I am a fan of the idea of OCW or online courses for the busy practitioner. I have not had the time to actually obtain any certificates from Coursera.org, but browsing through and doing part of the assignments has been fun in between course load, outreach, teaching, being a mother, and so forth.
I am not finished with the measurements of how to incorporate learning to play chess blindly, I have looked into some software, subliminal programming from NLP, and brain data and studies over experts, more specifically, I started an outline of a study to support a friend who passed away who was encouraging of me doing a particular task.
Most of this I had worked on while she was alive, and her funeral abruptly left me with a decision to make, over whether or not to give up and let go of her encouragement since she was gone, or to carry on and finish something that was already started.
For me, it was an odds without an end, because I replayed losing my voice lesson teacher, who was the first African-American to be named Mr. UTSA where I swore off music professionally and stayed angry for a decade at anyone associated with sororities or fraternities, because he died in a drinking accident- he was not drinking, all of his friends were drunk and pushed him in a pool and watched him drowned because they did not know he could not swim, but I did and he confided it in me, because I wanted to teach him how to swim. Regardless of this, I have sometimes wrote music when I get past that loss, perhaps not as eloquently as he taught me in Italian, Spanish, and German at Zachery Middle School, but non the less, I think before I engage in music because he shaped me as an adolescent. I named my son after him in my own way.
Now that I am older, and of course I was not in love with my colleague female friend in a sexual sense where I wanted to bear her children, non-the-less, I could see myself taking a break but not swearing off my involvement in finishing my chess assignment that I had given to myself while I had worked with her when she was still alive. I could be angry at strokes because she died at 39 from a stroke, or the doctors for not saving her life- I once as a kid threatened to sue the hospital my grandmother Flora Haas died in because they let her go and to me they killed her and my father tried to explain to me that she had become at the end of her life and that there was nothing the doctors could do, where as I am probably very lucky that I was not at the hospital with other friends who knew Misty Hawley because I would have tried to convince her family that even if the doctors had determined she would not make it off the machine, she could be preserved that way until we found a cure against all odds simply because I would not have been able to let her go.
So back to the topic at hand without all of the emotional unprofessionalism ranting over loss, here is what I have partially outlined.
(Untitled Blind Chess Suggested Study: Blind Chess meaning Blindfold Chess)
ABSTRACT
Testing the brain functioning origin of blind chess in chess experts to chess novice.
Elo Rating versus (Non-elo rating?)
Participants play blind chess, their brain patterns are recorded, results are analyzed in comparisons amoung groups
1. group comparison of ratings
2. suggested further research on area of brain that predominantly responds (fMRI or equivalent/better)
3. Teach novice chess players blind chess to record results
Primarily for number three, showing the development of lobes or places that alter heavily in response to learning, I would imagine you would be able to slightly see some sort of significance somewhere in the brain of the development reflex or connectivity or whatever someone who is trained to identify the changes of the brain in a period of learning/memory or what have not, would be able to determine based on the results or their interests in argument for what is and is not a significant result
Experimental Task
Chess Novices
Chess Experts
Blind Chess
Brain Movement
Region of Interest Results
Anticipated
Actual
Methods
Test Group composed of both Male and Female (compare male to female in each group and then collectively male versus males in sub groups and females versus females in sub groups)
Elite Players (Rating determined upon an agreed upon expertise section)
Unrated Players (general pop without rating, having basic knowledge, or novice)
Intermediate Rated Players (in between Novice and Expert)
I would want at least 300 participants for my study off the top who were unrated and willing to be trained up to an intermediate rated player.
Considering that there is such a smaller portion of elite players, I would want a number of players relative to the population of total participants to have at least a 1% representation of the population, but not gender within, so at least 3 experts male and 3 experts female, and then I would want 20% of the population of the study to include already intermediate rated players with any results recorded of difference between their expertise level of obtaining a higher rating to show correlation between the intermediate and expert level. & I don't have any data for populations of expert women or girls, the study I got was conducted all male, so I would keep male and female in independent studies and then comparison studies if there are any differences of strengthening locations in the brain for the training outcomes to raise their ratings to show the changes.
Group Results
Group Selection
Anticipation- Theory, age, rating, part of brain
Group Results
Overview of Study
First and foremost an overview of the study would answer the question as to what part of the brain is most active or shows significance in being utilized or responding to training.
Which parts of the brain show type of activity when doing blind chess
& increased participating in blind chess does what to the brain?
Conclusion
Anticipated
Actual Results
I have not done a study research selection on anything that was done previously besides reading a poster that was caught in between construction in Green Hall.
So this is just a thought of a study outline, it is not organized enough to be a proposal, but now that I am mentioning proposals, I will include a few documents I happened to dabble with during the formation of this idea for a study.
I am not finished with the measurements of how to incorporate learning to play chess blindly, I have looked into some software, subliminal programming from NLP, and brain data and studies over experts, more specifically, I started an outline of a study to support a friend who passed away who was encouraging of me doing a particular task.
Most of this I had worked on while she was alive, and her funeral abruptly left me with a decision to make, over whether or not to give up and let go of her encouragement since she was gone, or to carry on and finish something that was already started.
For me, it was an odds without an end, because I replayed losing my voice lesson teacher, who was the first African-American to be named Mr. UTSA where I swore off music professionally and stayed angry for a decade at anyone associated with sororities or fraternities, because he died in a drinking accident- he was not drinking, all of his friends were drunk and pushed him in a pool and watched him drowned because they did not know he could not swim, but I did and he confided it in me, because I wanted to teach him how to swim. Regardless of this, I have sometimes wrote music when I get past that loss, perhaps not as eloquently as he taught me in Italian, Spanish, and German at Zachery Middle School, but non the less, I think before I engage in music because he shaped me as an adolescent. I named my son after him in my own way.
Now that I am older, and of course I was not in love with my colleague female friend in a sexual sense where I wanted to bear her children, non-the-less, I could see myself taking a break but not swearing off my involvement in finishing my chess assignment that I had given to myself while I had worked with her when she was still alive. I could be angry at strokes because she died at 39 from a stroke, or the doctors for not saving her life- I once as a kid threatened to sue the hospital my grandmother Flora Haas died in because they let her go and to me they killed her and my father tried to explain to me that she had become at the end of her life and that there was nothing the doctors could do, where as I am probably very lucky that I was not at the hospital with other friends who knew Misty Hawley because I would have tried to convince her family that even if the doctors had determined she would not make it off the machine, she could be preserved that way until we found a cure against all odds simply because I would not have been able to let her go.
So back to the topic at hand without all of the emotional unprofessionalism ranting over loss, here is what I have partially outlined.
(Untitled Blind Chess Suggested Study: Blind Chess meaning Blindfold Chess)
ABSTRACT
Testing the brain functioning origin of blind chess in chess experts to chess novice.
Elo Rating versus (Non-elo rating?)
Participants play blind chess, their brain patterns are recorded, results are analyzed in comparisons amoung groups
1. group comparison of ratings
2. suggested further research on area of brain that predominantly responds (fMRI or equivalent/better)
3. Teach novice chess players blind chess to record results
Primarily for number three, showing the development of lobes or places that alter heavily in response to learning, I would imagine you would be able to slightly see some sort of significance somewhere in the brain of the development reflex or connectivity or whatever someone who is trained to identify the changes of the brain in a period of learning/memory or what have not, would be able to determine based on the results or their interests in argument for what is and is not a significant result
Experimental Task
Chess Novices
Chess Experts
Blind Chess
Brain Movement
Region of Interest Results
Anticipated
Actual
Methods
Test Group composed of both Male and Female (compare male to female in each group and then collectively male versus males in sub groups and females versus females in sub groups)
Elite Players (Rating determined upon an agreed upon expertise section)
Unrated Players (general pop without rating, having basic knowledge, or novice)
Intermediate Rated Players (in between Novice and Expert)
I would want at least 300 participants for my study off the top who were unrated and willing to be trained up to an intermediate rated player.
Considering that there is such a smaller portion of elite players, I would want a number of players relative to the population of total participants to have at least a 1% representation of the population, but not gender within, so at least 3 experts male and 3 experts female, and then I would want 20% of the population of the study to include already intermediate rated players with any results recorded of difference between their expertise level of obtaining a higher rating to show correlation between the intermediate and expert level. & I don't have any data for populations of expert women or girls, the study I got was conducted all male, so I would keep male and female in independent studies and then comparison studies if there are any differences of strengthening locations in the brain for the training outcomes to raise their ratings to show the changes.
Group Results
Group Selection
Anticipation- Theory, age, rating, part of brain
Group Results
Overview of Study
First and foremost an overview of the study would answer the question as to what part of the brain is most active or shows significance in being utilized or responding to training.
Which parts of the brain show type of activity when doing blind chess
& increased participating in blind chess does what to the brain?
Conclusion
Anticipated
Actual Results
I have not done a study research selection on anything that was done previously besides reading a poster that was caught in between construction in Green Hall.
So this is just a thought of a study outline, it is not organized enough to be a proposal, but now that I am mentioning proposals, I will include a few documents I happened to dabble with during the formation of this idea for a study.
| professional-certificate-program-chess.doc |
I worked on 9 fields of study titled: American and Related History to Chess, Chess in Social and Behavioral Sciences, Chess with Creative Arts, Communication with Chess Education, Government-Political Science Chess Course, Individual-Component-Area-Option, Language-Philosophy-Culture Chess Education, LAPS all sections as related to Chess Pieces, and Mathematics Course Content Creator. Most of them I am leaving fill in the blanks for anyone who wants to use it for a certificate to take with them to classes they are already in, are already teaching, or anticipate observing. I am finalizing them after I take a test & bring a CLEP Certificate for a course.
RSS Feed
