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To do list tips

A written to do list is a simple technique that can increase your productivity by 20 percent or more, if you don't use it already. It also has extra benefits of clearing your mind and saving you energy and stress.
Try to spend 5-10 minutes each day on planning your activities with a daily to do list. Start your day with it. Even better, every evening write a plan for the next day, listing your daily things to do. It is important that you actually write your tasks.
Some people are more comfortable doing it on paper, while others prefer using a computer. Try and see what works better for you.
After you've listed all your tasks, review your to do list and decide on the priority of each task. Give higher priority to the tasks that get you closer to your goals.

A proven simple technique is an ABC rating of your priorities. Mark the tasks on your to do list with "A's" if they are critical for your goals and simply must be be done that day (or else you face serious consequences).
"B's" are less urgent but still important tasks that you should start right after you are done with "A's". "C's" are "nice to do" things that you could do if you have any time left after "A's" and "C's". Those tasks can be safely moved to another day.
One important tip to keep in mind. If during a day some new unplanned task comes up, don't do anything until you put that new task on your list and rate it by priority. See it written among the other tasks and put it in perspective. The more you let go off the urge to skip that simple step, the more productive and satisfied you become.
When making a to do list, break down your complex tasks into smaller manageable pieces, and focus on one at a time.
Finally, after completion of a task take a moment to look at the result and feel the satisfaction of the progress.

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How To Improve Memory

How To Improve Memory

You are not a circus elephant
Don’t believe the myth. Believing that you have a bad memory is the first mistake. Don’t convince yourself that you’ve got a bad memory by default, no matter what people say. All you need to do is harness the memory capabilities that are already present. You see, people don’t develop a bad memory all of sudden, it usually takes time and effort to convince oneself of this. Take the circus elephant for instance.
If you’ve ever been to a circus, you’ll know that the elephants are usually tied up in chains starting from a young age. It lies in the elephants nature to want to escape and it most certainly tries in the beginning. But after a while, when it’s been chained up for a couple of years (it’s pretty horrible when you think of it), it simple gives up. If you were to remove it’s chains it would in most cases NOT try to escape. Now why is this?
Well, you see the elephant has now already convinced itself that fighting back is fruitless and thus it still believes that the chains are there. There’s a lesson to be learned here. You need to remove these invincible chains that are blocking you from remembering things before you can proceed to improve your memory.
2. Throw away the lifelines
Lifelines are the things you hold on to just in case you were to forget. For instance, if you go shopping and keep a grocery list that’s you lifeline or if someone gives you their number and you write it down that’s also a lifeline. By relying on these notes and applications you make less use of your memorization capabilities. Obviously there are times when something must be written down due to it’s importance but in most cases you can go without doing this. So the next time you’re out shopping or a friend gives you a number, don’t write it down and instead try to remember it. The more you do this, the more your brain will start to putting things into memory again.
3. Repeat it, repeat it
It’s extremely difficult to remember something when you’ve only heard it once. Why do you remember your own phone number? Is it because it’s “easier” or because you’ve said it out loud so many times it has stuck in your memory. This is exactly what we want to achieve. If you have something important to remember, always repeat it to yourself as often as possible and if you could, try to talk about it often as well. When you discuss an idea, it’s easier for your brain to remember what was being discussed than simply what you had in your head.
4. Eat well, drink well yada yada
We all know this but how easy it is to forget! Don’ eat to much nor to little or you won’t be able to remember this riddle. Moderation is the key. If you eat too much you’ll feel tired and drowsy and if you eat to little, you’ll feel hungry and fatigued. Both these things are great obstacles standing in your way towards a better memory.
5. Organize your life
Keep things organized. It doesn’t have to be ordered in the way that other people view as organized as long as it fulfills the purpose. The more organized you become, the keener you become to remembering things. That’s why I recommend you to make mental lists in your head. By organizing information you make it easier to recall in the future. Always try to keep it simple and straightforward.
6. Practice
There’s really no super simple technique to drastically improve your memory. In order to improve it you need both patience and a lot of practice. The more you practice, the better. I hope you enjoyed these tips of mine, if you want to learn some advanced memorization techniques I would deeply recommend you to take a look at the Study Guide PRO. It contains a whole section on advanced techniques on how to improve ones memory.

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Bad Grades? How To Improve Your Grades










1. Take your studies seriously
You might be thinking, well I am already taking my studies seriously. Well perhaps but not as serious as it needs to be taken. If you truly want higher grades you should be prepared for what that encompasses. You will have to invest both time and energy into your studies and this needs to be done on a CONTINUES basis. Studying a few hours today and then nothing more during the rest of week is not considered as continuous. Treat your studies as if it was a profession, you’ll have to wake up early and if you don’t study X number of hours every day you’ll be fired. Let there be repercussions for slacking off, promulgate a rule that says “I can’t do {insert something you enjoy} until I’ve studies X hours today“. Don’t be afraid to punish yourself, you’ll have to be strict in order to be focused.
2. Make a plan
Putting things down on paper has an extraordinary effect on people. Don’t just think about your goals, get it down on paper. Make sure you know what you want to accomplish with your studies. Furthermore, don’t hesitate to compile a coherent study plan that you try to follow strictly (unless something more important comes up, obviously). A study plan should include all the major and minor steps that you need to take in order to get better grades.
3. When it’s all already over
O.K so you might have messed up and there’s no second exam. What do you do now? Well if you really want to improve that grade there might be some venues to do so. Some educational institutions allow for students to retake an exam that they’ve already passed in order to get a higher grade. If that option is open you shouldn’t hesitate to take it. However if your particular school or university doesn’t allow for such procedures there might still be another way. I would recommend you to talk with either (or both) your professor in the course of question and your academic adviser. Ask your professor quite bluntly, how can I improve this grade? It’s not uncommon that students are allowed a higher grade if they for instance submit an extra report or undergo a series of exam questions.
4. Enjoy it
At the end of the day if you’re not truly enjoying what you’re learning you won’t be able to get much data stored in that head of yours. I suppose there was a time when you enjoyed this subject, why not try to rekindle that flame? Remember, studying isn’t really that bad, it’s not like you’ve been sent off as a slave to work in a Siberian work camp. Always put things in perspective, if your studies are as important as you hold them to be you will be able to strive much harder.

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satellite Direct Software For Mac Reviews Download


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You do not want a satellite dish, receiver or any other equipment. Just the Satellite Direct TV plus a pc and web connection can offer you with remarkable Tv programs.

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Why Can't We Unlearn Things?

On Education and Learning



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Has anyone even asked you, after you attended a seminar or class, "so what did you learn," only to have your mind go blank? If so, you just passed the test for being a "normal learner." We all forget most of what we try to learn, even when we can temporarily recall, and use, what was taught. So what makes this happen? This week, we explore, Why We Can't "Unlearn" Something, in our weekly ongoing series on education and learning.
The Four States of Learning

Chapter Five

Why Can't We "Unlearn" Something?

This week, I'm going to talk some more about how we learn. Specifically, I'm going to talk about how we cannot "unlearn" something. We can only lose access to it. What do I mean?
For weeks now, I've been introducing the idea that when we learn, we experience four possible learning states. The four states are:
  • Unknown (no access at all)
  • Known by Momentum (psychological access)
  • Known by Emergence (visual access)
  • Known by Extension (pre-visual access)
To be honest, there is a lot to say about these four states. Today, however, I'm going to limit my comments to one idea, the idea that once we learn something, we cannot unlearn it. Which begs the question, so how can we retain so little? The answer? We retain everything we ever experience, but we retain access only to what we visual experience. In other words, amazingly, we store and record every single thing we experience. However, we retain permanent, personal access only to those things to which our brains have created visual threads of similarity. No threads. No personal access.
This, in fact, is what emerges during emergent learning; visual threads of similarity. Which is simply a way to say, we visually connect one piece of learning to another. And again, no thread, no permanent personal access.

How to Tell These Four Things Apart

How then do you know the difference? Simple. Ask yourself this. Can you picture the beauty in what you think you have "learned," effortlessly, and with delight? Then you will retain permanent access to this learning. And what about if you can't picture what you think you have learned? Then at best, you have simply recorded this information psychologically. Thus, you'll have access to it only while in you're in the classroom in which you learned it.
So how do we sometimes access the things which have not yet emerged in us, the things we "think" we have learned but cannot picture?
How? Easy. Just notice the word I just used; "think." Psychological learning can remain accessible but only for as long as we remain in the momentum of the learning situation. Why? Because we have access this learning only while we are in the presence of the person in whom this learning first emerged.

What Determines What Teachers Can Teach?

Confused? Go slow then. This idea is a doozy to learn.
Let's start with this. Teachers can "teach" only what has personally emerged in them. We all know this already.
What I'm saying is, we cannot teach the things which have not emerged in us, in other words, the things we have learned only psychologically.
So what are teachers doing in the times wherein they attempt to teach this non emergent learning?
The answer? They are faking it, meaning, they are parroting their psychological learning. And what exactly does this look like? Let's see.
Say you are in a math class, and your teacher loves teaching math. In all likelihood, this will be the class you look forward to. And the one you learn the most from.
Now let's say someone asks this teacher a question about a topic other than math, perhaps what he feels about a current event? Let's further say this teacher does not follow the news. So what would you feel like if you were his student and if he then offered you an opinion?

In truth, you would feel empty. Why? Because the screen of his mind would be empty. Literally. Moreover, you would feel this emptiness even if what he said was logically correct and morally right. Why? Because we only connect to what has emerged in someone else. This, in fact, is why no one in the whole history of humanity has ever discovered something completely new. Why not? Because all learning requires that the student connect to a teacher, even if only for a single moment.

What Makes a Good Teacher?

So what does happen when a good teacher teaches something she has yet to have emerge in her? The answer? At worst, nothing. And at best, momentum.
Here, then, is what divides "what remains unknown" in us from "what we learn by momentum." What remains unknown for us will be we tried to learn in those times wherein the teacher taught us but we felt no connection to him or to her. And what we learn by momentum will be what we tried to learn in those times wherein we were connected to a teacher who was parroting information.
In a way then, we could say this "connecting during parroting" is the real meaning of the cliché, "a meeting of the minds." The minds of the teacher and student do meet. And they do connect. But only in and around the logical structure of whatever the teacher was parroting.
What does not happen here, of course, and what cannot happen is that this learning emerges. Why not? Because what emerges is the visual thread between the teacher and student, a thread which then becomes the carrier wave for the learned information. Know, however, that there is one more possibility; the possibility that the teacher and student will simultaneously discover the beauty in something together. In other words, there is always the possibility that the teacher and student will learn something in the same instant.
This, in fact, is what separates adequate teachers from great teachers. Adequate teachers know a lot and love sharing it with their students. Great teachers do this and also, they learn more and more about what they know each time they teach their students. How? They learn by extension. Which is to say, they simply have more and more threads emerge in them each time new students appear. More threads of  what? More threads of visual similarity between themselves and their new students.
This is why I call parroted learning, "momentum learning." We can consider it learned only while we remain in the presence of the parrot. Leave the parrot cage and you lose your access to the parrot's learning.
Is this a lot to take in? Feel provoked by what I've said? If so, give it time to bake. To be honest, I, myself, am just beginning to understand it, so I'm sure I have a lot more to learn myself about these ideas.
The good thing is, each time I write and connect to you all, more threads of visual similarity emerge in me. What means, I have more to teach you.
And what about the things you just read which will leave your head the minute you stop reading?
My best advice? Don't worry about it. You see, if you focus on connecting to your teachers, this learning will emerge all on its own. I'm not kidding. Which is why, I guess, I've learned so much from the long dead men and women who have been my heroes. I simply have connected to my teachers while they speak, whether in person, in words, or by extension to their lives.
What a good life it is.
Isn't learning wonderful <grin>.

Closing Comments

At the risk of offending some of you, and in other cases, at the risk of making coffee go up your noses, I wanted to warn you about next week's column. The topic? An introduction to what makes statistics a lie. The possibly offensive part? That I plan to write about this as honestly as I can. Translation. The topic will be How Statistics are Bulls~*t. No kidding. They are. But you already knew this.
So why write about all this bulls~*t then? Because this bulls~*t happens to stand in the way of our helping children to have better lives. How? By feeding the need in all of us for Layer 2 fodder. Mental anesthesia. And because this bullshit is the proof all parrots require in order for them to even consider something true. Arrrgh! What a load of number two mustard brown baby doodie.
Even so, I have to confess, even I can get impressed by some of this bullshit at times. Arrgh! Mustard brown. What a beautiful color <cheesy smile>.
So what can we do about all this cheesy bulls~*t?
(Yes, John, I'm sure you have a few choice ideas already.)
I think I need a week to think about it.
Until next week then. I hope you're all well,
Steven

Education and Learning 1Education and Learning Week 2Education and Learning Week 3Education and Learning Week 4Education and Learning Week 5Education and Learning Week 6Education and Learning Week 7Education and Learning Week 8Education and Learning Week 9Education and Learning Week 10
Learning and Education Series - Week 11Learning and Education Series - Week 12Learning and Education Series - Week 13Learning and Education Series - Week 14Learning and Education Series - Week 15Learning and Education Series - Week 16Learning and Education Series - Week 17Learning and Education Series - Week 18Learning and Education Series - Week 19Learning and Education Series - Week 20
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