rayden n fincher
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Small business
Do you want to establish a small business? In this comprehensive list of options for beginning your own business, you'll find over 1,000 business ideas. Start by reading the advice on how to start a business. Then, from the list that follows, choose a decent business concept for you.
By rayden n fincher2 years ago in 01
Social Media
People generate stuff, share it, bookmark it, and network at a rapid rate on social media, which has grown as a category of online conversation. On the academic side, Facebook, MySpace, Digg, Twitter, and JISC listservs are examples. Social media is rapidly transforming public debate in society and defining trends and agendas in themes ranging from the environment and politics to technology and the entertainment sector, thanks to its simplicity of use, speed, and reach. We opted to explore social media's ability to anticipate real-world outcomes since it might be viewed as a type of collective knowledge. Surprisingly, we observed that a community's chatter may be leveraged to create quantitative predictions that exceed those made using artificial markets. These information markets usually involve the trading of state-contingent assets, and they are usually more accurate than other strategies for obtaining diffuse information, such as surveys and opinion polls, if they are large enough and well organized. Prices in these marketplaces, in particular, have been found to exhibit substantial correlates with observed outcome frequencies, making them good predictors of future outcomes. The immensity and high variability of information that spreads via huge user groups on social media give an intriguing potential for capturing that data into a form that allows for detailed predictions about specific events without market mechanisms. Models can also be built to aggregate the collective population's opinions and get helpful insights into their behavior, as well as predict future trends. Furthermore, getting information on how people talk about specific products can be beneficial for creating marketing and advertising campaigns. A study like this is the subject of this publication. We look at the task of estimating box-office sales for movies using Twitter buzz, which is one of the Internet's fastest-growing social networks. Twitter 1, a microblogging platform, has seen a surge in popularity in recent months, resulting in a massive user base of several tens of millions of people who actively participate in content creation and dissemination. We chose movies as the subject of this study for two reasons.
By rayden n fincher2 years ago in Education
Music Theory
What is music, and why is it thought to be beneficial to learning? Musical noises pervade our lives: from music shared on social media to songs played in stores and restaurants, we are never far from music. Playing music provides a multimodal "exercise" for the brain, which can increase memory, concentration, and even reading skills. In this article, we discuss how music training affects numerous brain processes such as hearing, sight, movement, and social awareness. Because music is so accessible and is more than just tunes, you don't have to be a Mozart to get the benefits of performing it. You are engaging in musical behavior whenever you communicate without using words (by the way you express something rather than what you say). In this article, we look at research on learning and music to see why music can help us develop our brains and how music can be a part of our life both in and out of the classroom. What is music, and why is it thought to be beneficial to learning? While people from all cultures generate anything that may be called music, few of them give it a name or consider it to be distinct from other activities such as dancing or storytelling. As a result, we can only define music in broad terms as a form of sound transmission. Music, unlike speech, is not often considered semantic. In terms of language or logic, this refers to the concept of meaning. This means that music does not rely on words to convey information. Consider how difficult it would be to explain anything simple with only melodies, such as "your left shoe is untied." A musically pleasant series of single notes. At the same time, music can elicit powerful feelings that are difficult to put into words. Aside from being an art form, any kind of communication is partially musical and can be described as musical. Whether it's musical ability or sensitivity, you can't go wrong with either. Consider how you could say "huh" in a variety of ways. Each method uniquely conveys information. That is what it is to be musical. It's a musical part of communication rather than a musical performance. While not everyone can play the violin, everyone can master their communication style. Initially, some experts believed that simply listening to music could enhance the brain. They discovered that listening to Mozart's classical music boosted people's IQ scores. The intellectual quotient is a conventional measure of an individual's intelligence level based on psychological examinations. People began to believe that listening to music made you smarter as a result of this. However, this was an oversimplification and exaggeration of the findings. Following investigations, it was shown that listening to music does not actually make you smarter, but rather increases your enjoyment and reduces your stress levels, which can lead to greater focus and exam scores. This means that, while listening to music in your house or the classroom will not automatically boost your performance, it may be effective in helping you focus on a new activity or in situations requiring increased attention and reduced tension. Furthermore, simply listening to music may have a distinct or possibly lesser, influence than playing music. This is similar to how participating in sports improves your physical condition more than simply observing them. As a result, performing together with music could increase the focusing power of music. The more you exercise your intellect, the stronger it becomes, much like your muscles. Neural plasticity refers to the ability of the brain to change as a result of our experiences. Because the brain is easily molded, like plastic, the nervous system's ability to adapt itself in response to experience or deprivation. Scientists use sophisticated brain-imaging techniques like magnetic resonance imaging (MRI) or electroencephalogram (EEG) to determine how playing music affects the way our brains function. Expert musicians' auditory (hearing), visual (seeing), and motor (movement) parts of the brain are specialized, according to research using this equipment and studies of the brains of persons who have died. The increased size of each brain area, as well as the manner each area functions, are all part of the specialization. Music is more than simply a source of amusement, according to scientists; it is a crucial aspect of our lifelong learning. Here are some of the key events that occur in the brain when we listen to music (for more information, see Zatorre. Auditory: After musical training, the auditory system processes sound more effectively. People can perceive smaller frequency changes, making speech and music easier to understand. Motor: The areas of the brain that govern instrument-related muscles and body components expand. In these locations, more neurons in the brain are dedicated to fine-tuning muscular activity. Reading: Research has linked the superior musical ability to higher reading scores, implying a link between how effectively we hear speech and our ability to transfer speech sounds to letters. Socio-emotional awareness: Playing music together helps improve socio-emotional awareness, which is the ability to recognize, control, and express emotions in a positive way. Young children, for example, are more likely to interact well with others with whom they play music. What can music do for you if it doesn't influence what you hear? The auditory system is highly integrated with other sensory areas, which is why music can reach so many portions of the brain. Consider your early school days, and you're likely to recall singing songs. When trying to remember the place of a letter, many of us still sing the alphabet song. If you don't trust us, consider this: what letter follows "M" by four letters. Now tell us you weren't thinking of the alphabet song as you searched for the answer! Songs with recurring melodies and rhythms aid in the retention of lists, stories, and even processes. The auditory (hearing, in blue) region of the brain receives data from other sensory areas. Multisensory sections including the prefrontal cortex (cognition), the motor cortex (movement), and the complex auditory cortex are depicted in gray with little colored boxes indicating the senses with which they interact. Because sensory information is transferred in both directions, strong connections to and from auditory and visual areas are dubbed two-way highways (dashed orange lines). Somatosensory (touch) regions are likewise indicated in green and have two-way connections that pass information back and forth. Musacchia and Schroeder's work was adapted. Music may also be a tool for us to express our identities: the music we play, or even just listen to, can tell the world, our peers, parents, and friends something about who we are. Because singers memorize vital facts like history and family relationships in civilizations that do not employ writing, they often hold a prominent position in society. While most musical expressions of identity are good, there have been instances where one group of people felt the music of another to be threatening, if not downright dangerous. Rap music performers, for example, were detained in the late 1980s for hostile and insulting performances, according to police. While you may think of singing a song or playing an instrument as a once-in-a-while activity, you should be aware that music and musical noises pervade our daily lives. Music is played on speakers and occasionally live, and it can be heard in most public spaces, buses, elevators, and restaurants. Many of us also listen to music on our phones or in our vehicles. Our lives are certainly filled with music, and our relationship with it can have a significant impact on our learning throughout our lives.
By rayden n fincher2 years ago in Education
Bully and Harassment
Although bullying is commonly dismissed as "part of growing up" or "kids being kids," consider the child who is bullied on a daily basis, whether physically, socially, or online. Consider Rebecca Sedwick, a 12-year-old who committed suicide in Florida after being bullied by two young girls for a year. Rebecca took her own life because the bullying was so severe and unpleasant to her. Consider the 8-year-old boy who writes to Santa Claus to complain about his twin sister being tormented because of her weight: "Greetings, Santa... I used to want a (remote control) automobile and a helicopter, but I no longer do. My sister is still being picked on at school, and it's not fair... I begged that they would cease, and she is in desperate need of your assistance." Bullying is a common kind of youth violence, especially in school environments. It is defined by aggressive behavior (i.e., intentional and mean behavior) that occurs regularly over time and in the setting of a power imbalance, as seen in the examples above. Although both are destructive to children, there is a distinction to be made between bullying and aggression: if two children of comparable strength, size, and social position have an occasional quarrel or fight, this is aggression, not bullying. Due to the unequal balance of power and influence that is so widespread in teenage relationships and peer groups, most school-aged children are exposed to bullying in some way. According to studies, bullying and harassment in schools rises in late childhood and peaks in early adolescence, particularly during middle school, and occurs in unstructured settings such as the cafeteria, hallways, and playground during recess. Students require a safe and positive environment at school. This minimizes their tension and potential violence, allowing them to concentrate on the learning that will help them succeed in life. Fortunately, students and school personnel may take steps to minimize bullying and harassment in the classroom and to improve the school climate. Working with bullies and victims alone will not change the culture of school violence. Everyone — students, teachers, administrators, and parents — must take persistent and coordinated action. There has been a greater focus on youth who have been bullied because of their sexual orientation. According to a nationwide survey of Lesbian, Gay, Bisexual, and Transgendered (LGBT) students conducted in 2014, 84.6 percent of LGBT students have been verbally harassed, 65 percent have heard homophobic remarks, and 40.1 percent have been physically assaulted at school in the previous year because of their perceived or assumed non-heterosexual sexual orientation. This could be attributed in part to a school culture that tolerates bullying. According to research, homophobic taunting and insults account for a high percentage of bullying among kids, and a nationwide school climate survey found that teachers intervene less when homophobic statements are made than when racist or sexist remarks are made. LGBT students and their straight peers need to attend school in an environment that fosters acceptance and prohibits the use of derogatory language. If LGBT youth are victims of violence, they will require help from their families, schools, and communities in order for the violence to stop. To better understand the sentiments and reactions of LGBT youth who have been victims of violence, school workers and therapists should use a trauma-informed approach to care for them. Bullying is common among overweight and obese children, who accounted for more than one-third of all children in 2010. According to a meta-analysis, overweight children have a 20% higher chance of being victimized by their peers, whereas obese kids have a 50% higher chance of being victimized by their peers when compared to their average-weight peers. Victimized youth who are fat or overweight have a higher risk of internalizing symptoms than victims who are of normal weight. According to another study, socioeconomic characteristics had no bearing on whether or not an obese child was bullied; they were just more likely to be bullied than their non-fat or overweight classmates. Bullying isn't only confined to their classmates. According to research, instructors and even parents may discriminate against overweight and obese children. Because of their young age, the effects of bullying based on physical appearance can have a wide range of social, emotional, and academic ramifications, in addition to the health risks that overweight and obese children already experience. Cyberbullying is on the rise among adolescents as a result of more technology availability and less adult oversight. Cyberbullying is defined as the use of technology such as telephones and the internet to engage in repetitive, intentional aggressive acts, both verbal and relational, toward a targeted peer. Because, unlike conventional in-person bullying, parents, teachers, and other trusted people are unlikely to witness or overhear cyberbullying, it is more difficult to detect. Adults also underreport cyberbullying because they are afraid of losing their technological device or social media access. The following are the most common forms of cyberbullying: Texting on Social Media
By rayden n fincher2 years ago in Humans
Mental Health
According to the current State of the World's Children report, issued this week by the United Nations children's organization UNICEF, at least 13% of people between the ages of 10 and 19 have a diagnosed mental-health disorder. This flagship study is the first in the organization's history to address the difficulties and opportunities for preventing and treating mental health problems among young people. It illustrates how complicated, understudied, and underfunded adolescent mental health is. A series of review articles released this week in a variety of Springer Nature journals echoes these conclusions.Anxiety and sadness account for more than 40% of mental-health issues in children and adolescents (ages 10–19). Suicide is the fourth most prevalent cause of mortality among adolescents (ages 15–19) worldwide, according to UNICEF (after traffic injuries, TB, and interpersonal violence). Suicide is the biggest cause of death for young people in Eastern Europe and Central Asia, and it is the second-highest cause in Western Europe and North America. Unfortunately, psychological suffering among young people appears to be on the rise. Depression rates among a nationally representative sample of US adolescents (aged 12 to 17) increased from 8.5 percent to 13.2 percent between 2005 and 2017, according to one study1. In several nations, there is also preliminary evidence that the coronavirus pandemic is worsening this trend. Adolescents (ages 13–18) reported significantly greater symptoms of mental ill health during the pandemic than their peers before it, according to a statewide study2 from Iceland. Girls were more likely than males to experience these symptoms. Despite the fact that the majority of mental-health illnesses begin during adolescence, UNICEF estimates that only one-third of mental-health research funding goes to young people. Furthermore, the research is fragmented – scientists participating tend to work within a few major fields, such as psychiatry, paediatrics, psychology, and epidemiology, and linkages between research and health-care services are sometimes strained. This means that effective preventative and treatment options are limited, and there is a lack of understanding of what works, when, and why. This week's roundup of review papers delves into the current state of knowledge about interventions for preventing and treating anxiety and depression in young people aged 14 to 24 - both those that work and those that don't. Young people with lived experience of anxiety and depression were co-investigators in some of the studies, helping to design and implement the reviews as well as analyze the results. Selected serotonin reuptake inhibitors, which increase serotonin levels in the brain and are meant to improve emotion and mood, are the most popular treatment for anxiety and depression around the world. However, their limited efficacy and significant side effects3 have prompted researchers to investigate alternative physiological processes that may be involved in juvenile depression and anxiety in order to create new treatments. Researchers have been looking into the possible links between depression and inflammatory illnesses like asthma, cardiovascular disease, and inflammatory bowel disease, for example. This is because many adults with depression also suffer from anxiety disorders. Furthermore, there is evidence that altering the gut microbiota during development in mice reduces behaviors linked to anxiety and depression in humans4. This shows that focusing on the gut microbiota throughout adolescence could be a potential way to help young people cope with anxiety. Kathrin Cohen Kadosh and colleagues from the University of Surrey in Guildford, UK, analyzed current evidence of therapies that changed diets to target the gut microbiome. These were found to have a negligible effect on the anxiety of young people5. However, the authors advise caution before drawing such a conclusion, citing methodological flaws (such as small sample sizes) in the research they examined. They believe that the next round of research will require larger-scale clinical trials. Researchers, on the other hand, have discovered that, under certain conditions, boosting young people's cognitive and interpersonal abilities can be more helpful in avoiding and treating anxiety and depression - though the explanation for this is unknown. According to Marc Bennett of the University of Cambridge, UK, and colleagues6, a concept known as 'decentring' or 'psychological distancing' (that is, encouraging a person to adopt an objective perspective on negative thoughts and feelings) can help both prevent and alleviate depression and anxiety, though the underlying neurobiological mechanisms are unknown. Furthermore, Alexander Daros and colleagues from the Campbell Family Mental Health Institute in Toronto, Canada, present a meta-analysis of 90 randomized controlled studies. They discovered that assisting young people in improving their emotion-regulation abilities, which are required to moderate emotional responses in challenging situations, helps them cope better with anxiety and depression7. However, it is still unclear whether these changes are the result of greater emotion management or the cause of them.
By rayden n fincher2 years ago in Education