13 Reasons You Aren't As Successful As You Should Be You’re smart and creative, but for some reason you just never seem to get ahead in life. But whether or not you want to see it, there are very real things standing in your way from becoming successful. In fact, business writer Jim Kukral came up with a whole list of reasons that most people aren’t as successful as they really should be. The 13 things holding you back from your true, successful potential are: LazinessEntitlementFearNegativityThinking Too MuchHaving No GoalsBlaming Other PeopleExcusesWasting TimeSocial B.S.Thinking Too SmallNot Wanting It EnoughNot Believing While the infographic covers the basics of each of these things preventing your success, you can learn more about each factor at NFIB. Original Source -Best Infographics Why is it one person succeeds where another person fails? Featured photo credit: Two hikers with backpacks standing on top of a mountain with great valley view via Shutterstock
Je tweete pour synthétiser l’information How to Study and Learn (Part One) All thinking occurs within, and across, disciplines and domains of knowledge and experience, yet few students learn how to think well within those domains. Despite having taken many classes, few are able to think biologically, chemically, geographically, sociologically, anthropologically, historically, artistically, ethically, or philosophically. Students study literature, but do not think in a literary way as a result. They study poetry, but do not think poetically. They do not know how to think like a reader when reading, nor how to think like a writer while writing, nor how to think like a listener while listening. To study well and learn any subject is to learn how to think with discipline within that subject. To become a skilled learner is to become a self-directed, self-disciplined, self-monitored, and self-corrective thinker, who has given assent to rigorous standards of thought and mindful command of their use. Idea # 2: Become an active learner. Idea # 4: Become a questioner.
Effortless Learning Press Release 11-257 Vision Scientists Demonstrate Innovative Learning Method New research suggests it may be possible to learn high-performance tasks with little or no conscious effort December 8, 2011 View a video showing researchers explaining Decoded Neurofeedback. New research published today in the journal Science suggests it may be possible to use brain technology to learn to play a piano, reduce mental stress or hit a curve ball with little or no conscious effort. Experiments conducted at Boston University (BU) and ATR Computational Neuroscience Laboratories in Kyoto, Japan, recently demonstrated that through a person's visual cortex, researchers could use decoded functional magnetic resonance imaging (fMRI) to induce brain activity patterns to match a previously known target state and thereby improve performance on visual tasks. Researchers studied the early visual areas for their ability to cause improvements in visual performance and learning. Get News Updates by Email
Prise de notes: sept techniques pour être efficace Que ce soit en vue de réaliser un compte-rendu ou un rapport, prendre des notes reste un exercice difficile, car il faut faire deux choses à la fois : écouter et écrire. En outre, il y a un gros décalage entre le débit oral moyen qui est de 150 mots à la minute et le rythme de la rédaction qui est de 27 mots à la minute. Mieux vaut donc ne s'attacher qu'aux idées, aux formules qui font sens, vous gagnerez 80% d'attention au discours. Voici 7 étapes clés pour ne pas en perdre une miette derrière votre stylo. 1. Tentez d'en savoir plus sur les contenus très tôt ! Le plus : éviter d'attendre le dernier moment. 2. Il faut être à l'aise le jour "J ". Le plus : renoncer aux stylos de diverses couleurs, qui obligent à jongler durant la rédaction, une seule suffit. 3.Opter pour la méthode linéaire C'est la voie classique et rationnelle. Le plus : adopter les procédés n° 1 ou 2 lors d'un face à face avec un chef et le n° 3 pour les réunions d'avancement de projets. 4. 1/ Le SPRI. 5. 6. 7.
How to Study and Learn (Part Two) In part one of this article, we introduced some of the intellectual skills, abilities, and dispositions essential to the development of the educated person as articulated in our Miniature Guide for Students on How to Study and Learn. We provided eighteen ideas students need for becoming master students. In this article, we continue to highlight important ideas from the Thinker's Guide for Students on How to Study and Learn. How To Understand Ideas Ideas are to us like the air we breathe. Ideas, then, are our paths to both reality and self-delusion. To the uncritical mind, it is as if people in the world came to us with our labels for them inherent in who they are. If you want to develop as a learner, you must come to recognize the ideas through which you see and experience the world. Essential Idea: To understand our experience and the world itself, we must be able to think within alternative world-views. How To Control (& Not Be Controlled By) Ideas How to Learn Ideas From Textbooks
Top 10 Things That Determine Happiness photo: meddygarnet Happiness is, by nature, a subjective quality with a definition like a moving target. There is scant evidence — qualitative or quantitative — to lend convincing support to those life variables most critical in determining individual happiness, which is likely why past researchers committed to the scientific method rarely tried to tackle the subject. This is changing. Take, for example, the World Database of Happiness in Rotterdam, self-described as a, “continuous register of scientific research on subjective appreciation of life.” While we’re not entirely convinced of this marriage between science and subjectivity, we can still offer up a top 10 of things that determine human happiness, as supported by this growing body of research. No.10 – Having a short memory Are you one to hold grudges? No.9 – Exacting fairness No.8 – Having lots of friendships No.7 – Being spiritual No.6 – Thinking ahead No.5 – Developing a skill According to psychology professor Dr. No.2 – Good genes
Ifé - Veille et analyses Repenser la prise de notes pour les étudiants internationaux en contexte académique : implémentation du dispositif collaboratif Unipad à l'IEP de lyon Auteur(s) : BOUCHET Karine Date de soutenance : 2018 Thèse délivrée par : Université Lumière-Lyon 2 Section(s) CNU : section 07 : Sciences du langage Sous la direction de : Catherine CARLO & Chantal PARPETTE Jury de thèse : Cuq, Jean-Pierre ; Mangiante, Jean-Marc ; Jenneret, Thérèse ; Carlo, Catherine ; Parpette, Chantal "Cette thèse fait état d’une recherche-action menée entre 2014 et 2018 à l’Institut d’Étude Politiques de Lyon (IEP), autour de l’analyse des difficultés rencontrées par les étudiants internationaux dans l’activité de prise de notes en cours magistral. Rethinking note-taking for international students in an academic context : Implementation of the Unipad collaborative device at IEP Lyon URL : mot(s) clé(s) : enseignement supérieur
How to Study and Learn (Part Three) In the previous two articles we introduced some of the intellectual skills, abilities, and dispositions essential to the development of the educated person as articulated in our Thinker's Guide for Students on How to Study and Learn. All the ideas in this miniature guide are designed to help students think deeply through content and develop intellectually. In this article we focus on the analysis and evaluation of reasoning. To analyze thinking, we focus on its parts. In other words, we focus on the purpose of thinking, the questions the thinking is pursuing, the information being used, the assumptions and inferences being made, the concepts and point of view guiding the thinking, and its implications. To evaluate or assess thinking, we apply intellectual standards to the parts of thinking, standards such as clarity, accuracy, relevance, logic, precision, justifiability, significance, depth, and breadth. How To Figure Out the Logic of A Textbook The Logic of a Textbook Go to top
MindShift | How we will learn MindShift explores the future of learning in all its dimensions. We examine how learning is being impacted by technology, discoveries about how the brain works, poverty and inequities, social and emotional practices, assessments, digital games, design thinking and music, among many other topics. We look at how learning is evolving in the classroom and beyond.We also revisit old ideas that have come full circle in the era of the over scheduled child, such as unschooling, tinkering, playing in the woods, mindfulness, inquiry-based learning and student motivation. We report on shifts in how educators practice their craft as they apply innovative ideas to help students learn, while meeting the rigorous demands of their standards and curriculum. MindShift has a unique audience of educators, tinkerers, policy makers and life-long learners who engage in meaningful dialogue with one another on our sites. Contact the us by email.
How to Study and Learn (Part Four) In the previous three articles we focused on ideas for helping students improve their studying and learning habits. All of the recommendations come from our Thinker's Guide to How to Study & Learn. This guide is designed to help students think deeply through content and begin to take their learning seriously. In this article, the final in its series, we focus on the importance of questioning in learning, providing suggestions to help students become active questioners. How To Understand The Role of Questions in Thinking & Learning Thinking is not driven by answers but by questions. So, instead of trying to store a lot of disconnected information in your mind, start asking questions about the content. Questions of relevance force you to discriminate what does and does not bear on a question. Continually remind yourself that learning begins only when questions are asked. Every discipline is best known by the questions it generates and the way it goes about settling those questions.
The Power of Habit and How to Rewire Our "Habit Loops" by Maria Popova What Iraqi kebob vendors have to do with your New Year’s resolutions. As a young man, Benjamin Franklin set out to improve himself by devising a chart-based log for tracking his progress against the virtues he identified as essential to good personhood. Each week, he would pick a virtue to cultivate, then put a black pencil mark in his calendar chart on any day he failed to uphold the virtue. This visual feedback on his progress encouraged him, and allowed him to move to a different virtue the following week, hoping that each week would leave him with a “habitude” for that particular virtue. We try to reverse-engineer willpower and flowchart our way to happiness, but in the end, it is habit that is at the heart of our successes and our failures. Duhigg first became fascinated by the power of habit eight years ago, while in Baghdad as a newspaper reporter. So the major summoned Kufa’s mayor and made a strange request: Get the food vendors out of the plaza. Donating = Loving
The Student Development Centre at Western Have you ever wondered why you have difficulty learning from a particular instructor, whereas another seems to explain things in just the right way? Did you ever question why the course that your friend said was so easy turned into a struggle for you? Do you notice that you and your roommate have different opinions on whether or not to have the radio on while you're studying? The reason behind some of these discrepancies may be differences in learning styles. What is a "learning style"? To put it simply, your learning style (or learning preference) is the way you tend to learn best. Expanding Your Learning Preferences There are 3 learning style preferences discussed here: The ideas are not meant to be the absolute best strategy for each student in all situations. Also from this web page: Confidentiality Information disclosed by students to SDC's Learning Skills Counsellors is confidential.