IMI Hand Book

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www.inmuin.com

India

China

Hong Kong

Taiwan

PhilippinesIndonesia

USA

UAENepal

UK

International Standard:

Learning Services for Non-formal Education And Training

ISO 29990:2010(E) Certified

IMI Chairmans Message - Evolution - Mission - Vision

Brain Functions and Learning - Stages of Brain Development

Dr. Howard Gardner - MI Theory - FAQs of Multiple Intelligences

Library - References

IMI Offices Worldwide - IMI Regional Offices

Brain Dominance - LIFE Profile

Learning Domains - Learning Styles

Types of Fingerprints

Evaluation Types

Dermatoglyphs Multiple Intelligence Evaluation (DMIE)

FAQs (Frequently Asked Question?)

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IMI

Chairmans Message

2

Until yesterday you were trying to inculcate various parameters of skills and knowledge, just because he said, she said, family said so or

friends are doing so. What you were doing is, what almost every individual does. It is perhaps the method and lack of information adapted by

you that may not justify your efforts in achieving the results.

Mr. Veshal Shah, innately an Eagle, is enriched with education, exposure and experience globally. The science of

Multiple Intelligence and Dermatoglyphs fascinated him to the extent that it manifested the inception of IMI.

Miscommunication is perhaps the primary cause of good, bad and ugly. Science and technology has made it

possible to understand mother nature's, most complex creation, The Human Being.

www.inmuin.com

Every human is born with INNATE INTELLECT which is used to acquire knowledge and information, which in turn is processed by the brain to

INTELLIGENCE.

IMI will mentor you in your endeavour to discover your innate intelligence. These evaluations highlight the strengths and limitations of the

various parameters of your brain. These evaluations also indicate your brain type, learning styles and whether you are a convergent or a

divergent thinker.

IMI certified consultants will interpret the evaluation for you in detail and be more than happy to answer any and all questions that you may

have and provide you with remedies if required.

'DISCOVER YOUR INNATE. Maximize the potentials you are born with.

As you will itso mote it be.

Veshal Shah

Chairman

IMI

Vision

Mission

Evolution

3

The seal and logo of IMI is a mastermind, by the founder Mr. Veshal Shah.

The yellow circle represents the energy of mother nature, the sun, with eight 5 pointed stars representing the eight intelligence and all the

five elements of mother nature. I-M-I represents each individual; as energy, power and symbol of mother nature's most complex creation -

The Human Being.

Institute of Multiple Intelligence (IMI) established in 2011 has its registered headquarters in Hong Kong and servers in China and Taiwan.

Our team of renowned and dedicated Professionals, Doctors, Psychologists, Trainers, Consultants and Counselors have developed several

programs, certifications, authentications, training and remedies.

We strive to achieve higher standards of excellence; by making good, better.

To discover the inborn potentials, enlighten human beings and equip them with their innate potentials for growth and advancement,

guiding parents and individuals in expanding their horizons.

It is our constant endeavour, to seek, build and share credible and authoritative knowledge on the subject of Multiple Intelligence and

Dermatoglyphs for rendering professional services for individuals and institutions globally.

IMI seeks to build and share credible and authoritative knowledge on the subject of Multiple Intelligence and Dermatoglyphs for rendering

professional services for individuals and institutions globally. Our research and development team aims to develop, adapt and apply newer

technologies for accuracy and ease and at the same time excel in empathetic approach which has a human and assistive touch for people to

benefit tactically and psychologically from the knowledge.

We aim to create a pool of trained personnel with integrity and a wise base of satisfied Affiliates and clients. We seek to have cordial

relationships with teachers, psychologists, the dermatoglyphs researchers and the large community.

IMI with its global presence is in a position to extend, related knowledge and know how on the subject of Multiple Intelligence and

Dermatoglyphs Multiple Intelligence Evaluations (DMIE) world wide. In a very short period of time IMI is a leading Multiple Intelligence and

DMIE resource institute commanding a high degree of goodwill globally.

Our vision is to make the good, better. IMI is a legend and the legacy will continue.

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Brain Functions and Learning

Margaret Semrud-Clikeman, PhD, Michigan State University

Our brains begin to mature even before we are born. Although they continue to mature throughout most of our lives, brains do not mature at

the same rate in each individual.

This should not be surprising. After all, our bodies grow at different rates - we reach puberty at different ages and our emotional maturity at

different times as well. Why should our brains be any different?

Just because you have a classroom full of students who are about the same age doesn't mean they are equally ready to learn a particular

topic, concept, skill or idea. It is important for teachers and parents to understand that maturation of the brain influences learning readiness.

For teachers, this is especially important when designing lessons and selecting which strategies to use.

All children need to be challenged and nurtured in order to profit from your instruction. Instruction that is above or below the maturity level

of a child's brain is not only inappropriate; it can lead to behavior problems in your classroom. Inappropriate behaviors - avoidance,

challenging authority and aggression towards other students - can be explained by a failure to match instruction to the brain maturity of

your students.

You should also know that all brain functions do not mature at the same rate. A young child with highly advanced verbal skills may develop

gross and fine motor control more slowly and have trouble learning to write clearly. Another child may be advanced physically but not know

how to manage his/her social skills. Others may be cognitively advanced but show emotional immaturity.

For all of these reasons it is important to understand how our brains mature and the differences that may be present at each stage of

normal development.

Introduction

4 Source: www.apa.org www.inmuin.com


Evidence and explanation

About brain maturation

Before birth

Children learn in different ways. And although the maturity of the brain is an important factor when it comes to learning differences, the real

story is more complicated than that. The way children learn depends on age, level of development and brain maturity. Learning differences

are also related to genetics, temperament, and environment, but in this module we will focus on how and when the brain matures.

Different brain structures mature at different rates and follow different paths, but maturation begins long before birth. As a fetus grows,

nerve cells (neurons) travel to their eventual locations within the brain. The survival of any one neuron is not guaranteed. There is

competition among neurons for limited space and those that do not find a home - a place where they can live and thrive - are pruned back

and destroyed. It is not known why some neurons find a home and others do not, but after a neuron settles down it continues to grow and

develop within its region of the brain.

When pruning does not happen or is incomplete, disorders in learning and/or behavior can be the result.

The importance of matching instruction to a child's maturity level

Source: www.apa.org 5www.inmuin.com


The preschool years

The early elementary years

The late elementary and middle school years

At birth, both motor and sensory systems of the brain are already up and running. A newborn infant has enough motor control to feed and to

move away from painful or other unpleasant stimuli. Although visual and auditory systems are present at birth, they continue to develop in

the first few months of life as the brain reacts to the environment (Hynd & Willis, 1988; Semrud-Clikeman, 2006).

In healthy children, motor and sensory systems continue to develop during toddlerhood and the preschool years. Auditory and visual skills

improve during this time too. Since brain development after birth is influenced by inputs from the environment, and because those inputs

are unique to each child, every human brain is unique.

During the early elementary years, fibers continue to grow between neurons and the white matter of the brain (also called myelin). The

growing neural networks of connected neurons and fibers are essential to the transmission of information throughout the brain. As the

brain matures, more and more fibers grow and the brain becomes increasingly interconnected. These interconnected networks of neurons

are very important to the formation of memories and the connection of new learning to previous learning.

From late elementary school into middle school, inferential thinking becomes more emphasized in schools, while rote learning is de-

emphasized. This shift in focus is supported by the increased connectivity in the brain and by chemical changes in the neuronal pathways

that support both short and long term memory. These chemical changes can continue for hours, days and even weeks after the initial

learning takes place (Gazzaniga, Ivry, & Magnun, 2002). Learning becomes more consolidated, as it is stored in long-term memory.

6 Source: www.apa.org www.inmuin.com

Schooling Years


7Source: www.apa.orgwww.inmuin.com

Where does learning occur?

During the early elementary years, the child develops motor skills, visual-motor coordination, reasoning, language, social understanding

and memory. As learning is consolidated into neural networks, concepts combine into meaningful units that are available for later use. An

ability to generalize and abstract begins at this stage and continues into adulthood. Also during this time, the child learns about perspective-

taking and social interaction. The ability to understand one's social place is crucial for the development of appropriate relationships with

other people. These skills are closely tied to development of the tracts of the right hemisphere as well as in the areas of the brain that are tied

to emotional processing (also called the limbic system) (Semrud-Clikeman, 2007). (A tract is a pathway that connects one part of the brain

with another, usually consisting of myelin-insulated axons. Tracts are known collectively as white matter.)

During the later elementary years and early middle school years, the child's brain activity is mostly in the posterior regions - where the areas

for auditory, visual and tactile functioning intersect. This intersection is called the association area of the brain and generally contains

information that has been learned and is now stored (Ellison & Semrud-Clikeman, 2007). This is the information that is commonly measured

on achievement tests and verbally based ability tests.

Functional Areas of the Brain

PRE-FRONTAL

FRONTAL PARIETAL

OCCIPITAL

TEMPORAL

Reasoning

Speech Area

Planning

Organizations

Writing

Movem

ent

Sen

so

ry

Smell Virtual

Memory

Visual

Processing

Vision

Speech

Understanding

Personality


Growth of Human Brain

Genet ica l ly prescr ibed neura l

networks sustain the kind of activities

that occur automatically, such as

breathing, sucking, metabolizing, etc.

Children learn new things from

observing things around them and

from the people around them.

Children are able to judge the right

things from wrong; they can now

modify what they have learned from

their past experience and learn new

things.

2 - 3 year - old

4 - 8 year - old

9 - 16 year - old

Evolving Period

Learning Period

Growing Period

The frontal lobes begin to mature more fully in middle school. The maturation continues through high school and adulthood. (Ellison &

Semrud-Clikeman, 2007). The frontal lobes are a more recent evolutionary development in brains and allow humans to evaluate and adapt

their behavior based on past experience. The frontal lobes are also thought to be where social understanding and empathy reside (Damasio,

1999).

The refined development of the frontal white matter tracts begins around age 12 and continues into the twenties. This region of the brain is

crucial for higher cognitive functions, appropriate social behaviors, and the development of formal operations.These tracts develop in an

orderly fashion and experience appears to contribute to further development.

If you are teaching adolescents, you should emphasize inferential thinking as well as metacognition. For some adolescents, brain

development matches our educational expectations. For others, the two do not coincide and there is a mismatch between biology and

education. In this case, the adolescent is unable to obtain the maximum benefit from instruction and is often unable to understand more

advanced ideas. Although learning problems may be due to immaturity, they may indicate more serious learning or attentional problems.

As connecting tracts in the frontal lobes become more refined, adolescents are expected to think about their behaviors and to change

these behaviors. Unfortunately, this is the time when adolescents are more risk-prone and impulsive than adults. Some of this tendency is

linked to changes in hormonal development as well as in brain changes.

Source: www.apa.org8 www.inmuin.com

Stages of Brain Development

Source: www.apa.org 9www.inmuin.com

4

Vision Development

Speech Development

Emotional Development

Math/Logic

Social Attachment and Skills

Motor Development

Peer Social Skills

Language

Conception

Age

0 1 2 3 4 5 6 7

Stages of Brain Development

It is proven that children from birth to age 12 are at their prime to develop their innate intelligence and acquire knowledge.

50% from 0 - 4 yrs

30% from 4 - 8 yrs

20% from 8 - 18 yrs

Therefore, the period of 0 - 8 yrs

is considered the golden age of

learning.

The Golden Age

Multiple Intelligences

10

The ability to solve problems or to create products that are valued within one or more cultural settings.

- Frames of Mind: The Theory of Multiple Intelligence (1983)

A bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create

products that are of value in a culture.

- Intelligence Reframed (1999)

Dr. Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and

Education. He is also adjunct professor of psychology at Harvard University and senior

director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur

Prize Fellowship in 1981.

He has received honorary degrees from 26 colleges and universities. In 2005 and 2008, he

was named by Foreign Policy and Prospect magazines as one of the 100 most influential

public intellectuals in the world.

The author of 25 books translated into 28 languages, and several hundred articles, Gardner

is best known for his theory of multiple intelligence, a critique of the notion that there exists

but a single human intelligence that can be adequately assessed by standard psychometric

instruments.

Dr. Howard Gardner

11th July 1943

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Theory of Multiple Intelligences

The Theory of Multiple Intelligences was proposed by Dr. Howard Gardner in 1983 as a model of intelligence that differentiates intelligence

into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.

Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations between these. For example,

the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty

on this task. The child who takes more time to master simple multiplication,

1) may best learn to multiply through a different approach,

2) may excel in a field outside of mathematics, or

3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely

different process.

Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially

higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of

multiplication.

The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations

between different tasks and aspects of intelligence, rather than the low correlations which Gardner's theory predicts. Nevertheless many

educationists support the practical value of the approaches suggested by the theory.

The theory of multiple intelligence is Dr. Howard Gardners theory that proposes that people are not born with all of the intelligence they will

ever have. It says that intelligence can be learned throughout life. Also, it claims that everyone is intelligent in at least eight different ways and

can develop each aspect of intelligence to an average level of competency.

11www.inmuin.com

Howard Gardner Answers FAQs

Q. What do other scholars think of MI theory?

A. Howard Gardner: There is a wide spectrum of opinion, both within psychology and across the biological and behavioral sciences. Those involved in

standard psychometrics are almost always critical of the theory; among those psychologists who are not psychometricians, there is an openness to the

expansion of the concept and measurement of intelligence. Still, psychologists like neat measures of their constructs and there is frustration that the

"new" intelligences are not as readily measured as the standard ones. Also, psychologists really think of intelligence as 'scholastic capacity' while I am

trying to expand the notion of intelligence to extend to all manner of human cognitive capacities.

Scholars are not known for responding generously to new theories, and so I have not been surprised at the considerable criticism leveled at MI theory.

Perhaps a more reliable index of reception is the extent to which the theory is cited in scholarly articles and textbooks.

(Also gratifying) has been the response by scholars in the "harder" sciences (such as biology) on the one hand, and in more distant fields (such as the arts

and humanities) on the other. The idea of multiple intelligences has considerable appeal across the disciplines, and my particular choice of intelligences

is often endorsed.

Q. Do you think we should be able to freely choose what courses we take? Or do you favor a uniform curriculum for all students?

A. HG: In general at the secondary level, everyone should study some history, science, mathematics, and the arts. It is not important to me which science is

taught - I am much more interested in students learning to think scientifically. Similarly, it does not matter that much which history students learn,

though they certainly ought to be acquainted with their own country. What matters is that the students have some sense of how historical studies are

carried out; what kinds of evidence are used; how history differs from literature on the one hand, and from science, on the other; why each generation

rewrites history and there can never be a definitive history.

Q. You prefer depth over breadth. Do you think students might not learn enough with this approach, and graduate with major gaps in their

knowledge? For example, if a history class were to focus deeply on World War I, and thus not have time to cover Vietnam?

A. HG: It is more important that students learn how to think like a historian, and how historians handle data and draw conclusions. This can only come from

in depth study of a manageable number of topics. If the teaching of history were well coordinated throughout K-12, we could certainly learn about all the

topics that you mention. The problem now is that a student might study the American Revolution four times and never learn about the French or Russian

revolutions at all.

Q. Can you recommend techniques for teachers to identify their students' strengths?

A. HG: If you want to get to know your students intelligences during the first weeks of school, I have two suggestions: 1) Take them to a children's museum

a few times (or some other kind of rich experience like a playground with many kinds of games) and watch them carefully. This will complement what

you observe in class. 2) Give a small questionnaire about their strengths to the students themselves and their parents and, if possible, last year's teacher.

To the extent that all three report the same strengths and weaknesses, you are on pretty safe ground. I don't trust self reports unless they are

corroborated.

Q. Q. How could the multiple intelligences theory positively impact schools around the world?

A. HG: Briefly, my theory can reinforce the idea that individuals have many talents that can be of use to society; that a single measure (like a high stake test)

is inappropriate for determining graduation, access to college, etc.; and that important materials can be taught in many ways, thereby activating a range

of intelligences.

12 www.inmuin.com

Howard Gardner Answers FAQs

Q. How does intelligence relate to creativity?

A. HG: There are many forms of creativity. Domains involving characteristic combinations of intelligences also exhibit characteristic forms of creativity. So,

for example, creativity in physics turns out to be quite different from creativity in poetry or politics or psychology. Generalizations about creativity are

destined to be weak; the devil lies in the details about the creative domain in questions. One cannot be creative unless one has mastered a domain - that

process can take up to ten years. Second of all, creativity probably has more to do with personality than with sheer intellectual power. Individuals who

enjoy taking risks, who are not afraid of failure, who are attracted by the unknown, who are uncomfortable with the status quo are the ones who are likely

to make creative discoveries. Finally, as stressed by my colleague Mihaly Csikszentmihalyi, creativity should not be viewed simply as a characteristic of an

individual. Rather, creativity emerges from the interaction of three entities: l) the individual, with his given talents, personality, and motivation. 2) the

domain-the discipline or craft in which the individual is working 3) the field-the set of individuals and social institutions that render judgments about

quality and originality.

Q. What about the oft-noted connection between mathematical and musical intelligences?

A. HG: There is no doubt that individuals who are mathematically talented often show an interest in music. I think that this linkage occurs because

mathematicians are interested in patterns, and music offers itself as a goldmine of harmonic, metric, and compositional patterns. Interest, however, is

not the same as skill or talent; a mathematician's interest in music does not predict that she will necessarily play well or be an acute critic of the

performances of others. (However the implied link) rarely works the other way. We do not expect of randomly chosen musicians that they will be

interested, let alone skilled, in mathematics. There may also be a bias in the kind of music at issue.

Those involved in classical music are far more to be oriented toward science and mathematics than those involved jazz, rock, rap, and other popular

forms. These observed correlations and lack of correlation suggests another factor at work. In certain families and perhaps also certain ethnic groups,

there is a strong emphasis placed on scholastic and artistic accomplishment. Youngsters are expected to do well in school and also to perform creditably

on an instrument. These twin goals yield a population with many youngsters who stand out in math and music. There may be other common underlying

factors, such as willingness to drill regularly, an inclination toward precision in dealing with marks on a piece of paper, and a desire to attain high

standards. One would have to sample a wide variety of skills-from being punctual to writing cogent essays-before jumping to the conclusion that a

privileged connection exists between musical and mathematical intelligence.

Q. What happens to multiple intelligences during later life?

A. HG: In many ways, the multiple intelligences seem a particular gift of childhood. When we observe children, we can readily see them making use of their

several intelligences. Indeed, one of the reasons for my enthusiasm about children's museums is their evident cultivation of a plethora of intelligences.

Nowadays, the children's museum simply has a better fit with the minds of children than does the average school. It could be that multiple intelligences

decline in importance as well as in visibility. But I believe that quite the opposite is true. As individuals become older, our intelligences simply become

internalized. We continue to think differently from one another-indeed, differences in modes of mental representation are likely to increase throughout

active life. These differences are simply less manifest to outside observers. Consider, for example, what happens in the average high school or college

classroom. The teacher lectures, the students remain in the seats, either taking notes or looking vaguely bored. One might easily infer that actually no

processing is going on, or that all the process is linguistic in nature. Individuals may also take all kinds of notes and use disparate aids to study and recall.

The recesses of our mind remain private. No one can tell the mind exactly what to do. As I see it, the challenge to the mind is somehow to make sense of

experience, be it experience on the street or in the classroom. The mind makes maximal uses of the resources at its disposal and those resources consist

in our several intelligences.

13www.inmuin.com


Strengths: Introspection and Self-Reflection

Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings and

motivations. They tend to enjoy self-reflection and analysis, including day-dreaming, exploring relationships with others and

assessing their personal strengths.

Characteristics of Intrapersonal Intelligence:

l Good at analysing their strengths and limitations

l Enjoys analysing theories and ideas

l Excellent self-awareness

l Clearly understands the basis for their own motivations and feelings

Strengths: Analysing Problems and Mathematical operations

People who are strong in logical-mathematical intelligence are good at reasoning, recognising patterns and logically analyse

problems. These individuals tend to think conceptually about numbers, relationships and patterns.

Characteristics of Logical-Mathematical Intelligence:

l Excellent problem solving skills

l Enjoys thinking about abstract ideas

l Likes conducting scientific experiments

l Good at solving complex computations

Strengths: Words, Language and Writing

People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals

are typically very good at writing stories, memorising information and reading.

Characteristics of Linguistic - Verbal Intelligence:

l Good at remembering written and spoken information

l Enjoys reading and writing

l Good at debating or giving persuasive speeches

l Able to explain things well

l Often uses humor when telling stories

Intrapersonal Self Smart

Number SmartLogical / Mathematical

Word SmartLinguistic / Verbal

Nature SmartNaturalistic

14

Strengths: Finding Patters and Relationships to Nature

People who are high in Naturalistic intelligence are more in tune with nature and are often interested in nurturing, exploring the

environment and learning about other species. These individuals are said to be highly aware of even subtle changes in environment.

Characteristics of Naturalistic Intelligence:

l Interested in subjects such as botany, biology and zoology

l Good at categorizing and cataloging information easily

l May enjoy camping, gardening, hiking and exploring the outdoors

l Doesnt enjoy learning unfamiliar topics that have no connection to nature

l Often uses humor when telling stories

Source: psychologist.about.com www.inmuin.com


Strengths: Understanding and Relating to Other People

Those who are strong in interpersonal intelligence are good at understanding and interacting with other people. These individuals

are skilled at assessing the emotions, motivations, desires and intentions of those around them.

Characteristics of Interpersonal Intelligence:

l Good at communicating verbally

l Skilled nonverbal communicators

l See situations from different perspective

l Create positive relationships with others

l Good at resolving conflicts

Strengths: Visual and Spatial Judgement

People who are strong in visual-spatial intelligence are good at visualising things. These individuals are often good with directions as

well as maps, charts, videos and pictures.

Characteristics of Visual-Spatial Intelligence:

l Enjoys reading and writing

l Good at putting puzzles together

l Good at interpreting pictures, graphs and charts

l Enjoys drawing, painting and the visual arts

l Recognizes patterns easily

Strengths: Physical Movement, Motor Control

Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions and physical

control. People who are strong in this area tend to have excellent hand eye coordination and dexterity.

Characteristics of Bodily - Kinesthetic Intelligence:

l Good at dancing and sports

l Enjoy creating things with their hands

l Excellent physical coordination

l Tends to remember by doing, rather than hearing or seeing

15

Strengths: Rhythm and Music

People who have strong musical intelligence are good at thinking in patterns, rhythms and sounds. They have a strong appreciation

for music and are often good at musical composition and performance

Characteristics of Musical Intelligence:

l Enjoy singing and playing musical instruments

l Recognizes musical patterns and tones easily

l Good at remembering songs and melodies

l Rich understanding of musical structure, rhythm and notes

Interpersonal People Smart

Visual / Spatial

Bodily Kinesthetic

Musical

Picture Smart

Body Smart

Music Smart

Source: psychologist.about.comwww.inmuin.com

Brain Dominance

Left Brain / Convergent Thinkers have a systematic approach and play by rules. They analyze everything and conclude

logically.

Right Brain / Divergent Thinkers are creative and have a tendency to bend the rules. They are artistic and always looking for

ways to express themselves.

16

Intra Personal

Reading

Imagination

Music

Maps

Dancing

Perception

Logic

Writing

Language

RRLL

Linguistic

LogicalVisual

Musical

Interpersonal

Intra Personal

Naturalist

Kinesthetic

Chalk

Walk

Talk

Auditory

Kinesthetic

Self Cognitive

Affective

Medical

Science

Art

Law

Engineering

Finance

Management

Spatial

Liberal

Reverse Thinking

Reflective Thinking

IQEQ

CQ

AQ

Eagle

Peacock

Dove

Owl

www.inmuin.com

LIFE Profile

17

The concept of a behavior profile was developed in the late 1920s as a result of the psychologist Dr. William Marston's theory that there are

four basic personality types, DISC (Dominance, Influence, Conscientiousness and Steadiness). Over years, different versions of the same

theory developed including BEST (Bold, Expressive, Sympathetic and Technical) and Dr. Gary Couture's version using bird names

(Eagle, Peacock, Dove and Owl). Based on this IMI has created the LIFE profile.

www.inmuin.com

Linguistic

LogicalVisual

Musical

Interpersonal

Intra Personal

Kinesthetic

Chalk

Walk

Talk

AuditoryKinesthetic

Self Cognitive

AffectiveEfficient

Science ArtLaw

Spatial

Reflective ThinkingIQ

CQ

Idealist

Naturalist

Management

Liberal

Reverse Thinking

EQ

AQ

Leader

Leader Idealist EfficientFlamboyant

Learning Domains

Cognitive

They are self-understanding, self-conscious, self-corrective, independent, innovative and like to

discover new things on their own. They tend to be mistaken as stubborn. They believe that all human

beings are unique individuals. They are very competitive and will not easily relinquish without putting

up a fight. They are goal-oriented, self-impelled, self-motivated and they have very high self-

expectations and will-power. However, they are subjective towards others and hard to convey

themselves. They are good in repressing their emotions however they have the tendency to succumb

to excessive self-indulgence as well as isolation. They do not simply resign themselves to changes.

Affective

They are prone to adopt and adapt to their environment, Their greatest advantages are their creativity

and flexibility. Nevertheless, with this strength, they learn both good and bad things. Therefore,

environment plays an important role in their learning progression. With their social-orientated

characteristics, they value the relationships between people. At times, they tend to give up halfway in

the midst of a learning process due to emotional commotions. Under such circumstances, they need

encouragements and compliments to keep them going.

Reverse Thinking

Their way of thinking often differs from others, showing a different viewpoint from the mainstream,

with an outstanding performance. The main aspiration that drives them is your interest. They like to

ask questions, and they are persistent in getting the answers which they will evaluate critically. They

are self-centered and prefer to look at things in a different way thus people mistakenly tend to regard

them as eccentric, peculiar, rebellious and remote. They have rather high acuity and as a result they are

able to make quick decisions without lengthy considerations.

Reflective

Their potential of learning is infinite and full of plasticity. They are able to learn and absorb only if they

are given proper guidance. They are pragmatist, practical and hardworking but lack sensibility. They

incline to familiar interpersonal relations and substantial goals. They are efficient and prudent hence

they find confrontations and vagueness objectionable.

Besides, they are also conservative, dubious, stagnant, sensitive, impatient, distant and defensive.

They believe that nothing comes easy hence they work extremely hard to obtain something. Being

honest, persistent and emotionally erratic, they are rather weak in self expression.

18 www.inmuin.com

Learning Styles

They learn by seeing and watching. They use strong visual associations. They often use lists to organize their life and their thoughts. Plus, when

spelling, they recognize words by how they look. They remember faces but forget names. They usually learn best by associating pictures with the

words or concepts being used. they benefit when visuals are used as part of a lecture (whiteboard, transparencies, power-point, films, videos,

maps, charts, posters, graphs, etc).

Demonstrations by the professor are helpful, as are textbooks with pictures and diagrams. They often have a well-developed imagination and are

easily distracted by movement or action in the classroom. However, noise will probably not distract them. They may not prefer to learn in study

groups but, they tend to like to work in a quiet room.

They learn by listening to verbal instructions, remember by forming the sounds of words. They find it easy to remember names but forget faces.

They often do well working out solutions or problems by talking them out. In most circumstances they need to hear themselves say it in order to

effectively commit to memory. They may find themselves reading aloud instead of reading silently, talking to themselves or repeating

instructions to make sure they understand. Ask questions of the professor in order to gain understanding. Ask follow-up questions if necessary.

The discussion cements the information for them. They are easily distracted by noise and often need to work where it is relatively quiet. However,

they benefit from listening to lectures, dialogues and plays; using audio recordings and videos, etc; participating in group discussions; and

interacting in listening/speaking exchanges.

Learns by physical involvement

They learn by becoming physically involved and actually doing something with what's being learned. Hands-on activity is needed to get the

learning to stick! Being on the move helps their memory to work. In the classroom, they benefit from physical activity, in-class demonstrations,

hands-on student learning experiences, and professors who give real-life examples. Using large diagrams, floor/wall puzzles and large maps

on the wall or floor are helpful. Charades, acting, interviewing, pantomiming, skits, and role-playing enhance learning. Laboratories, field trips,

trial-and-error assignment, and fieldwork done outside the classroom promote more interest.

WALK LEARNER

KinestheticTM

Learns by listeningAuditory

TALK LEARNERTM

19www.inmuin.com

Learns by seeing and watching

CHALK LEARNER

VisualTM

*Chalk Learner / Walk Learner / Talk Learner are copyrighted intellectual property of IMI Academy Ltd. Use without consent is illegal & prohibited.

Dermatoglyphics (from ancient Greek derma = "skin", glyph = "carving") is the scientific study of fingerprints. The term was coined by Dr.

Harold Cummins, the father of American fingerprint analysis, even though the process of fingerprint identification had already been in use

for several hundred years. All primates have ridged skin. It can also be found on the paws of certain mammals, and on the tails of some

monkey species. In humans and animals, dermatoglyphs are present on fingers, palms, toes and soles. This helps shed light on a critical

period of embryogenesis, between four weeks and five months, when the architecture of the major organ systems is developing.

The word dermatoglyphics comes from two Greek words (derma, skin and glyphe, carve) and refers to the friction ridge formations which

appear on the palms of the hands and soles of the feet. Characteristically, hair does not grow from this area. The ridging formations serve

well to enhance contact, an area of multiple nerve endings (Dermal Papillae) and aids in the prevention of slippage. People of African

ancestry display reduced skin pigmentation in the designated locations. All studies of the dermal ridge arrangements including genetics,

anthropology and Egyptologyare classified under the term dermatoglyphics.

The word subdermatoglyphic is cited as one of the longest isograms in the English language.

l These evaluations are NOT based on the study of palmistry or astrology in any way.

l These evaluations are based on the fingerprints which are formed pre-birth at the same time as the lobes of the brain are.

l The fingerprints are unique in every individual and never change.

l These evaluations are accurately derived upon by using proven scientific techniques.


20 Source: Wikipedia: Fingerprint # History of fingerprinting for identification www.inmuin.com


21

DMIE Process

Capturing Biometric

10 Minutes

(On site)

Uploading

03 Minutes

(Back End)

Computation

Over night

(Back End)

Consultation &

Guidance

(On site)

Evaluation Generation

Over night

(Back End)

Why Dermatoglyphs Evaluation?

Each individual is uniquely gifted, yet parents and educators cannot clearly identify all the talents. Today Dermatoglyphs Evaluations can

easily reveal our intrinsic qualities and talents.

After discovering the child's innate intelligence, parents and educators can easily:

Understand an individual's personality Personalize Academic and Extracurricular activities

Discover innate strengths and limitations Behavioral patterns decoded

Adapt correct learning style Make suitable academic and career choices

Identify Brain dominance (Convergent or Divergent thinker)

l l

l l

l l

l

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What Can Dermatoglyphs Evaluation Tell Us?

Biometric evaluation discovers our character traits and innate potential by discovering the innate intellect.

Intrapersonal

Logical / Mathematical

Linguistic

Naturalistic

Interpersonal

Visual Spatial

Bodily Kinesthetic

Musical & Rhythmic

Multiple Intelligence

22

Cognitive

Affective

Reverse Thinking

Reflective

Learning Styles

Visual - Chalk Learner

Kinesthetic - Walk Learner

Auditory - Talk Learner

TM

TM

TM

Learning Domains

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Left Brain Right Brain

Strengths and Limitations

Communication Skills

Logical Thinking

Fine Motor Skills

Verbal Comprehension

Visual Recognition

Creativity

Imagination / Vision

Gross Motor Skills

Music Association

Aesthetic Sense

Types of Fingerprints

23www.inmuin.com

Persistent

Individualistic

Stubborn

Strong reasoning

WHORL

Flexible

Sociable

Imitative

Influenced Easily

LOOP

Infinite Plasticity

Simple minded

Genius if groomed

Dormant if not groomed

ARCH

Confused

Irrational

Complicated

Unstable

ACCIDENTAL

Evaluation Types

24

Preschool & Adolescent

Visual, Auditory and Sensory development

Strengthening of the senses

Channelising the learning styles and domains

Golden age for acquiring skills

Career Guidance

Selection of subject

Roadmap to occupation

Application of Innate Intelligence

Paving the path to a secure tomorrow

Biometric Evaluation = Discovering Innate Potentials = Correct Nurturing = Happiness

Biometric Evaluation = Discovering Innate Potentials = High EQ = Success

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Evaluation Types

25

Professionals

Self awareness of our innate strengths

Targeted Skills and Recruitment

Springboard to Human Resources

Biometric Evaluation = Discovering Innate Potentials = Harmonious Work Environment = Growth

Relationships

Bridging the gap of miscommunication

Distribution of Micro and Macro responsibilities

Understanding behaviourial patterns

Biometric Evaluation = Discovering Innate Potentials = Acceptance = Bonding

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FAQs (Frequently Asked Questions)

Q. What is the relationship between Finger Prints and the Human brain?

A. In the earlier days, American doctors discovered a strange case where a baby is born without brain the disease was

coined by name anencephaly. In anencephaly, many times with absence of brain even the fingerprints were missing.

Cases like this had been repeated throughout history. In the gestation period fingerprints and brain development

happens simultaneously during week 13 to week 21, leading medical experts to believe that the brain is absolutely linked

to the fingerprints.

Q. Is Dermatoglyphs a form of fortune telling?

A. Absolutely not.

Palmistry or Chiromancy is the divination of the future through the interpretation of lines of the palms whereas

Dermatoglyphs is the science of comparing, analysing and classifying the patterns of the skin grains and ridges of each

person's fingerprint. These evaluations do not predict the future, but rather gives a comprehensive insight of one's innate

intelligence distributions, potentials, and preferred learning and communication styles.

Q. How is Dermatoglyphs Evaluation in comparison to conventional methods?

A. Conventional Testing uses questionnaire format where most of the time answers can be influenced by the emotional and

mental state, wherein Dermatoglyphs Evaluation is unaffected by such parameters hence offering most vivid results.

Q. How old is Dermatoglyphics ?

A. Scientific study of fingerprints has started in year 1650. Word Dermatoglyphics was coined in year 1926 by Dr Harold

Cummins & Midlo.

Q. Do you initiate any follow-up action?

A. Yes, after the initial counseling with the client, we also take advance appointments for remedial therapies as required.

26 www.inmuin.com

Q. How reliable is the Evaluation?

A. For several years scientists and medical doctors have used genetics, embryology, dermatoglyphs, anthropology and

anatomy as basis to observe, analyze, validate and conclude the result of Dermatoglyphs. It has been most advanced and

useful tool to understand the potential functioning of brain lobes. As fingerprints are unalterable and are never

influenced by environment, behaviors, company and moods, the reliability of the fingerprint analysis remain on top.

Q. Any reference material to authenticate these evaluations?

A. There are over 750 research papers available on internet talking about references to Dermatoglyphics and

Dermatoglyphics Evaluations. Apart from that thousands of satisfied clients are there to authenticate the evaluation.

Reference book for detailed study on Dermatoglyphics.

FINGER PRINTS, PALMS AND SOLES

An Introduction to Dermatoglyphics

Edited by

Harold Cummins, PH.D.

Charles Midlo, M.D.

New Orleans August 9, 1943

Q. What is the Evaluation process and duration?

A. "Infinity", our user interface, the next generation state-of-the art, ERP system developed by us enables our certified

affiliates to conduct themselves over our sophisticated, dedicated secured servers and follow the process.

We take immense pride about infinity being one of its kind user interface with "Nano" technology and clouding capability

for the process of DMIE.

Q. Who will interpret the evaluation?

A. Our IMI certified consultants will interpret the evaluation and provide necessary guidance.

27www.inmuin.com

FAQs (Frequently Asked Questions)

Library

1. Conceptual Presentation on Dermatoglyphs Multiple Intelligence Evaluation (DMIE)

2. Research Documents/Abstracts on Dermatoglyphs

3. Sample Evaluation

4. Feedback Form for Parents

5. Feedback Form for Teachers

6. Presentation - Company Introduction

7. News Coverage - Scanned Copies

8. Evaluation Registration Form

9. Consultant Empanelment Form

10. Presentation on Fingerprints & Types

11. Presentation of MI workshop for School Teachers

12. Articles on Brain Development, Twelve stages of Human Life, Child Psychology, Facts about Brain etc.

13. Videos on Multiple Intelligences

14. Photographs of activities by IMI

Our online library available at www.inmuin.com

28 www.inmuin.com

Gardner, H. (1983). - Frames of Mind. New York: Basic Books Inc.

Gardner, H. (1993). - Frames of mind : the theory of Multiple Intelligences.

New York, NY: Basic Books. xxxii, 440 p.

Gardner, H., & Hatch, T. (1989). - Multiple Intelligences go to school:

Educational implications of the theory of Multiple Intelligences.

Educational Researcher, 18(8), 4-9.

Gilman, L. (2001). - The Theory of Multiple Intelligences. Retrieved April 13, 2004, from Indiana University Web site:

http://www.indiana.edu/~intell/mitheory.shtml

Lazear, D.G. (1992). - Teaching for Multiple Intelligences. Bloomington

Smith, K. (2002). - Howard Gardner and Multiple Intelligences

American Psychological Association (www.apa.org)

Wikipedia : Fingerprint # History of Fingerprinting for identification

Pyschology.about.com

29

References

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IMI Worldwide

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Modules for Association

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Educational Institutions

l DMI Evaluation for students

l DMI Evaluation for Institutional (Private label)

l DMI Evaluation for Pre-school

l DMI Evaluation for Career Guidance

Corporate / Organisations

l Customised solutions

l Services for Human Resources

l Evaluation for Counselling Centres

l Training for M. I. Consultants

l Evaluations for Child specialists / Pediatricians

l Master Licence for Country / State / City

l Workshops for Smart Parenting

Individuals

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Disclaimer:

While every effort has been made to ensure

the contents of this publication are accurate

IMI takes no responsibility direct or indirect. Information provided is for private

circulation and bears no commercial value. Contents of this publication are protected

by work product immunity and other legal rules. Opinions and information provided

cannot be construed as medical or astrological advice. Information is based on

scientific studies, clinical experience or traditional usage as cited in each article. The

outcome may not necessarily occur in all individuals. No employee, associate, agent

or affiliate is authorized to conclude any binding agreement on behalf of IMI without

written confirmation by an executive of IMI. All the references mentioned in this

publication are not endorsed and are archived from

open source online content.

For private circulation only. Not for sale. Version 2.0 7/2012

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