Ability

11/01/2019

What Is Life?
The following answers to this fundamental question each win a random book.
Life is the aspect of existence that processes, acts, reacts, evaluates, and evolves through growth (reproduction and metabolism). The crucial difference between life and non-life (or non-living things) is that life uses energy for physical and conscious development. Life is anything that grows and eventually dies, i.e., ceases to proliferate and be cognizant. Can we say that viruses, for example, are cognizant? Yes, insofar as they react to stimuli; but they are alive essentially because they reproduce and grow. Computers are non-living because even though they can cognize, they do not develop biologically (grow), and cannot produce offspring. It is not cognition that determines life, then: it is rather proliferation and maturation towards a state of death; and death occurs only to living substances.

Or is the question, ‘What is the meaning (purpose) of life?’ That’s a real tough one. But I think that the meaning of life is the ideals we impose upon it, what we demand of it. I’ve come to reaffirm my Boy Scout motto, give or take a few words, that the meaning of life is to: Do good, Be Good, but also to Receive Good. The foggy term in this advice, of course, is ‘good’; but I leave that to the intuitive powers that we all share.

There are, of course, many intuitively clear examples of Doing Good: by retrieving a crying baby from a dumpster; by trying to rescue someone who’s drowning. Most of us would avoid murdering; and most of us would refrain from other acts we find intuitively wrong. So our natural intuitions determine the meaning of life for us; and it seems for other species as well, for those intuitions resonate through much of life and give it its purpose.

11/01/2019

Did you got it?

27/04/2018

Seek knowledge if it is in seen.

11/03/2016

27/01/2016

Ever since i am a kid i hate to go to school, later on i've found myself inside the four corners of college, it helps me a lot to reach my dream to be a law enforcer, because it is the requirements to be a bachelor degree holder, it is still depends on the person how he manage things like financial and career, earning a degree is still gives and opens much more opportunities and ideas to be successful specially in business.

10/06/2015

Impossible or I am possible

04/06/2015

Words that rhyme with ability

agility, civility, debility, docility, edibility, facility, fertility, flexility,
fragility, futility, gentility, hostility, humility, imbecility, infantility,
juvenility, liability, mobility, nihility, nobility, nubility, puerility, senility,
servility, stability, sterility, tactility, tranquillity ( US tranquility),
usability, utility, versatility, viability, virility, volatility

17/01/2015

Ability ﻭ :capacit
ﺍﯾﻦ ﺩﻭ ﻭﺍﮊﻩ ﻫﻨﮕﺎﻣﯽ ﮐﻪ ﺍﺯ ﺳﻄﺢ ﺑﺎﻻﯾﯽ ﺍﺯ ﺗﻮﺍﻥ ﺫﻫﻨﯽ ﺻﺤﺒﺖ ﻣﯽﺷﻮﺩﺩﺭ ﻣﻘﺎﯾﺴﻪٔ ﺑﺎ ﯾﮑﺪﯾﮕﺮ ﺑﻪ ﮐﺎﺭ ﻣﯽﺭﻭﻧﺪ .
Ability
ﺑﻪ ﺗﻤﺮﯾﻦ ﻓﻌﺎﻝ ﺗﻮﺍﻧﻤﻨﺪﯼ ﻭ ﻧﯿﺮﻭﻣﻨﺪﯼﻫﺎﯼ ﻣﺎ ﺑﺎﺯ ﻣﯽﮔﺮﺩﺩ . ﺍﯾﻦ ﻭﺍﮊﻩ ﻧﻪ ﺗﻨﻬﺎ ﺍﻧﺮﮊﯼ ﻭ ﺗﻮﺍﻥﺫﻫﻦ ﺭﺍ ﻣﯽﺭﺳﺎﻧﺪ ﺑﻠﮑﻪ ﺁﺳﺎﻧﯽ ﻭ ﭼﺎﻻﮐﯽ ﺩﺭﺍﺟﺮﺍﯼ ﺁﻧﭽﻪ ﺍﺯ ﺫﻫﻦ ﺑﺮﺁﻣﺪﻩﺍﺳﺖ، ﯾﺎ ﺫﻫﻦ ﺑﺮﺍﯼ ﺁﻥ ﺗﻤﺮﯾﻦﺩﯾﺪﻩﺍﺳﺖ، ﺭﺍ ﻧﯿﺰ
ﻣﯽﺭﺳﺎﻧﺪ. ﺑﻨﺎﺑﺮﺍﯾﻦ ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﻣﯽﮔﻮﯾﯿﻢ ﯾﮏ ability ﯾﺎ ﺗﻮﺍﻧﺎﯾﯽ ﮐﻪ ﺑﺎﻋﺚ ﻧﻮﺷﺘﻪ ﺷﺪﻥﯾﮏ ﮐﺘﺎﺏ ﺷﺪ، ﯾﺎ ﺑﺎﻋﺚ ﺍﻧﺠﺎﻡ ﯾﮏ ﻣﺬﺍﮐﺮﻩ ﺷﺪ، ﯾﺎ ﺑﺎﻋﺚ ﻣﻬﺎﺭ ﯾﮏ ﺑﺤﺚ ﺷﺪ . ﻭ ... ﺍﯾﻦ ﻭﺍﮊﻩ ﻭﻗﺘﯽ ﺑﻪ ﮐﺎﺭﻣﯽﺭﻭﺩ، ﺍﻧﺠﺎﻡ ﯾﮏ ﮐﺎﺭ ﻭ ﺗﻮﺍﻥ ﺍﻧﺠﺎﻡ ﺁﻥ ﺭﺍ ﺩﺭ ﺫﻫﻦ ﻓﺮﺩ ﻣﯽﺁﻭﺭﺩ .
Capacity
ﺑﻪ ﺗﻮﺍﻥ ﺩﺭﯾﺎﻓﺖ ﻓﺮﺩ ﺑﺎﺯ ﻣﯽﮔﺮﺩﺩ . ﺍﯾﻦ ﻭﺍﮊﻩ، ﭼﺎﻻﮐﯽ ﻭ ﺳﺮﻋﺖ ﺑﺎﻻ ﺩﺭ ﺑﻪ ﺫﻫﻦ ﺭﺳﯿﺪﻥﭘﯿﺸﻨﻬﺎﺩ ﯾﺎ ﺭﺍﻩ ﺣﻞ ﻭ ﭘﻬﻨﺎ ﻭ ﮔﺴﺘﺮﺩﮔﯽ ﺫﻫﻦ ﻓﺮﺩ ﺭﺍ ﻣﯽﺭﺳﺎﻧﺪ ﻭ ﻧﺸﺎﻥ ﻣﯽﺩﻫﺪ ﮐﻪ ﻓﺮﺩ ﺩﺍﺭﺍﯼ ﺍﺳﺘﻌﺪﺍﺩﯼﻏﯿﺮ ﻣﻌﻤﻮﻝ ﺩﺭ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻥ ﻭ ﻧﮕﻬﺪﺍﺭﯼ ﺩﺍﻧﺶ ﺩﺍﺭﺩ. ﺍﯾﻦ ﻭﺍﮊﻩ ﻫﻤﺮﺍﻩ ﺧﻮﺩ ﺩﺍﺷﺘﻦ ﭘﯿﺸﻨﻬﺎﺩﻫﺎﯼ ﻧﺎﭘﺨﺘﻪ ﻭﺗﻮﺍﻧﺎﯾﯽﻫﺎﯼ ﻗﺎﺑﻞ ﮔﺴﺘﺮﺵ ﺭﺍ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺭﺩ . ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﻣﯽﺗﻮﺍﻥ ﺍﺯ ﻇﺮﻓﯿﺖ ﻭ ﺗﻮﺍﻥ ﺷﮕﻔﺖ ﺍﻧﮕﯿﺰ ﯾﺎ
Capacity
ﺍﻓﺮﺍﺩﯼ ﭼﻮﻥ :wﻓﺮﺍﻧﺴﯿﺲ ﺑﯿﮑﻦ ، :w ﺑﻠﺰ ﭘﺎﺳﮑﺎﻝ ﻭ :w ﺍﺩﻣﻮﻧﺪ ﺑﺮﮎ ﺳﺨﻦ ﮔﻔﺖ. H.
Taylor ﻣﯽﮔﻮﯾﺪ: « ﺑﺮﺍﯼ ﯾﮏ ﺳﺮﻣﺎﯾﻪ ﮔﺬﺍﺭﯼ ﻣﻬﻢ، Capacity ﻻﺯﻣﻪٔ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻥ ﺍﯾﺪﻩ ﻭ ﻃﺮﺡ ﺍﺳﺖ
ﻭ ability ﻻﺯﻣﻪٔ ﺍﺟﺮﺍﯼ ﺁﻥ»
ﻭﺍﮊﻩٔ abilities ، ﺑﻪ ﺻﻮﺭﺕ ﺟﻤﻊ، ﺧﻮﺩ ﺑﻪ ﺗﻨﻬﺎﯾﯽ ﺩﺭﺑﺮﺩﺍﺭﻧﺪﻩٔ ﮐﯿﻔﯿﺖ ﺑﺎﻻ ﺩﺭ ﺍﻧﺠﺎﻡ ﮐﺎﺭ ﻭ ﺗﻮﺍﻥ ﺧﺪﺍﺩﺍﺩﯼ
ﺫﻫﻨﯽ ﺍﺳﺖ

17/01/2015

ﺗﻮﺍﻧﺎﯾﯽ ( ﺑﻪ ﺍﻧﮕﻠﯿﺴﯽ: ability ) ﺑﻪ ﻣﺠﻤﻮﻋﻪﺍﯼ ﺍﺯ ﻭﺍﮐﻨﺶﻫﺎﯼ ﺫﻫﻨﯽ ﻭ ﻋﯿﻨﯽ ﮐﻪ ﺷﺨﺺ ﺭﺍ ﺑﺮﺍﯼ ﺍﻧﺠﺎﻡﮐﺎﺭﯼ ﻧﻤﺎﯾﺎﻥ ﺩﺭ ﺯﻣﺎﻧﯽ ﻣﺸﺨﺺ ﻗﺎﺩﺭ ﻣﯽﺳﺎﺯﺩ، ﺍﺻﻄﻼﺣﺎً ﺗﻮﺍﻧﺎﯾﯽ ﮔﻔﺘﻪ ﻣﯽﺷﻮﺩ.
ﺍﺳﺎﺱ ﺍﯾﻦ ﺍﺻﻄﻼﺡ ﺍﯾﻦﺍﺳﺖ ﮐﻪ ﺷﺨﺺ ﻗﺎﺩﺭ ﺍﺳﺖ، ﺁﻥ ﮐﺎﺭ ﺭﺍ ﺣﺎﻻ ﺍﻧﺠﺎﻡ ﺩﻫﺪ ﻭ ﻧﯿﺎﺯﯼ ﺑﺮﺍﯼ ﺁﻣﻮﺯﺵ ﺑﯿﺸﺘﺮ ﻧﺪﺍﺭﺩ .
ﺑﻨﺎﺑﺮﺍﯾﻦ ﺗﻔﮑﯿﮏﺁﻥ ﺑﺎ ﺍﺳﺘﻌﺪﺍﺩ ( ﺑﻪ ﺍﻧﮕﻠﯿﺴﯽ: aptitude ) ﺿﺮﻭﺭﯼ ﺍﺳﺖ . ﺍﺻﻄﻼﺡ ﺍﺧﯿﺮ ﺑﻪ ﺳﻄﺢ ﮐﺎﺭﺍﯾﯽ ﺣﺎﺻﻞ ﺍﺯ ﻣﯿﺰﺍﻥ
ﻣﺸﺨﺼﯽ ﺁﻣﻮﺯﺵ ﺍﻃﻼﻕ ﻣﯽﺷﻮﺩ .

05/01/2015

Here is Our List of Psychic Abilities
**Based on the individual’s well developed physical senses:
Clairvoyant – the person who can clearly see non-physical realities or
dimensions, surrounding energies, auras, physical people’s
psychospheres, and also non-physical consciousnesses.
With a well developed clairvoyant capacity, one may also come to be
able to use it for autoscopy and heteroscopy.
Clairaudient – the person who can hear events occurring at long
distance, in the physical world, and events occurring in non-physical
dimensions.
The key to develop all psychic abilities is energy, and hence how your
work with energy
Clairsensitive – the person who can feel the surrounding energies and
non-physical consciousnesses. You can also train to feel all that
touches or could touch your skin at a distance from it, by exteriorising
your sensitivity to the periphery of your energosoma , thus producing the
effect or becoming a full body/full energosoma ‘radar’.
Some Sensitives are also good at smelling non-physical fragrances.
Remote-viewer – the phenomenon of remote-viewing can also be
technically called of travelling clairvoyance. Therefore the remote-
viewer can clearly see consciousnesses, places, and events happening
at long distance, either in the physical dimension or in non-physical
dimensions. The remote viewer can also describe to an audience, even
with eyes open, what is being seen, what is happening in real-time.
Based on the natural or inducible looseness or misalignment of the
psychosoma:
Lucid Projector – astral traveller or sky walker, the person that leaves
the physical body or soma sleeping in the physical dimension and
explores with the psychosoma other physical or non-physical
locations, thus gathering information the soma cannot obtain during
the waking state. The lucid projection amplifies one’s level of physical
and non-physical awareness not just of oneself but also of the reality
of all consciousnesses.
Lucid dreamer – the person that achieves control of dreams, becomes
increasingly more lucid, and can use the trigger(s) of his/her lucid
dreams to further increase lucidity and induce conscious lucid
projections (astral travelling). During the level 2 of the IAC’s core
course – the CDP – we will provide further information and techniques
Precognitor – the person that develops the capacity to gather
information from a possible future. To be able to access information
from the future means only that you can ‘read’ the possibilities. The
future may or may not unfold according to these possibilities, because
consciousnesses still have freewill and with it the capacity of choice
and change the future.
Retrocognitor – the person that acquires information from past lives or
from the intervals between physical lives where the consciousness lived
in non-physical dimensions. This modality can bring to the projector
information from what was learnt and planned during these periods
spent in non-physical dimensions allowing for present increased
discernment in the physical dimension.
Telepath – the person that can ‘read’ the information being transmitted
mind-to-mind in physical or non-physical dimensions between the
consciousnesses. The telepath is a receptor and a transmitter. We all
are. In the physical dimension, telepathy occurs when the alpha
rhythms of the two communicating consciousness enter synchronicity.
Perhaps for this reason it is easier for two consciousnesses that have
more affinity to relate and communicate with each other using
telepathy.

04/01/2015

Ability
(all is fish that comes to his net )A proverbial phrase describing the luck
of one for whom nothing ever goes awry because of a seemingly innate
ability to turn everything to profit. Most fishermen expect to discover
undesirable animals or debris in their nets, but the fortuitous
fisherman’s net overflows with valuable fish only. The expression is
used of one with an extraordinary capacity to develop invariably
successful schemes and make consistently lucrative financial
investments.

04/01/2015

A parent raised an interesting issue recently when she asked why
students are grouped by ability in a language class - for example, in
beginners, intermediate and advanced groups when studying French or
Putonghua - but they are not grouped by ability in my biology class,
when some students struggle more than others in understanding
abstract concepts and biological jargon.
She was referring to the practice of grouping students of similar ability
for instructional purposes. Yes, one size does not fit all - so ability
grouping can be used for any subject.
But most schools have mixed-ability grouping for science subjects.
This is because research shows ability grouping causes students in
lower tiers to internalise their label - leading to a self-fulfilling prophecy.
"Then why does ability grouping work for languages?" the parent
inquired.
Ability grouping can take several forms. Ability-based groupings "in-
class" (such as reading groups within one classroom) or "whole-
class" (students are assessed and placed into specific classrooms with
peers of similar ability) have received lots of attention in educational
research and have also been subject to scrutiny for the inequity they
represent.
Studies have found a positive side to grouping. In language classes,
research shows that ability grouping allows some students to progress
faster. Students then have a better chance of becoming more proficient
in the language, compared with students who need to spend more time
learning it. When the teachers used ability grouping, the students'
assessment scores for reading were significantly higher, showing a
positive correlation between ability grouping and reading.
"What other subjects benefit from grouping?" she asked.
In the later years of secondary education, a subject choice (for
example, taking math studies over higher math for the International
Baccalaureate diploma) in itself results in differentiation by ability.
An observational study by Carol Tieso from the University of Alabama
found significant differences in students' maths scores after being
placed in ability groups.
"Then why aren't all maths classes in all schools grouped by ability?"
this parent reasoned.
Research strongly supports the effects of ability grouping when they are
used for enrichment and acceleration. When advanced students are
grouped together, there is little impact on self-esteem and, in fact, there
is a moderate gain in attitude towards the subject.
But there are negative effects on average and slower learners' social
and emotional functions.
Thus, overall achievement effects favour the heterogeneous placement
of students in a mixed-ability classroom.
In a special issue of the Harvard Education Letter , guest editors Leon
Lynn and Anne Wheelock responded to the query: "Does the
homogeneous grouping of students enable the largest number to
experience the most success in learning? Or does heterogeneous
grouping create a setting in which more students can perform to the
best of their abilities?"
Their answer? "Evidence is mounting that schools which reserve the
highest quality educational opportunities for the 'best' students -
determined by a selection process that is often flawed and
discriminatory - are denying many students the opportunity to achieve
their full potential."
The parent asked: "How, then, can a teacher help a student achieve his
or her full potential in a mixed class?"
By delivering differentiated instruction. This theory recognises that
students have different inherent abilities for each subject and thus have
different needs. Still, students are expected to master the same
concepts, principles and skills.
Teachers can meet the needs of a diverse classroom of students by
differentiating instruction in three general areas: the content of the
subject; the techniques used to help students make sense of a given
topic; and the products that students produce to demonstrate their
learning. Anjali Hazari teaches IB and IGCSE biology at the French
International School