Our Guiding Principles. Tim Piering recently returned from the Philippines where he attained his 2 nd degree black belt in Eskrima Filipino stick fighting. He will use the concept of a Black Belt as a metaphor for attaining Mastery in any area of your life. According to his philosophy, you are truly successful only when you have attained Mastery in body, mind, spirit, work, play and relationships.
He will discuss why balance is important, how to honor your body, and how to perform at a high level. Tim Piering reminds us why Act-3 and Act-4 are the most important for a Senior when they should be ramping up and not winding down. Keep Left on the N. You might want to look at directions if you use the 73 instead of the Left on MacArthur.
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Speakers Bureau. Past Speakers Board of Advisors. And indeed, educational, counseling, and industrial psychology can be contiguously sequenced by this framework. They all share a common feature: the scientific study of implementing interventions or opportunities, based on individual differences, for maximizing positive psychological growth across different stages of life span development Lubinski, For now, however, cognitive abilities and interests will be reviewed and, ultimately, linked to conative determinants that mobilize, and in part account for, individual differences in how capabilities and motives are expressed.
Over the past several decades—the past 20 years in particular—a remarkable consensus has emerged that cognitive abilities are organized hierarchically Carroll, A general outline of this hierarchy is represented graphically by a radex Guttman, , depicted in the upper left region of Figure 1. This illustrates the reliable finding that cognitive ability assessments covary as a function of their content or complexity Corno, Cronbach et al.
Cognitive ability tests can be scaled in this space based on how highly they covary with one another. The more that two tests share complexity and content, the more they covary and the closer they are to one another as points within the radex. Therefore, test content varies within each band but complexity remains constant , whereas test complexity varies between bands but on lines from the origin to the periphery, content remains constant. Mathematical, spatial, and verbal reasoning constitute the chief specific abilities with implications for different choices and performance after those choices in learning and work settings Corno et al.
The content of measures or tests of these specific abilities index individual differences in different modalities of thought: reasoning with numbers, words, and figures or shapes. Yet, despite this disparate content and focus, contrasting specific ability tests are all positively correlated, because they all index an underlying general property of intellectual thought. This general common dimension, identified over years ago Spearman, and corroborated by a massive quantity of subsequent research Carroll, ; Jensen, , is general mental ability , the general factor , or simply g Gottfredson, The more complex a test is, regardless of its content, the better a measure of g it is.
Further, because g underlies all cognitive reasoning processes, any test that assesses a specific ability is also, to some extent, a measure of g Lubinski, In school, work, and a variety of everyday life circumstances, assessments of this general dimension covary more broadly and deeper than any other measure of human individuality Hunt, ; Jensen, ; Lubinski, , Measures of g manifest their life importance by going beyond educational settings where they covary with educational achievement assessments in the. Measures of g covary. Furthermore, Malcolm Gladwell notwithstanding, there does not appear to be an ability threshold; that is, the idea that after a certain point more ability does not matter.
More ability does matter.
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In the past this has been difficult to demonstrate, because intellectual assessments and criterion measures lacked sufficient scope in gifted or intellectually talented populations, which resulted in no variation in assessments among the able and exceptionally able ceiling effects.
Yet, even when g is measured in its full scope, and validated with large samples and appropriate low-base-rate-criteria over protracted longitudinal intervals, there is much more to intellectual functioning than measures of g or general ability. To reveal how general and specific abilities operate over the course of development, Figure 3 contains data from over , high schools students assessed between grades 9 through 12, and tracked for 11 years. Specifically, Figure 3 graphs the general and specific ability profiles of students earning terminal degrees in nine disciplines Wai et al.
Given that highly congruent findings were observed for all four cohorts grades 9 through 12 , the cohorts were combined. High general intelligence and an intellectual orientation dominated by high mathematical and spatial abilities, relative to verbal ability, were salient characteristics of individuals who pursued advanced education credentials in science, technology, engineering, and mathematics STEM.
These participants occupy a region in the intellectual space defined by the dimensions of ability level and ability pattern different from participants who earn undergraduate and graduate degrees in other domains. First, students who ultimately secure educational credentials in STEM domains are more capable than those earning degrees in other areas, especially in nonverbal intellectual abilities. Within all educational domains, more advanced degrees are associated with more general and specific abilities. Young adolescents who subsequently secured advanced educational credentials in STEM manifested a spatial—verbal ability pattern opposite that of those who ultimately earned educational credentials in other areas.
Level of general ability has predictive validity for the magnitude of accomplishment how extraordinary they are , whereas ability pattern has predictive validity for the nature of accomplishments the domains they occur in. Psychological information on motivational differences personal passions is needed to understand attractions and aversions, different ways to create a meaningful life, and how differential development unfolds.
Even people with the same intellectual equipment vary widely in their motivational proclivities. Paraphrasing Plato, different horses drive intellectual development down different life paths. The lower left region of Figure 1 provides the dominant model of vocational interests, one developed from decades of large-scale longitudinal and cross-cultural research. These six themes covary inversely with the distance between them, hence, the hexagonal structure circling around R-I-A-S-E-C.
For further insights, a final class of important psychological determinants is needed, however.
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As all parents of more than one child know, there are huge individual differences in the extent to which individuals embrace opportunities for positive development. Seasoned faculty at top institutions for graduate training have observed the same phenonemon—among highly select graduate students, task commitment varies tremendously.
Even among the intellectual elite, individual differences in accomplishments stem from more than abilities, interests, and opportunity; conative determinants are critical catalysts.
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Conative factors are distinct from abilities and preferences, having more to do with individual differences in energy or psychological tempo rather than the content of what people can do or how rapidly they learn.