Pendekatan ketiga adalah 'lnternational Dependence Paradigms' (paradigma-
paradigma ketergantungan international) yang terdiri dari the Neocolonial
Dependence Model dan The False Paradigm Model). Ringkasnya, model yang
terakhir ini melihat keterbelakangan negara-negara ketiga ini disebabkan oleh
hubungan yang tidak layak baik dalam konteks domestik (comprador) maupun
tingkat internasional (center dan pheriphere). Aliran ini digolongkan sebagai
radikal dan ...
How do we define genius? For the Mega Society, it means a one-in-a-million level score on an IQ test, which is why the society only has 27 members. Standardized testing to measure intelligence began in the first half of the 20th century, but a high IQ score is only one way to quantify genius. Another is by virtue of extraordinary achievement and expertise in science and the arts. The second is probably more useful, but these debates illustrate how little we know about the origins, development or processes of intelligence. In this eBook, Eureka! The Science of Genius, we review the latest research on the nature of intellectual and creative achievement, including traits that geniuses tend to share, how much of their ability is nature versus nurture, the cognitive processes involved during the stages of discovery and creativity, and, most importantly, what we can do to enhance intelligence. While genetics have a large role to play, even geniuses have to work to gain the necessary expertise – although they have to spend less time to acquire it than their less endowed counterparts – as Dean Keith Simonton points out in the eBook’s namesake article, “The Science of Genius.” Imaging research also indicates that there is no one “blueprint” for intelligence. In “What Does a Smart Brain Look Like?” Richard J. Haier explains how women and men with the same IQ scores show different patterns of gray and white matter, suggesting that the structural roots of intelligence may differ by gender. Many articles look at either nurturing intelligence in children or enhancing it in adults, and the good news is that intellectual abilities are not set in stone. In fact, one method is surprisingly simple – move. As Christopher Hertzog points out in “Fit Body, Fit Mind?” physical activity is linked to mental acuity and can help slow the cognitive decline that comes with aging. Research is also providing insight into what happens in the brain when we learn, leading to changes in educational practices. In “What Works, What Doesn’t,” psychology professors describe study techniques that accelerate learning—and reveal that the most popular methods are actually a waste of time, and in “Calisthenics for a Child’s Mind,” Ingrid Wickelgren reports on brain-training exercises that show promise in classrooms. Carol S. Dweck advocates the importance of a “growth mind-set” that focuses on effort and effective strategies rather than innate intelligence in her article “The Secret to Raising Smart Kids.” This approach emphasizes hard work and love of the challenge of learning, an approach that could benefit everyone, regardless of IQ score.
In a 2008 investigation neuroscientist Helen J. Neville of the University of Oregon
and her colleagues found evidence that ... The kids also showed gains in
language comprehension. ... of York in England, and his colleagues concluded
that the program had little effect on children's language or reading difficulties. ...
These exercises may reach a wider swath of the student population than the
original program did. Playing for IQ ... Although Fast ForWord is geared toward
kids with reading.
The RCMP variables produced multiple R's of .80, .81 and .83 for reading
comprehension, vocabulary and total reading, ... would be somewhat less
influencd by comprehension processing variable in that these tests are
considerably less influenced by comprehension. ... There has been some
concern as to whether IQ and reading comprehension are the same. ... MAJORS
TOWARD READING Joan B. Elliott Indiana University of Pennsylvania When one
attempts to measure reading ...
Although lentil is a valuable source of protein in human diet, and its straw is a highly valued animal feed, its production in West Asia and North Africa is limited, mainly due to problems associated with harvesting. Mechanical harvesting has not been successful because: 1)Seed and leaf shattering occurs when plants are mature; 2) low cutting heights are required since lentils tend to be short (only 20-30 cm tall) with pods borne close to the ground; 3) lentils are usually grown in marginal stony fields where stones cause damage to essential parts of harvesters; and 4) uneven ripening. Hand harvesting cause minimal losses, but it is labor intensive and labor is becoming increasingly scarce.--The objective of this study was to design and test a prototype lentil harvester for small farms with focus on the cutting/feeding mechanism. A hand held preliminary system was first designed and tested and the results were then used to develop a self-propelled prototype, which cuts and collects whole plants without threshing. Very low (5 cm average) and clean cut with negligible seed and leaf losses were achieved under various field conditions (stony, weedy and weeded), wide range of plant moisture (54.7% to 8.7% wet basis) and operation speeds (up to maximum design speed of 4 Km/h). The results were superior to combine and forage harvesters while comparable to--typical hand harvesting (hand pulling). Nevertheless, the ability of the prototype to harvest very dry crop with minimal losses allows farmers to delay harvest until most of the lentils is mature, thus overcoming the the problem of uneven maturity.
--The objective of this study was to design and test a prototype lentil harvester for small farms with focus on the cutting/feeding mechanism.
