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How To Learn On Your Own: Make A Personal Scholar Resource Plan

One of the most challenging and gratifying parts of learning alone is the opportunity to search for and select your own learning material. Students in traditional classrooms usually don’t get to decide how they are going to master course content. Instructors decide for them in the form of textbook selection, quizzes, tests, group projects, etc. As an independent learner, you can make your study time more effective by using only the learning methods that work for you. A resource plan is a document used to brainstorm the learning material you can use when you begin your studies. Before you write a step-by-step schedule, think of every resource that is available to you (such as books, websites, knowledgeable people, etc). This article will show you how to create a resource plan to use in your independent studies. Step 1: Set a Goal The first step to creating a resource plan is to decide on a single goal. Step 2: Collect Materials Step 3: Make Connections Step 4: Take Action Related:  Learning / Apprendre

Hacking Knowledge: 77 Ways To Learn Faster, Deeper, & Better If someone granted you one wish, what do you imagine you would want out of life that you haven’t gotten yet? For many people, it would be self-improvement and knowledge. Newcounter knowledge is the backbone of society’s progress. Great thinkers such as Leonardo da Vinci, Thomas Edison, Benjamin Franklin, Albert Einstein, and others’ quests for knowledge have led society to many of the marvels we enjoy today. Your quest for knowledge doesn’t have to be as Earth-changing as Einstein’s, but it can be an important part of your life, leading to a new job, better pay, a new hobby, or simply knowledge for knowledge’s sake — whatever is important to you as an end goal. Life-changing knowledge does typically require advanced learning techniques. Health Shake a leg. Balance Sleep on it. Perspective and Focus Change your focus, part 2. Recall Techniques Listen to music. Visual Aids Every picture tells a story. Verbal and Auditory Techniques Stimulate ideas. Kinesthetic Techniques Write, don’t type.

The WWW Virtual Library The Genius in All of Us About this site - Notes from a Linguistic Mystic This site exists both as a place for me to post the things that intrigue me and make me think, but also as a place for you to find and learn about things that might intrigue you. I’ll do my best to write in such a way that you don’t need a background in Linguistics to understand my posts, and always feel free to comment if you don’t understand something. I’ll post a clarification as soon as I can. Although I’m a Linguist by trade and by passion, some what I’m discussing on this site might fall outside of mainstream linguistics. About the Author More information than you likely wanted to know can be found at my personal homepage. If you’d like to get in touch with me to discuss my posts and ideas, voice a concern, make a correction, or just get to know me, feel free to email me at parangaricutirimicuaro (at) linguisticmystic dot com (It’s the name of a volcano in Mexico, used here so that spambots will have a whole lot of fun trying to guess my address at random). Advertising Policy

L'abeille en héraldique L'abeille est un animal héraldique par excellence car sa symbolique est particulièrement riche. Traditionnellement, elle représente l'énergie vitale, c'est-à-dire l'âme. Quand elle est en nombre autour d'un rucher, elle évoque la cohésion sociale et l'industrie. Mais s'agissant de blasons plus récents, cette représentation est généralement liée à une activité simplement apicole Aristée, fils du dieu Apollon, possédait un rucher. Principales représentations héraldiques de l'abeille. Principales représentations héraldiques de la ruche. Alçay-Alçabéhéty-Sunharette (Pyrénées-Atlantiques, Aquitaine) D'azur au loup d'argent sortant d'une ruche d'or, accompagné d'abeilles d'or sans nombre. Sous le Premier Empire, le blason des grandes villes comportait obligatoirement un chef de gueules chargé de trois abeilles d'or. Anvers (Belgique) Apprieu (Isère, Rhône-Alpes) Arcachon (Gironde, Aquitaine) Barentin (Seine-Maritime, Haute-Normandie) mouvant des flancs, surmonté de trois abeilles d’or rangées en chef.

Sir Ken Robinson Opening Keynote #ASTD2013 @sirkenrobinson These are my live blogged notes from the opening session at the ASTD International Conference & Expo (ICE) -- happening this week in Dallas, TX. 10,000 or so training and development people here to extend their practice. We all have deep talents, but it’s often the case that we don’t discover them. Human talent are like the world’s natural resources – they are often buried beneath the surface. And if you don’t go looking for them you’ll never find them. You need circumstances for talent to demonstrate themselves… Whether you actually discover your talents is another matter. Why don’t we discover what we’re good at? What really makes you a success is PASSION. When it’s just a job, you’re disengaged. People who love what they do…”this isn’t what I do, it’s who I am.” Out of Our Minds: Learning to be Creative (Sir Ken book, published ten years ago.) When a really original idea turns up, it excites everyone’s imagination. Today we have a crisis in human resources.

Say what you type in French : Say what you type in Spanish the best way to start with French and Spanish! Choose the language you want to listen your text, type your text in your selected language then click on "say it". You can change the character or the voice if you want. Use this keyboard for foreign accents: How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business He started by telling them that there were kids in other parts of the world who could memorize pi to hundreds of decimal points. They could write symphonies and build robots and airplanes. Most people wouldn't think that the students at José Urbina López could do those kinds of things. Kids just across the border in Brownsville, Texas, had laptops, high-speed Internet, and tutoring, while in Matamoros the students had intermittent electricity, few computers, limited Internet, and sometimes not enough to eat. "But you do have one thing that makes you the equal of any kid in the world," Juárez Correa said. He looked around the room. Paloma was silent, waiting to be told what to do. "So," Juárez Correa said, "what do you want to learn?" In 1999, Sugata Mitra was chief scientist at a company in New Delhi that trains software developers. Over the years, Mitra got more ambitious. Over the next 75 days, the children worked out how to use the computer and began to learn.

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