Taboo has been played 29595 times.
Your Moralising Quotient of 0.58 compares to an average Moralising Quotient of 0.41. This means that as far as the events depicted in the scenarios featured in this activity are concerned you are less permissive than average.
Your Interference Factor of 0.25 compares to an average Interference Factor of 0.26. This means that as far as the events depicted in the scenarios featured in this activity are concerned you are less likely to recommend societal interference in matters of moral wrongdoing, in the form of prevention or punishment, than average.
Your Universalising Factor of 0.67 compares to an average Universalising Factor of 0.51. This means you are more likely than average to see moral wrongdoing in universal terms - that is, without regard to prevailing cultural norms and social conventions (at least as far as the events depicted in the scenarios featured in this activity are concerned)
See? I said that I'm quite moral didn't I? ;)
Thursday, March 29, 2007
Wednesday, March 28, 2007
My luck ran out and I finally got my scolding some days back . Greatly disappointed with myself and upset with what my dad said though some parts are true (but he's way too harsh) I deleted all my messages in my phone inbox since he cannot understand my need for personal space. So from now on, he shall not have the advantage to peek into my inbox though I allowed it in the past because I trust that he would respect me and not interrogate me about every message. [Can you imagine someone asking you what's happening and who sent what when he got to read it first? Or can you imagine someone forcing you to send nasty messages to your friends just because he doesn't like that friend? Imagination can become reality.]
So please, if you wish to talk to me or message a silly joke, do that before 3pm. After that, I may not have control over 'his' property. Fine.
Bless you.
So please, if you wish to talk to me or message a silly joke, do that before 3pm. After that, I may not have control over 'his' property. Fine.
Bless you.
Friday, March 23, 2007
I didn't get any huge scoldings so far.. haha. That's a relief but that doesn't mean that I'm not gonna do anything about my grades. This shall be a reminder to myself to pay more attention to some subjects. Like it or not, I'm gonna do it. ;) Yea baby, bring it on!
I have been trying to think of what course I want to enter after graduation. What I want may seem a little difficult to get into.. but I really don't know where I'm heading. Sigh.. I may have strengths that I'm not allowed to develop because of you-know-who. In a sense, I can't discover my potential =S I feel stupid at times because I'm doing what I don't want to do but know I can do it just to please you-know-who.
Yea, you may think that this is my own doing and only I can save myself. But isn't there a way where I can do what I'm 'destined' to do and not piss him off at the same time?
Keep me in prayers ok? =P Somehow, things will work out. They always do =]
I have been trying to think of what course I want to enter after graduation. What I want may seem a little difficult to get into.. but I really don't know where I'm heading. Sigh.. I may have strengths that I'm not allowed to develop because of you-know-who. In a sense, I can't discover my potential =S I feel stupid at times because I'm doing what I don't want to do but know I can do it just to please you-know-who.
Yea, you may think that this is my own doing and only I can save myself. But isn't there a way where I can do what I'm 'destined' to do and not piss him off at the same time?
Keep me in prayers ok? =P Somehow, things will work out. They always do =]
Tuesday, March 20, 2007
‘How many babies do you want to have?’ Ya, that’s the question that my friend asked me while we were shelving some books. Haha, we were talking about some teacher who’s recently pregnant. So, the conversation just went on to that. Then I get people asking what kind of guy I’d want as a husband and when will I get married.. Marital issues that I didn’t seriously think about. Anyway, I’ll just try to answer my friends and myself on this post. And, if you are interested and think that you fit the description, we can be friends ;)
How many kids will I have?
Well, that’s kinda difficult to say. Because I don’t know how fertile I am and how my hubby is =P. It also depends on how many he wants to have. If he doesn’t, then we can just have some serious fun =P Assuming we are both fertile and willing, I guess 5 is really the maximum (financial constraints) I may consider adopting 2 kids if my hubby really loves them. =) One thing for sure, I hope I won’t have to raise my kids here.
What kind of qualities am I looking for in a life partner?
Someone who loves me for who I am.
Someone who respects me and gives me a little privacy.
Someone who’s equally intelligent if possible (I don’t wish anyone to have some form of control and manipulate our relationship)
Someone who loves to have fun but will be practical when there’s a need to.
Someone who will not abandon me when there’s trouble. (Meaning, we share our woes. Yea, I would too.)
I think that’s a lot to ask for already. So, I think that’s roughly what I want if it’s possible. If not, I won’t mind if he has at least 3 of the qualities ;)
When will I get married?
Not too sure. But I try to do so in 7 years time from now. [Meaning, 25 yrs old. We need time to get the babies! =D Yea, all done by 30 ;) ]
Ok, got to go!
How many kids will I have?
Well, that’s kinda difficult to say. Because I don’t know how fertile I am and how my hubby is =P. It also depends on how many he wants to have. If he doesn’t, then we can just have some serious fun =P Assuming we are both fertile and willing, I guess 5 is really the maximum (financial constraints) I may consider adopting 2 kids if my hubby really loves them. =) One thing for sure, I hope I won’t have to raise my kids here.
What kind of qualities am I looking for in a life partner?
Someone who loves me for who I am.
Someone who respects me and gives me a little privacy.
Someone who’s equally intelligent if possible (I don’t wish anyone to have some form of control and manipulate our relationship)
Someone who loves to have fun but will be practical when there’s a need to.
Someone who will not abandon me when there’s trouble. (Meaning, we share our woes. Yea, I would too.)
I think that’s a lot to ask for already. So, I think that’s roughly what I want if it’s possible. If not, I won’t mind if he has at least 3 of the qualities ;)
When will I get married?
Not too sure. But I try to do so in 7 years time from now. [Meaning, 25 yrs old. We need time to get the babies! =D Yea, all done by 30 ;) ]
Ok, got to go!
Friday, March 16, 2007
Saturday, March 10, 2007
Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.
"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.
Active learners tend to like group work more than reflective learners, who prefer working alone.
Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.
If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. haha i guess that's why i get into a lot of trouble all the time =P
How can active learners help themselves?
If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.
How can reflective learners help themselves?
If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.
Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.
Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.
Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.
Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.
Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations. ya! hate calculations =[
Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally. sad.. I belong to the majority
How can visual learners help themselves?
If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.
How can verbal learners help themselves?
Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.
SEQUENTIAL AND GLOBAL LEARNERS
Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.
How can sequential learners help themselves?
Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.
How can global learners help themselves?
If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.
"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.
Active learners tend to like group work more than reflective learners, who prefer working alone.
Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.
If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. haha i guess that's why i get into a lot of trouble all the time =P
How can active learners help themselves?
If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.
How can reflective learners help themselves?
If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.
Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.
Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.
Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.
Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.
Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations. ya! hate calculations =[
Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally. sad.. I belong to the majority
How can visual learners help themselves?
If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.
How can verbal learners help themselves?
Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.
SEQUENTIAL AND GLOBAL LEARNERS
Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.
How can sequential learners help themselves?
Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.
How can global learners help themselves?
If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.
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