What are the Different Drums in a Drum Set

What are the Different Drums in a Drum Set Base Drum, Snare Drums, Tom-Toms, Hi Hats: the Different Parts of a Traditional Drum Set ChaptersComponents of a Drum KitBass Drums and Kick DrumsSnare DrumsTom-TomsCymbalsElectronic Drum KitThough in the early days of classical orchestra, every percussionist was specialised in a specific instrument, as time went on drummers sought for ways to combine drums so they could play several at once. With the invention of the drum pedal, it became possible to have one or more hanging and floor drums, various stands and cymbal pedals allowed for a variation in sound from low to high.Thus, over time, the drum kit was born. However, there is an inordinate amount of different drums available. So what should you invest in if you want to take drumming lessons? What drums should you get for a beginner drum set? the main difference between the different music styles is in the number, exact size of the drums and their materials.A good size is the five-piece drum set; it can be expanded as needed. Professional drummers, especially in rock bands, like to personalise their drum kits, but wi th the five-piece variation, you can play the percussion to almost any song.You can learn to play these easy songs on the drum!A complete drum set includes:A bass drumA snare drumThree toms, tuned to a low, middle and high pitch. They can be hanging toms, or one of them can be a floor tom, depending on what music you want to play.Two crash cymbalsA hi-hat cymbalVarious effect cymbalsA drum throneA drum throneBass Drums and Kick DrumsBass drums are fairly large, cylindrical, with a depth much smaller than their diameter - this is what sets them apart from other low-pitched drums, such as concert timpani. They come in a variety of sizes, but the size doesn’t influence the sound produced as much as other factors such as construction.The diameter is the main factor in determining the basic note, together with the thickness of the drum shells, the material used - from birch to mahogany to metals for steel drums - and the direction of the wood grain. The way a drum is tensioned will als o affect its pitch.Bass drums are commonly sounded with one or more of the following drumsticks:A single felt-tipped malletA mallet in one hand and rute in the otherMatching malletsDouble-headed mallet for drum rollsA beater (a single mallet activated by a pedal).They come in three main variations.Concert drumsConcert bass drums are double-headed and rod tensioned. They typically measure 40 inches in diameter, and 20 in depth.They are mounted on a stand so their angle can be varied from horizontal to vertical.They have a big sound that reverberates somewhat.Kick drumsThe bass drums in drum kits are generally smaller than concert drums. Their diameter can vary from 16 to 28 inches, their depth from 12 to 22. The most common size for the past twenty years was 20-inch x 14 inch with the current preferred size being 22 inches x 18 inches.Having trouble finding the bass drum? It's the big one on its side, usually with the band name on it - or the brand name if you aren't in a band yet. P hoto credit: Marc Wathieu on Visual HuntKick drums take their name from the drum pedal used to sound bass drums when they are part of a drum set. The drums themselves are set up vertically on drum stands with the pedal on the floor. The pedals were first developed by the drummers themselves, then produced commercially as more and more music-hall bands used primitive drum kits - the Ludwig Ludwig Drum Company is known for having produced the first fast-action bass pedal.Learn more about the history of drums...  Many modern rock drummers use double bass drums in their drumkits - necessitating, of course, a double bass drum pedal. They were first introduced in jazz, and are now fairly common in fusion, rock and punk bands.Bass drums used in drum sets are often muffled in some way to shorten the sound.Pitched bass drumsPitched bass drums are hung vertically from straps and used in marching bands, usually several different drums with different pitches. They are used to set the rhythm, b ut also have important melodic lines. more modern ones are made of Mylar.Snare drums are characterised by parallel cords or wires strung just under the lower skin (except for tarol snares, where the snare wires are under the top drumhead).Here you can see the snares on this antique snare drum. Photo credit: quinet on Visual huntSnare drums started out as military drums, often used for signalling. They have a short, staccato drum sound, and can be played by drum sticks, brush or rute.Famous techniques for the snare drum are drum rolls and rimshots. In classical rock rhythms, they are often used for the backbeat.Different types of snare drums include:Marching snares: snare drums hung by straps, 12 by 14 inches. They are often highly tensioned with the use of a drum key.Pipe band snares: used to accompany the bagpipes. They require a lot of skill and are as much a visual performance as a musical one.Drum kit snares: smaller than marching snares, 14 in diameter, with varying depths. The y are played on snare stands.Piccolo snares: used by drummers wanting a higher-pitched snare. They come in soprano, popcorn, and standard piccolos.Discover more facts about drums...  Tom-TomsToms are cylindrical drums but without snare wires. Many toms are tunable thanks to the use of hoops and tuning lugs. Most toms have two drum heads, but not all.They are usually used for drum fills.The main difference in the various music styles is in the number and types of toms in their acoustic drum set: they’re basically a frame (usually of steel) and a single head.Floor tomsFloor toms are double-headed generally as deep as they are wide. They are set up on three-legged stands, usually to the drummer’s right (for a right-handed drummer).Delve deeper into the parts of a drum kit...  CymbalsThe final element in drum kits is the cymbals. The use of cymbals for percussion music was revolutionised by the cymbal stand and pedals. They allowed drummers to crash cymbals with only one hand or non e at all, opening up the way to more complicated percussion music.There are several different types of cymbals regularly used with a percussion set:Hi-hatsHi-hat cymbals are a pair of cymbals mounted horizontally on a hi-hat stand. A foot pedal moves the top cymbal while the bottom one stays fixed.A hi-hat cymbal. The top cymbal is stationary, the bottom is raised and lowered with a pedal. Photo credit: Timothy Valentine on VisualhuntThis type of cymbal evolved from sock cymbals, originally set at ground level and operated with a spring mechanism. They were eventually mounted on short stands (”low-boys”) which were then raised so the cymbals could be clashed with the sticks as well as with the foot pedal. This setup was originally called “high socks” until it was superceded by the term “hi-hat”.Hi-hats are frequently used for the beat or for accents within the rhythm, occasionally for effect accents. They can be played with sticks in the open, closed or half-open positio n.Ride CymbalsRide cymbals are used in a similar fashion to high-hats, but since the ride cymbal is a single cymbal, its sound cannot be varied as much. However, it has a certain amount of sustain when struck, hence the name: it rides with the music.There are different types of ride cymbals, each one shaped slightly differently and giving a different sound:Flat rides have a dry clash and a clearly-defined soundSwish and pangs are similar in sound to China cymbalsSizzle cymbals are thinner and larger than main ridesCrash CymbalsWhere ride cymbals are used in rhythm and ride with the music, crash cymbals are single-effect cymbals for one loud crash. They can be crashed by hand in pairs or mounted on a stand as a single cymbal, as in a drum set.A crash cymbal in a drum set. Photo credit: HckySo on VisualHuntChina CymbalChina cymbals give a light, crisp tone and are generally mounted upside-down on their stand. They have a bell but no taper and are named after their similarity to Chines e gongs.Electronic Drum KitThough there were a few previous forays into electronic percussion, the first true electronic drum was invented in the early 1970s by drummer Graeme Edge of the Moody Blues.Electronic drums are usually set up like a traditional drum kit, but theoretically, you can program each of the drums to sound like any percussion instrument at all.Basically, each module is a drum pad that produces an electronic sound when struck. The first pads were rubber-coated, but Roland, with its “V-Drums”, introduced a mesh-head pad with a bounce similar to that of acoustic drums.It has the advantage of sounding like any percussion instrument - from maple drum set to cowbell - and can be played with headphones to promote neighbourly feelings when practising. However, the sounds do not replicate acoustic drumming exactly - something that some drummers love and others don’t.Have you heard of these 15 famous drummers?

Looking for a promotion Use these 5 Leadership Skills - Introvert Whisperer

Introvert Whisperer / Looking for a promotion Use these 5 Leadership Skills - Introvert Whisperer Looking for a promotion? Use these 5 Leadership Skills Many people believe you are a “natural born Leaders” and if you aren’t born that way, you have no business trying.   It turns out that leadership traits are well understood and can easily be learned.  The really good news is that those same traits are a sure-fire way to put you on the track for promotion.  The only bad news with all of this is: most people don’t know it.   I’m about to share the secrets of Leadership Career acceleration strategy with you.  You’re going to love this.   #1 â€" Initiative â€" Think about this for a minute.  Can you imagine the Leaders you know of being told go to do things?  No.  A Leader takes the initiative before someone has to tell them what to do.     #2- “Sees” what needs to be done â€" A good Leader is constantly assessing the environment for the first sign of anything that needs to be done or problems to be solving.  This is thinking beyond the immediate scope of the job.   #3 â€" Takes responsibility â€" A Leader will step up and take responsibility for work that needs to be done.  It may involve recruiting others to join forces to complete the work.  Another way to define this behavior is the “ownership” of a work effort, even if it is not formally assigned.  Any time you assemble 2 or more people to do something, the outcome will be better if someone steps up to help provide direction.   #4 â€" Communicates â€" You’ll notice that Leaders are always forthcoming with information on all types of things.  You never have to chase after them for an update or status because that is an ongoing activity you can expect from this type of person.     #5 â€" Looks to the future.  We all know Leaders share their vision of how things can be.  They look to improve the environment including their own way of working.  This ongoing look into the future inspires self but others, making it easy to be a follower.   The reason why these traits make a person promote-able is because this is what all managers wish their workers would do. In the many years that I have had people working for me, these have always been the traits I look for and when I found people who demonstrated them, they were always on the fast track. Doesn’t that make incorporating Leadership traits worth it?   Do you know what your next career step is?   Many people don’t. I want to help you accelerate your career by connecting you with your Free Instant Access to my eBook on how to construct your Career SMART Goals â€" that will help you put together your actions and keep you accountable.   Get your copy now and start your action plan today: CLICK HERE Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleash your professional potential.

The Rise Of Behavioural Economics In The 21st Century

The Rise Of Behavioural Economics In The 21st Century What Is Behavioural Economics? ChaptersBehavioural FinanceKey Figures in Behavioural EconomicsFind Out More By Reading Popular Behavioural Economics BooksBehavioural economics is a relatively new field within economics, compared to more established areas, such as neoclassical economics or post-Keynesian economic theory.Essentially, behavioural economics stands in opposition to classical economics. This is because behavioural economics, through a combination of both psychology and economics, is based on the assumption that people, when presented with economic decisions, do not always go with the rational option.Behavioural economists would argue that this is because individuals are not completely detached from their emotions when making economic decisions, and as such the heart can overrule the head at times.Classical and neoclassical economic schools of thought, on the other hand, believe that individuals:Are rational economic agents;Who are able to weigh up the benefits and drawbacks of a decision with objectivit y; andAre able to adjust and account for new information when making decisions.Until recently, neoclassical economics has enjoyed a period of almost unrivalled popularity, with many of the school’s theories and models taking pride of place among economics students and economists alike.However, with the rise of global events, such as the 2008 financial crisis, that could not be explained by traditional neoclassic economic models, other schools of economic thought are gaining even more traction. Behavioural economics, as a result, is enjoying a period of increased attention, and it’s easy to see why.With a number of Nobel prize-winning economists in the field, along with the fact that behavioural economics helps to better explain why we make the decisions we do, this relatively new, and growing field, will only gain traction.This article outlines some of the key areas of behavioural economics theory, while also highlighting some of the key figures within the field and their respec tive works.Behavioural finance examines trends in the stock markets. (Source: CC BY-ND 2.0, QuoteInspector, Flickr)Drastic plunges in stock market prices.There are many benefits to studying and understanding behavioural finance. For example, fund managers have a vested interest in understanding how behavioural finance may affect the investment decisions that they make, by helping such managers to understand the unconscious biases that they may hold which influence a decision to buy or sell an investment.Some of the main concepts of behavioural finance are outlined below.Confirmation BiasConfirmation bias is one way through which individuals have a tendency to interpret information in a biased manner. This happens because individuals tend to acknowledge evidence that supports their own interpretations or beliefs while ignoring evidence that may contradict them.Herd InstinctThe idea behind the herd instinct is people’s tendency to follow the actions of others without giving much con sideration as to whether they should actually be doing it.Herd instinct can be used to explain changes in the stock market, notoriously bubbles, for example, the dotcom bubble in the 1990s, and large-scale stock sales.Loss AversionLoss aversion is one of the cornerstone concepts of both behavioural finance and behavioural economics more generally. The theory posits that individuals feel the loss of something much more keenly than they feel about the prospect of gaining something. This means that individuals are happier to take a risk to prevent losses.Self-Attribution BiasAlso known as the self-serving bias, this concept has been studied in great detail within psychology. It describes individuals’ tendencies to attribute positive outcomes to their own abilities and knowledge, but to assign negative outcomes with events that were out of their control.Behavioural economics tries to make sense of stock market bubbles and crashes. (Source: CC0 1.0, Chrom72, Pixabay)Key Figures in Beha vioural EconomicsOver the years, a number of economists, and psychologists have emerged as prominent figures within the field of behavioural economics. Below are just a few of those pioneering economists, although you will come across many more if you end up studying behavioural economics in further detail.Daniel Kahneman and Amos TverskyKahneman and Tversky are, in some circles, considered to be some of the founding figures of the field of behavioural economics.Although Daniel Kahneman has done much to contribute to the field of behavioural economics, oddly enough, he is not actually an economist himself. A psychologist by profession, Kahneman worked with his late friend Tversky on a number of projects, with their collaboration spanning decades.In 2002, Kahneman received the Nobel Prize in economics for his contributions, although Tversky could not be in receipt of the award as well, as the awarding body does not grant posthumous Nobel Prizes.Some of their main contributions to the field of behavioural economics have been concepts such as:Loss aversion (as outlined above); andProspect theory, which in brief, posits that net losses and gains are valued and assessed by individuals differently.Richard ThalerRichard Thaler has certainly received a lot of media attention over the past few years and deservedly so. With a Nobel Prize in Economics under his belt, which was awarded in 2017, the general public’s interest in behavioural economics has continued grown along with the rise of Thaler’s ideas.Although Thaler has worked with Kahneman and Tversky previously, he is also known for his own achievements. He is perhaps most well-known for theories such as:Bounded rationality;Individuals’ inherent lack of self-control; andNudge theory.Of course, as with any area of economic thought, there are those that support the concepts outlined in behavioural economics, just as there are those that critique the field’s ideas.The main detractors of behavioural economics a re economists who believe in the concept of an efficient market, which is understandable, as essentially those that believe in efficient markets believe almost the opposite of what a behavioural economist would when it comes to analysing and predicting consumer behaviour!For instance, Eugene Fama, known as the founder of the theory of market efficiency, is not a fan of behavioural finance. One of his main arguments against behavioural finance is the fact that, while the efficient market hypothesis isn’t perfect, it’s better at predicting economic trends and behaviour compared to what behavioural finance or economics is capable of.There are lots of behavioural economics books you can read if you'd like to learn more about this area of economics. (Source: CC BY-SA 2.0, Ginny, Wikimedia Commons)Find Out More By Reading Popular Behavioural Economics BooksIf you find behavioural economics might be an area you’d like to study further, then it may be worth spending time reading some of the most popular books out there on behavioural economics.Not only should these works highlight some of the key concepts in behavioural economics, but they should also help familiarise you with the leading minds in this field, and the kinds of topics that you may end up studying if you took a behavioural economics module at university.Some popular, relatively accessible works include the following:Nudge: Improving Decisions About Health, Wealth, and Happiness, by Richard ThalerWhy Smart People Make Big Money Mistakes,  by Gary Belsky and Thomas GilovichThe Invisible Gorilla: How Our Intuitions Deceive Us, by Christopher Chabris and Daniel Simons; andThinking,  Fast and Slow, by Daniel KahnemanHowever, this list isn't exhaustive, so if you find a book on behavioural economics that appeals to you, or a friend or teacher recommends, then feel free to pick that up and give it a read instead. Ultimately, try to find behavioural economics books about topics that appeal to you, are writ ing in an interesting or engaging manner, and can help teach you something new about the field.If you’d like to learn more about behavioural economics and its key concepts, then you can also reach out to a tutor for some additional help and guidance. Superprof, for example, has tutors across a range of subjects, including psychology and economics.Simply let your economics tutor know in advance what areas of behavioural economics or behavioural finance you’d like to learn about, as this should then give your tutor plenty of time to prepare tailored teaching materials to help you get the most out of your tuition sessions. Superprof offers tuition in an online or in-person setting, on a schedule that works for you, so it’s never been easier to find a tutor to work around your schedule and budget.If you enter your postcode, then you can be matched with suitable local tutors in your area. So whether you'd like to learn more about Kahneman, or want to know the latest theories by Tha ler, there is help at hand.Read more on:the UK economy's historythe Roman Empire economythe Industrial Revolutionthe inter-war periodthe post-war boom

How to find Acting Classes in London

How to find Acting Classes in London London is the Place to be for Aspiring Thespians Looking for Drama Classes ChaptersActing Classes in LondonFind your Local Theatre Community Private Acting Coaches in LondonDrama Schools in LondonWant to take advantage of the home of the Globe theatre to become an actor? Do you simply feel like you were born to do this? From world-renowned drama schools to ab, London has a variety of learning environments for all budgets dotted all over the city.While some actors and actresses sign up to auditions without any preparation, relying on their natural talents, others train with great discipline. Faced with the complexity of today’s entertainment industry and its high levels of competition, those wishing to stand on the main stage of the Old Vic or the likes are strongly encouraged to seek formal theatre training.Waiting for your next big break? Talent is not all, take an acting class in London to sharpen your skills. (Source: www.unsplash.com)

4 Tips for Connecting with Your Online Instructor

4 Tips for Connecting with Your Online Instructor The Internet has made possible a plethora of activities that could once only be done in person. Online learning is one such area. Online learning is an appealing alternative to the traditional classroom setting for a variety of reasons. The relative affordability, flexible scheduling, and overall convenience of online courses attract thousands of new students each year. But while online courses are gaining more recognition than ever before, students may have reservations about the seemingly impersonal nature of e-learning. However, connecting with your online instructor is a goal that students can reach by participating in live lectures, posting on discussion boards, and reaching out to the instruction through email. 1. Connect with your online instructor by actively contributing to discussion threads Most online courses have a forum component that counts toward a students participation grade. The instructor may pose questions for students to respond to, or students may be expected to formulate their own questions or topics for discussion. In either case, actively participate in the forum by both creating original posts and reacting to the posts of others. Directly ask your instructor questions that show you are completing all the assignments and thinking critically about the big picture of the course. Most instructors love to see dynamic dialogues in the forum and will respond to comments that are directed at them. [RELATED: How Online Learning Helps Students] 2. Connect with your online instructor by participating during live lectures Frequently participating in the live virtual classroom also makes a positive impression on your instructor. Participation can include using the raise hand feature, speaking or activating video when the instructor gives permission, and writing in the chat box or on the virtual whiteboard. Writing relevant, thought-provoking comments in the chat box during lecture is likely to get your instructors attention. However, avoid writing comments that are silly, offensive, or off-topic. Instructors tend to remember and connect best with students who are vocal with their ideas and encourage other students to become involved. Participation shows that you are an eager, conscientious student, which translates well to your rapport with the instructor. [RELATED: 5 Benefits of Using Videos to Learn] 3. Connect with your online instructor by periodically sending the instructor an email If you are the type of student who enjoys a more personal level of interaction, you can write your instructor an occasional email. Start with sending an email at the beginning of the course to introduce yourself and to say how interested you are in the class. Following your initial email, you can send a brief message every few weeks to ask how you are doing in the class and to see if your instructor has personalized advice for you. Instructors are often impressed by students who seek out self-improvement. As always, though, mind your email etiquette: Do not type in capital letters, as they can read harshly to the recipient. Always greet and end with a proper farewell, and use words like please and thank you when appropriate. [RELATED: 4 Ways an Online Tutor Can Help You Succeed This School Year] 4. Connect with your online instructor by keeping in touch To stay connected with your online instructor in the long term, keep in touch even after the course ends. Your instructor can be an excellent source for recommending other classes, methods for obtaining an internship or a job, or general academic advice. Online learning is different in many ways from in-person classes. Luckily, there are a variety of ways to develop a relationship with your instructor. Building that connection is in your hands. Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

Extended Test Time for Kids with ADHD

Extended Test Time for Kids with ADHD When kids and teens with ADHD qualify for accommodations at school, either through and IEP or 504 Plan, extended time on exams is often one of the academic accommodations provided. On the surface, providing students with ADHD with extended time on exams can seem like a great idea. After all, these students often take longer to complete assignments than students without ADHD, and on exams, they may only complete half the questions when their classmates without ADHD complete the entire test. So, extended time on exams seems like a reasonable accommodation that would give them the time they need to demonstrate their knowledge without being penalized for their ADHD symptoms. A closer look at the effects of extended time on academic performance, however, paints a picture that is much less straightforward. Lets start by talking about what extended time actually entails. Extended time typically translates into time-and-a-half (for example, 1 hours for a 1-hour test) or twice the allotted exam time. In addition to having more time to take the test, kids receiving this accommodation also take the exam in a separate room, either alone or with other students who have the same accommodation. Now lets take a look at some of the pros and cons of extended time: Being pulled out of class for exams. Taking exams in a separate room can be both a positive and a negative for students with ADHD. On the positive side, if they are in a room alone or with only a few other students, they may have an easier time staying focused. They may also have less anxiety if they are bothered by seeing other students finish first. On the negative side, students (particularly older elementary students and teens) who are sensitive to the stigma that can come with being singled out from your peers may resist the extended time accommodation altogether or feel uncomfortable with the situation. Addressing the underlying issue. There are many reasons why students with ADHD dont finish exams on time. Sometimes they have poor test-taking or reading comprehension skills; other times, they struggle to stay focused and work productively on a relatively boring task for even 10 minutes (and extending the length of the task doesnt improve their productivity); in other cases, anxiety is the culprit, and extended time doesnt reduce anxiety effectively. In some cases, slow processing speed is the underlying issue, which may actually be addressed by extended time. For students who have deficits in areas related to test-taking skills or who have test anxiety, addressing the underlying issues will be more effective than an extended time accommodation. Does it really improve academic performance? While only a handful of studies have looked at the effects of extended time on test grades and academic performance in students with ADHD, the findings generally show that there is no academic benefit.1 One exception is a study that looked at test performance in students with ADHD who had poor reading comprehension skills. Those students did seem to benefit from extended time. The one caveat here is that these studies were largely done in controlled environments and not in a typical noisy classroom setting. So, the real-world academic benefits for an individual student may be different from what this limited research has shown. Overall, extended time on exams is an accommodation to carefully consider for your child or teen with ADHD. It may be beneficial for some students and not beneficial for others. If you decide to include extended time as part of your childs 504 or IEP plan, monitor their progress. Are they showing academic improvement? Do they say that its helpful to take their exams in a separate room? Or do they find the pull-outs disruptive or stressful? When extended time is provided, its important to make sure that the underlying test-taking challenges are also addressed, whether thats treating the test anxiety, teaching strategies for improving the rate of information processing, or coming up with creative ways to improve concentration during exams (e.g. wearing noise-cancelling headphones while taking exams in the classroom). As is often the case with ADHD, there is rarely a one-size-fits-all solution, and its up to parents and teachers to find creative and comprehensive ways to help students r each their full potential. 1Brown, T.E., Reichel, P.C., Quinlan, D.M. (2011). Extended time improves reading comprehension test scores for adolescents with ADHD. Open Journal Of Psychiatry, 1, 79-87 Pariseau, M.E., Fabiano, G.A., Massetti, G.M., Hart, K.C., Pelham, W.E. (2010). Extended time on Academic Assignments: Does Increased Time Lead to Improved Performance for Kids with ADHD? School Psychology Quarterly, 25, 236-248. Lovett, B.J. Leja, A.M. (2015). ADHD symptoms and Benefit from Extended Time Testing Accommodations. Journal of Attention Disorders, 19, 167-172. ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

Being Strategic Set Goals, Gather Facts, Consider Alternatives, Make Plans

Being Strategic Set Goals, Gather Facts, Consider Alternatives, Make Plans Improving Academic Performance “Strategy is about making choices, trade-offs; it's about deliberately choosing to be different.” -Michael Porter, famous Harvard Business School professor I think training in strategic thinking could be the glue that is missing for many students trying to improve performance at school. By thinking strategically and following a structured process for reaching specific goals, you are far more likely to actually succeed. This article is all about bringing powerful principles of strategy development â€" principles the world’s most successful companies and best MBA programs have been discussing and refining for decades and which I learned both on the job as a strategy consultant for 6 years and in one of those top MBA programs â€" to the process of improving an individual student’s academic performance. As I researched and read about what truly drives academic performance, I realized this notion of employing strategies was extremely underrepresented, although Heidi Grant Halvorson, who is the Associate Director of the Motivation Science Center at the Columbia Business School, in her book Nine Things Successful People do differently. does address head on the topic of employing strategies to reach goals. Any successful business develops a unique system for serving its customers and making a profit for its owners. The create processes for developing and producing products, recruiting employees, marketing and selling to customers, setting goals and plans, etc. The CEO of a large corporation or the owner of a small business generally tend to understand that market trends or customer preferences impact their success, but they intuitively know that they are, to a very large extent, in complete control of the success of their business. If the choices they make are right and they put in the required effort, they business will thrive. Sometimes the right choices aren’t clear, but they are in control of making them. So, it’s natural for a business to be very deliberate about setting strategies and making plans. Students need to do the same. How are good strategies developed? Basic strategy development involves four steps: 1) set a goal, 2) gather facts about how to reach that goal 3) consider alternatives (i.e., different sets of choices) for getting to that goal and 4) make specific plans and assign accountabilities and rewards. Without using too much unnecessary business jargon, let’s walk briefly through the process and point out what’s critical to get right when you’re developing a strategy. We’ll start by discussing these principles in the context of business strategy, and then I’ll use some personal examples to explain how these ideas can be applied in the context of academics. 1. Setting goals First, business must have specific goals, and fewer is better than more. For example, if you are the CEO and you have one goal â€" double profits in three years â€" every decision you make can be linked back to that goal. I’m not saying having this one particular goal is appropriate, but surely it would make decision-making throughout the company clear. Should you close this plant? We’ll, if you’ll save a million dollars without losing any revenue and your only goal is to double profits in three years, you certainly should close the plant, even though that’s a very tough decision to make. Another aspect of this goal is that it’s specific. After three years, the CEO of this business will either have doubled profits, or not. He or she will know if the goal was met without a doubt. But, if your goals as the CEO are to “improve profits for the owners, treat employees well, serve your community, and delight customers,” as you might imagine, you really have no idea whether to close that plant. Closing the plant might improve profits, but it won’t make the employees that get laid off very happy, and it hurts the local community. And, if your goal is to “improve profits,” you can never really know if closing the plant was worth it, because the goal itself isn’t specific enough. Here is an excellent, short blog article about goal setting as applied to individuals’ personal and career decisions. 2. Gathering Facts Businesses pride themselves on being “fact-based,” which is definitely a good thing. They track the moves of competitors, conduct research on their customers’ preferences, and analyze their internal financial data for interesting trends in sales, etc. They then use all of this information to make decisions. Basically any reasonably run business does these things. The practice of fact gathering is something students need to be doing more often and better. Ask a high school student what it takes to get into a Ivy League school, and they’ll probably say a perfect SAT score, perfect grades, a resume chock full of activities, and the probability is extremely low. It is just so competitive. But is this general sentiment true? Here are the facts. Per the above table, the average admission rate, under regular admission timing, is 9%. If you can develop an “average” Ivy League quality application only (i.e., test score, GPA, activities, etc.), and you apply to all 8 Ivy League schools, your chances of getting denied are 91% * 91% * 91% * 91% * 91% * 91% * 91% * 91% = 47%. In other words, the facts actually suggest you have a greater than 50% probability of getting admitted if you can pull together an average Ivy League quality application. Now, of course, the average Ivy League application is strong, but it’s within reach for many high school students to work towards an average Ivy League quality application and resume. Once that happens, the probabilities suggest you can get admitted, not that your chances are incredibly slim. What other facts would you then want to gather in this case? You’d want to know about average test scores, GPA, activities, etc. for those that applied, and of course for those that were admitted, to these schools. 3. Consider Alternatives I’ve consistently been surprised about the extent to which large business don’t effectively use alternatives when developing strategies. All too often, an opportunity arises (i.e., to develop a new product, enter a new country, or buy another company), and facts are gathered to determine whether to do it, or not. That’s it. Using alternatives releases the pressure of this binary decision, and tends to lead to even better options. The way new options are created is sometimes incredibly simple. For example, say a business is considering acquiring a competitor. Everyone knows the competitor is for sale, and the CEO starts asking for as much information (i.e., facts) as possible about whether it’s a good deal or not. Soon, dozens of people are focused on analyzing this opportunity, and forming opinions about whether it’s a good one or not. Let’s assume it’s a really expensive company to buy. All too often, the CEO forgets to step back and consider what other alternatives exists that might also accomplish many of the same objectives that an acquisition would accomplish. What about buying other, smaller, less expensive companies? What about a joint venture, instead of an acquisition? The best alternative should then be chosen after being evaluated against criteria that everyone agrees on. 4. Make plans Business tend to also do a very good job of making plans and assigning accountabilities. If the agreed alternatives is in fact to buy a company, there are many, many things that need to happen. Who is going to build a financial model to determine how much to pay? Who is going to organize the integration of the two facilities, etc.? The specific steps are typically written down, with accountabilities assigned to specific people. Students, and people in general, tend not to make specific plans in this way. We tend to be along for the educational or corporate ride, following the instructions given to use by teachers, guidance counselors, bosses, etc. But, if we have a goals, and we’ve gathered information about how to reach them, and considered some different ways to get there, we can and should write out the specific lists of activities and steps we need to take, hold ourselves accountable for meeting specific deadlines. hbspt.cta._relativeUrls=true;hbspt.cta.load(215486, 'f08a3c58-464f-4164-a82e-313b7951bbb2', {});

Just Roll with It The Ultimate Guide for How to Roll Your Rs

Just Roll with It The Ultimate Guide for How to Roll Your Rs Just Roll with It: The Ultimate Guide for How to Roll Your Rs Are you’re studying a language that requires a rolled R, but you feel like the technique is escaping you?You might turn to popular culture for inspiration.Method #1: Vibrate your tongue. You may remember some variation of this Rrrrrruffles have Rrrrridges ad, which married the rolled R sound to the peaks and troughs of a popular potato chip.Please note, the cartoon baby in this ad defies the laws of phonetics! His method of vibrating his tongue while it’s sticking completely out of his mouth would produce (at best) a really lame raspberry.Method #2: Imitate Catwoman for perfect rolled Rs. Eartha Kitt as Catwoman was a purr-veyor of purr-fect rolled Rs. Unfortunately, this R is a bit too extended for use in most languages, and may cause the sudden appearance of caped crusaders.Third times the charm! Method #3 is a drumroll. If you’ve ever made the noise of a drumroll with your mouth, or imitated a revving motor, you’ve essentially made the rolled R.All you need to do now is le arn how to incorporate it into words and conversations. Let’s find some practice resources, then go step-by-step to creating a roaring rolled R. Isn’t It Trilling? The Rolled RThe rolled  R is also known as a trilled  R.  But its not the only  R,  by farâ€"the languages of the world, and even speakers of the same languages, use many others.An array of RsThe letter R can be pronounced in a variety of ways, used in different languages around the world.English speakers from all over the world pronounce their Rs differently. Americans are known for something called the “retroflex approximant,” produced by touching the tongue to the middle of the palate. (You can see it happening in this video of an MRI taken while an American English speaker pronounces an R.)This video from the English Language Club explains the mechanics of how many standard English-language Rs are made.froehlichDeutsch offers this step-by-step method for pronouncing the uvular/guttural R used in both German and French. (If your German is a little rusty, there’s an option for English-language captions to help you through.)Finally, we come to the alveolar trill. It’s also called “trilled” or “rolling”/“rolled” R, and it’s found in multiple languages.The sound heard round the worldThe rolled R is used in Italian, Spanish, Polish, Russian, Arabic and (sometimes) Portuguese. It’s also part of Hindi and Tagalog.That rolled R not only sounds pretty nifty, but it can make a difference in meaning when you’re speaking one of these languages. For example, in Spanish, it’s the difference between pero (but) and perro (dog).Just Roll with It: The Ultimate Guide for How to Roll Your RsFinally, the moment weve all been waiting for. Here’s a three-step method to get your Rs from stalled to rolling.Step 1: The Naming of the PartsIf you start to research how to roll your Rs, you may see a lot of technical terms bandied about:Hard palateAlveolar ridgeVelum (soft palate)Apical con sonantA few of these terms are truly helpful for getting you rolling.To produce a rolled R,  you’ll basically want to position the tip of your tongue on the alveolar ridge, where it needs to vibrate.The alveolar ridge arches up from your teeth; your skin will feel a little bumpy. (When you’ve reached the smooth part of your hard palate, you’ve moved your tongue back too far. You’d also produce a choking, hissing sound if you tried pushing air over your tongue when it’s touching your hard palate too far back.)The rolled R is an “apical consonant,” meaning that the tip of the tongue blocks the air flow.But don’t get yourself in a pickle  (see what I did there?) worrying about the technical names too much. Sometimes, the best thing you can do is get a mental picture of how everything works together.In about two minutes’ time, this video is a crash course in the parts of the mouth, head and neck we use to speak. It shows clear illustrations, glosses the technical terms with plain language and provides plenty of examples of each type of sound. While it doesn’t explain the rolled R,  it will give you a good grounding in the terminology.This animated presentation from Glossika Phonics can help you visualize how to position your tongue properly to produce the rolled R.Step 2: Get into PositionTo get your tongue into the proper position, you can start by pronouncing an English word like “dirt” or “dirk.”Once youve said the word a few times, begin againâ€"only stop as soon as you’ve pronounced the D.  Your tongue will be where it needs to be to pronounce the rolled R.Your mouth should be slightly open, with your jaw relaxed.Step 3: Relax and Roll!Once your tongue is in place, with the tip pressed against the alveolar ridge, try repeatedly stammering the D sound (“duh-duh-duh-duh-duh-duh-duh”). This will get your tongue relaxed, in the right place and in motion.Next, take a breath, hold it for a few seconds, then stammer the D sound agai n as you forcefully expel your breath in a whoosh! of air against your relaxed tongue. Keep your tongue loose as you use your diaphragm to keep pushing air through your mouth, against your tongue.Your tongue should start to roll (or make a trilling sound). Sustain the trill or roll for several seconds. (If you’ve ever taken voice lessons or sung in a choir, you’re probably familiar with breathing from your diaphragm as you sing.)At this point, you should be producing a “motor” or breathy “purring” sound, which is a voiceless sound. (In other words, you’re not speaking or making any sound with your vocal folds/cords while you do it. You’re just letting the air rush out of your mouth, as if you were whispering.)The trick is to start making noise with your vocal cords as you’re “purring,” resulting in a voicedâ€"and rolledâ€"R.Rolling your Rs should produce a bit of a tickling sensation in your tongue and on your alveolar ridge.Can’t get relaxed enough to roll? Daria of Real Russian Club offers many additional tips, including adding motion to your initial stuttering with a cotton swab, plus several tongue stretching and tongue relaxation exercises.This video from Linguisticator offers another perspective: Think of your tongue as “a flag flapping in the wind” while you practice the rolled R. Position your tongue correctly in your mouth, let the air flow and let your tongue ride the wind (much like the reed of a woodwind instrument, like a clarinet).Alternate Method: From Raspberry to Rolled RIf the above step-by-step method fails to trill you, you may need to get childishâ€"or, if you’re a Mel Brooks fan, think of the “Theres only one man who would dare give me the raspberry” scene from “Spaceballs.”Most of us, at one point in our childhood, probably gave other children the “raspberry.” (If we were really cheeky, we may have even done it to an adult!) As you can see, even the very young can make the raspberry” noise.If y ou can give someone the raspberry, you can roll your Rs. The trick is to reverse engineer the process: Start out by making raspberries with your mouth. Your tongue will be vibrating between your upper and lower lips.While you keep your tongue vibrating, try retracting it into your mouth suddenly, until the vibrating tip of your tongue hits the roof of your mouth, just behind your teeth. Now, just add some voice to it. Voilà!A word to the wise: Practice this somewhere by yourself. It can get slightly… messy when you quickly pull your raspberry-blowing tongue into your mouth.Get on a Roll: Practice the Rolled ROnce youve gotten the hang of the rolled R, the only way to master it and use it effortlessly in foreign conversations is to practice, practice, practice!Watch, listen and learnTo see the rolled R in action and watch it being pronounced many times, videos are a great tool. Newscasts and interview programs, such as those found in FluentU’s curated library of authentic videos , can help you see how the rolled R is pronounced.FluentU takes real-world videosâ€"like music videos, movie trailers, news and inspiring talksâ€"and turns them into personalized language learning lessons. Hearing natives from countries such as Spain, Italy and Russia use the rolled R in real-life situations will help you master the sound.Twist your tongue to get it rolling Tongue twisters are a great way to limber up your tongue, which is key for producing a good rolled R.Here are a few tongue twisters from various languages:SpanishThis collection of Spanish tongue twisters will help your pronunciation in many areas. This old chestnut is plentiful with rolled double Rs:Erre con erre cigarro, erre con erre barril. Rápido corren los carros, sobre los rieles del ferrocarril.  (R with R cigar, R with R barrel. Quickly run the carriages on the rails of the railway.)Like the lyrics of a folk song, the words of tongue twisters can get changed over time, with oral repetition. Here’s ano ther variation of the ferrocarril tongue twister, presented on video.The story of the tres tristes tigres (three sad tigers) is another tale that can help you get your Rs rolling.ItalianThe tigers roar into this Italian tongue-twister video, along with several other ways to practice your rolled Rs.The first two tongue twisters in the video are particularly good for rolled R practice. The transcription for all the tongue twisters is displayed below the video.Polish These two tongue twisters from Marek Radomski’s online Polish dictionary will have your Rs rolling finer than the most delicate chrusciki!Król Karol kupil królowej Karolinie korale koloru koralowego. (King Karol bought a coral colored necklace for queen Karoline.)W Szczebrzeszynie chrzaszcz brzmi w trzcinie a Szczebrzeszyn z tego slynie ze chrzaszcz brzmi w trzcinie. (In [the town of] Szczebrzeszyn a beetle buzzes in the reed, for which Szczebrzeszyn is famous.)RussianIn this video from Antonia Romaker, captioned with both the original Russian and an English translation, you’ll not only practice a trio of great Russian rolled R tongue twisters, you’ll get some advice from a native speaker on how not to confuse the rolled R with similar sounds.Other LanguagesFor students of other languages, Robert Beard’s alphaDictionary site boasts an impressive list of tongue twisters in over two dozen languages.Drumroll, please! You’ve done it! You can roll your Rs. Remember: It’s not just the cat’s meow… it’s child’s play!Michelle Baumgartner is a language nerd who has formally studied seven languages and informally dabbled in at least three others. In addition to geeking out over slender vowels, interrogative particles, and phonemes, Michelle is a  freelance content writer and education blogger. Keep up with her latest adventures in language and learning on  Twitter.