Kate Hilpern advises people on the best watches to use when they go running.
A. Soleus FIT 1.0
Soleus claims this has everything you need and nothing you don’t. Water – resistant to 30m and with a built-in rechargeable battery, Q6it’s accurate at measuring speed, pace, distance and calories burnt.
You’ll be hard pushed to find a running watch that finds a GPS signal quicker than this. It will keep you updated on current location, distance covered, number of laps and calories burnt.
C. Garmin Forerunner
This watch, which is small enough to wear at the office, is touchscreen and is packed with impressive features, Q4although the battery life is limited.
D. Timex Run Trainer 2.0
Q5The hi-res screen makes this a great watch for athletes at any level. The easy-to-use, upgraded menu system makes monitoring pace, speed and distance child’s play. Q3Alerts remind you when it’s time to hydrate or top up the nutrition.
E. Garmin Forerunner 10
Q1This is a well-priced, entry-level watch that’s light as well as waterproof and available in a range of colours. Don’t expect added extras, but do expect good basic functionality.
F. Nike Fuelband
Described by the Huffington Post as ‘the sports watch you never knew you needed,’ Q2this soft-touch and lightweight watch has been lovingly designed to appear more like a piece of futuristic jewellery than a running watch. But it’s hi-tech too and synchronises with your phone to show the results.
G. Suunto Ambit2 S HR
This is better suited to off-roaders rather than Q7urban runners and although it’s quite big, it has a functional design and is compatible with the thousands of Suunto apps available.
NYLSO, the New York Late-Starters String Orchestra, is something special. It was founded in early 2007, and Q1grew out of a concept developed by The East London Late Starters Orchestra (ELLSO), an award-winning group in England.
NYLSO is an amateur orchestra for adult players of violin, viola, cello, and double bass. If you played a string instrument when you were younger and would like to start again,
or if you are learning as an adult and would like the chance to play in a group of similar people, then NYLSO is for you! Our goal is to create a fun, supportive, non-competitive environment for adults 18 to 80+ who wish to participate in collective music-making.
Q2Participants should have basic music reading skills and a willingness to commit to the group, but are not required to audition. It is recommended that you have studied your instrument for at least one year. Q3If you have ever been paid to play your instrument, recently graduated with a degree in performance, or have been playing continuously since elementary school, you may decide we are not the appropriate group for you.
How We Work:
We know that New Yorkers are busy people. Q5It is fine if you miss an entire rehearsal period when an emergency arises. Ultimately, though, too many absences disrupt the function of the group and make it difficult to perform the pieces. Sessions are in six-week rehearsal cycles, with two-hour rehearsals held once a week. We work with the goal of producing one to three very informal ‘friends-and-family’ concerts per year.
Q4NYSLO concerts are free to members’ families and friends. NOT GIVEN.
Our professional tutor/facilitator serves as coach and conductor during rehearsals. Substitute conductors also join in to teach different sections, providing groups of players with valuable experience in working with different approaches and styles. Everyone is encouraged to play to their fullest potential, whatever that may be, but please recognize that while we do have a conductor, her role is not to provide one-on-one instruction during rehearsals.
NYLSO is a self-supporting collective; we do not receive any other funding. The cost is $80 for each six-week cycle. Q6Payments are applied to the costs of rehearsal space, conductor’s fees, and photocopying music.
Materials You Will Need At Rehearsals:
You will need an instrument, a portable music stand, and any other relevant accessories.You should bring a folder to keep your music together and a soft-lead pencil with an eraser for writing in changes. Sheet music is provided.
Q7The NYLSO gives advice on what instrument to purchase. NOT GIVEN.
A Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Q8 Freeman, 2010).
Q1The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of Q10 books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.
B Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition -and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of Q11internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning – metacognition – which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Q12emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.
C High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Q5Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.
D Yet in order to learn by themselves, the gifted do need some support from their teachers.Q2Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘Q13spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers o pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent.Q4There are quite a number of new methods which can help, such as child- initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.
E But scientific progress is not all theoretical, knowledge is a so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Q9 Elshout, 1995). Research with creative scientists by Q6Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise se mixed with a high level of motivation (Weisberg, 1993).
F To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of earning and negative emotions inhibit it. Q3Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Q7Boekaerts’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.
https://ieltssimulator.com/wp-content/uploads/2019/08/logo.png00Alizahttps://ieltssimulator.com/wp-content/uploads/2019/08/logo.pngAliza2020-03-26 10:00:032020-03-24 21:05:31IELTS READING - Gifted children and learning S15AT2
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