Tips to Choose the Best Crypto Signal Service

If you keep an eye on the market, crypto trading can be profitable for you. However, you may find it hard at times. Fortunately, if you need assistance, you can give a go to crypto signal services. The signals offered by them can be used to make the right decision, at the right time. You can choose from a lot of service providers. Given below are a few tips that can help you choose the right one. Read on to know more.

Service Quality

When opting for a service, quality is the number one factor to consider. Ideally, the trading platform should have an awesome success rate as far as predictions are concerned. Aside from this, it should provide relevant impulses so you can get a better idea of the market trends and trades.

Moreover, you should be able to receive the signal promptly so you can make the right moves. The service provider should be able to generate signals as fast as possible.

Reliability

Keep in mind that the service should be reliable as you are going to make your trade decisions based on their guidance. Hence, you might want to opt for a service that you can depend on. This is the only way to make the right choice and be on the safe side.

What you need to do is hire the services of a provider who is legitimate. You are going to consult expert traders, not an automated software program.

Free Trial

How can you find out if a provider is genuine? The best way is to give a go to their service. Many providers offer a free trial service. This is true even if you are going to hire any service, not just crypt trading.

The trial service will allow you to find out if the service is reliable. Once you have tested the service, you can go ahead and pay for it for a long-term.

Pricing

After the trial period expires, you will have to pay for the service. Here it’s important to keep in mind that providers who offer crypto signals for free of charge may not be reliable. In the same way, you might not want to pay a lot of money for the trial period either. As a matter of fact, the price of packages should be fair so you can enjoy the service without breaking the bank. So, you might want to do your homework to get the right service without spending a good deal of money.

Support

Although it’s great if their support is available round the clock, the important thing is to get the right information at the right time. They should be able to answer your questions until you are satisfied.

Without reliable customer support, you can’t benefit from the crypto signal service the way you should.

In short, if you are going to hire the service of a crypto signal service, we suggest that you follow the tips given in this article. This way you can make the right choice.

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Crypto Currency Vs Fiat Currency

Crypto currency vs. Fiat currency

Are you aware of the fiat currencies and the crypto currencies? They both are currencies in one form or the other and are open for public use across the world. But they are both different and distinct in their own ways. There is always one group that favors the use of cryptos, while the other has a soft corner for the fiat currencies.

In cashless society- crypto money play a huge role

If you have a look at the market of the 1970s and 1980s, you will find that the cash played the dominant role. But, with the change in the technology, electronic transactions have become the usual norm. Today, more and more people are influenced in becoming the cashless society. With the progress towards the cashless society, cryptocurrencies have a big role to play.

Crypto currency and fiat currency are always at loggerheads

Cryptocurrency and fiat currency are popular types of digital currency, especially when it is about an online transaction. They both are currencies currently in use in the market but have some differences in them. There is a hell lot of hypes that you will hear on a daily basis comparing the crypto money and the fiat money. This article will highlight the difference between the two in a more comprehensive and clear manner.

Differentiating in what the currencies stand for

Before going for the difference between the two, you must understand what do they stand for and how are they are defined.

The fiat currency is a legal tender that has the support of the central government, and it operates in the physical form. For instance, US dollars, British Pounds, Euro etc. On the other hand, the crypto currency is a non-legal tender, and doesn’t have any backup from the central government or bank.
Hence, the difference between crypto currency and fiat currency is noted as follows:

• Crypto-currencies are decentralized and global in nature. There are no one entity or government that controls the currency with their laws and regulations. The Fiat currency is centralized, under the control of the laws and regulations of the banks and government.

• Crypto-currencies have their existence only in the digital domain. On the other hand, you will find that the fiat currencies have a tangible and physical existence.

• There is a limited supply of crypto-currencies with a maximum set of them getting supplied in the market. Whereas, the fiat money has an unlimited supply as the government and bank are entitled to produce coins and paper money whenever the situation is required.

• The Bitcoin and other crypto type currencies are created by the computers, while the fiat currencies are issued by the local government and the banks.

• Cryptocurrencies are presented as the public and private code pieces. On the other hand, the fiat currencies are presented in the form of coins and paper money.

• The value of the crypto currencies is not recognized by the supply and demand of the market. Whereas, the fiat currency value is determined by the market regulations of supply and demand.

The different types of crypto and fiat currencies

In the last one decade, the popularity of crypto type currencies has emerged as a huge success. It was in 2009, when Bitcoin was first introduced, and years after several other types of crypto currencies have emerged. Starting from Litecoin. Dogecoin, Ripple to the Dcash and Zcash, there is a plethora of them. On the other hand, the fiat currency has a rich and ancient roots, with the Great British Pound, that dates back to 775 AD. It is considered as the oldest currency in the world that is still in use.

The differences in the anonymity between the two currencies

When you are using the fiat currencies, you need to undergo a user identification or verification process. You are asked to upload a recent picture of yourself and some of the required documents to be issued as per the public authorities. You don’t need to undergo any of the required processes with the crypto currencies. Though your personal information and confidential details don’t get public, but all your transactions are recorded and tracked in both the fiat and the crypto currencies.

Fiat currency vs crypto currency: transparency level

• The transparency level with the crypto type currencies are considered to be more. This is because the revenue streams are displayed in a public chain. Everyone can witness their own and others’ transactions.

• The fiat or govt. currencies are not transparent, as there are not public chains to see the revenue streams of the people.

A comparative historical roots

If you compare the crypto money with that of its counterpart, fiat or government currency, you will find that their existence and creation brings the difference. The Fiat or government currency, dates back its existence as early as 775 AD with the introduction of the Great British Pound. This is why fiat type currency is easily accepted by the people all over.

On the other hand, the crypto coin was perhaps first introduced only a decade ago, with the introduction of Bitcoin in 2009. The challenge that the Bitcoin and other crypto currencies face is catching up with the immense popularity and increasing fan base of the fiat currency. Crypto currency, is no doubt gaining importance and popularity in the economic market, but it has still not been accepted widely in the society as the fiat currency.

A comparative history of the two currencies:

• It was in the 11th century, when the Chinese Song dynasty was perhaps the first one to issue the paper money. It was not allowed to exchange with valuables like gold and silver or silk.

• There were Tally sticks that were introduced as a fiat or government currency. 1100 Tally sticks were introduced as a combat for the shortages in gold.

• 1971, was the year, when the fiat currency received a worldwide recognition. President Nixon introduced it in order to eliminate the dollar pegging system to gold.

• It was in 1998, when the idea of an anonymous electronic cash system emerged by Wei Dai. Bitgold-the very first crypto currency was created by Nick Szabo, but it didn’t receive as much attention as Bitcoin.

• In 2009, Bitcoin was introduced in the market, that became the first crypto currency that was accepted across the globe. In 2011 and after, a series of several other crypto currencies were introduced. Some of the popular ones include, Litecoin, Dogecoin, Ethereum, Ripple, Zcash, Dash and so on.

The traits of both the currencies

The potential of the crypto type currencies and fiat currencies, accessing their traits is important. You will find that in some of the criteria, Bitcoin and other crypto currency is superior than the fiat or government currency, and in some cases, the latter surpasses. It is absolutely your call to choose the type of currency (crypto type currency or fiat type currency) based on your personal needs and requirements.

Let us compare their traits with respect to certain factors.

• Both the crypto coins and fiat type currencies are interchangeable in nature.

• As per the portability is concerned both the currencies secure more or less the same position.

• With respect to the non consumable criteria, crypto currency and fiat type currency have the equal status.

• Crypto type currencies have high durability as compared to the fiat-currencies that have moderate level of durability.

• Both the crypto or virtual currencies and the fiat or government currencies ensure secure and safeguarded transactions and exchange.

• Crypto or digital currencies are highly divisible in nature. On the other hand, the fiat type currencies are moderately divisible.

• In terms of the transaction process, the crypto currencies are easy and hassle free. Whereas, on the other hand, the traction process associated with the fiat currencies are easy, but not like the cryptos.

• The crypto based currencies are decentralized and global in nature, unlike the fiat currencies that are centralized and functions under the laws and regulations of the government.

• The crypto based currencies have high scarcity, where as, the fiat currencies are unlimited as the government can issue coins and paper money whenever there is a need.

• The crypto based currencies are based on mathematical algorithms, and are programmable. The fiat currencies are not at all programmable.

• The fiat currencies are sovereign in nature, while the crypto currencies are not.

The process of the functioning of the currencies

You can find the significant differences between the crypto or digital currencies and the fiat currencies with the way they both operate and the transaction process that take place. They are contrasting in nature. The transfer of money using the Bitcoin is very quick, and you absolutely don’t need any third party association.

On the other hand, if you are involved with the money exchange using Fiat type currency, a mobile wallet is in use. You can exchange an amount of e-money that gets transferred into the equal e-value amount. Both the fiat and the crypto currencies enable you to purchase everything that you desire. But the processes involved are absolutely distinct from each other.

Depending on the things you purchase, you will find that one currency form is better than the other. This is absolutely your choice.

Is Bitcoin, a crypto currency better than the fiat-currency?

The long term benefits and the capability of the Bitcoins is still not established. But it has been predicted by the crypto currency gurus and experts, that they will go a long way, especially revolutionizing the way the online transactions are done. In the current market, the Bitcoin is mainly included in the online casinos and the gambling, but it is not limited to it.

Furthermore, when you compare the fiat currencies, the Bitcoin allows you to seize the power and authority from the banks and the government since it is not controlled. The cryptography based currency has the capability to create or come up with the free market capitals. Fiat currencies are affected by the inflation and the changes in the market, unlike the crypto based currencies. Such aspects make individuals believe that cryptograph based currencies will soon take over the mainstream currencies and bring a transformation in the way the money is used.

Why is Bitcoins considered to be a better aspect than the fiat type currencies?

• Bitcoin gives you the opportunity to re-create a free market capitalism.

• The power of controlling the money is absolutely with the individuals, and not with the banks like the fiat type currencies.

• When there is an inflation, the Bitcoin is not affected. But the Fiat type currency will be easier to lose and get affected by it.

• The Bitcoin currency is easy easier to exchange and transfer as compared to the fiat or government currencies.

• The transaction fees involved with the Bitcoin are way cheaper and easily affordable.

Crypto currencies seem to be a favorable option among the people

The fiat type currencies are the centralized and legal way of exchanging money. But, the crypto currencies have acquired immense popularity in the past few years. There will never be anyone who would act as a middle man, like the case with the banks. Moreover, the cryptos are way cheaper and less expensive that the conventional fiat currencies.

Send money anywhere directly without waiting for the bank’s approval

You can send money to anyone in the world directly, and it is super fast. The money gets cleared within a few minutes time. You don’t have to wait for the traditional clearing and verification processes of the banking systems, which might take up to several days to get a clearance. Since it is decentralized and doesn’t come under the law and regulations of the government, nobody has any power to do anything with your account.

The blockchain technology has a very big role to play

Thanks to the crypto currencies, that gives us the power and the authority to become our very own bank, and take control over our finances. It is because of the blockchain technology that offers a higher level of sophistication while dealing with the finances. In fact, there are some mainstream financial industries that have started incorporating the idea of the technology.

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Crypto Market Analysis

Cryptocurrency have been around for a while now and there are multiple papers and articles on basics of Cryptocurrency. Not only have the Cryptocurrency flourished but have opened up as a new and trusted opportunity for investors. The crypto market is still young but mature enough to pour in the adequate amount of data for analysis and predict the trends. Though it is considered as the most volatile market and a huge gamble as an investment, it has now become predictable to a certain point and the Bitcoin futures are a proof of this. Many concepts of the stock market have now been applied to the crypto market with some tweaks and changes. This gives us another proof that many people are adopting Cryptocurrency market every day, and currently more than 500 million investors are present in it. Though the total market cap of crypto market is $286.14 Billion that is roughly 1/65th of the stock market at the time of writing, the market potential is very high considering the success despite its age and the presence of already established financial markets. The reason behind this is nothing else but the fact that people have started believing in the technology and the products backing a crypto. This also means that the crypto technology have proven itself and so much that the companies have agreed to put their assets in the form of crypto coins or tokens. The concept of Cryptocurrency became successful with the success of Bitcoin. Bitcoin, which once used to be the only Cryptocurrency, now contributes only 37.6% to the total Cryptocurrency market. The reason being, emergence of new Cryptocurrencies and the success of projects backing them. This does not indicate that Bitcoin failed, in fact market capitalization of Bitcoin has increased, rather what this indicates is that crypto market have expanded as a whole.

These facts are enough to prove the success of Cryptocurrencies and their market. And in reality investment in Crypto market is considered as safe now, to the extent that some invest as for their retirement plan. Therefore what we need next are the tools for analysis of crypto market. There are many such tools that enable you to analyze this market in a manner similar to stock market providing similar metrics. Including coin market cap, coin stalker, cryptoz and investing. Even thought these metrics are simple, the do provide crucial information about the crypto under consideration. For example, a high market cap indicates a strong project, a high 24hour volume indicates high demand and circulating supply indicates the total amount of coins of that crypto in circulation. Another important metric is volatility of a crypto. Volatility is how much the price of a crypto fluctuates. Crypto market is considered as highly volatile, cashing out at a moment might bring in a lot of profit or make you pull your hairs. Thus what we look for is a crypto that is stable enough to give us time to make a calculated decision. Currencies such as Bitcoin, Ethereum and Ethereum-classic (not specifically) are considered as stable. With being stable, they need to be strong enough, so that they do not become invalid or simply stop existing in the market. These features make a crypto reliable, and the most reliable Cryptocurrencies are used as a form of liquidity.

As far is crypto market is concerned, volatility comes hand in hand, but so do its most important property i.e. Decentralization. Crypto market is decentralized, what this means is that the price fall in one crypto does not necessarily means down trend of any other crypto. Thus giving us an opportunity in the form of what are called mutual funds. It’s a Concept of managing a portfolio of the crypto currencies that you invest in. The Idea is to spread your investments to multiple Cryptocurrencies so as to reduce the risk involved if any crypto starts on a bear run

Similar to this concept is the concept of Indices in crypto market. Indices provide a standard point of reference for the market as a whole. The Idea is to choose the top currencies in the market and distribute the investment among them. These chosen crypto currencies change if the index are dynamic in nature and only consider the top currencies. For example if a currency ‘X’ drops down to 11th position in crypto market, the index considering top 10 currencies would now won’t consider currency ‘X’, rather start considering currency ‘Y’ which have taken it’s place. Some providers such as cci30 and crypto20 have tokenized these Crypto indices. While this might look like a good Idea to some, others oppose due to the fact that there are some pre-requisites to invest in these tokens such as a minimum amount of investment is needed. While others such as cryptoz provide the methodology and a the index value, along with the currency constituents so that an investor is free to invest the amount he/she wants to and choose not to invest in a crypto otherwise included in an index. Thus, indices give you a choice to further smooth out the volatility and reduce the risk involved.

Conclusion

The crypto market might look risky at first look and many might still be skeptical of its authenticity, But the maturity that this market has attained within the short period of its existence is amazing and the proof enough for its authenticity. The biggest concern that investors have is volatility, for which there had been a solution in form of indices.

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Increasing Student Success Through Instruction in Self-Determination

An enormous amount of research shows the importance of self-determination (i.e., autonomy) for students in elementary school through college for enhancing learning and improving important post-school outcomes.
Findings

Research by psychologists Richard Ryan, PhD, and Edward Deci, PhD, on Self-Determination Theory indicates that intrinsic motivation (doing something because it is inherently interesting or enjoyable), and thus higher quality learning, flourishes in contexts that satisfy human needs for competence, autonomy, and relatedness. Students experience competence when challenged and given prompt feedback. Students experience autonomy when they feel supported to explore, take initiative and develop and implement solutions for their problems. Students experience relatedness when they perceive others listening and responding to them. When these three needs are met, students are more intrinsically motivated and actively engaged in their learning.

Numerous studies have found that students who are more involved in setting educational goals are more likely to reach their goals. When students perceive that the primary focus of learning is to obtain external rewards, such as a grade on an exam, they often perform more poorly, think of themselves as less competent, and report greater anxiety than when they believe that exams are simply a way for them to monitor their own learning. Some studies have found that the use of external rewards actually decreased motivation for a task for which the student initially was motivated. In a 1999 examination of 128 studies that investigated the effects of external rewards on intrinsic motivations, Drs. Deci and Ryan, along with psychologist Richard Koestner, PhD, concluded that such rewards tend to have a substantially negative effect on intrinsic motivation by undermining people’s taking responsibility for motivating or regulating themselves.

Self-determination research has also identified flaws in high stakes, test focused school reforms, which despite good intentions, has led teachers and administrators to engage in precisely the types of interventions that result in poor quality learning. Dr. Ryan and colleagues found that high stakes tests tend to constrain teachers’ choices about curriculum coverage and curtail teachers’ ability to respond to students’ interests (Ryan & La Guardia, 1999). Also, psychologists Tim Urdan, PhD, and Scott Paris, PhD, found that such tests can decrease teacher enthusiasm for teaching, which has an adverse effect on students’ motivation (Urdan & Paris, 1994).

The processes described in self-determination theory may be particularly important for children with special educational needs. Researcher Michael Wehmeyer found that students with disabilities who are more self-determined are more likely to be employed and living independently in the community after completing high school than students who are less self-determined.

Research also shows that the educational benefits of self-determination principles don’t stop with high school graduation. Studies show how the orientation taken by college and medical school instructors (whether it is toward controlling students’ behavior or supporting the students’ autonomy) affects the students’ motivation and learning.
Significance

Self-determination theory has identified ways to better motivate students to learn at all educational levels, including those with disabilities.
Practical Application

Schools throughout the country are using self-determination instruction as a way to better motivate students and meet the growing need to teach children and youth ways to more fully accept responsibility for their lives by helping them to identify their needs and develop strategies to meet those needs.

Researchers have developed and evaluated instructional interventions and supports to encourage self-determination for all students, with many of these programs designed for use by students with disabilities. Many parents, researchers and policy makers have voiced concern about high rates of unemployment, under-employment and poverty experienced by students with disabilities after they complete their educational programs. Providing support for student self-determination in school settings is one way to enhance student learning and improve important post-school outcomes for students with disabilities. Schools have particularly emphasized the use of self-determination curricula with students with disabilities to meet federal mandates to actively involve students with disabilities in the Individualized Education Planning process.

Programs to promote self-determination help students acquire knowledge, skills and beliefs that meet their needs for competence, autonomy and relatedness (for example, see Steps to Self-determination by educational researchers Sharon Field and Alan Hoffman). Such programs also provide instruction aimed specifically at helping students play a more active role in educational planning (for example, see The Self-directed Individualized Education Plan by Jim Martin, Laura Huber Marshall, Laurie Maxson, & Patty Jerman).

Drs. Field and Hoffman developed a model designed to guide the development of self-determination instructional interventions. According to the model, instructional activities in areas such as increasing self-awareness; improving decision-making, goal-setting and goal-attainment skills; enhancing communication and relationship skills; and developing the ability to celebrate success and learn from reflecting on experiences lead to increased student self-determination. Self-determination instructional programs help students learn how to participate more actively in educational decision-making by helping them become familiar with the educational planning process, assisting them to identify information they would like to share at educational planning meetings, and supporting students to develop skills to effectively communicate their needs and wants. Examples of activities used in self-determination instructional programs include reflecting on daydreams to help students decide what is important to them; teaching students how to set goals that are important to them and then, with the support of peers, family members and teachers, taking steps to achieve those goals. Providing contextual supports and opportunities for students, such as coaching for problem-solving and offering opportunities for choice, are also critical elements that lead to meeting needs for competence, autonomy and relatedness and thus, increasing student self-determination.

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How to Build a Better Educational System: Jigsaw Classrooms

The jigsaw classroom technique can transform competitive classrooms in which many students are struggling into cooperative classrooms in which once-struggling students show dramatic academic and social improvements.
Findings

In the early 1970s, in the wake of the civil rights movement, educators were faced with a social dilemma that had no obvious solution. All over the country, well-intentioned efforts to desegregate America’s public schools were leading to serious problems. Ethnic minority children, most of whom had previously attended severely under-funded schools, found themselves in classrooms composed predominantly of more privileged White children. This created a situation in which students from affluent backgrounds often shone brilliantly while students from impoverished backgrounds often struggled. Of course, this difficult situation seemed to confirm age-old stereotypes: that Blacks and Latinos are stupid or lazy and that Whites are pushy and overly competitive. The end result was strained relations between children from different ethnic groups and widening gaps in the academic achievement of Whites and minorities.

Drawing on classic psychological research on how to reduce tensions between competing groups (e.g., see Allport, 1954; Sherif, 1958; see also Pettigrew, 1998), Elliot Aronson and colleagues realized that one of the major reasons for this problem was the competitive nature of the typical classroom. In a typical classroom, students work on assignments individually, and teachers often call on students to see who can publicly demonstrate his or her knowledge. Anyone who has ever been called to the board to solve a long division problem – only to get confused about dividends and divisors – knows that public failure can be devastating. The snide remarks that children often make when their peers fail do little to remedy this situation. But what if students could be taught to work together in the classroom – as cooperating members of a cohesive team? Could a cooperative learning environment turn things around for struggling students? When this is done properly, the answer appears to be a resounding yes.

In response to real educational dilemmas, Aronson and colleagues developed and implemented the jigsaw classroom technique in Austin, Texas, in 1971. The jigsaw technique is so named because each child in a jigsaw classroom has to become an expert on a single topic that is a crucial part of a larger academic puzzle. For example, if the children in a jigsaw classroom were working on a project about World War II, a classroom of 30 children might be broken down into five diverse groups of six children each. Within each group, a different child would be given the responsibility of researching and learning about a different specific topic: Khanh might learn about Hitler’s rise to power, Tracy might learn about the U.S. entry into the war, Mauricio might learn about the development of the atomic bomb, etc. To be sure that each group member learned his or her material well, the students from different groups who had the same assignment would be instructed to compare notes and share information. Then students would be brought together in their primary groups, and each student would present his or her “piece of the puzzle” to the other group members. Of course, teachers play the important role of keeping the students involved and derailing any tensions that may emerge. For example, suppose Mauricio struggled as he tried to present his information about the atomic bomb. If Tracy were to make fun of him, the teacher would quickly remind Tracy that while it may make her feel good to make fun of her teammate, she is hurting herself and her group – because everyone will be expected to know all about the atomic bomb on the upcoming quiz.
Significance
When properly carried out, the jigsaw classroom technique can transform competitive classrooms in which many students are struggling into cooperative classrooms in which once-struggling students show dramatic academic and social improvements (and in which students who were already doing well continue to shine). Students in jigsaw classrooms also come to like each other more, as students begin to form cross-ethnic friendships and discard ethnic and cultural stereotypes. Finally, jigsaw classrooms decrease absenteeism, and they even seem to increase children’s level of empathy (i.e., children’s ability to put themselves in other people’s shoes). The jigsaw technique thus has the potential to improve education dramatically in a multi-cultural world by revolutionizing the way children learn.
Practical Application

Since its demonstration in the 1970s, the jigsaw classroom has been used in hundreds of classrooms settings across the nation, ranging from the elementary schools where it was first developed to high school and college classrooms (e.g., see Aronson, Blaney, Stephan, Rosenfield, & Sikes, 1977; Perkins & Saris, 2001; Slavin, 1980). Researchers know that the technique is effective, incidentally, because it has been carefully studied using solid research techniques. For example, in many cases, students in different classrooms who are covering the same material are randomly assigned to receive either traditional instruction (no intervention) or instruction by means of the jigsaw technique. Studies in real classrooms have consistently revealed enhanced academic performance, reductions in stereotypes and prejudice, and improved social relations.

Aronson is not the only researcher to explore the merits of cooperative learning techniques. Shortly after Aronson and colleagues began to document the power of the jigsaw classroom, Robert Slavin, Elizabeth Cohen and others began to document the power of other kinds of cooperative learning programs (see Cohen & Lotan, 1995; Slavin, 1980; Slavin, Hurley, & Chamberlain, 2003). As of this writing, some kind of systematic cooperative learning technique had been applied in about 1500 schools across the country, and the technique appears to be picking up steam. Perhaps the only big question that remains about cooperative learning techniques such as the jigsaw classroom is why these techniques have not been implemented even more broadly than they already have.

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Have Your Children Had Their Anti-Smoking Shots?

Findings

In the early 1960s, social psychologist William McGuire published some classic papers showing that it is surprisingly easy to change people’s attitudes about things that we all wholeheartedly accept as true. For example, for speakers armed with a little knowledge of persuasion, it is remarkably easy to convince almost anyone that brushing one’s teeth is not such a great idea. McGuire’s insight into this curious phenomenon was that it is easy to change people’s minds about things that they have always taken for granted precisely because most people have little if any practice resisting attacks on attitudes that no one ever questions.

Taking this logic a little further, McGuire asked if it might be possible to train people to resist attacks on their beliefs by giving them practice at resisting arguments that they could easily refute. Specifically, McGuire drew an analogy between biological resistance to disease and psychological resistance to persuasion. Biological inoculation works by exposing people to a weakened version of an attacking agent such as a virus. People’s bodies produce antibodies that make them immune to the attacking agent, and when a full-blown version of the agent hits later in life, people win the biological battle against the full-blown disease. Would giving people a little practice fending off a weak attack on their attitudes make it easier for people to resist stronger attacks on their attitudes that come along later? The answer turns out to be yes. McGuire coined the phrase attitude inoculation to refer to the process of resisting strong persuasive arguments by getting practice fighting off weaker versions of the same arguments.
Significance

Once attitude inoculation had been demonstrated consistently in the laboratory, researchers decided to see if attitude inoculation could be used to help parents, teachers, and social service agents deal with a pressing social problem that kills about 440,000 people in the U.S. every year: cigarette smoking. Smoking seemed like an ideal problem to study because children below the age of 10 or 12 almost always report negative attitudes about smoking. However, in the face of peer pressure to be cool, many of these same children become smokers during middle to late adolescence.
Practical Application

Adolescents change their attitudes about smoking (and become smokers) because of the power of peer pressure. Researchers quickly realized that if they could inoculate children against pro-smoking arguments (by teaching them to resist pressure from their peers who believed that smoking is “cool”), they might be able to reduce the chances that children would become smokers. A series of field studies of attitude inoculation, conducted in junior high schools and high schools throughout the country, demonstrated that brief interventions using attitude inoculation dramatically reduced rates of teenage smoking. For instance, in an early study by Cheryl Perry and colleagues (1980), high school students inoculated junior high schools students against smoking by having the younger kids role-play the kind of situations they might actually face with a peer who pressured them to try a cigarette. For example, when a role-playing peer called a student “chicken” for not being willing to try an imaginary cigarette, the student practiced answers such as “I’d be a real chicken if I smoked just to impress you.” The kids who were inoculated in this way were about half as likely to become smokers as were kids in a very similar school who did not receive this special intervention.

Public service advertising campaigns have also made use of attitude inoculation theory by encouraging parents to help their children devise strategies for saying no when peers encourage them to smoke. Programs that have made whole or partial use of attitude inoculation programs have repeatedly documented the effectiveness of attitude inoculation to prevent teenage smoking, to curb illicit drug use, and to reduce teenage pregnancies and sexually transmitted diseases. In comparison with old-fashioned interventions such as simple education about the risks of smoking or teenage pregnancy, attitude inoculation frequently reduces risky behaviors by 30-70% (see Botvin et al., 1995; Ellickson & Bell, 1990; Perry et al., 1980). As psychologist David Myers put it in his popular social psychology textbook, “Today any school district or teacher wishing to use the social psychological approach to smoking prevention can do so easily, inexpensively, and with the hope of significant reductions in future smoking rates and health costs.” So the next time you think about inoculating kids to keep them healthy, make sure you remember that one of the most important kinds of inoculation any kid can get is a psychological inoculation against tobacco.

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Early Intervention Can Improve Low-Income Children’s Cognitive Skills and Academic Achievement

National Head Start program conceptualized while psychologists were beginning to study preventive intervention for young children living in poverty.
Findings
As a group, children who live in poverty tend to perform worse in school than do children from more privileged backgrounds. For the first half of the 20th century, researchers attributed this difference to inherent cognitive deficits. At the time, the prevailing belief was that the course of child development was dictated by biology and maturation. By the early 1960s, this position gave way to the notion popularized by psychologists such as J. McVicker Hunt and Benjamin Bloom that intelligence could rather easily be shaped by the environment. There was very little research at the time to support these speculations but a few psychologists had begun to study whether environmental manipulation could prevent poor cognitive outcomes. Results of studies by psychologists Susan Gray and Rupert Klaus (1965), Martin Deutsch (1965) and Bettye Caldwell and former U.S. Surgeon General Julius Richmond (1968) supported the notion that early attention to physical and psychological development could improve cognitive ability.
Significance

These preliminary results caught the attention of Sargent Shriver, President Lyndon Johnson’s chief strategist in implementing an arsenal of antipoverty programs as part of the War on Poverty. His idea for a school readiness program for children of the poor focused on breaking the cycle of poverty. Shriver reasoned that if poor children could begin school on an equal footing with wealthier classmates, they would have a better of chance of succeeding in school and avoiding poverty in adulthood. He appointed a planning committee of 13 professionals in physical and mental health, early education, social work, and developmental psychology. Their work helped shape what is now known as the federal Head Start program.

The three developmental psychologists in the group were Urie Bronfenbrenner, Mamie Clark, and Edward Zigler. Bronfenbrenner convinced the other members that intervention would be most effective if it involved not just the child but the family and community that comprise the child-rearing environment. Parent involvement in school operations and administration were unheard of at the time, but it became a cornerstone of Head Start and proved to be a major contributor to its success. Zigler had been trained as a scientist and was distressed that the new program was not going to be field-tested before its nationwide launch. Arguing that it was not wise to base such a massive, innovative program on good ideas and concepts but little empirical evidence, he insisted that research and evaluation be part of Head Start. When he later became the federal official responsible for administering the program, Zigler (often referred to as the “father of Head Start”) worked to cast Head Start as a national laboratory for the design of effective early childhood services.

Although it is difficult to summarize the hundreds of empirical studies of Head Start outcomes, Head Start does seem to produce a variety of benefits for most children who participate. Although some studies have suggested that the intellectual advantages gained from participation in Head Start gradually disappear as children progress through elementary school, some of these same studies have shown more lasting benefits in the areas of school achievement and adjustment.
Practical Application

Head Start began as a great experiment that over the years has yielded prolific results. Some 20 million children and families have participated in Head Start since the summer of 1965; current enrollment approaches one million annually, including those in the new Early Head Start that serves families with children from birth to age 3. Psychological research on early intervention has proliferated, creating an expansive literature and sound knowledge base. Many research ideas designed and tested in the Head Start laboratory have been adapted in a variety of service delivery programs. These include family support services, home visiting, a credentialing process for early childhood workers, and education for parenthood. Head Start’s efforts in preschool education spotlighted the value of school readiness and helped spur today’s movement toward universal preschool.

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Family-Like Environment Better for Troubled Children and Teens

The Teaching-Family Model changes bad behavior through straight talk and loving relationships.
Findings

In the late 1960′s, psychologists Elaine Phillips, Elery Phillips, Dean Fixsen, and Montrose Wolf developed an empirically tested treatment program to help troubled children and juvenile offenders who had been assigned to residential group homes. These researchers combined the successful components of their studies into the Teaching-Family Model, which offers a structured treatment regimen in a family-like environment. The model is built around a married couple (teaching-parents) that lives with children in a group home and teaches them essential interpersonal and living skills. Not only have teaching parents’ behaviors and techniques been assessed for their effectiveness, but they have also been empirically tested for whether children like them. Teaching-parents also work with the children’s parents, teachers, employers, and peers to ensure support for the children’s positive changes. Although more research is needed, preliminary results suggest that, compared to children in other residential treatment programs, children in Teaching-Family Model centers have fewer contacts with police and courts, lower dropout rates, and improved school grades and attendance.

Couples are selected to be teaching-parents based on their ability to provide individualized and affirming care. Teaching-parents then undergo an intensive year-long training process. In order to maintain their certification, teaching-parents and Teaching-Family Model organizations are evaluated every year, and must meet the rigorous standards set by the Teaching-Family Association.
Significance
The Teaching-Family Model is one of the few evidence-based residential treatment programs for troubled children. In the past, many treatment programs viewed delinquency as an illness, and therefore placed children in institutions for medical treatment. The Teaching-Family Model, in contrast, views children’s behavior problems as stemming from their lack of essential interpersonal relationships and skills. Accordingly, the Teaching-Family Model provides children with these relationships and teaches them these skills, using empirically validated methods. With its novel view of problem behavior and its carefully tested and disseminated treatment program, the Teaching-Family Model has helped to transform the treatment of behavioral problems from impersonal interventions at large institutions to caring relationships in home and community settings. The Teaching-Family Model has also demonstrated how well-researched treatment programs can be implemented on a large scale. Most importantly, the Teaching-Family Model has given hope that young people with even the most difficult problems or behaviors can improve the quality of their lives and make contributions to society.
Practical Application
In recent years, the Teaching-Family Model has been expanded to include foster care facilities, home treatment settings, and even schools. The Teaching-Family Model has also been adapted to accommodate the needs of physically, emotionally, and sexually abused children; emotionally disturbed and autistic children and adults; medically fragile children; and adults with disabilities. Successful centers that have been active for over 30 years include the Bringing it All Back Home Study Center in North Carolina, the Houston Achievement Place in Texas, and the Girls and Boys Town in Nebraska. Other Teaching-Family Model organizations are in Alberta (Canada), Arkansas, Hawaii, Kansas, Michigan, Mississippi, New Jersey, North Carolina, Ohio, South Carolina, Tennessee, Texas, Utah, Virginia, and Wisconsin.

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Believing You Can Get Smarter Makes You Smarter

Thinking about intelligence as changeable and malleable, rather than stable and fixed, results in greater academic achievement, especially for people whose groups bear the burden of negative stereotypes about their intelligence.
Findings

Can people get smarter? Are some racial or social groups smarter than others? Despite a lot of evidence to the contrary, many people believe that intelligence is fixed, and, moreover, that some racial and social groups are inherently smarter than others. Merely evoking these stereotypes about the intellectual inferiority of these groups (such as women and Blacks) is enough to harm the academic perfomance of members of these groups. Social psychologist Claude Steele and his collaborators (2002) have called this phenomenon “stereotype threat.”

Yet social psychologists Aronson, Fried, and Good (2001) have developed a possible antidote to stereotype threat. They taught African American and European American college students to think of intelligence as changeable, rather than fixed – a lesson that many psychological studies suggests is true. Students in a control group did not receive this message. Those students who learned about IQ’s malleability improved their grades more than did students who did not receive this message, and also saw academics as more important than did students in the control group. Even more exciting was the finding that Black students benefited more from learning about the malleable nature of intelligence than did White students, showing that this intervention may successfully counteract stereotype threat.
Significance

This research showed a relatively easy way to narrow the Black-White academic achievement gap. Realizing that one’s intelligence may be improved may actually improve one’s intelligence, especially for those whose groups are targets of stereotypes alleging limited intelligence (e.g., Blacks, Latinos, and women in math domains.)
Practical Application

Blackwell, Dweck, and Trzesniewski (2002) recently replicated and applied this research with seventh-grade students in New York City. During the first eight weeks of the spring term, these students learned about the malleability of intelligence by reading and discussing a science-based article that described how intelligence develops. A control group of seventh-grade students did not learn about intelligence’s changeability, and instead learned about memory and mnemonic strategies. As compared to the control group, students who learned about intelligence’s malleability had higher academic motivation, better academic behavior, and better grades in mathematics. Indeed, students who were members of vulnerable groups (e.g., those who previously thought that intelligence cannot change, those who had low prior mathematics achievement, and female students) had higher mathematics grades following the intelligence-is-malleable intervention, while the grades of similar students in the control group declined. In fact, girls who received the intervention matched and even slightly exceeded the boys in math grades, whereas girls in the control group performed well below the boys.

These findings are especially important because the actual instruction time for the intervention totaled just three hours. Therefore, this is a very cost-effective method for improving students’ academic motivation and achievement.
Cited Research

Aronson, J., Fried, C. B., & Good, C. (2001). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 1-13.

Steele, C. M., Spencer, S. J., & Aronson, J. (2002), Contending with group image: The psychology of stereotype and social identity threat. In Mark P. Zanna (Ed.), Advances in experimental social psychology, Vol. 34, pp. 379-440. San Diego, CA: Academic Press, Inc.
Additional Sources

Blackwell, L., Dweck, C., & Trzesniewski, K. (2002). Achievement across the adolescent transition: A longitudinal study and an intervention. Manuscript in preparation.

Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

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Fashion

The dictionary meaning of fashion is that (Dresses, behaviour, thought etc.,) which is considered most to be admired or imitated during a period or at a place. But the fashion may or may not be applicable to all. What is fashion at one time and one place need not be so at the same time at the other place. It is different from culture in that it is more in dynamic in terms of change than the culture. Or shall we say the ‘culture’ of fashion is ‘changing frequently’. The term fashion is used both in the positive and negative sense. The current popular trends is expressed when something is referred to as fashionable or unfashionable. Everything in the life from architecture to technology and every human being has fashion. Perhaps, it is the fashion of the fashion-haters not to accept the trends of fashion.

Fashion for men is as much needed as it is for women. Men’s fashion includes their clothing, hair style, their look, their food habit, talking nature etc. What make a man more fashionable are not just his dresses, not just his talking, not just his mannerisms etc. a combination of these things makes a man more fashionable. An unfashionable guy is not liked by his counterparts, who are fashionable. In fact, the changing trends in the fashion world make it very difficult to keep pace with the developments.

Make-up is an important aspect in human’s life. Everybody wants to look good. Every human being has beauty in him/her. This is because no two human beings look alike. Make-up is an art which enhances one’s look and thereby the beauty. Make up is as essential for men as it is for women. By using make-up, people show their age reduced to a great extent and the old look younger.

The art of make-up is more used in cinema than in real life. In fact, people take the cue of make-up from the recent movies. As an art, make-up is well exploited in the movies. Hollywood is not an exception to this. Hollywood make-up secrets are not secrets but well known to everybody. There are lot of books, video clippings and websites about Hollywood make-up secrets. More often than not, make-up creates the fashion. The movie-goers, particularly the youngsters, follow the make-ups or the dressing ways of the hero or heroine of a particular movie. The trend of fashion is thus set.

In earlier days, people dressed just for the sake of dressing or covering their body. But slowly with the development of culture the way people started dressing changed. They started showing more interest in their dressing. New materials were found out for dressing. The new materials started giving way for new forms or trends and thus, started the advent of designing clothes.

Now, designer clothing is a common name everywhere. Under designer clothing, dresses are designed in a new way keeping in mind the current fashion and trends. The newly designed dresses are marketed. Big textile companies use this for easy marketing of their products. Usually the designed dresses are advertised in leading magazines, papers, video clippings with the help of models and cine stars to catch the attention of the public. Then the fabrics are easily sold. Considering the latest trends in the design technology, it is designer clothing at wholesale. This form of sales promotion has made many textile companies reach other countries for sale.

If god makes the human being born on this world, it is the fashion that makes them looking good. Though everybody is born with same features everybody does not look good with some people being short and some being tall. Though every human being is given equal opportunity for looking good, only some people take efforts in making them look good. Looking good is a good trait because people like good things. A good looking person attracts easily others than an ordinary looking person. The fire of friendship catches immediately on looking good. It can be said of both men and women. The modern day dressings and makeup create fashion, which ultimately make people look good.

For more details about fashion and trends, please log into www.ABCofFashion.info [http://www.ABCofFashion.info] and explore the fascinating world of fashion.

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