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Learning How to Learn Makes Every Student Genius
by: Linda Correli
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Santosh Prem, a teacher at Malet Lambert School, claims that the difference between a genius and a “normal” person is that the former “accidentally” acquired the critical combination of the appropriate environment, motivation and learning technique to excel in his particular field. Literally it means that every student has the same potential to excel and succeed in studying without having any exceptional inborn gift.
One of the most vital components in this genius formula , which significance is underestimated both by teachers and students is acquiring and harnessing of Learning How to Learn skill. This is probably the one skill that was never explicitly mentioned in all the years that you’ve spent in school. But it’s the one where there’s the most reward for the smallest investment.
Indeed, knowing how to learn is a universal skill which every learner can make good use of for self-education in future life. Learning how to learn is a critical starting point in studying, which promotes students success in the whole course of education. This drastic know-how forms not only the basis of successful learning, but develops a peculiar learning style of the person.
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Some learners choose more methodical approach to learning and try to dive into the essence of processing data, breaking it into logical units in order to memorize large blocks of information in parts. Meanwhile, other approach to learning less structurally, relying heavily on loci memory improvement technique, which involves making associations between facts and visualizing things.
Thus, every learning style is unique and it is impossible to elaborate a set of standard learning strategies and methods which can be utilized by every learner. Hence, I offer you to get acquainted with the following learning techniques and experiment with some of them to see if they work for you.
Seven Principles of Learning How to Learn Formula
- Connect everything you learn to a specific goal. Remember that you can learn anything if you have a clear cut goal, which will motivate your advance in studying. Trying to learn something reluctantly or under compulsion, is always difficult and usually doesn t bring any fruitful results. You should create a desire and speculate over the reasons of your learning very carefully. Bear in mind that learning more implies earning more; consequently everything you learn can be transformed into your career success.
- You will learn faster if you structure and logically organize all information in hand. It ll increase the effectiveness of memorizing and help you immensely in your studying. You can break the data into small chunks or make a general outline of what you are learning.
- Single out the most important points of new material. Use a highlight strategy , which implies processing of information, underlining its major points and brief summarizing.
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- Learn how to make drafts and set out in writing all your thoughts. The main idea of drafting is stating and organizing of key information meaningfully and coherently on a sheet of paper.
- Take regular breaks. Always combine work with rest. Try to make a change of scene and look aside. Have some food or turn to some physical training. If you don t want to interrupt your work, but still feels that learning in the same surrounding is unbearable, try to accompany your studying with background music or make some visual images that involve moving, interaction or color.
- Learn to budget your time wisely, to accomplish all your work in time and make use of every minute of your studying. Distribute your work rationally and establish priority of each task in hand. Plan your time in accordance with quantity of work you have. Never yield a temptation to postpone tasks of secondary importance. Remember if you violate your deadline once there is a great likelihood that you ll do it again.
- Learning works more efficiently if you are relaxed and your mind is calm. Concentrate your attention solely on studying during your learning periods. Have an organized working place to avoid any distractions and don t forget to give yourself rewards when you have completed some tasks efficiently.
Take risks and don t be afraid to experiment with different techniques. Always remember that those who learn and do it constantly over their lifetime do much better in their career and have more advantageous position than those who stop on attained results and rest on laurels.
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About The Author
Linda Correli is a staff writer of http://www.Customresearchpapers.us She helps students write college research papers, term books, admission essays, book report and many other types of writing assignments: from personal statements to professional case studies. Article sponsored by http://www.go2essay.com.
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Studying When You Have Chronic Fatigue Syndrome - Part 1
by: Claire Williams
Studying can be extremely difficult when you have Chronic Fatigue Syndrome /Post Viral Fatigue Syndrome /ME. And if you experience severe brain fog, concentration and memory problems, it can be a near-to-impossible feat. But if you **do** feel well enough to study, there **are** options out there which can make things a lot easier for you.
So what do you do if you want to study but have CFS/ME/PVFS?
Well. The following lines can be like a feather to the cap. You may be persistent in order to discover the worth of this article. So, continue reading.
Well if your condition is moderate-to-severe then taking a term- or year-out to recover from your condition is definitely worth considering. But for some of us this just isn’t an option.
In addition, some of us may already be studying a course when we first develop this condition. Not wanting to stop the course, it is not uncommon for us to try to carry on, regardless of our struggles to keep up with the course’s pace and intensity.
What’s more, often it’s not a case of ‘just managing your course’ either. If only it were that simple! College and university life opens up a ‘brave new world’ of socializing, parties, and events - things that most CFS/ME/PVFS sufferers struggle to keep up with, if at all.
—– SIDE NOTE —–
Alcohol for example, can play a big role in socializing, especially at university. But many (if not most) CFS/ME/PVFS sufferers are alcohol-intolerant so beware!
Check out the article below for more info:
http://www.sleepydust.net/The_Sleepydust_EMagazine-sleepydust-ezine-issue-001.html#art1
—– SIDE NOTE —–
From a personal perspective, studying with CFS/ME/PVFS is something I’m very familiar with. I was diagnosed with Post Viral Fatigue Syndrome (PVFS) in the second term of my first year at university, so most of my university-life was spent as a PVFS sufferer.
Although the PVFS wasn’t nearly as bad as it is now, I still had to battle with the brain fog, exhaustion, weakness and the many other dreadful symptoms that come with it. That was in addition to the emotional stress of getting used to the illness and the restricted lifestyle it imposed on me. In fact, not being able to do as much as I would like to is **still** something I’m trying to get used to even now!
Many students move away from their home to study further a field. And while that often can make sense for a healthy individual, I think that in some cases, the strain of living on your own/with friends/in halls/dorms can make coping with CFS/ME/PVFS even more difficult.
When I was a university student I lived away from home, firstly in halls, and then with friends. I studied full-time but with hindsight I think that studying **part-time** would have lifted a lot of the stress for me. The pace would have been slower and I may have even been able to attend more classes too (I missed many of them).
With hindsight, I think that it may have been easier if I had considered either:
1) going to a **local** university or college and studying **part-time** or;
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2) opting for a ‘home study’ course (distance learning).
So if you feel that you can study but perhaps not full-time, then going part-time could be an option for you. And if you feel that you are not able to manage a full-time or even part-time course, then home study (distance learning) can be a viable option.
I think that living in the home environment while you study may make it much easier on you (if your home environment is a safe, calm environment and if you are surrounded by people who know and care for you).
Studying when you have CFS/ME/PVFS **is not** a decision to be taken lightly, particularly if you are considering moving far from your familiar home environment and studying full-time. That is not to say that it cannot be done, because it can. But how well you manage will be largely affected by your living and course arrangements, and the severity of your illness.
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That doesn’t mean there aren’t ways around it! The location of your university/college, and the length of your course/ frequency of your classes can all have a bearing and this is especially relevant when you study as a CFS/ME/PVFS sufferer. So bear this in mind. Try to keep your options open and don’t rule out taking a term- or year-out, part-time study or home-study.
The second half of this article will feature in another issue of the Sleepydust E-magazine, where we’ll take a look at studying techniques and exams.
To read more tips about how to manage and deal with your ME and Chronic Fatigue Syndrome visit:
http://www.sleepydust.net/MYALGIC-ENCEPHALOPATHY-cfsme-homepage.html
And to learn more about working from home when you are chronically ill or disabled, visit:
http://www.sleepydust.net/WORK-FROM-HOME.html
Copyright, Claire Williams, 2004-2005. All Rights Reserved.
——-
** Publication Guidelines **
The article above may be freely reproduced provided that:
(1) you only mail to a 100% opt-in list;
(2) ALL links are LIVE hyperlinks
(3) the article is published in its entirety including the title, copyright notice, & the author’s bio & resource box (which must be placed directly below the article).
—–
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About The Author
Claire Williams is editor of sleepydust.net and has suffered from Post Viral Fatigue Syndrome since 1995.
She created sleepydust.net to help ME / Chronic Fatigue Syndrome and Fibromyalgia sufferers deal with their condition - from handling their money worries, to recovering from their illness.
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Definition of Child Sexual Abuse
Child sexual abuse is any form of sexual activity with a child by an adult, or by another child where there is no consent or consent is not possible; or by another child who has power over the child. By this definition, it is possible for a child to be sexually abused by another child who is younger than they are.
Sexual abuse includes, but is not limited to, showing a child pornographic materials, placing the child’s hand on another person’s genitals, touching a child’s genitals, and/or penetration of any orifice of a child’s body (mouth, vagina, anus) with a penis, finger, or an object of any sort. Penetration does not have to occur for it to be sexual abuse.
Who are the Perpetrators?
Perpetrators are most often someone the child knows and trusts. As far as we know, perpetrators, are most often male relatives, including fathers, brothers, grandfathers, uncles and cousins; friends of the family; or neighbours. Perpetrators can also be female, including mothers, sisters, aunts, babysitters, and grandmothers.
Usually the perpetrator has easy access to the child because s/he has sole responsibility for the child, or takes care of or visits the child, and is trusted by the child’s parents.
Where Does Sexual Abuse Occur?
Sexual abuse or incest can occur anywhere, at any time, including in front of other people who do not, or choose to not see. I have heard many stories of children being abused while other people were in the next room, in a car with them, or sitting at a dinner table.
Who is Sexually Abused?
All children are vulnerable to sexual abuse. Sexual abuse and incest occur in every race, class, religion, culture, and country.
Once a child has been sexually abused, and has not received appropriate help, support, and understanding for what has happened, s/he can be particularly vulnerable to being sexually abused again by another perpetrator. This is not the fault of the child. This is due to the fact that she has learned that sexual abuse is something that people will and can do to her/his body.
Children whose emotional needs are not met–who are emotionally deprived, or otherwise abused–can also be more vulnerable because they need attention and some perpetrators exploit that need. Again, this is not the child’s fault. The child did not create the fact that her/his needs were not met, nor the fact that someone exploited that need.
Homophobia puts lesbian and gay youth at risk of sexual abuse. Many gay youth are forced to go to adult clubs, bars and other settings in order to explore their sexuality and to meet other prople who are gay. By being in an adult setting they are more likely to be exploited (just as heterosexual girls would be at risk in an adult heterosexual setting). Also, it is unlikely that gay youth will tell anyone if they are abused because they would have to reveal that they were in a gay setting. With little or no access to information about gay sexuality, many youth misinterpret abuse experiences as representing what it means to be gay. This puts them at further risk.
Different Effects and Coping Strategies of Child Sexual Abuse
The effects of child sexual abuse are wide ranging, and vary from survivor to survivor depending on a number of different factors such as the age of the victim, the duration of the abuse, the number of perpetrators, the nature of the relationship with the perpetrator, and the severity of the assault.
I always hesitant to write that last one–the severity of the assault–because all abuse is traumatic and harmful to victims. I have known women quite traumatized by their breasts being repeatedly grabbed when they were a child. While this may not be as severe as some other forms of abuse, it can have strong and long-lasting effects. It’s important to remember that while being assaulted in a more violent manner does have its own specific effects, it in no way minimizes the reality and experience of others who have not experienced that kind of violence.
Emotional Effects
Includes feelings of: confusion, powerlessness, helplessness, pain, betrayal, sadness, grief, loss, feeling dirty, shame, vulnerable, unsafe, scared, terrified, horrified, depressed, angry, numb from feelings and body, suspicious, untrusting, tortured, sensitive, emotional, hurt, panic, anxiety, and feeling miserable.
Beliefs About Self
Beliefs about one s self include: “I am bad, no one loves me, no one could love me, I am unlovable, I am dirty, it’s my fault, I’m stupid, I should have done something, I should have told someone, I hate myself, I must be bad, I must have wanted it, I must have done something, I’m being punished, I deserve to die, I don’t want to be me, why do these things happen to me, I must have deserved it”
Minimizing Beliefs
Survivors are confronted with overwhelming pain. In order to cope with extreme and intense emotions, the details of what happened, and who hurt them, they may try to convince themselves “it wasn’t so bad, it didn’t really hurt them, others have been hurt much more” etc. This is a form of self-protection. It did hurt, it still hurts but it may be too hard or scary right now to face it all.
As a form of self-protection, minimizing may help slow the process down which may be what the survivor needs from time to time. As a constant way of coping however, minimization leads to self-blame and self-hatred which is not helpful and hurts a great deal.
Rationalization
Suvivors need to protect themselves from the truth of the situation, after all someone they trusted, and perhaps loved, hurt them very badly. Rationalization is when a survivor explains the abusive behavior away–”he didn’t know what he was doing, he was abused himself as a child, he thought he was showing me love, she was really messed up, she didn’t mean to hurt me.” The survivor is trying to protect her/himself from the horrible truth of the situation.
Denial
Denial is recognizable by a survivor saying, “it didn’t happen; I must be making it up; after all how can I be sure anything actually happened; and what if I m wrong; it probably didn’t happen; it couldn t have happened.”
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In my experience, some denial even as an adult can be helpful. Denial can help slow the process down. We know denial helps a child to survive. We cannot expect someone to simply abandon their hard earned coping strategies even if they are safe now. Safety is not only an external reality it is an internal one as well. Many survivors do not feel safe and may need some denial to cope with how they feel.
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Too much denial leads to all sorts of problems as the abuse is not addressed. This kind of denial is harmful and is fuelled in part by the denial of the “False Memory Syndrome” Foundation and other parts of society who would rather deny than face the reality of child sexual abuse.
Dissociation, DID, MPD, and Multiplicity
We all dissociate to some extent or another. Babies do it quite regularly. It is a natural physiological response to being overwhelmed. Children who are sexually abused are extraordinarily overwhelmed. Dissociation allows the child to literally take a break from the abuse, to distance her/himself from what is going on, and ultimately to survive.
Some survivors describe dissociation as feeling as though they were not really there during the abuse, but were far away perhaps watching from a distance. Some survivors describe it as they split off from the abuse, and floated up to the ceiling or into a crack in the wall. Some survivors go really far away, deep inside themselves, and create different personalities to deal with the abuse. Multiple personalities are usually formed in the context of more extreme, frequent, or sadistic abuse.
Dissociation occurs on a continuum from the far left where someone is not present in the moment and is off somewhere else, they may or may not feel spacey–everyone does this at one time or another. Further along the continuum people feel split, or like they are not one person inside, usually there is an adult and a really vulnerable or hurt kid. Further along, survivors have a few dissociated personalities. Even further toward the right of the continuum, people have many different personalities, identities, parts, fragments, and/or different groups of parts inside. These personalities may or may not have names. Survivors near the right end may not have fully formed personalities, but lots of highly fragmented parts. At the far right end, survivors lose time which they may or may not be aware of. They may find themselves places, and not remember how they got there and have the experience of living different “lives”.
In addition to a continuum of dissociation and multiplicity, there is a continuum of co-consciousness–the degree to which parts inside are aware of each other, and communicate and cooperate with one another. Achieving co-consciousness is an important step in the healing process. For help responding to different parts inside and developing internal cooperation see my article DID, MPD, or Multiplicity: Responding to Parts Inside With a Focus on Kids
Problems with Boundaries
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Because a survivor’s boundaries were not respected–they were utterly violated–s/he may have a lot of difficulty knowing where her/his boundaries are, how to maintain them, and how to protect her/himself from those who do not respect or try to violate her/his boundaries. This leaves many survivors vulnerable to further abuse.
Trusting Others
It can be very difficult for a survivor to trust anyone. It can be even harder when that person is close to them, and cares for them. Often the abuser was that–someone who had a close and trusting relationship with them. Adult relationships, particularly sexual ones, can be quite challenging and triggering for survivors. At the same time, they can be a source of great love, safety, and healing too.
Relationship With One’s Body
Since the abuse took place on and in the body, the body can become the enemy. After all many survivors’ carry a great deal of pain and memories in their bodies. Desperately needing ways to cope with this pain can lead to a variety of coping strategies including eating disorders, self-injurious behaviors, numbing, inability to enjoy sex, having lots of sex, poor body image, a generalized separation from and disregard for one’s body, dissociation, and gender-identity issues.
Coping Behaviors
There are a whole range of behaviors that survivors may engage in that come from having been sexually abused. They include: addictions, prostitution, isolation, frequent sexual activity, avoidance of sex, over-working, inability to work, high-functioning, low-functioning, argumentativeness, avoiding conflict, perfectionist, and wanting to please others.
All of these behaviors were learned in response to abuse and served an important purpose–staying sane and alive. It is important to not judge your or anyone else’s ways of coping–you’re here because of them.
Other effects
These may include nightmares, insomnia, panic attacks, flashbacks, anxiety attacks, terror, inability to go outside, afraid being alone, afraid being with other people, numerous trigger-responses, headaches, and physical problems (yeast infections, bladder infections, anal bleeding, etc.)
A Final Thought
While it may be tempting to focus on how awful it is to be abused, it’s important to not lose sight of the reality that survivors are full human beings with many gifts and talents to offer the world. Some of the most sensitive, intuitive, deep, profound, creative, and hopeful people I’ve known are incest/child sexual abuse survivors. They were able to be that way by not losing touch with their humanity–their soulfulness–in the face of others’ inhumanity. We can all learn a great deal from survivors.
Kali Munro, 2000.
http://www.KaliMunro.com
About the Author
Kali Munro, M.Ed., is a psychotherapist in private practice with twenty years experience. She offers free healing resources at her site, http://www.KaliMunro.com
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Homework Help At Your Fingertips
by: Katie Robbins
Here’s the situation. You are at home trying to answer questions for a history assignment and you are stumped. You have to write about “Custard’s last stand”. Custard was something you ate for dessert as far as you were concerned. You check through your history book, but there was only one short paragraph about Lt. Colonel Custard. What are you going to do? Hop on the Internet for homework help of course!
The Internet is the information superhighway and is not just a place for e-mail, instant messages, and games. There are numerous websites that provide homework help. Homework websites range from just providing information like an Encyclopedia to having your questions answered by a live tutor. Let’s take a look at some of the different homework websites available.
INFO PLEASE - THE HOMEWORK CENTER: http://www.infoplease.com/homework/
This website presents reference information from Almanacs, Atlases, Encyclopedias, and Biographies. You can type in a word such as “cotton gin” and the website will search for any information regarding the cotton gin in their reference resources. For example, the dictionary will provide a definition of the cotton gin while the Atlas and Encyclopedias will show you where and how the cotton gin was used. You can skip searching through the reference stacks at the library because the information will be found in a matter of seconds.
You can also find great information on all your school subjects. For example, you can read about the history of math and learn scientific terms.
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HOMEWORK HELP: http://www.homeworkhelp.com/
This website provides educational services including: software, information, and tutors. They have step-by-step lessons on various academic subjects. The lessons are in an easy to read and understand format. For example, math lessons have colorful illustrations and explain each step of a problem thoroughly. A great advantage is that you can work through the subjects at your own pace. You can ask well qualified tutors questions.
Homework help on the web can save you when you don’t understand a topic and the assignment is due the next day. The constant availability of homework help is wonderful, but use homework help as an additional resource so you can learn more about a topic then is expected. You will find that some subjects spark your interest more than others. Determine the topics that you are interested in and find as much information as you can.
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At the same time, you will find topics that seem difficult and you might be embarrassed to ask about them in front of your class. Using homework help on the web could help you to understand the topic in the embarrassment-free zone of your own home. Logon to the Internet - Lt. Colonel Custard is waiting for you.
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