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Which came first, the chicken or the egg? Which comes first, intelligence or achievement? (By achievement we mean the ability to perform basic skills in reading, arithmetic, writing, and the like.)

Consider Joey, for example, who is in the sixth grade and reads on a fourth-grade level. Is he a slower reader because his IQ is 88? Or is his IQ recorded as 88 because he is a slow reader and this curtails his performance on his IQ test? Which comes first, the chicken of achievement or the egg of intelligence?

Now Joey’s IQ is relatively low at least in part because he does not read as well as the average child of the same age. If he were given remedial reading instruction and his reading level improved as a result, it is very probable that his IQ score would be higher if he were retested.

But Joey’s chances of getting remedial reading instruction on an individual basis are probably slim, for most schools and school systems do not have the funds and facilities required for extensive programs in this area.

Joey’s reading is probably considered satisfactory: that is, he is over a year behind what is considered average for his age, but he is also somewhat below average in intelligence. Given his intelligence, the schools reason, we should expect no more of him; therefore, his reading is satisfactory.

But for Joey, whose reading trouble might very well be the result of factors other than his intelligence, this should not be a satisfactory answer. He might be capable of profiting from an enriched curriculum. He might have abilities which could be developed only when exposed to the curriculum being enjoyed by the brightest class in his age group.

Indeed, he might have the ability to score well above average on an IQ test. If his IQ were higher he would get a better education. It is also true that if his education were better he would have a higher IQ. But Joey, whose below-average I Q traps him in slow classes, has little chance to extricate himself from the vicious circle in which his I Q adversely affects his education which adversely affects his achievement which adversely affects his I Q-and so on.

The school, having classified and grouped the child on the basis of his IQ-and, in some instances, with the aid of such related factors as reading ability and arithmetic level-begins to expect and accept of the child the kind of performance his IQ indicates as most probable.

The parent, usually placing confidence in the school’s superior experience in evaluating the educational progress of children, begins to accept the school’s general picture of the child’s strengths and weaknesses.

And the child, always to some extent unsure of his ability to go beyond a familiar level, and normally preoccupied with the more exciting everyday aspects of growth and life, develops a self-image that is strongly shaped by the attitudes of his parents, his teachers, and his fellow schoolmates.

Even though the school does not identify the average, bright, or slow groups in any way, it does not take long for the children themselves to sense the IQ-based distinctions. The teachers, of course, know of the differences, and this knowledge affects their conscious and unconscious attitudes toward the children of each group.

The parents, whose attitudes toward their children’s abilities are so highly colored by the school’s evaluation, often betray their attitudes to the children. Thus, though in many thousands of instances the school is underrating the potential of individual children, the child will develop and reinforce a self-image that incorporates many unreal limitations. And once these limitations become part of the child’s self-image, they operate just as if they were real.

And so another vicious circle is begun in which the child is directly and indirectly penalized by a conception that originates with the IQ.

About the Author
By Jimmy CoxHow To Improve Your Child’s IQ In Record Time And Give Them The Best Distance Learning Education Possible! Click Here For a Free Online E-book: http://www.distancelearningeducation.org

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There are many techniques you can use to temporarily increase your brainpower. These include problem solving techniques, exercises in imagination, and stimulants like deep breathing or caffeine. Some argue that these don’t actually increase IQ, but only temporarily improve performance. But since you can choose to use them all the time, including during IQ tests, the improvement can be permanent.

Of course, to do anything consistently and repeatedly over time is a difficult goal. What if you want to make real and permanent improvements? Can you increase brainpower permanently, or at least as permanently as things can be for mortals?

Yes, you can change the physical structure of your brain, in order to improve its function. There are two basic ways to do it. The first is to physically build and strengthen your brain with mental exercises. The second is to strengthen it by doing certain physical exercises.

Mental Exercises To Increase Brainpower

Mental exercises do not just create temporary changes in your thinking. Exercising the brain has been shown in many studies to actually generate new neuronal growth. It has even been shown to halt the decline of mental function that often comes with age.

What mental exercises should you do? Ideally ones that you enjoy, because you will get more involved and be more likely to keep doing them. There have been many activities used to test neuronal growth that results from exercising the brain. No specific ones have been singled out as more effective yet, so we are left using our common sense.

Watching TV, for example, is not mental exercise, because it is too passive. Doing crossword puzzles certainly is good mental exercise, as is playing word games, arguing philosophy, or doing mental math while driving. Other possibilities include learning and using memory techniques, habitually redesigning things in your imagination, and inventing lyrics as you sing a song.

Physical Exercises To Increase Brainpower

Physical exercise has been shown to improve brain function indirectly. This is easy to understand. A better cardiovascular system means better blood flow, and it is blood that carries that much-needed oxygen to the brain. Of course, this better oxygen supply to the brain will persist only as long as you stay in shape. Are there physical exercises or activities that will make more permanent changes in the brain?

Yes. Activities which involve timing and coordination cause dendrite growth in the brain, resulting in more possible connections in your brain. Having more connections means learning and thinking can be more flexible and efficient. Physical exercise, then, can increase brainpower - if it is the right type.

Athletic activities likely to help include tennis, basketball, soccer, and tossing around a frisbee. Less athletic activities that require a lot of coordination and timing will also accomplish the same thing. These include playing musical instruments, especially those that require precise timing, like piano playing. You can also try activities which involve hand-eye coordination, like painting or drawing.

Meditation, which is part physical and part mental activity, also changes the structure of the brain. Recent research shows that it increases the thickness of the cortex in those areas that are involved in sensory processing and attention - the prefrontal cortex and the right anterior insula. Other studies show that highly skilled musicians and linguists also have thickening in the relevant areas of the cortex.

Bottom line? Areas of the brain that you exercise grow bigger, from new neurons, and from bigger blood vessels and supporting structures like glia and astrocytes, and from increased branching and connections. It is clear that you can increase your brainpower by physically improving your brain.

About the Author
Copyright Steve Gillman. For more on How To Increase Brain Power, and to get the Brain Power Newsletter and other free gifts, visit: http://www.IncreaseBrainPower.com

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Need some wits? - We will take your money, just don't expect a delivery Wits: $0.01 All sales final. No Tags

Years ago, the Carnegie Institute of Technology analyzed the records of ten thousand people and concluded that while fifteen percent of success is due to training, intelligence, and skill, eighty-five percent of success is based upon the ability to influence people. Despite what some may tell you, there is no secret to influencing others. The key to winning people over is our willingness and ability to help protect and build their ego.

Through my work with hundreds of successful businesspeople nationally, I have learned that all us — regardless of how accomplished — want approval and to feel important. Put another way, we are all “ego hungry.” It’s only when our ego is somewhat satiated that we can take our attention off ourselves and give it to someone else.

Your ego is like your stomach. When you have three solid meals a day, you’ll think little about your stomach, but when you go without food for a significant period of time, your ego will call out to be fed. Nature tells us, “You and your needs come first.”

Les Giblin in his little book How to Have Confidence and Power in Dealing with People offers this sage advice, “People act — or fail to act — largely to enhance their own egos. When you are trying to persuade another person to act in a certain way, and logic and reason seem to fail, try giving him a ‘reason’ that will enhance his ego.”

I have identified five strategies to enhance the ego and ultimately influence people. All begin with the letter “a.” They are: 1. Attention 2. Acceptance 3. Appreciation 4. Assumption 5. Acquiescence

We’ll examine each beginning with attention. We need others to help us feel important, and one way we can show others that they are important is to give them attention. There are hundreds of ways of showing attention. Two of my favorites are not keeping people waiting and being a good listener.

Do you remember the story about Queen Victoria, Benjamin Disraeli, and William Gladstone? Someone once asked the queen whether she preferred the company of Disraeli or Gladstone. She answered that when she broke bread with Gladstone she felt he was the most interesting man in England, but when she dined with Disraeli she felt she was England’s most interesting person. Disraeli discovered what every person of influence knows: influence begins with attention.

To be accepted for all we are is a basic human want, if not a basic human need. To feel truly confident, we have to feel that people — at least a few people — truly love and approve of us for all we are, not just for our public persona. My friend Michael is one of those people for me. I can say most anything to him and know that he will not judge me. Our friendship is based on what we call “a safe container.” We have consciously created a safe place where we can risk being totally honest with each other knowing that the other will be supportive.

It’s not enough to simply approve of one another. To protect and build ego, and ultimately influence others, we must show appreciation. Study after study shows that workers respond more positively to recognition than to almost any other incentive including money and titles. In giving praise, Giblin recommends that we be sincere and specific.

Sincerity. We must mean it. All of us have highly sensitive “BS meters” that will sound as soon as someone tries to manipulate us.

Specificity. We should praise something specific. “You’re a great guy” means little compared to “I have always admired how good you are with children.” Praise the person for what he or she does, rather than what he or she is. For example, “Sarah, you are a good worker” lacks the impact of “Sarah, your report on the ABC project was excellent.” Finally, people are more pleased with compliments that are not glaringly obvious. For example, my friend Tony, an excellent athlete, responds to compliments about his openness to try new sports more than compliments about his athletic prowess.

People with the power to influence know the importance of getting in the right frame of mind. A positive attitude is based upon three critical assumptions:

“I believe in myself.” It’s a fact: the world forms its opinion of us largely from the opinion we have of ourselves.

“I believe in you.” We have to believe that the other person is going to, or does, like us. Why? When we believe others like us, we act differently. We are warmer, more open, and much more likely to win them over.

“I believe in what I am selling.” Les Giblin reminds us, “You never sell anything to anyone until you yourself are sold on it.”

The fifth and final “a” is acquiescence. In order to win people over to our side, we must be willing to acquiesce to a small degree. Do you remember the basic principle I stated at the beginning of article? It is so important that I will repeat it: “Key to winning people over is the willingness and ability to help them protect and build their ego.” When an argument becomes an ego battle, nobody wins. We all know from experience that the biggest mistake we can make is to attack the ego of another person. But when we are willing to place our ego aside and not feel we have to win one hundred percent, our ability to influence increases.

Here are several other tips to increase your influence:

Listen carefully, recap, and pause before responding. Let the other person know that you think enough of what he or she has to say to listen closely and consider it.

If the other person has a good point, acknowledge it. If you give in to the smaller points, the other person will be more likely to give in on the larger ones.

Use third-party testimonials. When a politician says, “I am the most honest candidate running,” we roll our eyes, but when the League of Women Voters makes the same statement about the candidate, we pay attention.

Allow the other person to save face. Perhaps the person didn’t have all the facts in the first place. “I can well understand that you would have felt that way. You didn’t know XYZ at the time.” Or, we can suggest that someone else may be at fault. “Maybe one of your staff people booked the hotel and forgot to tell you.”

Like tenacious watchdogs, our egos stand guard over the decision-making process. When the ego is threatened it will bite. To win people to our side we must help them protect and build their ego. We must feed their “ego hunger.” And little satisfies that hunger as much as these five “a’s”: attention, acceptance, appreciation, assumption, and acquiescence.

About the Author
“The Career Engineer,” Randy Siegel, helps clients electrify their careers and transform their lives by becoming high voltage communicators™. Whether training, coaching, speaking, or writing, he encourages people to fearlessly stand in their power by becoming the full expression of all they are. Power up and subscribe to “Stand in Your Power!” his complimentary monthly eNewsletter at http://www.powerhousecommunications.com.

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The following is an excerpt from “Thriving in the 21st Century: Preparing Our Children for the New Economic Reality,” due out in 2006 from Cardamom Publishers

How does Google find employees, and what does that have to do with homeschoolers?

I’ll get to the second part of that question shortly, but first let me tell you a bit about Google. If you’ve spent any time at all on the Web, you know that Google.com is a powerful and popular Internet search engine. The company responsible for that site is also known as Google, and it is growing rapidly. Google employed fewer than 700 people two years ago; today there are nearly 2,700 Google employees. Such rapid growth required an innovative yet efficient approach for finding qualified engineers to program the Google search engine; Google rose to the challenge.

In an economy that has not been kind to many technical workers, word of available jobs at a young and growing company like Google brings swarms of people from all over the country and beyond. How can any company sift through so many applications and resumes in order to find the right people in a reasonable amount of time? The traditional resume-then-interview sequence would take far too long.

The powers that be at Google came up with a system that breaks free of traditional hiring practices and brings the right people to their doorstep quickly and easily. It includes placing aptitude tests in “geek” magazines including “Physics Today” and “Mensa,” resulting in a flood of answers sent in by candidates.

Google also buys space on billboards in Silicon Valley, posting on them only the phrase “(first 10-digit prime found in consecutive digits of e).com”, with no mention of the company itself. Whoever figures out the answer ends up at a site with a puzzle on it. Those who successfully solve the puzzle are then sent to a site where Google accepts resumes. Puzzles and challenges like these are irresistible to the brainiacs that are desired by Google, and they respond even if they didn’t intend to look for a new job. Google uses these tactics to attract the quality applicants needed for its continued success. The beauty of this system is that Google has broken free of traditional hiring practices in order to construct a system that brings qualified potential employees to its doors efficiently and in a reasonable amount of time. So what does this have to do with homeschooling?

Everything! The “let’s try something different” mindset thriving at Google is also at home in the home. Homeschooled kids learn to think for themselves while learning about what interests them, instead of being told what to do along with 25 or 30 (or more) others who are assigned to do the exact same thing in the exact same way. Homeschoolers don’t spend their youth held captive in one building all day, being encouraged to “fit in” and “go along to get along.” They have the time and the freedom to try things, to succeed or fail, and to try something else.

That freedom is a must for anyone who would innovate. Master innovator Thomas Edison, with his 1,093 patents (and inventions too numerous to list) spent much of his youth learning on his own. According to Blaine McCormick, author of “At Work with Thomas Edison,” the inventor “….deplored formal education. He believed it ruined your ability to think. To Edison, the ABC’s of education stood for “Avoid Being Creative.” ”

As we rejoin the global economy, where Americans are faced with competitors in other countries who will work for far less money than we will, we must become innovators in order to survive. Workers in other countries may end up making the things we used to make, but they will still look to us when determining what to make, as long as we continue to set the trends by coming up with new products and ideas. Our country’s economic future depends on our children’s ability to be creative, to come up with new ideas and implement them. By homeschooling them, we equip them to bring about a prosperous future.

Copyright 2005 Cardamom Publishers/Barbara Frank

About the Author
Barbara Frank is the mother of four homeschooled-from-birth children ages 12-22, a freelance writer/editor, and the author of “Life Prep for Homeschooled Teenagers.” To visit her Web site, “The Imperfect Homeschooler,” go to www.cardamompublishers.com.

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What is an IQ Score?

Originally, IQ, or Intelligence Quotient, was used to detect persons of lower intelligence, and to detect children of lower intelligence in order to place them in special education programs. The first IQ tests were designed to compare a child’s intelligence to what his or her intelligence “should be” as compared to the child’s age. If the child was significantly “smarter” than a “normal” child of his or her age, the child was given a higher score, and if the child scored lower than expected for a child of his or her age, the child was given a lower IQ score.

Today IQ testing is used not primarily for children, but for adults. Today we attempt to write tests than will determine an adult’s true mental potential, unbiased by culture, and compare scores to the scores of other adults who have taken the same test. So today we compare an adult’s objective results to the objective results of other adults, and determine how intelligent each test taker is compared to all other test takers, instead of comparing test takers to an arbitrary age related standard.

Standard Deviation:

The first step to understanding IQ testing is to understand standard deviation.

Standard deviation is kind of the “avg of the avg,” and often can help you find the story behind the data. To understand this concept, it can help to learn about what statisticians call normal distribution of data.

A normal distribution of data means that most of the examples in a set of data are close to the “average,” while relatively few examples tend to one extreme or the other.

Let’s say you are writing a story about nutrition. You need to look at people’s typical daily calorie consumption. Like most data, the numbers for people’s typical consumption probably will turn out to be normally distributed. That is, for most people, their consumption will be close to the mean, while fewer people eat a lot more or a lot less than the mean.

When you think about it, that’s just common sense. Not that many people are getting by on a single serving of kelp and rice. Or on eight meals of steak and milkshakes. Most people lie somewhere in between.

If you looked at normally distributed data on a graph, it would look something like this:

The x-axis (the horizontal one) is the value in question… calories consumed, dollars earned or crimes committed, for example. And the y-axis (the vertical one) is the number of datapoints for each value on the x-axis… in other words, the number of people who eat x calories, the number of households that earn x dollars, or the number of cities with x crimes committed.

Now, not all sets of data will have graphs that look this perfect. Some will have relatively flat curves, others will be pretty steep. Sometimes the mean will lean a little bit to one side or the other. But all normally distributed data will have something like this same “bell curve” shape.

The standard deviation is a statistic that tells you how tightly all the various examples are clustered around the mean in a set of data. When the examples are pretty tightly bunched together and the bell-shaped curve is steep, the standard deviation is small. When the examples are spread apart and the bell curve is relatively flat, that tells you you have a relatively large standard deviation.

Computing the value of a standard deviation is complicated. But let me show you graphically what a standard deviation represents…

(Niles Online)

One standard deviation away from the mean in either direction on the horizontal axis (the red area on the above graph) accounts for somewhere around 68 percent of the people in this group. Two standard deviations away from the mean (the red and green areas) account for roughly 95 percent of the people. And three standard deviations (the red, green and blue areas) account for about 99 percent of the people.

If this curve were flatter and more spread out, the standard deviation would have to be larger in order to account for those 68 percent or so of the people. So that’s why the standard deviation can tell you how spread out the examples in a set are from the mean.

Why is this useful? Here’s an example: If you are comparing test scores for different schools, the standard deviation will tell you how diverse the test scores are for each school.

Let’s say Springfield Elementary has a higher mean test score than Shelbyville Elementary. Your first reaction might be to say that the kids at Springfield are smarter.

But a bigger standard deviation for one school tells you that there are relatively more kids at that school scoring toward one extreme or the other. By asking a few follow-up questions you might find that, say, Springfield’s mean was skewed up because the school district sends all of the gifted kids to Springfield. Or that Shelbyville’s scores were dragged down because students who recently have been “mainstreamed” from special education classes have all been sent to Shelbyville.

In this way, looking at the standard deviation can help point you in the right direction when asking why data is the way it is.

The standard deviation can also help you evaluate the worth of all those so-called “studies” that seem to be released to the press everyday. A large standard deviation in a study that claims to show a relationship between eating Twinkies and killing politicians, for example, might tip you off that the study’s claims aren’t all that trustworthy.

Here is one formula for computing the standard deviation.
A warning, this is for math geeks only! Writers and others seeking only a basic understanding of stats don’t need to read any further. Remember, a decent calculator and stats program will calculate this for you…

Terms you’ll need to know
x = one value in your set of data
(x) = the mean (average) of all values x in your set of data
n = the number of values x in your set of data

For each value x, subtract (x) from x, then multiply that value by itself (otherwise known as determining the square of that value). Sum up all those squared values. Then multiply that value by this value… 1/(n-1). Then take the square root of the resulting value. That’s the standard deviation of your set of data.

Defining Intelligence

Most people have an intuitive notion of what intelligence is, and many words in the English language distinguish between different levels of intellectual skill: bright, dull, smart, stupid, clever, slow, and so on. Yet no universally accepted definition of intelligence exists, and people continue to debate what, exactly, it is. Fundamental questions remain: Is intelligence one general ability or several independent systems of abilities? Is intelligence a property of the brain, a characteristic of behavior, or a set of knowledge and skills?

The simplest definition proposed is that intelligence is whatever intelligence tests measure. But this definition does not characterize the ability well, and it has several problems. First, it is circular: The tests are assumed to verify the existence of intelligence, which in turn is measurable by the tests. Second, many different intelligence tests exist, and they do not all measure the same thing. In fact, the makers of the first intelligence tests did not begin with a precise idea of what they wanted to measure. Finally, the definition says very little about the specific nature of intelligence.

Whenever scientists are asked to define intelligence in terms of what causes it or what it actually is, almost every scientist comes up with a different definition. For example, in 1921 an academic journal asked 14 prominent psychologists and educators to define intelligence. The journal received 14 different definitions, although many experts emphasized the ability to learn from experience and the ability to adapt to one’s environment. In 1986 researchers repeated the experiment by asking 25 experts for their definition of intelligence. The researchers received many different definitions: general adaptability to new problems in life; ability to engage in abstract thinking; adjustment to the environment; capacity for knowledge and knowledge possessed; general capacity for independence, originality, and productiveness in thinking; capacity to acquire capacity; apprehension of relevant relationships; ability to judge, to understand, and to reason; deduction of relationships; and innate, general cognitive ability.

People in the general population have somewhat different conceptions of intelligence than do most experts. Laypersons and the popular press tend to emphasize cleverness, common sense, practical problem solving ability, verbal ability, and interest in learning. In addition, many people think social competence is an important component of intelligence.

Most intelligence researchers define intelligence as what is measured by intelligence tests, but some scholars argue that this definition is inadequate and that intelligence is whatever abilities are valued by one’s culture. According to this perspective, conceptions of intelligence vary from culture to culture. For example, North Americans often associate verbal and mathematical skills with intelligence, but some seafaring cultures in the islands of the South Pacific view spatial memory and navigational skills as markers of intelligence. Those who believe intelligence is culturally relative dispute the idea that any one test could fairly measure intelligence across different cultures. Others, however, view intelligence as a basic cognitive ability independent of culture.

In recent years, a number of theorists have argued that standard intelligence tests measure only a portion of the human abilities that could be considered aspects of intelligence. Other scholars believe that such tests accurately measure intelligence and that the lack of agreement on a definition of intelligence does not invalidate its measurement. In their view, intelligence is much like many scientific concepts that are accurately measured well before scientists understand what the measurement actually means. Gravity, temperature, and radiation are all examples of concepts that were measured before they were understood.

“Intelligence,” Microsoft® Encarta® Online Encyclopedia 2003

http://encarta.msn.com © 1997-2003 Microsoft Corporation. All Rights Reserved.

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Although IQ tests measure a certain aspect of intelligence potential, there isn’t complete agreement that what is being measured is actually intelligence. Standard intelligence tests focus a lot on exploring and measuring linguistic/logical/mathematical ability. But is that really the same quality as intelligence? Or is intelligence something broader than that?

We have all met people who have a lot of “book smarts” but seem to have no “life smarts.” Should we really be saying that they are intelligent? Some people who did poorly in school often turn out to be very successful in later life. Why do our current IQ tests seem unable to predict or explain these outcomes?

A person may have failed dismally in school, and yet turn out to be a genius in marketing. Is this person stupid, or brilliant? If a man is a great scientist, but can’t ever pick a suitable mate, is he really very smart? Was Picasso inept because he wasn’t also a brilliant mathematician? Was Einstein inadequate because he wasn’t also a great artist?

Which of these two men had more intelligence? Is there more than one kind of intelligence? How should we define intelligence? Can we really measure it? What is intelligence, really?

Several experts in the field of intelligence have proposed that we need to broaden our understanding of what intelligence really is, and the role it plays in successful living.

Psychologist Howard Gardner of Harvard University has suggested that we should consider a wide range of talents and abilities as valid forms of intelligence.

In his intriguing book, “Frames of Mind: Theories of Multiple Intelligences”, Gardner has proposed the existence of at least seven types of intelligence: verbal-linguistic, logical-mathematical, visual-spatial, musical, bodily-kinesthetic, social-interpersonal and intra-personal.

Another psychologist, Robert Sternberg, has suggested we consider three distinct forms of intelligence. One type is the ability to think logically and rationally, doing well in an academic type of environment.

A second kind of intelligence identified by Sternberg is the ability to come up with creative solutions to real life situations. And the third type, according to Sternberg, is the ability to psychologically understand people and interact effectively with them.

A very different perspective on the IQ issue is presented by Daniel Goldman in his best-selling book, “Emotional Intelligence”. Goldman offers an explanation for why a high IQ does not always lead to success in career or in life. He says that EQ, or emotional intelligence, has been an overlooked factor that is an extremely important ingredient for success in life.

An ability to get along with others, to be optimistic, to be determined, are among the many factors that contribute to success, perhaps even more than intellectual ability.

Are you starting to realize that intelligence is not just a question of one test score number that forever limits your possibilities? If we define intelligence primarily as an aptitude for mathematical and linguistic/logical thinking, we may be missing other forms of intelligence that are also important.

If you happen to know your own IQ score, don’t think of it as something that limits or defines your potential. If your IQ is in the average range it does not in any way mean you are limited to a life of average success and average accomplishment.

If your IQ is in the above average range, it does not guarantee you a life of ease. You can’t use either a high IQ score or a low one as an excuse not to try very hard.

Your IQ score is only a number. It does not define you. It does not really limit you. It’s just a starting point. Remember that many other qualities you already possess or can develop are also important for success in life.

About the Author:
This article is taken from the new book by Royane Real titled “How You Can Be Smarter - Use Your Brain to Learn Faster, Remember Better and Be More Creative” If you want to learn how you can use your brain better, download it today or get the paperback version at www.lulu.com/real

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