DREAMS THAT KANUMBA COULD NOT LIVE TO REALISE…

Dar es Salaam. Fallen movie star Steven Kanumba had won a chance to make what would have been a historic debut of a Tanzanian actor in Hollywood, we can report today.

Kanumba was planning to permanently settle as a husband and father, all dreams which have now evaporated with his death on Saturday.

New details emerging now as the country continues to mourn the passing of the iconic actor indicate that he was set for unparalleled trajectory ever attained by a local film artiste as a Hollywood role would have not only added to his fame on the global stage, but also come with a hefty pay cheque.
Based in the United States, Hollywood is the epitome of the world movie industry and rakes in billions of dollars in annual revenues and has made millionaire actors even for the simplest of hit appearances.

Held closely to his chest, Kanumba had just arrived from Ghana a few days ago where he apparently won an audition for a Hollywood appearance.

“He was heading there not as an inspiration seeker like he did in the past but this time to work. He had his US visa ready but fate dictated otherwise,” revealed Mr Dennis Sweya popularly called Dino, a friend of Kanumba since 2003 when they first met in the start-up days at Kaole Sanaa Group.

“When he broke the news to me, I told him; ‘The Great’ once you make it, don’t forget me in your ‘kingdom’ and he replied ‘I will never forget you my brother,” said Dino.

The news of the US job was given credence when Kanumba’s mother Ms Flora Mutegoa told Journalists that her son called and asked her to urgently return to Dar es Salaam for a meeting ahead of his departure.

The mother was away in Kagera Region visiting the actor’s maternal grandmother and received the call on the same night that he died. Friends say mother and son were not only family but great friends.

Meanwhile, before his untimely demise, Kanumba was deeply longing for a family of his own.
Those who knew the person behind the personality say ‘The Great’ wanted to have children more than anything else and prayed to God to bring him the right woman to marry.

“He longed for the warmth of a family of his own to complement the success he had achieved so far,” said Dino who recalled that during his last meeting with Kanumba, the actor had played and joked with his kids while expressing his wish to have his own.

Yvonne Cheryl, an actor popularly known as Monalisa, said she had been taken aback by Kanumba’s great love for children seen in his recent works.

“He was not only making movies for children; he was making friendship with children of late and my own child was his best friend…they called each other and talked over the phone several times,” she said.

Kanumba’s friend and career rival Vincent Kigosi, also known as Ray, said his last work-in progress, Ndoa Yangu, which literary translates to My Marriage initially scheduled for release this month and his recently new-found film niche (for kids) told volumes on how he felt about family.

“I will remember and immortalize his work and life by making movies for children as he did during his last days,” said Ray.

In his recent interviews, Kanumba faulted those who envied his ‘little’ success, asserting that the last time he checked his vision and mission, he was not there yet.

“I feel proud to be a source of inspiration to many aspiring actors and actresses but I want everyone to understand that I have not yet achieved my biggest dream” he once said.

He said the two had purchased an expansive piece of land at Mbezi Mpiji with the vision of developing it into a Tollyhood village—residential villas and offices exclusively for the film industry.

But according to Mr Chiki Mchoma, the Bongo Movies coordinator, Steve Kanumba somehow knew that death had come very close to him. He says Kanumba called him one week ago, praised his work and said he wanted to talk to him in details.


“I was at the border on my way to a neighbouring country, so we did not talk much. But when I came back I met another friend whom Kanumba had also called and learned that he had bought a new Bible, wanted to meet and talk to all his friends; tell them their shortcomings and apologise for his own weaknesses and wrong doings” he said and added:

“I think he has died without accomplishing this noble mission…it is something he really wanted to do and he insisted on meeting in person.

The death of Steven Kanumba has sent both the national leaders and ordinary citizens into a deep sorrow with a huge crowd of mourners of all ages flocking his Sinza home since early Saturday morning throughout Easter Sunday.

Meanwhile, President Jakaya Kikwete yesterday led thousands of mourners in consoling the family, including Kanumba’s mother who was seemingly overwhelmed and remained speechless.

President Kikwete said the death of Kanumba has robbed Tanzania of its finest performing art ambassador at a time when his services were needed the most.

“I was scheduled to travel outside the country but upon receiving the sad news I decided to postpone the trip so that I could join you (Kanumba’s family), fellow Tanzanians and all his fans all over the world in mourning his demise,” he said

According to a programme issued last night, mourners will pay their last respects to Kanumba tomorrow at Leaders’ Club in Dar es Salaam before his burial at the nearby Kinondoni cemetery later in the day.

Meanwhile, the Kinondoni regional police commander, Assistant Commissioner of Police (ACP) Charles Kenyela, said last night police were continuing with investigations into Kanumba’s death.

He said the Police collected samples of drinks found in the room of the deceased and sent them to the chief government chemist for tests.

ACP Kenyela added that the police were also awaiting a postmortem report on the body of Kamumba from Muhimbili National Hospital pathologists.

The police are still questioning the 18-year-old girlfriend of the deceased identified as Elizabeth Michael alias Lulu

MEMORY

In psychology, memory is an organism's ability to store, retain, and recall information and experiences. Traditional studies of memory began in the fields of philosophy, including techniques of artificially enhancing memory. During the late nineteenth and early twentieth century, scientists have put memory within the paradigm of cognitive psychology. In recent decades, it has become one of the principal pillars of a branch of science called cognitive neuroscience, an interdisciplinary link between cognitive psychology and neuroscience.

ProcessesFrom an information processing perspective there are three main stages in the formation and retrieval of memory:
Encoding or registration (receiving, processing and combining of received information) Storage (creation of a permanent record of the encoded information) Retrieval, recall or recollection (calling back the stored information in response to some cue for use in a process or activity Sensory memory

Sensory memory corresponds approximately to the initial 200–500 milliseconds after an item is perceived. The ability to look at an item, and remember what it looked like with just a second of observation, or memorisation, is an example of sensory memory. With very short presentations, participants often report that they seem to "see" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1960) using the "partial report paradigm". Subjects were presented with a grid of 12 letters, arranged into three rows of four. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments, Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display, but be unable to report all of the items (12 in the "whole report" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.
Short-termMain article: Short-term memoryShort-term memory allows recall for a period of several seconds to a minute without rehearsal. Its capacity is also very limited: George A. Miller (1956), when working at Bell Laboratories, conducted experiments showing that the store of short-term memory was 7±2 items (the title of his famous paper, "The magical number 7±2"). Modern estimates of the capacity of short-term memory are lower, typically on the order of 4–5 items, however, memory capacity can be increased through a process called chunking.[2] For example, in recalling a ten-digit telephone number, a person could chunk the digits into three groups: first, the area code (such as 215), then a three-digit chunk (123) and lastly a four-digit chunk (4567). This method of remembering telephone numbers is far more effective than attempting to remember a string of 10 digits; this is because we are able to chunk the information into meaningful groups of numbers. Herbert Simon showed that the ideal size for chunking letters and numbers, meaningful or not, was three.[citation needed] This may be reflected in some countries in the tendency to remember telephone numbers as several chunks of three numbers with the final four-number groups, generally broken down into two groups of two.
Short-term memory is believed to rely mostly on an acoustic code for storing information, and to a lesser extent a visual code. Conrad (1964) found that test subjects had more difficulty recalling collections of letters that were acoustically similar (e.g. E, P, D). Confusion with recalling acoustically similar letters rather than visually similar letters implies that the letters were encoded acoustically. Conrad's (1964) study however, deals with the encoding of written text, thus while memory of written language may rely on acoustic components, generalisations to all forms of memory cannot be made.
However, some individuals have been reported to be able to remember large amounts of information, quickly, and be able to recall that information in seconds
Long-termThe storage in sensory memory and short-term memory generally have a strictly limited capacity and duration, which means that information is available only for a certain period of time, but is not retained indefinitely. By contrast, long-term memory can store much larger quantities of information for potentially unlimited duration (sometimes a whole life span). Its capacity is immeasurably large. For example, given a random seven-digit number we may remember it for only a few seconds before forgetting, suggesting it was stored in our short-term memory. On the other hand, we can remember telephone numbers for many years through repetition; this information is said to be stored in long-term memory.
While short-term memory encodes information acoustically, long-term memory encodes it semantically: Baddeley (1966) discovered that after 20 minutes, test subjects had the most difficulty recalling a collection of words that had similar meanings (e.g. big, large, great, huge).
Short-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe (especially dorsolateral prefrontal cortex) and the parietal lobe. Long-term memories, on the other hand, are maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential (for learning new information) to the consolidation of information from short-term to long-term memory, although it does not seem to store information itself. Without the hippocampus, new memories are unable to be stored into long-term memory, and there will be a very short attention span. Furthermore, it may be involved in changing neural connections for a period of three months or more after the initial learning. One of the primary functions of sleep is thought to be improving consolidation of information, as several studies have demonstrated that memory depends on getting sufficient sleep between training and test. Additionally, data obtained from neuroimaging studies have shown activation patterns in the sleeping brain which mirror those recorded during the learning of tasks from the previous day, suggesting that new memories may be solidified through such rehearsal.
Working memoryIn 1974 Baddeley and Hitch proposed a working memory model which replaced the concept of general short term memory with specific, active components. In this model, working memory consists of three basic stores: the central executive, the phonological loop and the visuo-spatial sketchpad. In 2000 this model was expanded with the multimodal episodic buffer.[7]
The central executive essentially acts as attention. It channels information to the three component processes: the phonological loop, the visuo-spatial sketchpad, and the episodic buffer.
The phonological loop stores auditory information by silently rehearsing sounds or words in a continuous loop: the articulatory process (for example the repetition of a telephone number over and over again). Then, a short list of data is easier to remember.
The visuospatial sketchpad stores visual and spatial information. It is engaged when performing spatial tasks (such as judging distances) or visual ones (such as counting the windows on a house or imagining images).
The episodic buffer is dedicated to linking information across domains to form integrated units of visual, spatial, and verbal information and chronological ordering (e.g., the memory of a story or a movie scene). The episodic buffer is also assumed to have links to long-term memory and semantical meaning.
The working memory model explains many practical observations, such as why it is easier to do two different tasks (one verbal and one visual) than two similar tasks (e.g., two visual), and the aforementioned word-length effect. However, the concept of a central executive as noted here has been criticised as inadequate and vague.

AJALI YA MV SPICE ISLANDER NI MSIBA WA KITAIFA

NATOA SALAMU ZANGU ZA POLE KWA WATANZANIA WENZANGU, NDUGU, JAMAA NA MARAFIKI KWA KUFIKWA NA MSIBA MKUBWA HUU WA KUZAMA KWA MELI YA MV SPICE ISLANDER. TUMEPOTEZA MAISHA YA MAMIA YA WATU NA KUWAACHA WENGINE MAJERUHI. NAWAOMBEA MAJERUHI WOTE KWA MUNGU MWENYE REHEMA WAPONE  HARAKA, PIA MUNGU AWALAZE MAHALI PEMA PEPONI WALE WOTE WALIOPOTEZA MAISHA KATIKA AJALI HIYO.(GEORGE MAGESSA, BLOG OVERSEER)

HOW TO HELP SLOW LEARNER STUDENTS

Perhaps the greatest challenge to an educator is a child who is a slow learner. These children do not fall into the category of special education, do well outside the classroom, and show no evidence of having a medical problem. They simply do not do well in school or a particular subject. In the days before formal schooling these students would carry on productive lives working and doing tasks that did not require extensive reading, writing, or math operations. However, today the emphasis is less on occupational learning and more on academic preparation. Thus there is a growing need for help to re-mediate these children to provide them the best possible opportunities in a changing world.

Having successfully taught for nearly 30 years in several states and countries two commonalities emerge when dealing with slow learners. The first is that they need extra time to complete tasks. This means that the parents must be willing to augment what happens at school regardless of how fruitless it might appear at times. Secondly, the child must be offered incentives that are appropriate. Depending on the child the best incentives are those where the family works together on a project such as building a model or attending a concert or game. The incentives should require delayed gratification so that the child learns patience and the importance of waiting to be rewarded.

The next area is proper nutrition. A child needs to have a breakfast. Period. Every study done points out that a quality breakfast and proper sleep are the two best ways to improve student performance. 

With those two factors in mind, the next step for a teacher or parent is to search for lessons and other resources that make it easier to differentiate the curriculum and make learning more vital and relevant. To this end the special education sites on the Internet have some great ideas. It must be noted that this column is not dealing with those students that qualify for special education classes. However, the concepts that teachers use when dealing with these students are ideal for helping a slow learner once the student’s weaknesses have been diagnosed. In any one of my classes I have about ten percent who are slow learners so having a slow learning child is not unusual.where you can find a wide range of helpful sites.

Characteristics

Here are some general characteristics of slow learners. Students may display some or all of these depending on their age and degree of problems acquiring knowledge at school. First, they are frequently immature in their relations with others and do poorly in school. Secondly, they cannot do complex problems and work very slowly. They lose track of time and cannot transfer what they have learned from one task to another well. They do not easily master skills that are academic in nature such as the times tables or spelling rules. Perhaps the most frustrating trait is their inability to have long-term goals. They live in the present and so have significant problems with time management probably due to a short attention span and poor concentration skills capabilities.

It should be pointed out that just because a child is not doing well in one class does not make that student a slow learner. Very few children excel in all subject areas unless there is great deal of grade inflation at that school. That is why it is essential that standardized tests scores be examined in depth by the parent or teacher to look for trends. Also there is a difference between a slow learner and a reluctant learner. A slow learner initially wants to learn, but just has a problem with the process. A reluctant learner is not motivated and can also be passive aggressive creating even more of a problem for teachers and parents through a ploy that involves non-cooperation. There is seldom anything wrong with the learning ability of reluctant learners.

To help slow learners here are some proven ideas for educators

Have a quiet place to work where the child can be easily observed and motivated.

Keep the homework sessions short

Provide activity times before and during the homework

Add a variety of tasks to the learning even if it is not assigned such as painting a picture of a reading assignment.

Allow for success

Ask questions of the child while they are working about the assignment

Go over the homework before they go to bed and before they go to school

Teach them how to use a calendar to keep track of assignments

Read to the child

Use my “Three Transfer” form of learning in which the student must take information and do three things with it besides reading. For example, read it, explain it to someone else, draw a picture of it, and take notes on it.

Be patient but consistent.

Do not reward unfinished tasks

Challenge the child

Have the child do the assignments that are the most difficult first and leave the easier ones to later. Call it the dessert principle.

Don’t be overprotective. Students who have parents that frequently intercede in their child’s education are teaching that student that the parent does not respect their abilities. If you do call a teacher make sure you are seeking a positive outcome. Remember that most teachers have dealt with numerous slow learners and have a vast amount of experience. However, sharing your child’s strengths and weaknesses could make the school year more beneficial for all concerned.

Contact the teacher if there is a concern. Calling an administrator solves nothing as the teacher is the sole legal judge of academic success.

Take you child to exciting places where they can see where academic success

is important. A trip to a local university or community college, a walking tour

of city hall, a visit to the fire station or a behind the scenes tour of a zoo are

highly motivating.

Examples of interventions for slow learners

Environment: Reduce distractions, change seating to promote attentiveness, have a peer student teacher, and allow more breaks.

Assignments: Shorter and with more variation, repeat work in various forms, have a contract, give more hands on work, have assignments copied by student, have students use three transfer method where they have to show the work three different ways.

Assessment: Shorter tests, oral testing, redoing tests, short feedback times, don’t make students compete

What to avoid: Cooperative learning that isolates the student and places him or her in a no win situation. Using a standardized test. Ignoring the problem.

What to encourage: Grouping with a patient partner. Learning about the child’s interests. Placing the student in charge. Mapping, graphic organizers, and hands-on work. Using Bloom’s taxonomy of tasks to make the assignments more appropriate.

THINGS TO CONSIDER WHEN (PARENTS)CHOOSING SCHOOL (FOR THEIR CHILDREN)

Whether parents live in a school district that offers school choice, are changing residences, or have a child entering kindergarten, choosing a school is a complex decision that includes the characteristics of the child, family, and schools.
School quality depends on many characteristics, not all easily measurable, and not all equally important for each individual child or family. Parents may want to consider the following characteristics when evaluating a school.

Child characteristics. Parents will want to think about their child's personality, learning style, and any special needs. Does the child need the structure that a traditional school setting would provide, or does he or she prefer to explore and take more personal responsibility for learning? Could she benefit from some type of alternative schooling approach? Does the child respond differently to being in small and large groups? If, for example, a child learns best in small cooperative work groups, then parents may want to consider finding a school that uses this instructional strategy. If a child has a special interest in music or a foreign language, then some preference might be given to a school that offers or excels in those areas in its regular curriculum or through after-school programming or clubs.
Family characteristics. A family's choice of schools will depend on the family's values, in addition to practical considerations such as transportation and tuition costs for private education. Choosing the neighborhood school regardless of other factors may be the best option for many families with close ties to their neighbors and neighborhood community, while choosing a religious school may be the best choice for others.
School characteristics
School philosophy. Parents can read the school's statement of philosophy or mission statement and ask about beliefs that guide the school's program and teaching approaches.
nstructional approaches. Multi-age grouping, looping, and traditional classrooms offer different advantages, and parents will want to know how the school is organized for instruction. Parents will also want to inquire about average class size at the various grade levels. A school with a traditional structure that provides clear standards and expectations may be a good choice for some children, while a school that allows extra freedom and places more responsibility for learning on the child may work well for other children. School facilities/personnel resources. Although modern, well-designed facilities do not guarantee higher student achievement, some basic features that parents can look for include a well-equipped library, a collection of age-appropriate books and periodicals in addition to textbooks in each classroom, a separate lunchroom and auditorium or large classroom for meetings and presentations, and adequate physical education facilities. With regard to services, parents can check to see whether the school has a full-time library/media specialist, on-site nurse, secretary, and social worker. Parents can also ask about the background and qualifications of the teachers and what specialties are represented (e.g., English as a Second Language, special education, music, art).
School policies. Parents will want to find out about school policies related to scheduling (traditional vs. year-round) and programming day (e.g., block, flexible, or traditional scheduling, hours of building operation). Parents will want to examine the school discipline policy to see if the rules seem fair and consequences seem appropriate. Parents will also want to find out about homework and grading policies.
School reputation. Parents can ask friends, neighbors, parents, and community leaders about the reputation of the school(s) of interest. After listening to each person's opinion, parents can decide whether the positive or negative views would apply to their family and children. Parents may want to find out about special areas of concern, such as whether community diversity is reflected in the faculty, and whether students from diverse cultural and linguistic backgrounds are well integrated into the school culture and activities.
School safety. Parents will want to know how they will be notified in case of an emergency; whether the school has an emergency plan (and they should ask to see it); the policy with regard to guns, knives, and other hazardous items; the school's policy toward bullying; and whether there are formal programs in place to combat bullying. If a parent is especially concerned about school safety, a call to the police department may be appropriate. The National School Safety Center provides additional information on safety. Curriculum. Does the school have a strong focus on literacy and other key areas? Does it offer a special focus such as immersion in a second language? Parents can find out how well the school addresses core subjects and skills such as reading, writing, and mathematics by looking at the curriculum, visiting classes, and reading the school's report card (please see information below). Does the school's curricular focus match parents' expectations and educational goals for their child?
Family and community involvement issues. Finally, schools that are working toward excellence are developing many ways to involve parents. Parents can ask for a packet from the school about any programs and policies related to parent involvement. Once a school has been chosen, it is important that parents maintain a real commitment to that school, including supporting the staff and contributing time and talents as they are able. Children who see their parents involved in this way have a greater likelihood of school success [1]. Strong bonds with local businesses and community groups (for mentoring, guest speakers, service learning, and financial support) and opportunities for community use of school facilities after school and in the evening can contribute to the quality of the school and the support that it enjoys in the community.

HERE ARE WHERE PARENTS CAN KNOW INFORMATION ABOUT SCHOOLS
School report cards. The No Child Left Behind legislation requires an annual school report card for all schools. School report cards describe characteristics of the school, including the number of children, various test scores, ratios of teachers to students, ethnic ratios, poverty levels, and more. Report cards can usually be obtained by contacting the department of education in the state or the school district office where the school is located. If more than one district is under consideration, several districts in the same geographic area can supply this information for comparative purposes. It may also be a good idea to examine school report cards for the last several years and talk to the principal if test scores have declined or if one subject/section of the test leads to dramatically higher results than others. The National Center for Education Statistics provides an analysis of state report cards and links to each state's report cards.


Visiting potential schools. Parents may want to keep in mind that no written set of assessments or test scores can take the place of visiting a school and forming one's own opinion about the overall environment and quality of the school and classrooms. Is the environment welcoming and orderly, yet creative and child friendly? How do the adults interact with the children (are they friendly, harsh, respectful, etc.)? Does discipline seem to be maintained? Do the classrooms have desks, or do the children work collaboratively at tables located in various parts of the room? The furnishings in classrooms can cue parents about the teaching philosophy at the school. Classroom arrangement can suggest a structured approach or an approach that encourages independent learning. When parents are thinking about a school, they will want to think about what learning environment is best for their child and how the school accommodates different styles as well as students with special needs. Another important step is to talk with staff and parents in the school. What do they see as strengths and concerns at the school and in the community? What are their goals for the year?
While visiting, parents can look for student work on the walls and in display areas, including writing samples and other evidence of literacy projects and artwork. Displays that feature work samples allow parents to see beyond test scores to what the children are learning and how they are learning it. Has the school been recognized with any excellence awards or awards for dramatic recent improvements in achievement? Parents can ask during a visit about turnover of staff and the rate of student transfers, as well as student and teacher absentee rates.
Realtors. Realtors often have information about the reputation of particular schools in a geographic area. They can be a good resource when making decisions about which neighborhood or area of a city might be the best choice based on what the family is looking for in a school.
  Also  1. Check out the school district's annual report to compare the expenditure per pupil in each district you are considering. In many communities, this dollar amount will be closely linked to school quality. This information is often available on the state's department of education Web site. The National Center for Education Statistics offers a searchable resource called the Public School District Finance Peer Search. This resource allows users to find out the per-pupil expenditure for school districts of interest, how those figures compare to school districts that have similar demographic characteristics, and how the district's per-pupil expenditure compares to state and national averages. This resource is located at http://nces.ed.gov/edfin/search/search_intro.asp.
2) Check to see what services are available at the school. Look for guidance counselors, an on-site nurse, a librarian, and a secretary, and check to see if they work at more than one school. If any of these key personnel do work at more than one school, be cautious!

4) If you are looking at a high school, check to see what percentage of the students go on to college. 5) Check the local library for books and videos on moving to a new school. Look for books for children as well as adults.
6) What is the school's discipline policy? (The school should provide a printed copy of this policy.)
7) How are students graded? (Ask for a sample report card and explanation of the grading system.)
8) How often are textbooks and classroom materials reviewed and updated? (There should be fixed schedules.)
9) Is there a school homework policy? (Some schools prefer to leave homework decisions to individual teachers.)
10) What is the school's safety policy? (Ask about rules for playground activities and strangers on school property.)
11) What extracurricular activities does the school sponsor? (Some schools have student councils and a variety of clubs for special interests like music, drama, and chess.)
12) How many students are assigned to a classroom teacher? (The smaller the class size the better, especially in the primary grades.)
13) Is the library/media center well equipped and organized? (Can children regularly check out books and use the center's resources?)
14) How do the teachers teach? (In many schools, teachers work with students in small groups or work in teams to teach larger groups.)
15) How does the school communicate with parents? (Is there a regular newsletter? Are parents' calls welcome?)
16) Is there an active parent organization? (Ask for a schedule of events and plan to attend the first meeting.)
17) Is there a before- and after-school care program? (This question can be critical for working parents.)
18) Try hard to tour prospective schools. Here's what to look for:

• A warm welcome by the principal and staff members.
• A clean, well-maintained campus.
• Children who are actively involved in learning. Instead of sitting silently, they should be responding to teachers, discussing class work, and using such technology as calculators, computers, and audiovisual equipment.
• Teachers who maintain good classroom discipline.
• Classrooms and hallways filled with students' work.

TECHNIQUES TO IMPROVE YOUR MEMORY

• Tell yourself to remember. When you first learn a person's name, for example, tell yourself, "remember that". This signals your unconscious mind to rank this input higher in importance.
• Know why you want to remember something. For example, to remember a person, think about how that person will be important to you in the future. If you want to remember fact about something, think about how you'll will need them someday.
• Visualize the future. Imagine where you'll see a person next, and anything you notice about them. Use this with the last technique. The additional associations will set the memory more firmly in your brain.
• Retrace your steps. When you forget something, like where you put your keys, you probably retrace your steps. This works, but try it in your mind, as if you were watching yourself from a distance. This can help keep you from blanking out parts of your route, as you did when you first set the keys down.
• Plan your memory. When you set down the keys on the chair, see yourself walking in and setting the keys on the chair. You could also quickly imagine someone asking where you put them and you answering "on the chair." You'll remember where they are if you do this.

FACTORS FOR SHARP MEMORY

If someone was to read a list of words to you it s most unlikely that you will remember all the words in the list. You ll be able to recall most of the words at the beginning some at the middle and a few at the end. These effects are known as primacy words at the beginning and recency words at the end .
The only way that a normal person can effectively recall all of the words in the list is if he applies a mnemonic technique to help him remember. You ll also find that it s easier to recall a word if it s repeated several times in the list or if it s related to the other words in any way or if it stands out among the other words for example the word ruby will stand out from a list of vegetables .
To take advantage of your primacy and recency you must find a middle ground. If you are doing something that requires a lot of thinking and you do this non stop for hours you ll find that the dip in the recall between the primacy and recency can be quite considerable.
If on the other hand you stop to take breaks too often your brain will not really reach its primacy because it keeps on getting interrupted. In a more practical application instead of continuously studying or working for hours you might want to try pausing and resting after 30 50 minutes of working just to give your brain time to refresh itself and to maximize the time when your primacy and recency are balanced.
Contrary to popular belief being smart is not synonymous to having a good memory or good retention. You don t have to force yourself to study and understand more in order to improve your memory the key is actually in your lifestyle your attitude your diet and your habits.

You Are What You Eat

It is often said that your brain is probably the greediest organ in your body and it requires a very specific type of nutrition from your diet. It shouldn t be surprising then that your diet affects how your brain performs and it performs well with a steady supply of glucose.
Before you go out of your house in the morning it would be great if you can give your brain the fuel it needs by eating a hearty breakfast. A salad packed full of antioxidants including beta carotene and vitamins C and E should also help keep your brain in tip top condition by helping to reduce damaging free radicals damaging molecules . As you grow older your brain has lesser capacity to defend itself from daily threats like free radicals inflammation and oxidation. That s why aging people need more nutrition than younger ones.
Free radicals are like cavities to your teeth they slowly build up if they re not cleaned out. As the brain cells grow older they sometimes stop communicating with each other. As an effect it slows down essential processes like thinking short term memory retrieval and regenerating new cells. Therefore anti oxidants are essential to maintain not only good health but a good memory as well.

PIAGET'S THEORY OF COGNITIVE DEVELOPMENT (HIGHER EDUCATION)

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.

The Nature of Intelligence: Operative and Figurative Intelligence

Piaget believed that reality is a dynamic system of continuous change, and as such is defined in reference to the two conditions that define dynamic systems that change. Specifically, he argued that reality involves transformations and states. Transformations refer to all manners of changes that a thing or person can undergo. States refer to the conditions or the appearances in which things or persons can be found between transformations. For example, there might be changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to another, humans change in their characteristics as they grow older), in size (e.g., a series of coins on a table might be placed close to each other or far apart) in placement or location in space and time (e.g., various objects or persons might be found at one place at one time and at a different place at another time). Thus, Piaget argued, that if human intelligence is to be adaptive, it must have functions to represent both the transformational and the static aspects of reality. He proposed that operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality and that figurative intelligence is responsible for the representation of the static aspects of reality).^[1]
Operative intelligence is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest. Figurative intelligence is the more or less static aspect of intelligence, involving all means of representation used to retain in mind the states (i.e., successive forms, shapes, or locations) that intervene between transformations. That is, it involves perception, imitation, mental imagery, drawing, and language. Therefore, the figurative aspects of intelligence derive their meaning from the operative aspects of intelligence, because states cannot exist independently of the transformations that interconnect them. Piaget believed that the figurative or the representational aspects of intelligence are subservient to its operative and dynamic aspects, and therefore, that understanding essentially derives from the operative aspect of intelligence.
At any time, operative intelligence frames how the world is understood and it changes if understanding is not successful. Piaget believed that this process of understanding and change involves two basic functions: Assimilation and accommodation.

 Assimilation and Accommodation

Through studying the field of education Piaget focused on accommodation and assimilation. Assimilation, one of two processes coined by Jean Piaget, describes how humans perceive and adapt to new information. It is the process of taking one’s environment and new information and fitting it into pre-existing cognitive schemas. Assimilation occurs when humans are faced with new or unfamiliar information and refer to previously learned information in order to make sense of it. Accommodation, unlike assimilation is the process of taking one's environment and new information, and altering one's pre-existing schemas in order to fit in the new information.
Through a series of stages, Piaget explains the ways in which characteristics are constructed that lead to specific types of thinking; this chart is called Cognitive Development. To Piaget, assimilation is integrating external elements into structures of lives or environments or those we could have through experience. It is through assimilation that accommodation is derived. Accommodation is imperative because it is how people will continue to interpret new concepts, schemas, frameworks, etc.^[2] Assimilation is different than accommodation because of how it relates to the inner organism due to the environment. Piaget believes that the human brain has been programmed through evolution to bring equilibrium, and to move upwards in a process to equilibriate what is not. The equilibrium is what Piaget believes ultimately influences structures because of the internal and external processes through assimilation and accommodation.
Piaget's understanding is that these two functions cannot exist without the other. To assimilate an object into an existing mental schema, one first needs to take into account or accommodate to the particularities of this object to a certain extent; for instance, to recognize (assimilate) an apple as an apple one needs first to focus (accommodate) on the contour of this object. To do this one needs to roughly recognize the size of the object. Development increases the balance or equilibration between these two functions. When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence. When one function dominates over the other, they generate representations which belong to figurative intelligence.
Following from this conception Piaget theorized that intelligence is active and constructive. It is active in the literal sense of the term as it depends on the actions (overt or covert, assimilatory or accommodatory), which the thinker executes in order to build and rebuild his models of the world. It is also constructive because actions, particularly mental actions, are coordinated into more inclusive and cohesive systems, thus they are raised to more stable and effective levels of functioning.

Sensorimotor stage

The sensorimotor stage is the first of the four stages in cognitive development which "extends from birth to the acquisition of language".^[3] "In this stage, infants construct an understanding of the world by coordinating experiences (such as seeing and hearing) with physical, motoric actions. Infants gain knowledge of the world from the physical actions they perform on it. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage. Piaget divided the sensorimotor stage into six sub-stages"^[4]:0–2 years, Infants just have senses-vision, hearing, and motor skills, such as grasping, sucking, and stepping.---from Psychology Study Guide by Bernstein, Penner, Clarke-Stewart, Roy

Sub-Stage	Age	Description
1 Simple Reflexes	Birth-6 weeks	"Coordination of sensation and action through reflexive behaviors".[4] Three primary reflexes are described by Piaget: sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp). Over the first six weeks of life, these reflexes begin to become voluntary actions; for example, the palmar reflex becomes intentional grasping.[5]).
2 First habits and primary circular reactions phase	6 weeks-4 months	"Coordination of sensation and two types of schemes: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). Main focus is still on the infant's body." [4] As an example of this type of reaction, an infant might repeat the motion of passing their hand before their face. Also at this phase, passive reactions, caused by classical or operant conditioning, can begin.[5]
3 Secondary circular reactions phase	4–8 months	Development of habits. "Infants become more object-oriented, moving beyond self-preoccupation; repeat actions that bring interesting or pleasurable results."[4] This stage is associated primarily with the development of coordination between vision and prehension. Three new abilities occur at this stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and means. At this stage, infants will intentionally grasp the air in the direction of a desired object, often to the amusement of friends and family. Secondary circular reactions, or the repetition of an action involving an external object begin; for example, moving a switch to turn on a light repeatedly. The differentiation between means and ends also occurs. This is perhaps one of the most important stages of a child's growth as it signifies the dawn of logic.[5]
4 Coordination of secondary circular reactions stages	8–12 months	"Coordination of vision and touch--hand-eye coordination; coordination of schemes and intentionality." [4] This stage is associated primarily with the development of logic and the coordination between means and ends. This is an extremely important stage of development, holding what Piaget calls the "first proper intelligence." Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective.[5]
5 Tertiary circular reactions, novelty, and curiosity	12–18 months	"Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior." [4] This stage is associated primarily with the discovery of new means to meet goals. Piaget describes the child at this juncture as the "young scientist," conducting pseudo-experiments to discover new methods of meeting challenges.[5]
6 Internalization of Schemes	18–24 months	"Infants develop the ability to use primitive symbols and form enduring mental representations." [4] This stage is associated primarily with the beginnings of insight, or true creativity. This marks the passage into the preoperational stage.

By the end of the sensorimotor period, objects are both separate from the self and permanent.Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or touched. Acquiring the sense of object permanence is one of the infant's most important accomplishments, according to Piaget.^[4]

 Preoperational stage

The preoperative stage is the second of four stages of cognitive development.. Cognitive Development Approaches. By observing sequences of play, Jean Piaget was able to demonstrate that towards the end of the second year, a qualitatively new kind of psychological functioning occurs.
(Pre)Operatory Thought is any procedure for mentally acting on objects. The hallmark of the preoperational stage is sparse and logically inadequate mental operations. During this stage, the child learns to use and to represent objects by images, words, and drawings.The child is able to form stable concepts as well as mental reasoning and magical beliefs. The child however is still not able to perform operations; tasks that the child can do mentally rather than physically. Thinking is still egocentric. The child has difficulty taking the viewpoint of others. Two substages can be formed from preoperative thought.

• The Symbolic Function Substage

Occurs between about the ages of 2 and 7.During 2-4 years old , kids cannot yet manipulate and transform information in logical ways, but they now can think in images and symbols. The child is able to formulate designs of objects that are not present. Other examples of mental abilities are language and pretend play. Although there is an advancement in progress, there are still limitations such as egocentrism and animism. Egocentrism occurs when a child is unable to distinguish between their own perspective and that of another person's. Children tend to pick their own view of what they see rather than the actual view shown to others.An example is an experiment performed by Piaget and Barbel Inhelder. Three views of a mountain are shown and the child is asked what a traveling doll would see at the various angles; the child picks their own view compared to the actual view of the doll. Animism is the belief that inanimate objects are capable of actions and have lifelike qualities. An example is a child believing that the sidewalk was mad and made them fall down.

• The Intuitive Thought Substage

Occurs between about the ages of 4 and 7. Children tend to become very curious and ask many questions; begin the use of primitive reasoning. There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the intuitive substage because children realize they have a vast amount of knowledge but they are unaware of how they know it.'Centration' and 'conservation' are both involved in preoperative thought. Centration is the act of focusing all attention on one characteristic compared to the others. Centration is noticed in conservation; the awareness that altering a substance's appearance does not change its basic properties. Children at this stage are unaware of conservation.Example, In Piaget's most famous task, a child is presented with two identical beakers containing the same amount of liquid. The child usually notes that the beakers have the same amount of liquid.When one of the beakers is poured into a taller and thinner container, children who are typically younger than 7 or 8 years old say that the two beakers now contain a different amount of liquid. The child simply focuses on the height and width of the container compared to the general concept.

 Concrete operational stage

The concrete operational stage is the third of four stages of cognitive development in Piaget's theory. This stage, which follows the preoperational stage, occurs between the ages of 7 and 11 years^[6] and is characterized by the appropriate use of logic. Important processes during this stage are:
Seriation—the ability to sort objects in an order according to size, shape, or any other characteristic. For example, if given different-shaded objects they may make a color gradient.
Transitivity- The ability to recognize logical relationships among elements in a serial order, and perform 'transitive inferences' (for example, If A is taller than B, and B is taller than C, then A must be taller than C).
Classification—the ability to name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include another.
Decentering—where the child takes into account multiple aspects of a problem to solve it. For example, the child will no longer perceive an exceptionally wide but short cup to contain less than a normally-wide, taller cup.
Reversibility—the child understands that numbers or objects can be changed, then returned to their original state. For this reason, a child will be able to rapidly determine that if 4+4 equals t, t−4 will equal 4, the original quantity.
Conservation—understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or items.
Elimination of Egocentrism—the ability to view things from another's perspective (even if they think incorrectly). For instance, show a child a comic in which Jane puts a doll under a box, leaves the room, and then Melissa moves the doll to a drawer, and Jane comes back. A child in the concrete operations stage will say that Jane will still think it's under the box even though the child knows it is in the drawer. (See also False-belief task).
Children in this stage can, however, only solve problems that apply to actual (concrete) objects or events, and not abstract concepts or hypothetical tasks.
Formal operational stage
The formal operational period is the fourth and final of the periods of cognitive development in Piaget's theory.^[7] This stage, which follows the Concrete Operational stage, commences at around 11 years of age (puberty) and continues into adulthood.^[7] In this stage, individuals move beyond concrete experiences and begin to think abstractly, reason logically and draw conclusions from the information available, as well as apply all these processes to hypothetical situations.^[7] The abstract quality of the adolescent's thought at the formal operational level is evident in the adolescent's verbal problem solving ability.^[7] The logical quality of the adolescent's thought is when children are more likely to solve problems in a trial-and-error fashion.^[7] Adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically testing solutions.They use hypothetical-deductive reasoning, which means that they develop hypotheses or best guesses, and systematically deduce, or conclude, which is the best path to follow in solving the problem.^[] During this stage the adolescent is able to understand such things as love, "shades of gray", logical proofs and values. During this stage the young person begins to entertain possibilities for the future and is fascinated with what they can be. Adolescents are changing cognitively also by the way that they think about social matters.Adolescent Egocentrism governs the way that adolescents think about social matters and is the heightened self-consciousness in them as they are which is reflected in their sense of personal uniqueness and invincibility. Adolescent egocentrism can be dissected into two types of social thinking, imaginary audience that involves attention getting behavior, and personal fable which involves an adolescent's sense of personal uniqueness and invincibility.

The stages and causation

Piaget sees children’s conception of causation as a march from "primitive" conceptions of cause to those of a more scientific, rigorous, and mechanical nature. These primitive concepts are characterized as magical, with a decidedly nonnatural or nonmechanical tone. Piaget attributes this to his most basic assumption: that babies are phenomenists. That is, their knowledge "consists of assimilating things to schemas" from their own action such that they appear, from the child’s point of view, "to have qualities which in fact stem from the organism." Consequently, these "subjective conceptions," so prevalent during Piaget’s first stage of development, are dashed upon discovering deeper empirical truths. Piaget gives the example of a child believing the moon and stars follow him on a night walk; upon learning that such is the case for his friends, he must separate his self from the object, resulting in a theory that the moon is immobile, or moves independently of other agents. The second stage, from around three to eight years of age, is characterized by a mix of this type of magical, animistic, or “nonnatural” conceptions of causation and mechanical or "naturalisitic" causation. This conjunction of natural and nonnatural causal explanations supposedly stems from experience itself, though Piaget does not make much of an attempt to describe the nature of the differences in conception; in his interviews with children, he asked specifically about natural phenomena: what makes clouds move? What makes the stars move? Why do rivers flow? The nature of all the answers given, Piaget says, are such that these objects must perform their actions to "fulfill their obligations towards men." He calls this "moral explanation."^[
Challenges to Piagetian stage theory
Piagetians' accounts of development have been challenged on several grounds. First, as Piaget himself noted, development does not always progress in the smooth manner his theory seems to predict. 'Decalage', or unpredicted gaps in the developmental progression, suggest that the stage model is at best a useful approximation. More broadly, Piaget's theory is 'domain general', predicting that cognitive maturation occurs concurrently across different domains of knowledge (such as mathematics, logic, understanding of physics, of language, etc.). During the 1980s and 1990s, cognitive developmentalists were influenced by "neo-nativist" and evolutionary psychology ideas. These ideas de-emphasized domain general theories and emphasized domain specificity or modularity of mind. Modularity implies that different cognitive faculties may be largely independent of one another and thus develop according to quite different time-tables. In this vein, some cognitive developmentalists argued that rather than being domain general learners, children come equipped with domain specific theories, sometimes referred to as 'core knowledge', which allows them to break into learning within that domain. For example, even young infants appear to be sensitive to some predictable regularities in the movement and interactions of objects (e.g. that one object cannot pass through another), or in human behavior (e.g. that a hand repeatedly reaching for an object has that object, not just a particular path of motion), as its be the building block out of which more elaborate knowledge is constructed. More recent work has strongly challenged some of the basic presumptions of the 'core knowledge' school, and revised ideas of domain generality—but from a newer dynamic systems approach, not from a revised Piagetian perspective. Dynamic systems approaches harken to modern neuroscientific research that was not available to Piaget when he was constructing his theory. One important finding is that domain-specific knowledge is constructed as children develop and integrate knowledge. This suggests more of a "smooth integration" of learning and development than either Piaget, or his neo-nativist critics, had envisioned. Additionally, some psychologists, such as Vygotsky and Jerome Bruner, thought differently from Piaget, suggesting that language was more

MASLOW'S HIERCHY OF NEEDS ( HIGHER- EDUCATION)

Maslow's hierarchy of needs is a theory in psychology, proposed by Abraham Maslow in his 1943 paper A Theory of Human Motivation. Maslow subsequently extended the idea to include his observations of humans' innate curiosity. His theories parallel many other theories of human developmental psychology, all of which focus on describing the stages of growth in humans.
Maslow studied what he called exemplary people such as Albert Einstein, Jane Addams, Eleanor Roosevelt, and Frederick Douglass rather than mentally ill or neurotic people, writing that "the study of crippled, stunted, immature, and unhealthy specimens can yield only a cripple psychology and a cripple philosophy. Maslow studied the healthiest 1% of the college student population.

Hierarchy

Maslow's hierarchy of needs is often portrayed in the shape of a pyramid, with the largest and most fundamental levels of needs at the bottom, and the need for self-actualization at the top.
The most fundamental and basic four layers of the pyramid contain what Maslow called "deficiency needs" or "d-needs": esteem, friendship and love, security, and physical needs. With the exception of the most fundamental (physiological) needs, if these "deficiency needs" are not met, the body gives no physical indication but the individual feels anxious and tense. Maslow's theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Maslow also coined the term Metamotivation to describe the motivation of people who go beyond the scope of the basic needs and strive for constant betterment. Metamotivated people are driven by B-needs (Being Needs), instead of deficiency needs (D-Needs).

Physiological needs

For the most part, physiological needs are obvious — they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function.
Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. The intensity of the human sexual instinct is shaped more by sexual competition than maintaining a birth rate adequate to survival of the species.

Safety needs

With their physical needs relatively satisfied, the individual's safety needs take precedence and dominate behavior. In the absence of physical safety -- due to terrorist attack, war, natural disaster, or, in cases of family violence, childhood abuse, etc. -- people (re-)experience post-traumatic stress disorder and trans-generational trauma transfer. In the absence of economic safety -- due to economic crisis and lack of work opportunities - these safety needs manifest themselves in such things as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, and the like.
Safety and Security needs include:

• Personal security
• Financial security
• Health and well-being
• Safety net against accidents/illness and their adverse impacts

Love and belonging

After physiological and safety needs are fulfilled, the third layer of human needs are social and involve feelings of belongingness. The need is especially strong in childhood and can over-ride the need for safety as witnessed in children who cling to abusive parents which is sometimes called Stockholm syndrome. The absence of this aspect of Maslow's hierarchy - due to hospitalism, neglect, shunning, ostracism etc. - can impact individual's ability to form and maintain emotionally significant relationships in general, such as:

• Friendship
• Intimacy
• Family

Humans need to feel a sense of belonging and acceptance, whether it comes from a large social group, such as clubs, office culture, religious groups, professional organizations, sports teams, gangs, or small social connections (family members, intimate partners, mentors, close colleagues, confidants). They need to love and be loved (sexually and non-sexually) by others. In the absence of these elements, many people become susceptible to loneliness, social anxiety, and clinical depression. This need for belonging can often overcome the physiological and security needs, depending on the strength of the peer pressure; an anorexic, for example, may ignore the need to eat and the security of health for a feeling of control and belonging.

Esteem

All humans have a need to be respected and to have self-esteem and self-respect. Esteem presents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel self-valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. People with low self-esteem need respect from others. They may seek fame or glory, which again depends on others. Note, however, that many people with low self-esteem will not be able to improve their view of themselves simply by receiving fame, respect, and glory externally, but must first accept themselves internally. Psychological imbalances such as depression can also prevent one from obtaining self-esteem on both levels.
Most people have a need for a stable self-respect and self-esteem. Maslow noted two versions of esteem needs, a lower one and a higher one. The lower one is the need for the respect of others, the need for status, recognition, fame, prestige, and attention. The higher one is the need for self-respect, the need for strength, competence, mastery, self-confidence, independence and freedom. The latter one ranks higher because it rests more on inner competence won through experience. Deprivation of these needs can lead to an inferiority complex, weakness and helplessness.
Maslow also states that even though these are examples of how the quest for knowledge is separate from basic needs he warns that these “two hierarchies are interrelated rather than sharply separated” (Maslow 97). This means that this level of need, as well as the next and highest level, are not strict, separate levels but closely related to others, and this is possibly the reason that these two levels of need are left out of most textbooks.

Self-actualization

This level of need pertains to what a person's full potential is and realizing that potential. Maslow describes this desire as the desire to become more and more what one is, to become everything that one is capable of becoming.This is a broad definition of the need for self-actualization, but when applied to individuals the need is specific. For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions. As mentioned before, in order to reach a clear understanding of this level of need one must first not only achieve the previous needs, physiological, safety, love, and esteem, but master these needs.
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Criticisms

In their extensive review of research based on Maslow's theory, Wahba and Brudwell found little evidence for the ranking of needs Maslow described, or even for the existence of a definite hierarchy at all. Chilean economist and philosopher Manfred Max-Neef has also argued fundamental human needs are non-hierarchical, and are ontologically universal and invariant in nature—part of the condition of being human; poverty, he argues, may result from any one of these needs being frustrated, denied or unfulfilled.^{[citation needed]}
The order in which the hierarchy is arranged (with self-actualization as the highest order need) has been criticised as being ethnocentric by Geert Hofstede. Hofstede's criticism of Maslow's pyramid as ethnocentric may stem from the fact that Maslow’s hierarchy of needs neglects to illustrate and expand upon the difference between the social and intellectual needs of those raised in individualistic societies and those raised in collectivist societies. Maslow created his hierarchy of needs from an individualistic perspective, being that he was from the United States, a highly individualistic nation. The needs and drives of those in individualistic societies tend to be more self-centered than those in collectivist societies, focusing on improvement of the self, with self actualization being the apex of self improvement. Since the hierarchy was written from the perspective of an individualist, the order of needs in the hierarchy with self actualization at the top is not representative of the needs of those in collectivist cultures. In collectivist societies, the needs of acceptance and community will outweigh the needs for freedom and individuality.
Maslow’s hierarchy has also been criticized as being individualistic because of the position and value of sex on the pyramid. Maslow’s pyramid puts sex on the bottom rung of physiological needs, along with breathing and food. It views sex from an individualistic and not collectivist perspective: i.e., as an individualistic physiological need that must be satisfied before one moves on to higher pursuits. This view of sex neglects the emotional, familial and evolutionary implications of sex within the community.

INTERNAL RECRUITMENT BENEFITS (HRM- HIGHER EDUCATION)

The internal recruitment process has a lot of benefits and it is always difficult to decide whether to use internal or external recruitment process. The internal recruitment is a right recruitment process for the large organization, which promote friendliness in their corporate culture.
The corporate culture, which supports the employees to look for the opportunities in the organization, is well designed for the internal recruitment process and the process can be a big benefit for the organization. The corporate culture, which is focused on a strong competition among employees and with the external environment, this corporate culture does not support the internal recruitment process.
The corporate culture should drive the decision process. In case of two candidates for the position, the corporate culture should navigate the HRM Function and the hiring manager to decide correctly about the winning job candidate. The corporate culture has to provide a guidance for the last decision about the winning candidate.
The career development is a huge benefit of the internal recruitment process. The career development has to be communicated openly and the employees cannot be worried about their application for a new position within the organization. The career development can define special rules for the application for the new position. The rule is usually about the necessity to stay at one position for a defined period of time before applying for a new one.  In case of necessity, the HRM Function can act quicker, but the current manager of the employee has to agree to allow the transfer. When the career development functions well, the employees are motivated to train themselves to get more skilled and develop their competencies as they see the career opportunity in the organization.
The cost side is a clear internal recruitment benefit. The internal recruitment can be quicker and cheaper than the external recruitment. The employee who works with the organization usually does not ask a huge salary and is available for a transfer much quicker.
Another internal recruitment benefit is a smaller pressure for the compensation and benefits. The moving employees get promoted and they do not press for a higher salary for just being with the organization.

FORMATION OF OX- BOW LAKE ( O'LEVEL AND A'LEVEL SECONDARY EDUCATION)

An oxbow lake is a U-shaped body of water formed when a wide meander from the main stem of a river is cut off to create a lake. This landform is called an oxbow lake for the distinctive curved shape, named after part of a yoke for oxen. In Australia, an oxbow lake is called a billabong, derived from an indigenous language. The word "oxbow" can also refer to a U-shaped bend in a river or stream, whether or not it is cut off from the main stream.
An oxbow lake is formed when a river creates a meander, due to the river's eroding the bank through hydraulic action and abrasion/corrosion. After a long period of time, the meander becomes very curved, and eventually the neck of the meander will touch the opposite side and the river will cut through the neck, cutting off the meander to form the oxbow lake.
When a river reaches a low-lying plain, often in its final course to the sea or a lake, it meanders widely. In the vicinity of a river bend, deposition occurs on the convex bank (the bank with the smaller radius). In contrast, both lateral erosion and undercutting occur on the cut bank or concave bank (the bank with the greater radius.) Continuous deposition on the convex bank and erosion of the concave bank of a meandering river cause the formation of a very pronounced meander with two concave banks getting closer. The narrow neck of land between the two neighboring concave banks is finally cut through, either by lateral erosion of the two concave banks or by the strong currents of a flood. When this happens, a new straighter river channel is created and an abandoned meander loop, called a cutoff, is formed. When deposition finally seals off the cutoff from the river channel, an oxbow lake is formed. This process can occur over a time scale from a few years to several decades and may sometimes become essentially static.
Gathering of erosion products near the concave bank and transporting them to the convex bank is the work of the secondary flow across the floor of the river in the vicinity of a river bend. The process of deposition of silt, sand and gravel on the convex bank is clearly illustrated in point bars.
River flood plains containing rivers with a highly sinuous platform will be populated by longer oxbow lakes than those with low sinuosity. This is because rivers with high sinuosity will have larger meanders and greater opportunity for longer lakes to form. Rivers with lower sinuosity are characterized by fewer cutoffs and shorter oxbow lakes due to the shorter distance of their meanders.
The effect of the secondary flow can be demonstrated using a circular bowl. Partly fill the bowl with water and sprinkle dense particles such as sand or rice into the bowl. Set the water into circular motion with one hand or a spoon. The dense particles will quickly be swept into a neat pile in the center of the bowl. This is the mechanism that leads to the formation of point bars and contributes to the formation of oxbow lakes. The primary flow of water in the bowl is circular and the streamlines are concentric with the side of the bowl. However, the secondary flow of the boundary layer across the floor of the bowl is inward toward the center. The primary flow might be expected to fling the dense particles to the perimeter of the bowl, but instead the secondary flow sweeps the particles toward the center.
The curved path of a river around a bend causes the surface of the water to be slightly higher on the outside of the river bend than on the inside. As a result, at any elevation within the river the water pressure is slightly greater near the outside of the river bend than on the inside. There is a pressure gradient toward the convex bank which provides the centripetal force necessary for each parcel of water to follow its curved path. The boundary layer flowing along the floor of the river is not moving fast enough to balance the pressure gradient laterally across the river. It responds to this pressure gradient and its velocity is partly downstream and partly across the river toward the convex bank. As it flows along the floor of the river, it sweeps loose material toward the convex bank. This flow of the boundary layer is significantly different from the speed and direction of the primary flow of the river, and is part of the river's secondary flow.
When a fluid follows a curved path, such as around a circular bowl, around a bend in a river or in a tropical cyclone, the flow is described as vortex flow: the fastest speed occurs where the radius is smallest, and the slowest speed occurs where the radius is greatest. The higher fluid pressure and slower speed where the radius is greater, and the lower pressure and faster speed where the radius is smaller, are all consistent with Bernoulli's principle.