Memory Booster

Confidence and enthusiam are two joint partners in sales producing  , if you have once made firm determination and sticked to the point “ i can do it “ that means “ Yes i can do it “ then never turn back or retrieve your footsteps , just DO IT !!

when  exams are on head improve your memory with fast and easy , fool proof steps:-
Enhancement techniques of memory is certainly a hot pursuit for students who are appearing in competitive exams. Speed not only saves time and  comprehension power. It utlizes  your time brain more, process in larger stream of information.

It takes little time to transform the material, that you are trying to memorize. It’s very effectively when you organize  your studies , you can memorize b y creating diagrams, graphs, notes, illustrationsand maintaining tables. Visualization helps to memory to memorize, try to focus on visual things more like diagrams as campare texts.

Pick up the place where it’s little  distracted , somewhere peace resides. It gives proper mindset and tone to approach your studies. Reading material loud enhances the power of retention. It will surely boost your confidence as exam time is on head.

Try to avoid the use  of calculater during the practice , because, more you avoid, you are able to judge the speed and accuracy to solve the problem as you are not allowed to use any electronic device. Practice more  mock test papers, by setting alarm clock.

Adpot these tips surely it is memory booster and help you alott in doing well in exam

ALL THE BEST !

Increasing Concentration

"I can't concentrate." "My mind wanders when I try to study."
Lack of concentration is one of the most frequent complaints heard on a college campus.

Concentration: the ability to direct one's thinking in whatever direction one would intend.
We all have the ability to concentrate -- sometimes. Think of the times when you were engrossed in a super novel. While playing your guitar or piano. In an especially good game of cards. At a spellbinder of a movie. Total concentration.
But at other times your thoughts are scattered, and your mind races from one thing to another. It's for those times that you need to learn and practice concentration strategies. They involve (1) learning mental selfregulation and (2) arranging factors that you can immediately control.


Training Your Wandering Mind :
Learning Mental Self-Regulation for Improved Concentration

Improving concentration is learning a skill.
Learning a skill takes practice... whether it is shooting baskets, dancing, typing, writing, or concentrating. Do not confuse these strategies with medicine. When you take a medicine, it acts on the body without your having to help it.

Concentration strategies require practice. You probably will begin to notice some change within a few days. You'll notice considerable improvement within four to six weeks of training your mind with some of the skills that follow. And that's a short period of time considering how many years you've spent not concentrating as well as you'd like.

Begin by practicing these techniques:

Be Here Now,
The Spider Technique, and
Worry Time.

Then try any of the Other Mental Strategies that sound promising to you. Give them an honest try -- use them for at least three days. If you notice a little change, that suggests that the skill will be valuable and, with continued practice, will greatly improve your concentration. There are also Other Factors You Can Change now in your environment that may be helpful.

Be Here Now

This deceptively simple strategy is probably the most effective. When you notice your thoughts wandering astray, say to yourself

"Be here now"

and gently bring your attention back to where you want it.

FOR EXAMPLE:
You're in class and your attention strays from the lecture to all the homework you have, to a date, to the fact that you're hungry. As you say to yourself

"Be here now"

you focus back on the lecture and maintain your attention there as long as possible.
When it wanders again, repeat

"Be here now"

and gently bring your attention back.
You may notice that your mind often wanders (as often as several times a minute at times). Each time just say

"Be here now"

and refocus. Do not try to keep particular thoughts out of your mind. For example, as you sit there, close your eyes and think about anything you want to for the next three minutes except cookies. Try not to think about cookies...When you try not to think about something, it keeps coming back. ("I'm not going to think about cookies. I'm not going to think about cookies.")

When you find your thoughts wandering, gently let go of that thought and, with your "Be here now," return to the present.
You might do this hundreds of times a week, if you're normal. But, you'll find that the period of time between your straying thoughts gets a little longer every few days. So be patient and keep at it. You'll see some improvement!

The Spider Technique

This is another strategy that sounds deceptively simple. But it is the basis for concentration because it helps you to maintain your concentration and not give in to distractions.
Hold a vibrating tuning fork next to a spider web. The spider will react and come looking for what is vibrating the web. Do it several times and the spider "wises up" and knows there's no bug and doesn't come looking.
You can learn that. Train yourself not to give in to distractions. When someone enters the room, or when a door slams, do not allow yourself to participate. Rather, keep your concentration on what's in front of you.

Use the "Be here now" technique to help you regain concentration when you do become distracted momentarily.

Practice this in a variety of settings, such as:
In lecture classes practice letting people move or cough without having to look at them - just let them "be out there" while you form a tunnel between you and the lecturer.
When talking with someone keep your attention on that person, look at his face, and note what is being said. Let the rest of the world just be "out there."

Worry or Think Time

Set aside a specific time each day to think about the things that keep entering your mind and interfering with your concentration. For example, set 4:30 to 5:00 p.m. as your worry/think time. When your mind is side-tracked into worrying during the day, remind yourself that you have a special time for worrying. Then, let the thought go for the present, and return your focus to your immediate activity.

There's research on this, believe it or not! Persons who use a worry time find themselves worrying 35 percent less of the time within four weeks. That's a big change!
The important steps are:

(1) set a specific time each day for your time,

(2) when you become aware of a distracting thought, remind yourself that you have a special time to think about them,

(3) let the thought go, perhaps with "Be here now," and

(4) be sure to keep that appointment with yourself at that special time to think on the distracting thoughts of the day.

Other Mental Strategies :

Tallying your mental wanderings. Have a 3 x 5 inch card handy. Draw two lines dividing the card into three sections. Label them "morning," "afternoon," and "evening."
Each time your mind wanders, make a tally in the appropriate section. Keep a card for each day. As your skills build, you'll see the number of tallies decrease. And that's exciting!

Rest/Stretch Time . Remember to take short breaks. Lectures are usually 50 minutes long, and that's about the length of time most people can direct their attention to one task. But, that's just an average. Your concentration time-span might be less (20-35 minutes) or longer (perhaps 90 minutes).

When you take a break, oxygenate (get more oxygen to your brain)! Get up and walk around the room for a couple of minutes. When we sit for long periods, blood tends to pool in our lower body and legs (because of gravity). Our calves serve as pumps for our blood when we walk, getting blood flowing more evenly throughout the body. As a result, more oxygen is carried to the brain and you are more alert.

Change Topics. Many students aid their concentration by changing the subject they are studying every one to two hours. You pay more attention to something that's different. And you can give yourself that variety by changing the subject you study regularly.

Incentives and Rewards. Give yourself a reward when you've completed a task. The task might be small, such as stay with a difficult assignment until you've finished. An appropriate reward might be a walk around the block, a glass of water, or reading the day's cartoon in the newspaper..
For those special projects such as term papers, design projects, or long book reviews, set up a special incentive. Upon completion, plan to give yourself a special pizza, movie, or an evening of TV.
Incentives and rewards can be overdone. Use them for the especially difficult assignment or longer projects. When you do use them, make the rewards something you ordinarily would not give yourself.

Increasing Your Activity Level. Your concentration wanders more easily if you just read an assignment straight through. Instead, take the heading for each section and turn it into a question. For this section, that would be, "How can I increase my activity level while studying?" Then study that section to answer that question. Do this routinely. The questions give us a focus for each section and increase our involvement.

Also, as you study an assignment, make a list of questions you can bring to class. Listen to the lecture for answers to those questions.
Shift position in your seat every so often. Don't sit there frozen in one position. The move will help keep the blood circulating, sending more oxygen to your brain and helping you remain alert.
Skydivers, rock climbers, tightrope walkers, and lion tamers don't have trouble concentrating! You probably haven't done any of those. But, think back to some time in your life when you had that calm, total concentration. Close your eyes and recreate that time. Visualize it, if you can. Feel how you felt at that time. Now, when you begin studying tonight, recapture that focused attention and see how long you can hold it. Does it feel as if that might work? If so, begin all your study sessions with the feeling and see how long you can maintain it. With practice, your concentration will get better and better.

FACTORS YOU CAN CONTROL NOW !

Chart your energy levels. When is your energy level at its highest? When are your low energy times? Study your most difficult courses at your high energy times. Sharpest early in the evening? Study your most difficult course then. Later in the evening? Work on your easier courses or the ones you enjoy the most.
Now that's not what most students do. Instead, they put off the tough courses until later in the evening when they are more fatigued. It's more difficult to concentrate when you're tired. Reverse that. Hard courses at peak energy times. Easier ones later. This alone can help to improve your concentration.

Light. Make sure you have adequate light. It's essential to keeping your attention focused on what you are studying. So your eyes don't tire, use indirect lights (to avoid glare) and ones that don't flicker.

Chair and Table. Sit on a not overly comfortable chair at a table, not sprawled out on your bed. Your bed is where you sleep and dream.

Posture. Sit up straight to aid concentration rather than sprawled out in a similar-to-sleep position.

Clear away distractions. Don't have pictures where you'll notice them when looking up from your studies. Also, put out of sight any material for other courses. Seeing it can panic you a little about all you have to do. So put it out of sight.

Signs. Don't hesitate to put signs on your door. "I need the grades. Please let me study." "Please do not disturb." "Concentrating is tough. Help me by staying away." Some inconsiderate person will interrupt. Ask them to come back later. If they don't leave, practice ignoring them (See the Spider Technique above).

Take your phone off the hook. Yes, you might miss a call. But developing your concentration skills is important. It will be useful for the remainder of your life.

Where you study can make a difference. Think about where you concentrate best. Often it's difficult to study where you live, so look for a corner in the library that's quiet and facing a wall (not a door with people coming and going or a window with a distracting view). Some students study better where they live. Find the place or places you find most conducive to concentration.

Background music? Research on productivity with music versus without music is inconclusive. If you think you need music, choose some with no lyrics and with relatively monotonous melodies. Baroque music is the best example. Something with words, a definite beat, a catchy melody, or one of your favorite pieces can easily divert your attention, often without your being aware of it at first.
Perhaps you might try "white noise" -- it masks out environmental noises and helps minimize distractions. Your radio can be an inexpensive source of white noise. Switch to FM and team to the high end of your dial. You should get a steady static or form of white noise, unless your radio is an especially good one. Or keep a fan running.

Enough time for everything? Ever find your study of one subject interrupted by worries about getting assignments in another course done? Or waste time trying to decide what to study? Take an hour or so and do a little planning.
First, estimate for each course the number of hours you'll need to study each week. Then work up a flexible time schedule. Include all your obligations (classes, meetings, meals, laundry, etc.). Then allocate specific time periods for studying particular subjects. When studying one course you won't worry so much about others because you'll know that you have time for them.

Be flexible in your schedule. If you need an extra hour on a subject, continue with it and then do a little juggling to make up the study time you encroached on. You'll probably need to modify your schedule from time to time.
If you would rather schedule smaller chunks of time, each Sunday plan the following week and change from week to week. Check to be sure you're getting study time in on all your courses.

Rewards for Concentrating. In summary, the rewards for improving your concentration can be priceless. You'll be delighted at your ability to recall information given in lectures. You'll find yourself accomplishing more in the same period of time. It can even affect your social life. Your special friend will appreciate your undivided attention and, in return, will give you undivided attention. So will other friends. Best of all, concentration skills help your self confidence because you will realize how much more is possible when you can give your total attention.

Lateral Thinking Puzzles are great fun and a good way to stimulate a group of children or students and can help to boost your intellect but they are also used by innovators and inventors to create new ideas and products for companies.

Lateral Thinking Puzzles, unlike most puzzles, are inexact. In a sense, they are a hybrid between puzzles and storytelling. In each puzzle, some clues to a scenario are given, but the clues don't tell the full story. Your job is to fill in the details and complete the story. Obviously, there is usually more than one answer to any given puzzle, but, in general, only one solution is truly satisfying.

Why a high IQ doesn't mean you're smart ?

IS GEORGE W. BUSH stupid? It's a question that occupied a good many minds of all political persuasions during his turbulent eight-year presidency. The strict answer is no. Bush's IQ score is estimated to be above 120, which suggests an intelligence in the top 10 per cent of the population. But this, surely, does not tell the whole story. Even those sympathetic to the former president have acknowledged that as a thinker and decision-maker he is not all there. Even his loyal speechwriter David Frum called him glib, incurious and "as a result ill-informed". The political pundit and former Republican congressman Joe Scarborough accused him of lacking intellectual depth, claiming that compared with other US presidents whose intellect had been questioned, Bush junior was "in a league by himself". Bush himself has described his thinking style as "not very analytical".

How can someone with a high IQ have these kinds of intellectual deficiencies? Put another way, how can a "smart" person act foolishly? Keith Stanovich, professor of human development and applied psychology at the University of Toronto, Canada, has grappled with this apparent incongruity for 15 years. He says it applies to more people than you might think. To Stanovich, however, there is nothing incongruous about it. IQ tests are very good at measuring certain mental faculties, he says, including logic, abstract reasoning, learning ability and working-memory capacity - how much information you can hold in mind.

But the tests fall down when it comes to measuring those abilities crucial to making good judgements in real-life situations. That's because they are unable to assess things such as a person's ability to critically weigh up information, or whether an individual can override the intuitive cognitive biases that can lead us astray.

This is the kind of rational thinking we are compelled to do every day, whether deciding which foods to eat, where to invest money, or how to deal with a difficult client at work. We need to be good at rational thinking to navigate our way around an increasingly complex world. And yet, says Stanovich, IQ tests - still the predominant measure of people's cognitive abilities - do not effectively tap into it. "IQ tests measure an important domain of cognitive functioning and they are moderately good at predicting academic and work success. But they are incomplete. They fall short of the full panoply of skills that would come under the rubric of 'good thinking'."
IQ isn't everything

"A high IQ is like height in a basketball player," says David Perkins, who studies thinking and reasoning skills at Harvard Graduate School of Education in Cambridge, Massachusetts. "It is very important, all other things being equal. But all other things aren't equal. There's a lot more to being a good basketball player than being tall, and there's a lot more to being a good thinker than having a high IQ."

IQ tests and their proxies, which are designed to measure a factor known as general intelligence, are used by many businesses and colleges to help select the "best" candidates, and also play a role in schools and universities, in the form of SAT tests in the US and CATs in the UK. "IQ tests determine, to an important degree, the academic and professional careers of millions of people in the US," Stanovich says in his book, What Intelligence Tests Miss (Yale University Press, 2008). He challenges the "lavish attention" society bestows on such tests, which he claims measure only a limited part of cognitive functioning. "IQ tests are overvalued, and I think most psychologists would agree with that," says Jonathan Evans, a cognitive psychologist at the University of Plymouth, UK.

Indeed, IQ scores have long been criticised as poor indicators of an individual's all-round intelligence, as well as for their inability to predict how good a person will be in a particular profession. The palaeontologist Stephen Jay Gould claimed in The Mismeasure of Man in 1981 that general intelligence was simply a mathematical artefact and that its use was unscientific and culturally and socially discriminatory. Howard Gardner at the Harvard Graduate School of Education has been arguing - controversially - for more than 25 years that cognitive capacity is best understood in terms of multiple intelligences, covering mathematical, verbal, visual-spatial, physiological, naturalistic, self-reflective, social and musical aptitudes.

Yet unlike many critics of IQ testing, Stanovich and other researchers into rational thinking are not trying to redefine intelligence, which they are happy to characterise as those mental abilities that can be measured by IQ tests. Rather, they are trying to focus attention on cognitive faculties that go beyond intelligence - what they describe as the essential tools of rational thinking. These, they claim, are just as important as intelligence to judgement and decision-making. "IQ is only part of what it means to be smart," says Evans.

Mathematical Intelligence

We all require some numerical skills in our lives, whether it is to calculate our weekly shopping bill or to budget how to use our monthly income. Flexibility of thought and lateral thinking processes are a few skills which are needed in order to solve these problems. Mathematical intelligence generally represents your ability to reason and to calculate basic arithmetic computations. It also helps you to understand geometric shapes and manipulate equations. Mathematical intelligence is a strong indicator of general intelligence because many every day mental tasks require arithmetical operations even though numbers may not be involved.

Here is a question which demonstrates Mathematical intelligence :


Q. A rancher is building an open-ended (straight) fence by stringing wire between posts 25 metres apart. If the fence is 100 metres long how many posts should the rancher use?

Correct Answer: 5

Jobs


Good mathematical abilities can ensure success in various actuarial, accounting or banking positions. If you are good in geometry then you could also be successful as a graphic designer, civil engineer or architect.

Tips that help increase mathematical intelligence


The best way to increase your mathematical IQ is through practice. Here are a few exercises which you can perform every day.
Estimate how much you pay per year for certain frequently purchased products.
Calculate what the change will be the next time you go shopping.
Calculate the sales tax on your own the next time you go to a restaurant.
Learn to balance your checkbook.

Spatial Intelligence

Spatial abilities are the perceptual and cognitive abilities that enable a person to deal with spatial relations, in other words the visualization and orientation of objects in space. Put simply spatial skills assess your ability to manipulate 3D objects by flipping and rotating them. Spatial intelligence questions test raw intelligence without the influence of prior knowledge and as such performance on this scale is indicative of general intelligence. At a first glance, such questions may appear daunting but the trick is not to give up too quickly. Often a second look at the problem will reveal a different approach, and a solution will appear because the brain has been given the opportunity to process information further.


Here is a question which demonstrates Spatial intelligence : 


Q.When the shape on the left is folded at the dotted lines which shape does it produce?

Correct Answer: A

Jobs

People with spatial intelligence like to think in images. Once they have formed an image in their mind they then visually imagine many different results. If you have a lot of spatial intelligence and have an orientation for the arts you are more likely to become a sculptor or an architect. Furthermore, spatial intelligence can be very important in professions which emphasize the manipulation of tangible objects such as engineering and design. It is also useful in everyday activities such as reading a map or fitting things into a box or storage room. Artists, architects, photographers, engineers, decorators, sculptors, pilots, surveyors, inventors, guides and designers usually score highly in this intelligence type.

Tips that help increase spatial intelligence

The next time you go on a long trip be responsible for reading and providing directions.
When you go shopping, try to think of the best way to fit the groceries into the car so that they all fit. Practice with jigsaw puzzles, mazes. Spend free time drawing, building with Lego's and building blocks.

Short Term Memory

Short-term memory (S.T.M) is part of the memory storage system which is capable of storing material for a brief period of time and to some extent it determines how well the rest of your intelligences are utilized. Short-term memory has two important characteristics. First, at any one time it can contain seven, plus or minus two, "chunks" of information. If S.T.M tries to acquire more items than it can handle, the middle items will often be displaced. Second, items remain in short-term memory around twenty seconds. Substantial evidence exists to support a general dependency of reasoning upon short-term memory capacity. The longer information is stored in short term memory the easier it is to manipulate information needed in the execution of complex cognitive tasks (e.g., learning, reasoning, and comprehension).

Here is a question which demonstrates Short term memory :

Q.If the day before yesterday is two days after Monday then what day is it today?

Correct answer: Friday

Tips that help increase short term memory
Your ability to store information in short term memory is affected by many things. Depression and anxiety for instance often affect your concentration and stress can also make you feel "scattered" and jumpy. Marijuana users also experience subtle short term memory deficits that continue for at least six weeks after their last usage.Generally if short term memory tries to acquire more items than it can handle, the middle items will often be displaced.

Chunking of information can lead to an increase in short term memory capacity. This is the reason why a hyphenated phone number is easier to remember than a single long number. Storage also seems to increase if we pronounce the names of the items out loud especially if they are grouped rhythmically.

Try reading this sequence and then recall it:

i g d b f d n o n u c a

Next, try the same exercise on these letters:

c o u n f b a d d i n g

Chunking it into a word you can pronounce made the difference.

Try the same process with this list of numbers:

2 8 3 4 9 6

Next, try remembering this:

28 34 96

Instead of six numbers, you only need to recall three

Verbal Intelligence

It is said that to have a mastery of words is to have in one's possession the ability to produce order out of chaos and that command of vocabulary is a true measure of intelligence. Verbal intelligence measures your capacity to use language in order to express yourself, comprehend stories and understand other people. Verbal abilities include reading, writing and communicating with words. The verbal component of this test examines your vocabulary and your capacity to learn verbal material. It also measures your ability to employ verbal skills in reasoning and problem solving.

Here is a question which demonstrates Verbal intelligence :

Q.Rearrange the following letters to make a single word and then choose  the category in which it belongs.

FARE FIG

(a)City
(b)Animal
(c)Vegetable
(d)Person

Correct Answer: Animal (GIRAFFE)

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People with strong verbal intelligence skills have a way with words, so to speak. According to Howard Gardner (author of the theory of multiple intelligences) people who excel in verbal intelligence end up being poets, writers, journalists, and lawyers while in high school they tend to participate in drama and debate clubs.


Tips that help increase your verbal intelligence :

 
With some effort you can certainly improve your word skills.
Reading is an excellent way to improve your vocabulary and can do wonders for your imagination as well!
Improve your context skills. Because the vast majority of words are learned from context, it helps to pay close attention to how words are used.
Make up associations and connections. It also helps to relate new words to words you already know.
Crossword puzzles and scrabble can also help. The best way to increase verbal intelligence and develop word skills is practice.

Verbal Aptitude

The definition of ‘verbal aptitude’ is the capacity for general lexical skills – the understanding of words and the ability to use them effectively.

People who possess a high level of verbal skills often excel in fields such as writing (author, journalist, editor, critic), teaching (language, drama), the legal profession (judge, barrister, lawyer) and personnel work (advocate, human resources, counsellor) and as actors, psychologists, interpreters and interviewers.

 Mastery of words is seen by many as having in one’s possession the ability to produce order out of chaos. Because of this it is argued that command of vocabulary is an essential measure of intelligence, with the result that verbal tests are widely used in IQ testing.

Verbal reasoning tests are designed to measure basic verbal aptitude. Typically such tests include spelling, grammar, word meanings, completing sentences, synonyms (words that are the same or similar in meaning to each other) and antonyms (words that are opposite in meaning to each other).

Analyse your IQ

IQ tests are standardised after being given to many thousands of people, and an average IQ (100) established. A score above or below this norm is used, according to a bell curve, to establish the subject’s actual IQ rating. Because beyond the age of 18 little or no improvement in a person’s IQ rating is found, the method of calculating the IQ of a child is different from the method used for an adult. When the IQ of a child is being measured, the subject attempts an IQ test which has been standardised with an  average score recorded for each age group. Thus a 10-year-old child who scored the results expected of a child of 12 would have an IQ of 120, calculated as follows:

IQ = Mental age(12) x 100 / Chronological age = 120.

However, adults have to be judged on an IQ test whose average score is 100, and their results are graded above and below this norm according to known scores. A properly validated test would have to be given to some 20,000 people and the results correlated before it would reveal an accurate measurement of a person’s IQ. Like most distributions found in nature, the distribution of IQ takes the form of a fairly regular bell curve. On the Stanford–Binet scale which is widely used in the United States, half the population fall between 90 and 110 IQ, half of them above 100 and half of them below; 25 per cent score above 110; 11 per cent above 120; 3 per cent above 130 and 0.6 per cent above 140. At the other end of the scale the same kind of
proportion occurs.

Introduction

 Intelligence is the capacity to learn or understand. It is this which determines how efficiently each of us deals with situations as they arise, and how we profit intellectually from our experiences. Intelligence of course varies from person to person, and is what tests of intelligence (IQ tests) attempt to measure.

IQ is the abbreviation for ‘intelligence quotient’. It is generally agreed that an individual’s IQ rating continues in development to about the age of 13, after which it is shown to slow down, and beyond the age of 18 little or no improvement is found. It is further agreed that the most marked increase in a person’s IQ takes place in early childhood, and theories are
continually put forward about different contributory factors. For example, in recent years research in Japan has shown that the playing of computer games by children, which involve a high degree of skill and agility of mind, have resulted in higher IQ measurement.

In the last 25 to 30 years IQ tests have been brought into widespread use in industry because of the need by employers to ensure they place the right people in the right job at the outset. One of the main reasons for this is the high cost of errors in today’s world of tight budgets and reduced profit margins. To recruit a new member of staff an employer has to
advertise, consider each application, reduce the applicants to a shortlist, interview and then train the successful applicant. If robin-bobin the wrong choice has been made, then the whole process has to be repeated.
Employers also use tests to identify suitable jobs for people within an organisation. These tests can be helpful to both the employer and the candidate in identifying strengths and weaknesses, and thus help to find the job for which a person is most suited. Such tests are designed to give an objective assessment of the candidate’s abilities in a number of disciplines, for example in verbal understanding, numeracy, logic and spatial, or diagrammatic, reasoning skills. Unlike personality tests, which are also used by employers in conjunction with IQ tests, aptitude (IQ) tests are marked, and may have a cut-off point above which you pass, and below which you fail or need to be assessed again. Although it is accepted that IQ remains constant throughout life, and therefore it is not possible to increase your actual IQ, it is possible to improve your performance on IQ tests by practising the many different types of question, and learning to recognise the recurring themes.

It is certainly the case that many of us do not exercise our brain sufficiently, yet it is perhaps the most important part of the human body. The intricate web of nerves of the brain somehow manages to regulate all the systems in the body, and at the same time
absorbs and learns from a continual intake of thoughts, feelings and memories. It is the control centre for all our movement, sleep, hunger and thirst: in fact virtually every
activity necessary for survival. Additionally all our emotions, such as aggression, love, hate, elation and fear are controlled by the brain. It also receives and interprets countless signals
sent to it from other parts of the body and from the external robin-bobin environment. Yet it is the part of our body that many of us take most for granted.