny. They need to know what’s going on.

Learning english:- the numbers

Learning English:- The numbers:

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Test text

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Test text
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In the future we will all be using our computers even more.

In the future we will all be using our computers even more.
14th January, upgraded our broadband to Voipadvantage and reduced our costs. The speeds are now 6.1mbs download and 865k upload and the line is weighted in favour of VoIP now matter what we’re using the internet for. I can already say its much better.
11 January 2011. I’ve recently purchased a Panasonic Blu-ray player. It has an Ethernet port, so I’ll be linking that to my eeePC to see what happens. – Good try but the manual referred to an Ethernet port that doesn’t exist!

Updated 7th January 2011. I’m now well into using my Kindle and I love it. I’ve converted my books using Amazon e-publishing and they are all available at the Kindle store. Now I’m updating my new website, with major help from my son in creating it. Finally I’m now starting to run my campaign to be elected as a local councillor, using my computers.

Updated 20th Nov 2009. I’m now experimenting with using Photoshop and GIMP to see whether I can create original art, rather than art from manipulating photographs. But do I need to. What’s the difference between creating an sketch of how I want the picture to look and using a photograph as my base point?

Original entry 3rd November 2009. In the future we will all be using our computers even more.

Currently I use my computer to:

  1. look at the latest news when I log onto the Internet using Google news, personalised for Shoreham news and F1 motor racing: and also to The Telegraph.
    2. Belong to an on-line gardening club
    .
    3. Belong to U3A University of the Third Age.
    4. Manage my bank accounts, to make direct payments and to receive electronic payments.
    5. buy seeds, from my favourite seed suppliers; also to buy DVDs; walking gear; holidays and flights; telephone equipment;. 0
    6. Identify butterflies, birds, trees via Google Images.
    7. Buy images to illustrate documents and letters I’m writing.
    8. Search for details of tonight’s TV films & programmes.
    9. Drive our VoIP telephone, for low cost calls across the world and for voice messages,
    10. Link “Spotify” for on-line music either to the TV or to the 5.1 surround sound system; I have copied my CDs onto my 16Gb Memory stick for direct use.
    11. Project electronic pictures onto my TV screen, either my own photographs or images I have purchased.
    12.Send and receive emails, both personal and ‘sales offers’ eg Thomson holidays and Easyjet.
    13. Look at hotels’ own web sites for views of the rooms, swimming pool, dining room, lounge, views to the sea or the hills; details of other facilities and guests’ comments.
    14. Maintain my diary using “eLinkUk” hosted service (free-of-charge for single users) as I can link each of the entries for example to my doctor, to my ‘health’ project; or for booking lunch out; similarly I file all important emails (and scanned documents) to the sender (by person and by organisation) and projects (new TV etc).
    15. Look up equipment manuals on-line to save keeping them and then finding the right one; filing purchase and guarantee details, all cross-referenced to suit me.
    16. Maintain my ‘Gluten Free’ blog about restaurants I visit.
    17. maintain my “Future Britain” blog on policies and politics.
    18. Synchronise my mobile phone automatically for contacts and diary entries and therefore to an automatic alarm system on my mobile.
    19.Run an alarm system for birthdays.
    20. Edit and store my photographs.
    21. Keep details of what vegetables I grow in which beds at the allotment; and what seeds I have ready for next year.
    22. Keep details of all CDs, books and DVDs.
    23. Keep details of recipes we find.
    24. Find out about places we are about to visit, including a bird’s eye view from Google Earth; coarse economic information from CIA; detail road map from Google Maps.
    25. Find out the time of the next bus; book train tickets; see what’s on at the cinema;
    26. Use in-line foreign language dictionaries.
    27. Use on-line dictionaries for rhyming words.
    28. Renew my car tax and household insurances.
    29, Create an art gallery for my TV.
    30. Get the weather forecast, from ECMRWF,
    31. Play Patience.
    32. Chase down problems and solutions on new domestic equipment.

I take my Eee PC with me when I travel, (also my Memory stick, my VoIP phone, my camera and mobile phone.) This has Windows XP with Microsoft Works and MS Outlook for email. At home, I link this to the large screen TV with Quadrophonic sound.

I also use an old tower PC running Ubuntu 9.10, linked to my printer / scanner, for Open Office 3.1 with word-processing, spreadsheet and presentation software and GIMP photo-editing software. This PC has a new 1360×768 screen plus a 5.1 surround sound system.

So this morning, I’m sitting reading the morning paper, listening to Ackerbilk and on the TV, as a painting, is a beautiful Kandinsky, yesterday it was a Modigliani. I’ve dealt with my morning emails. Within the hour I’m due to work on my allotment, when I’ve finished my coffee. Cheers.

How can we best use Kindles in children’s education?

How can we best use Kindles in children’s education in the UK or even just in Adur?

They cost £111 each, inc Vat. They are monochrome and have no images, just text – loads and loads of text.

Let’s say we (a school) bought twenty of them, who would we give them to or lend them to and how would they use them? If you damage one, presumably then that child would miss out for say three months.

Or children could download the Free Kindle reader software to any PC (possibly not portable) so that those users can download what they want, provided that it’s free (500,000 books.) Could the education broadband facility cope with this, both speed and permissions.

Range of books is from Winnie the Pooh to the complete works of Shakespeare. But they can also be used for ‘white noise’ for very young children.

With six devices per Kindle unit account a group of six six-formers could be allowed a subscription to the Economist, say. They could also download possibly all their academic study books. Amazon are trialling a library service in America, where a book can be lent (electronically) to someone else for two weeks, not available in the UK yet. Then again we could give the six-former groups a budget for them to spend as they will.

What do schools and colleges spend on books each year?

Are there any charitable trusts who could help us?

Does it need to be part fo an overall strategy or is it just a tactic we should just get on with.

Some schools have already started.

As always the full question has to be sub-divided into Who, What, Why, When, Where and How and for each sub-group at the various stages in school.

An auspicious start leading to momentous happenings

Tomorrows’ Winds”Tomorrows' Winds Cover

No excuse now. Currently in the Best seller List at 5,657th.

Tomorrows’ Winds is now available on-line for only 99p plus Vat.

Readers comments:

Very imaginative and stimulating, it’s a damned good read. I couldn’t put it down.”

That was great, when will the next be available?”

Highly imaginative view into one possible outcome of a highly technological society in the future . Optimistic, good fun , easy to read , amusing little twist at the end. I enjoyed it . Lets have the next one!”

I felt he could have written a much larger book or even given some of his ideas a book of their own to explore them more fully. I’m now intrigued to see how many new ideas are in his next book.”

just follow the link: http://tinyurl.com/3xghkhm

Download and read Kindle books – no Kindle required. You may need a free of charge Kindle reader for your iPhone, your Windows PC, your Mac, iPad or Android phone. Just click here to download it from Amazon. http://tinyurl.com/2uajty4

If I can do it, then it must be straightforward!

If anyone wants to then I’m prepared to join and support a Kindle Writers and Publishers Club in Brighton and / or on-line.

Happy New Year.

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