MAHARUK EPISODE !

Mind

A mind is the set of cognitive faculties that enables consciousness, perception, thinking, judgement, and memory"a characteristic of humans, but which also may apply to other life forms.

A lengthy tradition of inquiries in philosophy, religion, psychology and cognitive science has sought to develop an understanding of what a mind is and what its distinguishing properties are. The main questions regarding the nature of mind is its relation to the physical brain and nervous system - a question which is often framed as the Mind-body problem, which considers whether mind is somehow separate from physical existence (dualism and idealism), deriving from and reducible to physical phenomena such as neurological processes (physicalism), or whether the mind is identical with the brain or some activity of the brain. Another question concerns which types of beings are capable of having minds, for example whether mind is exclusive to humans, possessed also by some or all animals, by all living things, or whether mind can also be a property of some types of man-made machines.

Whatever its relation to the physical body it is generally agreed that mind is that which enables a being to have subjective awareness and intentionality towards their environment, to perceive and respond to stimuli with some kind of agency, and to have consciousness, including thinking and feeling.

The concept of mind is understood in many different ways by many different cultural and religious traditions. Some see mind as a property exclusive to humans whereas others ascribe properties of mind to non-living entities (e.g. panpsychism and animism), to animals and to deities. Some of the earliest recorded speculations linked mind (sometimes described as identical with soul or spirit) to theories concerning both life after death, and cosmological andnatural order, for example in the doctrines of Zoroaster, the Buddha, Plato, Aristotle, and other ancient Greek, Indian and, later, Islamic and medieval European philosophers.

Brain

The brain is an organ that serves as the center of the nervous system in all vertebrate and most invertebrate animals"only a few invertebrates such assponges, jellyfish, adult sea squirts and starfish do not have a brain, even if diffuse neural tissue is present. It is located in the head, usually close to the primary sensory organs for such senses as vision, hearing, balance, taste, and smell. The brain is the most complex organ in a vertebrate's body. In a typical human the cerebral cortex (the largest part) is estimated to contain 15-33 billion neurons,^[1] each connected by synapses to several thousand other neurons. These neurons communicate with one another by means of long protoplasmic fibers called axons, which carry trains of signal pulses called action potentials to distant parts of the brain or body targeting specific recipient cells.

Physiologically, the function of the brain is to exert centralized control over the other organs of the body. The brain acts on the rest of the body both by generating patterns of muscle activity and by driving the secretion of chemicals called hormones. This centralized control allows rapid and coordinated responses to changes in the environment. Some basic types of responsiveness such as reflexes can be mediated by the spinal cord or peripheralganglia, but sophisticated purposeful control of behavior based on complex sensory input requires the information-integrating capabilities of a centralized brain.

Behaviour

Behavior or behaviour is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment. It is the response of the system or organism to various stimuli or inputs, whether internal or external, conscious or subconscious, overt orcovert, and voluntary or involuntary.

Critical thinking is a way of deciding whether a claim is true, partially true, or false. Critical thinking is a process that leads to skills that can be learned, mastered and used. Critical thinking is a tool by which one can come about reasoned conclusions based on a reasoned process. This process incorporates passion and creativity, but guides it with discipline, practicality and common sense. It can be traced in the West to ancient Greece with its Socratic method and in the East to ancient India with the Buddhist kalama sutta and abhidharma literature. Critical thinking is an important component of many fields such as education, politics, business, science and the arts.

Skills involved in Critical thinking

The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. According to Reynolds (2011), an individual or group engaged in a strong way of critical thinking gives due consideration to establish for instance:

Evidence through observation

Context skills to isolate the problem from context^{[clarification needed]}

Relevant criteria for making the judgment well

Applicable methods or techniques for forming the judgment

Applicable theoretical constructs for understanding the problem and the question at hand

In addition to possessing strong critical-thinking skills, one must be disposed to engage problems and decisions using those skills. Critical thinking employs not only logic but broad intellectualcriteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness

Memory and critical thinking

Long-term memory and critical thinking are both methods of reasoning and cognition that are interrelated. Critical thinking involves the willful engaging of the reasoning process in order to appraise or dissect information or to solve problems. It's connected to long-term memory because, during the critical thinking process, the brain often relies on remembered information.

The memory is composed of three basic parts: attention, storage, and retrieval. The attention is noticing information in the first place. This information is stored in either the short-term or long-term memory, and the data stored in the long-term memory lasts longer. The retrieval is the process of accessing the stored information when the need arises.

An individual trying to use critical thinking to solve a problem will rely on the information stored in the long-term memory to a large extent. This is because most of what he or she will use to solve the problem is information that he or she has learned in the past that is stored there. For instance, a person trying to solve a math problem will rely on equations and mathematical processes he or she learned in the past. This information is stored in the long-term memory for retrieval when needed.

Emotions and Critical Thinking

Emotions (or the self system) drive almost everything we do. Antonio Damasio (2005) , a University of Iowa neurologist, believes that emotions are the key element in decision making and learning, and central to the process of rational thought. When patients of his have lost the regions of their brain (such as through the removal of a tumor) that allow them to experience emotions, their decision making ability goes completely haywire. Their intelligence can be working perfectly, but without emotions to guide one's intelligence, logical decisions cannot be made.

Think of it this way, if you made a bad investment, then you feel bad about it. The next time something similar comes up, you will think about it more carefully, gather more information, build your knowledge base, etc. This in turn should allow you to make a better decision. But, what if you had no emotions about it? Why would you bother doing all the homework? If you do not care about it, then you normally do the exact thing again. We are creatures of emotions"they drive us. We are lost without emotions to guide our reasoning.

Now people do use reasoning to make decisions, however, that reasoning is driven by emotions. Steven Pinker (professor of psychology and director of the Center for Cognitive Neuroscience at MIT) wrote:

"Each human emotion mobilizes the mind and body to meet one of the challenges of living and reproducing in the cognitive niche. Some challenges are posed by physical things, and the emotions that deal with them, like disgust, fear, and appreciation of natural beauty work in straightforward ways. Others are posed by people. The problem in dealing with people is that people can deal back. The emotions that evolved in response to other people's emotions, like anger, gratitude, shame, and romantic love, are played on a complicated chessboard, and they spawn the passion and intrigue that misleads the Romantic" (Pink, 1977).

Hindrances to Problem Solving Process

Perception

Expression

Emotion

Intellect

Work environment

Problem Solving Process

Recognizing and Defining a problem

Analyzing the problem (potential causes)

Developing possible alternatives

Evaluating Solutions

Resolution of problem

Implementation

Plan of Action

1. Know where you're going- Successful leaders and professionals understand a simple core concept: if you don't know where you're going, you're likely to wind up anywhere.

2. Be specific. Not only must your goal be specific, but you must also create a specific intention as well as very specific tasks or steps that will move you toward the completion of that goal.

3. Create measurable milestones. Once you have a clear picture of what you're out to accomplish, as well as what targets you will need to hit throughout the time span of the project or period, the next step is to create measurable milestones.

4. Make a list. Create a list and accompanying time line of specific action items or tasks to complete in order to hit those milestones.

5. Break large tasks into smaller, more manageable chunks. Some tasks or milestones may seem more daunting to achieve than others. That's when it makes sense to break larger tasks down into smaller, more manageable chunks.

6. Put timelines on everything. Without specific time frames and deadlines, work will definitely expand to fill the time allotted, and some tasks may never get completed.

7. Create a visual representation - Once you've created your action items and set a specific timeline, the next step is to create some type of visual representation of your plan. You might use a flowchart, a Gantt chart, a spreadsheet, or some other type of business tool to accomplish this.

8. Schedule out your accomplishments. Have each person involved, grab their schedule or day planner or smart phone and schedule out their accomplishments.

9. Work your plan and don't Stop until it's complete. Once your plan is established, shared with the team, and accomplishments are scheduled,the next step is simple: take daily action and follow up with responsible parties to ensure that everyone is doing their part.

10. Change the date if you must, but never give up on the goal. Occasionally, circumstances or unforeseen events can arise that throw a wrench in your ability to meet deadlines, complete tasks and achieve your goal. If this happens, do not get discouraged - revise your plan and continue working to meet targets and move forward.

Creativity

Creativity is a phenomenon whereby something new and valuable is created (such as an idea, a joke, an artistic or literary work, a painting or musical composition, a solution, an invention etc.). The ideas and concepts so conceived can then manifest themselves in any number of ways, but most often, they become something we can see, hear, smell, touch, or taste.

Processes in Creativity

(i) preparation (preparatory work on a problem that focuses the individual's mind on the problem and explores the problem's dimensions),

(ii) incubation (where the problem is internalized into the unconscious mind and nothing appears externally to be happening),

(iii) intimation (the creative person gets a "feeling" that a solution is on its way),

(iv) illumination or insight (where the creative idea bursts forth from its preconscious processing into conscious awareness); and

(v) verification (where the idea is consciously verified, elaborated, and then applied).

Daniel Pink, in his 2005 book A Whole New Mind, repeating arguments posed throughout the 20th century, argues that we are entering a new age where creativity is becoming increasingly important. In this conceptual age, we will need to foster and encourage right-directed thinking (representing creativity and emotion) over left-directed thinking (representing logical, analytical thought). However, this simplification of 'right' versus 'left' brain thinking is not supported by the research data.

Nickerson provides a summary of the various creativity techniques that have been proposed. These include approaches that have been developed by both academia and industry:

1. Establishing purpose and intention

2. Building basic skills

3. Encouraging acquisitions of domain-specific knowledge

4. Stimulating and rewarding curiosity and exploration

5. Building motivation, especially internal motivation

6. Encouraging confidence and a willingness to take risks

7. Focusing on mastery and self-competition

8. Promoting supportable beliefs about creativity

9. Providing opportunities for choice and discovery

10. Developing self-management (metacognitive skills)

11. Teaching techniques and strategies for facilitating creative performance

12. Providing balance

Originally posted by: AkDha_Fanatic

A PEACE of MIND for the our beloved CVs ... It MIGHT help them out 😡

Mind

A mind is the set of cognitive faculties that enables consciousness, perception, thinking, judgement, and memory"a characteristic of humans, but which also may apply to other life forms.

A lengthy tradition of inquiries in philosophy, religion, psychology and cognitive science has sought to develop an understanding of what a mind is and what its distinguishing properties are. The main questions regarding the nature of mind is its relation to the physical brain and nervous system - a question which is often framed as the Mind-body problem, which considers whether mind is somehow separate from physical existence (dualism and idealism), deriving from and reducible to physical phenomena such as neurological processes (physicalism), or whether the mind is identical with the brain or some activity of the brain. Another question concerns which types of beings are capable of having minds, for example whether mind is exclusive to humans, possessed also by some or all animals, by all living things, or whether mind can also be a property of some types of man-made machines.

Whatever its relation to the physical body it is generally agreed that mind is that which enables a being to have subjective awareness and intentionality towards their environment, to perceive and respond to stimuli with some kind of agency, and to have consciousness, including thinking and feeling.

The concept of mind is understood in many different ways by many different cultural and religious traditions. Some see mind as a property exclusive to humans whereas others ascribe properties of mind to non-living entities (e.g. panpsychism and animism), to animals and to deities. Some of the earliest recorded speculations linked mind (sometimes described as identical with soul or spirit) to theories concerning both life after death, and cosmological andnatural order, for example in the doctrines of Zoroaster, the Buddha, Plato, Aristotle, and other ancient Greek, Indian and, later, Islamic and medieval European philosophers.

Brain

The brain is an organ that serves as the center of the nervous system in all vertebrate and most invertebrate animals"only a few invertebrates such assponges, jellyfish, adult sea squirts and starfish do not have a brain, even if diffuse neural tissue is present. It is located in the head, usually close to the primary sensory organs for such senses as vision, hearing, balance, taste, and smell. The brain is the most complex organ in a vertebrate's body. In a typical human the cerebral cortex (the largest part) is estimated to contain 15-33 billion neurons,^[1] each connected by synapses to several thousand other neurons. These neurons communicate with one another by means of long protoplasmic fibers called axons, which carry trains of signal pulses called action potentials to distant parts of the brain or body targeting specific recipient cells.

Physiologically, the function of the brain is to exert centralized control over the other organs of the body. The brain acts on the rest of the body both by generating patterns of muscle activity and by driving the secretion of chemicals called hormones. This centralized control allows rapid and coordinated responses to changes in the environment. Some basic types of responsiveness such as reflexes can be mediated by the spinal cord or peripheralganglia, but sophisticated purposeful control of behavior based on complex sensory input requires the information-integrating capabilities of a centralized brain.

Behaviour

Behavior or behaviour is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment. It is the response of the system or organism to various stimuli or inputs, whether internal or external, conscious or subconscious, overt orcovert, and voluntary or involuntary.

Critical thinking is a way of deciding whether a claim is true, partially true, or false. Critical thinking is a process that leads to skills that can be learned, mastered and used. Critical thinking is a tool by which one can come about reasoned conclusions based on a reasoned process. This process incorporates passion and creativity, but guides it with discipline, practicality and common sense. It can be traced in the West to ancient Greece with its Socratic method and in the East to ancient India with the Buddhist kalama sutta and abhidharma literature. Critical thinking is an important component of many fields such as education, politics, business, science and the arts.

Skills involved in Critical thinking

The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. According to Reynolds (2011), an individual or group engaged in a strong way of critical thinking gives due consideration to establish for instance:

Evidence through observation

Context skills to isolate the problem from context^{[clarification needed]}

Relevant criteria for making the judgment well

Applicable methods or techniques for forming the judgment

Applicable theoretical constructs for understanding the problem and the question at hand

In addition to possessing strong critical-thinking skills, one must be disposed to engage problems and decisions using those skills. Critical thinking employs not only logic but broad intellectualcriteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness

Memory and critical thinking

Long-term memory and critical thinking are both methods of reasoning and cognition that are interrelated. Critical thinking involves the willful engaging of the reasoning process in order to appraise or dissect information or to solve problems. It's connected to long-term memory because, during the critical thinking process, the brain often relies on remembered information.

The memory is composed of three basic parts: attention, storage, and retrieval. The attention is noticing information in the first place. This information is stored in either the short-term or long-term memory, and the data stored in the long-term memory lasts longer. The retrieval is the process of accessing the stored information when the need arises.

An individual trying to use critical thinking to solve a problem will rely on the information stored in the long-term memory to a large extent. This is because most of what he or she will use to solve the problem is information that he or she has learned in the past that is stored there. For instance, a person trying to solve a math problem will rely on equations and mathematical processes he or she learned in the past. This information is stored in the long-term memory for retrieval when needed.

Emotions and Critical Thinking

Emotions (or the self system) drive almost everything we do. Antonio Damasio (2005) , a University of Iowa neurologist, believes that emotions are the key element in decision making and learning, and central to the process of rational thought. When patients of his have lost the regions of their brain (such as through the removal of a tumor) that allow them to experience emotions, their decision making ability goes completely haywire. Their intelligence can be working perfectly, but without emotions to guide one's intelligence, logical decisions cannot be made.

Think of it this way, if you made a bad investment, then you feel bad about it. The next time something similar comes up, you will think about it more carefully, gather more information, build your knowledge base, etc. This in turn should allow you to make a better decision. But, what if you had no emotions about it? Why would you bother doing all the homework? If you do not care about it, then you normally do the exact thing again. We are creatures of emotions"they drive us. We are lost without emotions to guide our reasoning.

Now people do use reasoning to make decisions, however, that reasoning is driven by emotions. Steven Pinker (professor of psychology and director of the Center for Cognitive Neuroscience at MIT) wrote:

"Each human emotion mobilizes the mind and body to meet one of the challenges of living and reproducing in the cognitive niche. Some challenges are posed by physical things, and the emotions that deal with them, like disgust, fear, and appreciation of natural beauty work in straightforward ways. Others are posed by people. The problem in dealing with people is that people can deal back. The emotions that evolved in response to other people's emotions, like anger, gratitude, shame, and romantic love, are played on a complicated chessboard, and they spawn the passion and intrigue that misleads the Romantic" (Pink, 1977).

Hindrances to Problem Solving Process

Perception

Expression

Emotion

Intellect

Work environment

Problem Solving Process

Recognizing and Defining a problem

Analyzing the problem (potential causes)

Developing possible alternatives

Evaluating Solutions

Resolution of problem

Implementation

Plan of Action

1. Know where you're going- Successful leaders and professionals understand a simple core concept: if you don't know where you're going, you're likely to wind up anywhere.

2. Be specific. Not only must your goal be specific, but you must also create a specific intention as well as very specific tasks or steps that will move you toward the completion of that goal.

3. Create measurable milestones. Once you have a clear picture of what you're out to accomplish, as well as what targets you will need to hit throughout the time span of the project or period, the next step is to create measurable milestones.

4. Make a list. Create a list and accompanying time line of specific action items or tasks to complete in order to hit those milestones.

5. Break large tasks into smaller, more manageable chunks. Some tasks or milestones may seem more daunting to achieve than others. That's when it makes sense to break larger tasks down into smaller, more manageable chunks.

6. Put timelines on everything. Without specific time frames and deadlines, work will definitely expand to fill the time allotted, and some tasks may never get completed.

7. Create a visual representation - Once you've created your action items and set a specific timeline, the next step is to create some type of visual representation of your plan. You might use a flowchart, a Gantt chart, a spreadsheet, or some other type of business tool to accomplish this.

8. Schedule out your accomplishments. Have each person involved, grab their schedule or day planner or smart phone and schedule out their accomplishments.

9. Work your plan and don't Stop until it's complete. Once your plan is established, shared with the team, and accomplishments are scheduled,the next step is simple: take daily action and follow up with responsible parties to ensure that everyone is doing their part.

10. Change the date if you must, but never give up on the goal. Occasionally, circumstances or unforeseen events can arise that throw a wrench in your ability to meet deadlines, complete tasks and achieve your goal. If this happens, do not get discouraged - revise your plan and continue working to meet targets and move forward.

Creativity

Creativity is a phenomenon whereby something new and valuable is created (such as an idea, a joke, an artistic or literary work, a painting or musical composition, a solution, an invention etc.). The ideas and concepts so conceived can then manifest themselves in any number of ways, but most often, they become something we can see, hear, smell, touch, or taste.

Processes in Creativity

(i) preparation (preparatory work on a problem that focuses the individual's mind on the problem and explores the problem's dimensions),

(ii) incubation (where the problem is internalized into the unconscious mind and nothing appears externally to be happening),

(iii) intimation (the creative person gets a "feeling" that a solution is on its way),

(iv) illumination or insight (where the creative idea bursts forth from its preconscious processing into conscious awareness); and

(v) verification (where the idea is consciously verified, elaborated, and then applied).

Fostering creativit

Daniel Pink, in his 2005 book A Whole New Mind, repeating arguments posed throughout the 20th century, argues that we are entering a new age where creativity is becoming increasingly important. In this conceptual age, we will need to foster and encourage right-directed thinking (representing creativity and emotion) over left-directed thinking (representing logical, analytical thought). However, this simplification of 'right' versus 'left' brain thinking is not supported by the research data.

Nickerson provides a summary of the various creativity techniques that have been proposed. These include approaches that have been developed by both academia and industry:

1. Establishing purpose and intention

2. Building basic skills

3. Encouraging acquisitions of domain-specific knowledge

4. Stimulating and rewarding curiosity and exploration

5. Building motivation, especially internal motivation

6. Encouraging confidence and a willingness to take risks

7. Focusing on mastery and self-competition

8. Promoting supportable beliefs about creativity

9. Providing opportunities for choice and discovery

10. Developing self-management (metacognitive skills)

11. Teaching techniques and strategies for facilitating creative performance

12. Providing balance

Originally posted by: dush123

😡 haff,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, wtH🤢 ...

NAME : MAHARUK

LEAD : RUKAIYA - MAHAM ANGA

2ND LEAD: SHARIFF,JAVEDA,ADAHAM,BAKSHI,SUJAMAL TOO😆

SIDE CHARACTERS: SALIMA BEGUM, AMMIJAAN,OTHER BEGUMS OF JALLU,ATHGAH SAAB...ETC..

BEST PART :LOL

GUEST APPERANCE :JODHA nd JALAL ...

UFF😡