1. BEHAVIOUR SCIENCES ATIF MEHMOOD LECTURER (RADIOLOGY)
INSTITUTE OF PARAMEDICAL SCIENCES
KHYBER MEDICAL UNIVERSITY PESHAWAR

2. Behavioural sciences
 A branch of science (as psychology, sociology, or anthropology) that deals primarily with human action and often seeks to generalize about human behavior in society
Behavioural science is a branch of the sciences which is concerned with the study of human and animal behavior
The term behavioural sciences encompasses all the disciplines that explore the activities of and interactions among organisms in the natural world
It involves the systematic analysis and investigation of human and animal behaviour through controlled and naturalistic observation, and disciplined scientific experimentation.

3. Difference between behavioural sciences and social sciences
The term behavioural sciences is often confused with the term social sciences. Though these two broad areas are interrelated and study systematic processes of behaviour, they differ on their level of scientific analysis of various dimensions of behaviour.
Behavioural sciences abstract empirical data to investigate the decision processes and communication strategies within and between organisms in a social system. This involves fields like psychology, social neuroscience and cognitive science

4. In contrast, social sciences provide a perceptive framework to study the processes of a social system through impacts of social organisation on structural adjustment of the individual and of groups. They typically include fields like sociology, economics, public health, anthropology, demography and political science
Categories of behavioural sciences Behavioural sciences includes two broad categories: neural — Information sciences and social — Relational sciences.

5. Information processing sciences deals with information processing of stimuli from the social environment by cognitive entities in order to engage in decision making, social judgment and social perception for individual functioning and survival of organism in a social environment. These include psychology, cognitive science, psychobiology, neural networks, social cognition, social psychology, and social neurosciences
On the other hand, Relational sciences deals with relationships, interaction, communication networks, associations and relational strategies or dynamics between organisms or cognitive entities in a social system. These include fields like sociological social psychology, social networks, dynamic network analysis, agent-based model and microsimulation

6. Why study behavioral science?
By studying this you will be able professionally explore the activities of and interactions among organisms in the natural world.
You will be involved in the systematic analysis and investigation of human and animal behaviour through controlled and naturalistic observation.
 Basically if you love to investigate human behaviour, and why they do what they do, then this field is for you...

7. Bio-Psycho-Social Model of Health Care and the Systems Approach
The biopsychosocial model (abbreviated "BPS") is a general model or approach posessing that biological, psychological (which entails thoughts, emotions, and behaviors), and social factors, all play a significant role in human functioning in the context of disease or illness.
Indeed, health is best understood in terms of a combination of biological, psychological, and social factors rather than purely in biological terms.

8. This is in contrast to the traditional, reductionist biomedical model of medicine that suggests every disease process can be explained in terms of an underlying deviation from normal function such as a pathogen, genetic or developmental abnormality, or injury.
The concept is used in fields such as medicine, nursing, health psychology and sociology, and particularly in more specialist fields such as psychiatry, health psychology, family therapy,clinical social work, and clinical psychology

9. The biopsychosocial paradigm is also a technical term for the popular concept of the "mind–body connection", which addresses more philosophical arguments between the biopsychosocial and biomedical models, rather than their empirical exploration and clinical application
The biopsychosocial model of health is based in part on social cognitive theory
The biopsychosocial model implies that treatment of disease processes, for example type two diabetes and cancer, requires that the health care team address biological, psychological and social influences upon a patient's functioning

10. Model description and application in medicine
In a philosophical sense, the biopsychosocial model states that the workings of the body can affect the mind, and the workings of the mind can affect the body
This means both a direct interaction between mind and body as well as indirect effects through intermediate factors
The biopsychosocial model presumes that it is important to handle the three together

11. Implications Consider biological, psychological, and social factors
Relationships are significant to health
Patient and doctor
Patient and family, friends, others
Keep people healthy rather than wait to treat them when they become ill.

12. Challenges Poverty as underlying issue Behavior and/or lifestyle
Lack of resources, education
Behavior and/or lifestyle
Misuse of antibiotics
Gaps in immunizations
Lack of access to healthcare
New diseases and re-emerging strains

13. Biopsychosocial Model of Disease
Biology
Age, sex
Disease state
Genetics/heredity
Physical symptoms
Meds/drugs/addiction
Psychology
Attitudes/beliefs
Mood state
Behaviors
Religiosity/spirituality
Social
Support: formal/informal
Roles: work/family/peers
Physician-patient relationship
Socioeconomic status
Environment
School/work place
Church
Social norms / cultural norms
Community / Health services
Neighborhoods / National economy
Mass media
Policy / laws

14. Normality vs. Abnormality
Normality The absence of illness and the presence of state of well being called normality.
The condition of being normal; the state of being usual, typical, or expected
Abnormality
A physical malformation; deformity
 Deviation from the typical or usual; irregularity
( According to Morgan & King)
Abnormality is the significant deviation from commonly accepted patterns of behavior, emotion or thought".

15. NORMALITY
As we have seen, normality means different things to different people at different times in different settings. If, as a soldier, we shoot someone in wartime we may receive a medal; if we shoot someone in peacetime we will be put in prison. If we lose our job and someone close to us dies then it is normal for us to be unhappy and depressed. In fact if we were not unhappy and depressed it would be abnormal. Therefore we have to look at emotions and behavior in the context in which they occur

16. Characteristics of a normal mentality, person
1. Efficient perception of reality
They have a realistic view of their strengths and weaknesses
They know what they have the ability to do and what they cannot do. They have a realistic Perception of what is happening around them and their reactions to those events

17. 2. Self knowledge
They have an understanding of WHY they do things and WHY they have certain emotions. None of us has complete Insight into our feelings and behavior but normal people have more Insight than the mentally ill
3. ability to control behaviour
Occasionally normal people may act impulsively [Without thinking] but normally they can control DRIVES such as aggression 

18. 4. Self-esteem
They know their own value and feel happy with their achievements and abilities. They feel accepted by those around them. They may wish that they were more handsome or intelligent but they don't allow these ideas to rule their lives. They know that though they may not be handsome they have a nice personality or, that though they cannot be a university professor they are doing a useful job which brings in money for the family to live on. 
Mentally disordered people often feel that they are worthless and not accepted by other people. They may blame society or other people for their feelings of worthlessness and Rejection

19. 5. Able to form close relationships
NORMAL people are able to form close and satisfying friendships and relationships. They are aware of other peoples feelings and beliefs and adapt to them.
Mentally disordered people often think only of their own problems and are unable to care about other peoples problems [they are often Self-centered]. Sometimes they do not want to form close friendships because at some time in the past they were emotionally hurt by the breakup of a relationship

20. 6. Productivity
They are able to channel their energies into work' and social life. They are enthusiastic about their lives and enjoy activities.
Mentally disordered people often feel chronically tired and each day is an obstacle to be suffered, not enjoyed.

21. Criteria often used in defining abnormality
1. Deviation from social norms
Every society has certain standards [or Norms] of behavior that it expects. Such things as the way we dress, politeness, bad language are subject to certain rules [often unwritten]. However, Social Norms are different in different societies. Eating in public during the day at Ramadan would be regarded as a deviation in the Emirates and would be punished. It would not be a deviation in a non-Islamic country.

22. 2. Maladaptive behaviour
Behavior is abnormal if it is Maladaptive ie: it has an adverse [bad] effect on the well-being of the individual or society. For example a person who is so frightened of crowds that he cannot leave his home or a person who drinks so much alcohol that he cannot live a normal life. Individuals who are violent and aggressive have a bad effect on society. They may release their aggression on the roads and cause traffic accidents or indulge in crime.

23. 3. Personal distress
In this criteria one would look at the person's subjective [internal] feelings rather than their [external] behavior. They may feel unhappy, depressed and agitated. They may be unable to concentrate or sleep. They may hide these feelings from others and their behavior may appear normal. There may be the "Smiling Depression" where an individual is very depressed but hides that depression from family and friends. Often the first that his family know of the depression is when he attempts to kill himself. 

24. Perception

25. Perception
The ability to see, hear, or become aware of something through the senses
The way you notice things, especially with the senses
The ability to understand the true nature of something
An idea, a belief or an image you have as a result of how you see or understand something
She showed great perception in her assessment of the family situation
There is a general public perception that standards in schools are falling.

26. Perception: is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment.

33. Factors Influencing Perception: 1.) Perceiver 2.) Target 3.) Situation

34. Factors that Influence Perception
The Object of Perception:
some things in our environment tend to attract attention
Backgrounds and Surroundings
our surroundings at the moment of perception will affect our perceptions
The Perceiver
we each bring unique experiences and personal points of view to each situation

37. What is attention?

38. SIMPLIFIED DEFINITION OF ATTENTION
Attention is a cognitive process whereby you direct and maintain awareness of stimuli detected by the senses and use that information to make decisions and choose responses.
You continually receive information about your internal and external environment through your senses.
You can not be aware of all the sensory information coming into your senses.
Perception occurs when you attend to sensory information
Decision-making and response selection require attention directed toward key perceptual informant.

39. What are the two (2) dimensions of attention?

40. DIMENSIONS OF ATTENTION
width of attention (broad or narrow)
broad focus would attend to a large number of stimuli at the same time
narrow focus (e.g., golfer lining up a putt)
direction of attention (internal or external)
internal focus is directed inward on thoughts and feelings (e.g., monitor your body’s responses and mental skills).
external focus is directed to events happening in the environment (e.g., evaluating playing conditions)

41. What is attentional capacity and how does it impact performance?

42. ATTENTIONAL CAPACITY You have a limited “attentional capacity.”
Controlled Processing – occurs when athletes consciously focus on performing the sport skill (e.g, focusing on the mechanics of how to execute a tennis serve)
Controlled processing is slow, conscious, deliberate, step-by-step and attention-demanding process.

43. Automatic Processing – when you perform a skill without conscious attention thought.
Automatic processing is fast, holistic, occurs below the conscious level, and is not attention demanding (e.g., can dribble in traffic while looking for an open player to pass to).

44. What is selective attention?

45. SELECTIVE ATTENTION Selective Attention –
is the process of attending to some information coming into our senses and ignoring or screening out other information.
Experts must be able to select the correct cues from countless irrelevant and competing stimuli (e.g., information to focus on when returning serve).

46. What is concentration and what is the concentration paradox?

47. CONCENTRATION: SUSTAINING ATTENTION
Concentration – is the ability to sustain attention on selected stimuli for a period of time.
Concentration can easily be broken by . . .
external distractions,
our own thoughts and feelings,
planned “psych out” strategies, and
the intense energy demands of intense concentration.

48. CONCENTRATION ROADBLOCKS
Factors that interfere with quieting or “parking” the mind include . . .
excessive thinking
stress,
pain, and
fatigue.

49. How can you improve your concentration?

50. CONCENTRATION IMPROVEMENT GUIDELINES
1. learn to manage stress,
2. recognize energy demands of concentration,
3. practice concentrating
experience the skill
direct attention away from distracting thoughts and feelings
think non judgmentally

51. Memory

52. Memory
 Memory is the process in which information is encoded, stored, and retrieved (Recovered).
From an information processing perspective there are three main stages in the formation and retrieval of memory:
Encoding or registration: receiving, processing and combining of received information
Storage creation of a permanent record of the encoded information
Retrieval, recall or recognition: calling back the stored information in response to some cue for use in a process or activity

53. Memory and Its Processes
Memory - an active system that receives information from the senses, organizes and alters it as it stores it away, and then retrieves the information from storage.
Processes of Memory:
Encoding - the set of mental operations that people perform on sensory information to convert that information into a form that is usable in the brain’s storage systems.
Storage - holding onto information for some period of time.
Retrieval - getting information that is in storage into a form that can be used.

54. Studying Memory: Sequential Process Keyboard (Encoding) Disk (Storage)
Preview Question 1: How do psychologists describe the human memory system?
Keyboard
(Encoding)
Disk
(Storage)
Monitor
(Retrieval)
Sequential Process

55. Stages of Memory Sensory Memory 2. Short-Term Memory
Long-Term Memory

56. Sensory Memory
Sensory memory - the very first stage of memory, the point at which information enters the nervous system through the sensory systems.
Iconic memory - visual sensory memory, lasting only a fraction of a second.
Capacity – everything that can be seen at one time.
Duration - information that has just entered iconic memory will be pushed out very quickly by new information, a process called masking.

57. Short-Term Memory
Short-term memory (STM) (working memory) - the memory system in which information is held for brief periods of time while being used.
Selective attention – the ability to focus on only one stimulus from among all sensory input.

58. Short-Term Memory
Maintenance rehearsal - practice of saying some information to be remembered over and over in one’s head in order to maintain it in short-term memory (STMs tend to be encoded in auditory form).
Duration of STM - lasts from about 12 to 30 seconds without rehearsal.
STM is susceptible to interference
(e.g., if counting is interrupted,
have to start over).

59. Long-Term Memory
Long-term memory (LTM) - the system of memory into which all the information is placed to be kept more or less permanently.
Elaborative rehearsal - a method of transferring information from STM into LTM by making that information meaningful in some way.

60. Amnesia
The loss of memory is described as forgetfulness, or as a medical disorder, called amnesia
Retrograde amnesia - loss of memory from the point of some injury or trauma backwards, or loss of memory for the past.
Anterograde amnesia - loss of memory from the point of injury or trauma forward, or the inability to form new long-term memories (“senile dementia”).
Infantile amnesia - the inability to retrieve memories from much before age 3

61. Some Ways to Improve Memory
Whole Learning: Studying an entire package of information at once, like a poem
Part Learning: Studying subparts of a larger body of information (like text chapters)
Recitation: Summarizing aloud while you are learning
Rehearsal: Reviewing information mentally (silently)
Selection: Selecting most important concepts to memorize
Spaced Practice: Alternating study sessions with brief rest periods
Massed Practice: Studying for long periods without rest periods
Lack of sleep decreases retention; sleep aids consolidation
Hunger decreases retention

62. Thinking

63. Thinking Thinking can refer to the act of
producing thoughts or the process of
producing thoughts.
Thought can refer to the ideas
or arrangements of ideas that result
from thinking, the act of producing
thoughts, or the process of producing
thoughts
Thinking or cognition
refers to a process that involves
  knowing, understanding, remembering
  and communicating.

64. Thinking allows humans to make sense
of interpret, represent
or model the world they experience,
and to make predictions
about that world.
In spite of the fact that thought
is a fundamental human activity
familiar to everyone, there is no
generally accepted agreement
as to what thought is or how it is created.

65. Different Types of Thinking
1. Critical thinking - This is convergent thinking. It assesses the worth and validity of something existent. It involves precise, persistent, objective analysis.
2. Implementation thinking is the ability to organize ideas and plans in a way that they will be effectively carried out.
3. Conceptual thinking consists of the ability to find connections or patterns between abstract ideas and then piece them together to form a complete picture

66. 4.Innovative thinking involves generating new ideas or new ways of approaching things to create possibilities and opportunities.
5.Intuitive thinking is the ability to take what you may sense or perceive to be true and, without knowledge or evidence, appropriately factor it in to the final decision.

67. Theories and Models of Thinking
Behaviorist Theory
Behaviorists view thinking as something that produces a measureable change in an individual’s actions.  Since thinking takes place as a result of reacting to external stimuli in this model
Pavlov’s famous experiment about dogs salivating when they would hear the dinner bell ring is an example of behaviorist theory
Cognitive Theory Cognitive theorists such as Piaget and Gagne argue that thinking and learning are internal mental actions that take place in the brain and include sensory perception, processing of information, applying and combining information, and memory

68. Humanist Theory
In the humanist model, the purpose of thinking is to fulfill an individual’s potential. As such, the acts of thinking and learning are always personal, not institutional.
Also known as “whole child” theory, humanists advise that the purpose of education is to develop a self-motivated, autonomous individual who can think and learn on his own

70. Cognition
The word cognition comes from the Latin verb cognosco (con 'with' + gnōscō 'know'),  'I know' so broadly, 'to conceptualize' or 'to recognize'
The mental process of knowing, including aspects such as awareness, perception, reasoning, and judgment
 That which comes to be known, as through perception, reasoning, or intuition; knowledge
In science cognition is a group of mental processes that includes attention, memory, producing and comprehending language, learning, reasoning, problem solving, and decision making

71. Cognition is a faculty for the processing of information, applying knowledge, and changing preferences
Cognition, or cognitive processes, can be natural or artificial, conscious or unconscious
 It encompasses the mental functions, mental processes (thoughts), and states of intelligent entities 
 In cognitive psychology and cognitive engineering, cognition is typically assumed to be information processing in a participant’s or operator’s mind or brain

72. Perhaps perceiving, encoding, remembering and retrieving
Stages of Processing
Stages of Processing: The steps required to form, use, and modify mental representations in a cognitive task.
Perhaps perceiving, encoding, remembering and retrieving

73. The mind is a complex machine –an information processing machine
It uses Hardware (the brain)
Software – (mental images or reperesentations)
Information input to the mind comes via bottom- up processing (from the sensory system)
Information is processed in the mind by top down processing via prestored information in the memory
Output is in the form of behavior

74. Levels of Cognition Bloom's Taxonomy of Cognitive Domain
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. 

75. Knowledge is defined as remembering of previously learned material
Knowledge is defined as remembering of previously learned material. Knowledge represents the lowest level of learning outcomes in the cognitive domain.
Verbs: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
Comprehension is defined as the ability to grasp the meaning of material.
Verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
Application refers to the ability to use learned material in new and concrete situations
Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

76. Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood
Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal)
Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

77. Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria.
Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

78. Don't know, what we learned

79. Communication
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved.

80. Communication
Communication (from Latin commūnicāre, meaning "to share" ) is the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior.
It is the meaningful exchange of information between two or more living creatures.
One definition of communication is “any act by which one person gives to or receives from another person information about that person's needs, desires, perceptions, knowledge, or affective states. 

81. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes 
Communication requires a sender, a message, and a recipient
The communication process is complete once the receiver understands the sender's message

94. Characteristics of a good Communicator
having good listening skills
being able to communicate in a way that is clear and concise
 Effective communicators also know their audience.
Good communicators are not afraid to ask for clarification if something was not clearly stated.
They also are aware of the body language of their audience and keep eye contact with them as much as possible to make sure they are understanding.

95. Communication………???????????????????????????????????????

98. Personality is the particular combination of emotional, attitudinal, and behavioral response patterns of an individual
Attractive qualities that make something unusual or interesting
Personality" is a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, emotions, motivations, and behaviors in various situations
Personality also refers to the pattern of thoughts, feelings, social adjustments, and behaviors consistently exhibited over time that strongly influences one's expectations, self-perceptions, values, and attitudes.

99. Components of Personality
So what exactly makes up a personality? As described in the definitions above, you would expect that patterns of thought and emotion make up an important part. Some of the other fundamental characteristics of personality include:
Consistency - There is generally a recognizable order and regularity to behaviors. Essentially, people act in the same ways or similar ways in a variety of situations.
Psychological and physiological - Personality is a psychological construct, but research suggests that it is also influenced by biological processes and needs.

100. It impacts behaviors and actions - Personality does not just influence how we move and respond in our environment; it also causes us to act in certain ways.
Multiple expressions - Personality is displayed in more than just behavior. It can also be seen in our thoughts, feelings, close relationships and other social interactions.
What are the Factors Affecting Personality Development??
The important factors in which the origin of personality lies

101. (I) Heredity
Hereditary factors may be summed as constitutional biological and physiological factors:
1.Constitutional Factors
The constitution of an individual is an effective factor in determining the type of his Personality. There can be 3 bodily types of personality- (1) short and stout, (2) tall and thin, (3) muscular and well Proportioned. We are always impressed by an individual who has a muscular and a well proportioned body. Height, Weight, physical defects, health and strength affect Personality.
2. Biological Factors
The working of the nervous system, glands and blood chemistry determines our characteristics and habitual modes of behaviour. These factors form the biological basis of our personality.

102. 3. Intelligence
Intelligence is mainly hereditary. Persons who are very intelligent can make better adjustment in home, school and society than those who are less intelligent.
4. Sex Differences
Sex differences play a vital role in the development of personality of individual. Boys are generally more assertive and vigorous. They prefer adventures. Girls are quieter and more injured by personal, emotional and social problems.
5. Nervous System
Development of personality is influenced by the nature of nervous system.

103. (II) Environment
The sociologists emphasize that the personality of the individual develops in a social environment. It is in the social environment, that he comes to have moral ideas, social attitudes and interests. This enables him to develop a social 'self which is another term for personality.
The important aspects of the environment are as follows:
(1) Physical Environment
(2) Social Environment
(3) Family Environment
(4) Cultural Environment
(5) School Environment

104. How personality can be assessed?
Assessment methods
The interview
Rating scales
Self-report tests
Influence of personality in determining reactions during health, disease, hospitalization, stress
Individuals differ dramatically in their response to a problem or a stressor. Some people are born with a temperament that predisposes them to higher or lower levels of tolerance to stress.
Your cognitive reaction to a situation plays a role in determining how stressful a situation is to you

105. TAKE CARE

106. Intelligence

107. Intelligence
Intelligence has been defined in many different ways including logic, abstract thought, understanding, self-awareness, communication, learning, having emotional knowledge, retaining, planning, and problem solving.
A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.
It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do

108. Types of Intelligence Linguistic Logical/ Mathematical Spatial
Bodily/ Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic

109. Skilled with words “The Word Player” Linguistic Intelligence
1993 Nobel Laureate in Literature
who in novels characterized by visionary force and poetic import, gives life to an essential aspect of American reality.
Background
Born: 1931, Lorain, OH, U.S.A Residence: U.S.A
the Pulitzer Prize in Novels The Bluest Eye. New York: Holt, Rinehart & Winston 1970 Sula. New York: Knopf 1973 Song of Solomon. New York: Knopf 1977 Tar Baby. New York: Knopf 1981 Beloved. New York: Knopf 1987 Jazz. New York: Knopf Plays Dreaming Emmet (performed 1986, but unpublished) Essays Playing in the Dark-Whiteness and the Literary Imagination. Cambridge, Massachusetts, London, England: Harvard University Press Racing Justice, Engendering Power: Essays on Anita Hill, Clarence Thomas and the Others on the Constructing of Social Reality. Ed. and introduction Toni Morrison, Chatto and Windus 1992.

111. Intelligence Skilled with numbers & reasoning “The Questioner”
Logical/ Mathematical
Intelligence
Skilled with numbers &
reasoning
“The Questioner”
TIME magazine’s most important person of the century. “…Only recently Canadian researchers, probing those pickled remains, found that he had an unusually large inferior parietal lobe--a center of mathematical thought and spatial imagery--and shorter connections between the frontal and temporal lobes…”

113. Skilled with pictures & images “The Visualizer”
Spatial Intelligence
Skilled with pictures &
images
“The Visualizer”
Born February 28, 1907 this Hillsboro, the Ohio native graduated from Ohio State University in Moving to New York City in 1932 he secured a job with the Associated Press Syndicate and created his first strip, "The Gay Thirties", a single panel strip. In 1933 he created his first popular character in "Dickie Dare", an adventure strip featuring a small boy.
The following year, when Captain Joseph Patterson was looking for an artist/writer to create a new adventure strip fro the Daily News, he tapped Caniff, who in turn created "Terry & the Pirates", and the rest is history.
Terry was an immediate smash hit when it debuted on October 22, 1934 (as a daily strip, the Sunday page first appeared in December), and it's success propelled Caniff forever into the eyes of the American public. v

115. Intelligence Physical skill “The Mover” Bodily/ Kinesthetic
                                 
Bodily/ Kinesthetic
Intelligence
Physical skill
“The Mover”
FULL NAME: Denton True Young BORN: March 29, 1867 Gilmore, Ohio DIED: November 4, 1955 Newcomerstown, Ohio SUMMARY Height: 6'2" Weight: 210 Threw: Right Position: Pitcher Got the nickname "Cy" because of his cyclone-like fastball. Made his major league debut at the age of 23 for Cleveland against Chicago. In that debut, he pitched a three-hitter and won the game He pitched for 22 years and won 511 games which is still a record today. He also holds the record for most losses in a career with He holds the major league record for complete games with He holds the major league record for innings pitched with 7, He is fourth on the all time list for shutouts with He won 20 or more games in sixteen seasons. He won 30 or more games in five seasons. He started 40 or more games eleven times in his career.

117. Skilled with melody & rhythm “The Music Lover” Musical Intelligence
Born Doris Mary Ann von Kappelhoff in Cincinatti, Ohio on April 3, 1924, she had originally hoped to be a ballet dancer, but that dream died when she was seriously injured in an automobile accident and was hospitalized for a year at the age of 14, just after winning a talent contest as a dancer.
But she didn't let that stop her. She took singing lessons, and got jobs singing with bands in the 1940s, including Bob Crosby and Les Brown. She later appeared with Frank Sinatra and Artie Shaw on "Saturday Night Hit Parade." She first appeared on film in 1948, in "Romance on the High Seas," when Betty Hutton was unable to do the part.
She lent her talents to a string of Warner Brothers light musical comedies from 1949 to 1955, including "It's a Great Feeling," "My Dream Is Yours," "Tea for Two," "The West Point Story," "Lullaby of Broadway," "On Moonlight Bay," "April in Paris," "I'll See You in My Dreams," "By the Light of the Silvery Moon," "Lucky Me," and "Young at Heart." Her most memorable films during this period were probably "Calamity Jane" (1953), Alfred Hitchcock's remake of "The Man Who Knew Too Much" (1956), in which she appeared with Jimmy Stewart and sang what was to become her trademark song, "Que, Sera, Sera," and 1957's "The Pajama Game," the Broadway hit that featured brilliant choreography by Bob Fosse.

119. Interpersonal Intelligence Skills of social understanding
“The Socializer”
He was born in Cuyahoga County, Ohio, in Fatherless at two, he later drove canal boat teams, somehow earning enough money for an education. He was graduated from Williams College in Massachusetts in 1856, and he returned to the Western Reserve Eclectic Institute (later Hiram College) in Ohio as a classics professor. Within a year he was made its president.
At the 1880 Republican Convention, Garfield failed to win the Presidential nomination for his friend John Sherman. Finally, on the 36th ballot, Garfield himself became the "dark horse" nominee.
By a margin of only 10,000 popular votes, Garfield defeated the Democratic nominee, Gen. Winfield Scott Hancock.

121. Skills of self-knowledge “The Individual”
Intrapersonal Intelligence
Skills of self-knowledge
“The Individual”
Meet Helen Keller, a woman from the small farm town of Tuscumbia, Alabama who taught the world to respect people who are blind and deaf. Her mission came from her own life; when she was 1 1/2, she was extremely ill, and she lost both her vision and hearing. It was like entering a different world, with completely new rules, and she got very frustrated. By the time she was 7, her parents knew they needed help, so they hired a tutor named Anne Sullivan.

123. connection to elements in nature “The Outdoorsman”
Naturalistic Intelligence
Skills of making
connection to elements
in nature
“The Outdoorsman”
Sacajawea was born about 1790 in what is now the state of Idaho. She was one of the "Snake People," otherwise known as the Shoshone. Her name in Hidatsa was Tsi-ki-ka-wi-as, "Bird Woman. In Shoshone, her name means "Boat Pusher." She was stolen during a raid by a Hidatsa tribe when she was a young girl and taken to their village near what is now Bismark, N. Dakota. Some time afterward the French-Canadian trapper and fur trader, Charbonneau bought Sacajawea and her companion, Otter Woman, as wives. When her husband joined the expedition at Fort Mandan in the Dakotas, Sacajawea was about 16 years old and pregnant.
The expedition spent the winter at Fort Mandan and Sacajawea's baby, Jean Baptiste Charbonneau, was born on Feb. 11 or 12, He was also given the Shoshone name, Pomp, meaning First Born.
The expedition resumed the westward trek on April 7, Their route was along the Missouri River, west to the mountains. On May 14, 1805 an incident occurred which was typical of the calmness and self-possession Sacajawea was to display throughout the journey. The incident was recorded in the diaries because of it's significance to the success of the expedition. On that day, the boat Sacajawea was in was hit by a sudden storm squall. It keeled over on it's side and nearly capsized. As the other members of the crew worked desperately to right the boat, Sacajawea, with her baby strapped to her back, busied herself with retrieving the valuable books and instruments that floated out of the boat. They had been wrapped in waterproof packages for protection and, thanks to Sacajawea's courage and quick actions, suffered no damage.
Contrary to popular opinion, Sacajawea did not serve as a guide for the party. She only influenced the direction taken by the expedition one time, after reaching the area where her people hunted she indicated they should take a tributary of the Beaverhead River to get to the mountains where her people lived and where Lewis and Clark hoped to buy horses.
On August 15, 1805 Sacajawea was re-united with her tribe, only to learn that all her family had died, with the exception of two brothers and the son of her oldest sister, whom she adopted. One of her brothers, Cameahwait, was head chief of the Shoshone. The Shoshone chief agreed to sell the party the horses they needed for the trek through the mountains. He also sketched a map of the country to the west and provided a guide, Old Toby, who took them through the mountains and safely to the Nez Perce country. where they resumed river travel.
Throughout the expedition, Sacajawea maintained a helpful, uncomplaining attitude of cheefulness in the face of hardship. This was so remarkable that it was commented on by all the men who kept diaries. There is one record of her complaining, however. While wintering on the Columbia River before starting their journey back to the east, nearby Indians reported that a whale had washed up on the beach about 35 miles from the fort. Sacajawea said that she had traveled a long way to see the great waters and, now that a monstrous fish was also to be seen, she thought it "very hard" that she could not be permitted to see it, and the ocean too. Captain Clark took a party of two canoes, including Sacajawea and her husband, to find the whale and possibly obtain some blubber. By the time they arrived there was nothing left but the skeleton, but they were able to buy about 35 pounds of blubber.
After the expedition was over in the summer of 1806, Sacajawea, her husband and son remained at Fort Mandan where Lewis and Clark had found them. In August 1806, Captain Clark wrote to Charbonneau and invited him to come to St. Louis and bring his family, or to send Jean Baptiste to Clark for schooling.
Charbonneau and Sacajawea accepted the offer and lived near St. Louis for a time. In March 1811, however, Charbonneau sold his land back to Clark and returned to the Dakotas with Sacajawea. Their son remained in St. Louis in the care of Cpt. Clark, who was the Indian Agent of the Louisiana Purchase at that time.
What became of Sacajawea after leaving St. Louis? There are two widely varying stories, with no proof of either. The first is that she died on Dec. 20, This information came from the records of John C. Luttig, the clerk at Ft. Manuel, SD who wrote: "This evening the wife of Charbonneau, a Snake squaw, died of a putrid fever. She was a good and the best woman in the fort, aged about 25 years. She left a fine infant girl." It is a fact that, in March 1813, John Luttig returned to St. Louis with a baby whom he called "Sacajawea's Lizette." In August 1813, he applied to be her guardian, as well as that of a boy called "Toussaint," but the court record shows his name crossed out and Cpt. William Clark's written in. Jean Baptiste Charbonneau was often called Toussaint. John Luttig died in 1815.
Shoshone oral tradition says that Sacajawea did not die in 1813, but instead, wandered the west for a few years and eventually returned to her tribe on the Wind River Reservation. Tradition says she died there on April 9, 1884, a venerated and influential member of the tribe, and is buried between her son, Jean Baptiste, and her sister's son, Bazil, whom she adopted. There is a monument over the grave on the Wind River Reservation, of the woman called Sacajawea. Many people who were living at the time wrote and told that it was she who traveled with Lewis and Clark to the great water and that the woman who died at Fort Manuel was another wife of Toussaint Charbonneau.
There is no record of what became of Lizette. There is a baptismal record in Westport, MO for Victoire, daughter of Joseph Vertifeuille and Elizabeth Carboneau. It is not known if this was Lizette Charbonneau, Sacajawea's daughter or not.
Jean Baptiste Charbonneau lived at least until His life can be traced through various records of explorers and fur traders up until that time. He was said to be a remarkable man; superior as a guide and trapper, but also well-educated and conversant in French, German and Spanish as well as his native Shoshone. He was with Prince Paul of Wurttemberg on his travels of the American West in 1823, and returned with him to Germany where he stayed for several years, returning in 1829.
He was with Jim Bridger in 1832, with Kit Carson in 1839 and in charge of a fur-trading party in 1842 when they met Charles Fremont. He was included in George Frederick Ruxton's book, "Life in the Far West" as one of the important fur traders of that time. He was with Lt. Abert on an exploration down the Canadian River and with Col. Philip Cooke and his troops from New Mexico to California. In 1866 he started for the gold fields in Montana and Idaho, but is said to have died on Cow Creek near the present town of Danner, Oregon in Shoshone oral traditions, however, say that he returned to his tribe during that time and was re-united with his mother, Sacajawea where he lived until his death in 1885.
Related Web Sites
Lewis & Clark The PBS companion web site to the film by Ken Burns
Lewis & Clark Trail sponsored by Heritage Trail, Inc.
Roster of Lewis & Clark Expedition List of the men who accompanied Lewis & Clark.
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125. Factors Affecting Intelligence
1) Heredity and Environment
2) Age
3) Race and Nationality
4) Culture:
5) Health and Physical Development
6) Sex differences
7) Social and Economic Conditions

126. Are you Intelligent???

146. Emotional Quotient (EQ)
Also referred to as emotional intelligence, emotional quotient is a person's intelligence in regard to theirs or other people's emotions.
This is the ability to control and monitor what they or other people are feeling
Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups..

187. How to Become a More Effective Learner/Strategies to improve learning skills:
1. Memory Improvement Basics
some of the best ways to improve memory. Basic tips such as improving your focus, avoiding cram sessions, and structuring your study time are a good place to start, 

188. 2. Keep Learning (and Practicing) New Things
Learning and practicing new skills helps your brain retain new information

189. 3. Learn in Multiple Ways

190. 4. Teach What You've Learned to Another Person

191. 5. Utilize Previous Learning to Promote New Learning

192. 6. Gain Practical Experience

193. 7. Look Up Answers Rather Than Struggle to Remember

194. 8. Understand How You Learn Best

195. 9. Use Testing to Boost Learning

196. 10. Stop Multitasking