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Neurolinguistics: Language and biology

Neurolinguistics: Language and biology
Neurolinguistics: Language and biology Central Nervous System Peripheral Nervous System basic cellular unit (chemical transmission, neurotransmitters dopamine, serotonin, acetylcholine) 1. Neurology: the science and medicine of the brain (related to neuron = brain cell). Neuroscience: just the science part of neurology, plus (sometimes) the study of artificial neural networks (i.e. connectionism). Neuropsychology: a branch of neurology that deals with the connections between the brain and behavior, using cognitive psychological models. Neurolinguistics: a branch of neuropsychology that deals with language. The major parts are: Cerebellum: the little brain near the back Cerebrum: the famous part of the brain. All vertebrates have this characteristic. More about the cortex: Not everything happens in this cortical system; there are also subcortical connections: neural pathways that lead directly from one part of the cortex to another (like a "secret passage"). Cortical wrinkles: terminology: 2. 3. Related:  phil5

Fierce conversations conscious competence learning model matrix- unconscious incompetence to unconscious competence conscious competence theory - summary outline The conscious competence theory and related matrix model explain the process and stages of learning a new skill (or behaviour, ability, technique, etc.) The concept is most commonly known as the 'conscious competence learning model', or 'conscious competence learning theory'; sometimes 'conscious competence ladder' or 'conscious competence matrix'. Other descriptions are used, including terminology relating to 'conscious skilled' and 'conscious unskilled' (which incidentally are preferred by Gordon Training). Occasionally in more recent adapted versions a fifth stage or level is added to the conscious competance theory, although there is no single definitive five-stage model, despite there being plenty of very useful and valid debate about what the fifth stage might be. learning and training in stages Put simply: Learners or trainees tend to begin at stage 1 - 'unconscious incompetence'. And ideally end at stage 4 - 'unconscious competence'. 1.

How to: Leading high-performing teams - Inspired Executives What makes teams that are continuously and consistently high-performing unique? Is there a secret ingredient that makes them click? How can executives support and accelerate this process? In order to be successful, every team needs a common goal that is known, understood and accepted by all members, each feeling individually responsible for its accomplishment. A deeper sense of purpose and reason for beingHigh output and high-quality targets compared to average teamsEfficient working methods, excellent problem-solving skills and respectful collaborationAcknowledgement of their joint accountability towards the common purpose, in addition to individual obligations to the specific rolesA complementary skill set, and ideally interchangeable skillsManagers who are well-respected for the example they setStrong client orientation For teams to be able to perform effectively there are some bottom-line requirements. GRPI stands for: Goals Roles Processes Interpersonal Relationships

10 Things Extraordinary Bosses Give Employees Good bosses have strong organizational skills. Good bosses have solid decision-making skills. Good bosses get important things done. Exceptional bosses do all of the above--and more. That's why extraordinary bosses give every employee: 1. Great organizations are built on optimizing processes and procedures. Engagement and satisfaction are largely based on autonomy and independence. Plus, freedom breeds innovation: Even heavily process-oriented positions have room for different approaches. Whenever possible, give your employees the autonomy and independence to work the way they work best. 2. While every job should include some degree of independence, every job does also need basic expectations for how specific situations should be handled. Criticize an employee for offering a discount to an irate customer today even though yesterday that was standard practice and you make that employee's job impossible. 3. Plus, goals are fun. No one likes work. 4. 5. 6. 7. 8. No employee is perfect. 9.

Emotional Intelligence theories - Daniel Goleman's EQ concepts This webpage is a new format for mobile/small screens. Please send your feedback if it fails to operate well. Thanks. emotional intelligence theory (EQ - Emotional Quotient) Emotional Intelligence - EQ - is a relatively recent behavioural model, rising to prominence with Daniel Goleman's 1995 Book called 'Emotional Intelligence'. Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion and humanity to work, and also to 'Multiple Intelligence' theory which illustrates and measures the range of capabilities people possess, and the fact that everybody has a value. The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of Emotional Intelligence that dictate and enable how successful we are. Different approaches and theoretical models have been developed for Emotional Intelligence. emotional intelligence - two aspects Understanding yourself, your goals, intentions, responses, behaviour and all.

Teaching and Learning Resources / Andragogy--Adult Learning Theory Just as there is no one theory that explains how humans learn, no single theory of adult learning has emerged to unify the field. The best known theory of adult learning is Knowles’ andragogy. As a teacher, writer, and leader in the field of adult education, Knowles was an innovator, responding to the needs of the field as he perceived them and, as such, he was a key figure in the growth and practice of adult education throughout the Western world. Andragogy is a concept popularized by Malcolm Knowles in his 1970 book, The Modern Practice of Adult Education. In his book, The Modern Practice of Adult Education: From Pedagogy to Andragogy, Knowles (1980, p. 43) contrasts andragogy as “the art and science of helping adults learn” with pedagogy, the art and science of helping children learn. Self-direction About the same time that Knowles introduced andragogy, self-directed learning appeared as another model to help distinguish adult learners from children.

kolb's learning styles, experiential learning theory, kolb's learning styles inventory and diagram We have some very exciting plans for Businessballs. Later this month, we will be launching a new visual identity, refreshing the design of the site and adding lots of new functionality to enhance your learning experience. Phase 2 will include badges, learning plans linked to accredited competency frameworks, wikis (for collaborative content development) and new content from international thought leaders and academics. The site will continue to follow our ethos of free work and life learning, and the redevelopment and ongoing management will be delivered by our partner Accipio. If you are interested in contributing content or your view on where we should take businessballs next, please email David Kolb's learning styles model and experiential learning theory (ELT) Having developed the model over many years prior, David Kolb published his learning styles model in 1984. Accordingly - especially if you are working with young people - use systems and methods with care.

How Good Are Your Leadership Skills? - Leadership Training from MindTools What's your key area for improvement? © iStockphoto/hidesy Who do you consider to be a good leader? Maybe it's a politician, a famous businessperson, or a religious figure. Or maybe it's someone you know personally – like your boss, a teacher, or a friend. You can find people in leadership roles almost everywhere you look. However, simply having the responsibilities of a leader doesn't necessarily make a person an effective leader. So, how can you do this? You can start by analyzing your performance in specific areas of leadership. How Good Are Your Leadership Skills? Instructions For each statement, click the button in the column that best describes you. Your last quiz results are shown. You last completed this quiz on , at . Questions 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18 still need to be answered! There are many leadership skills and competencies that, when combined and applied, go toward making you an effective leader. Personal Characteristics (Questions 2, 8) Key Points

Stephen R. Covey » Blog Archive » The Leader Formula: The 4 things that make a good leader. Each week we will be asking Dr. Covey to comment on common questions. This week we ask: what makes a great leader? Q: What makes a great leader? A: My definition of leadership is communicating to people their worth and potential so clearly that they are inspired to see it in themselves. Q: You often say that leadership is a choice not a position. A: Because of the definition I use for leadership, the ability to become such a leader is a choice that any person can make; any parent or grandparent, any teacher, any coach, any co-worker, and friend. “How many of you had someone in your life that communicated your worth and potential so clearly that it profoundly influenced your life?” Inevitably over half the people raise their hands. Q: Is there a formula for becoming such a leader? A: I believe there is a formula. The first is to inspire trust. The world is vastly different today and ever-changing.

davidstegall: The Four Leadership Traits of Highly Collaborative Leaders ht Collaboration taps in to a broader pool of ideas. It maximizes the talents and abilities of your people. An inclusive culture is more flexible and adaptable. People are highly motivated, work harder and are more creative. However, collaboration isn’t something you can put on. For it to work you have to believe in it. If a leader believes that everything rises and falls on their talent and ability, and resources are for their sole use, collaboration is DOA. Ron Ricci and Carl Wiese report in The Collaboration Imperative, that there are four leadership traits of highly collaborative leaders: They focus on authentic leadership and eschew passive aggressiveness. The Disciplined Pursuit of Less - Greg McKeown by Greg McKeown | 10:00 AM August 8, 2012 Why don’t successful people and organizations automatically become very successful? One important explanation is due to what I call “the clarity paradox,” which can be summed up in four predictable phases: Phase 1: When we really have clarity of purpose, it leads to success. Curiously, and overstating the point in order to make it, success is a catalyst for failure. We can see this in companies that were once darlings of Wall Street, but later collapsed. Here’s a more personal example: For years, Enric Sala was a professor at the prestigious Scripps Institution of Oceanography in La Jolla, California. What can we do to avoid the clarity paradox and continue our upward momentum? First, use more extreme criteria. By applying tougher criteria we can tap into our brain’s sophisticated search engine. Second, ask “What is essential?” Conducting a life audit. Third, beware of the endowment effect.