Brain Fitness
Brain Builder: http://www.rmlearning.com/braindetails.html Brain Fitness Pro: http://mindsparkebrainfitnesspro.com/alzheimers-dementia-science-brain-fitness.htm
Brain Metrix: http://www.brainmetrix.com/
Lumosity: http://www.lumosity.com
Mind Tools: http://www.psychwww.com/mtsite/index.html
Creativity or Creative Thinking
Creativity Tools: http://www.mindtools.com/pages/main/newMN_CT.htm
Introduction to Creative Thinking: http://www.virtualsalt.com/crebook1.htm
Free Creative Thinking Tools: http://www.innovationtools.com/Articles/ArticleDetails.asp?a=155
Creative Thinking Techniques: http://www.virtualsalt.com/crebook2.htm
Creativity Techniques: http://www.mycoted.com/creativity/techniques/index.php
Creative Thinking: http://www.managementhelp.org/crt_inov/creative/creative.htm#anchor892159
Optimism and Creativity: http://www.ncf.carleton.ca/~an588/create.html#Target001
Creative Thinking: http://www.asa3.org/ASA/education/think/creative.htm
Critical and Creative Thinking: http://eduscapes.com/tap/topic69.htm
Critical Thinking
Thinking Critically: http://www.studygs.net/crtthk.htm
The Revolutionary Nature of Parallel Thinking (Six Thinking Hats) http://www.debonogroup.com/parallel_thinking.htm
Thinking Critically: http://www.coun.uvic.ca/learn/crit.html
Critical Thinking - What it is and why it counts: http://www.insightassessment.com/pdf_files/what&why2006.pdf
Talking Critical Thinking: http://66.132.144.88/pdf_files/Talking%20Critical%20Thinking.pdf
Thinking Critically about World Wide Web Resources: http://www.library.ucla.edu/libraries/college/help/critical/
Critical Thinking - Mini-Lessons: http://skepdic.com/refuge/ctlessons.html
Tools for Improving Your Critical Thinking: http://www.coping.org/write/percept/critical.htm
Knowledge Based Reasoning / Learning: http://www.cc.gatech.edu/classes/AY2003/cs8803b_fall/notes/lecture23.pdf
A Practical Course in Critical Thinking: http://www.nataec.org/documents/articles/critical_thinking.html
Links for Critical Thinking: http://www.facit.cmich.edu/instructional-development/links/critical-thinking.htm
Techniques for Critical Thinking: http://members.optusnet.com.au/~charles57/Creative/Techniques/
Critical Thinking Skills: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3crit.htm
Developing Thinking Skills: http://www.amsc.belvoir.army.mil/roy.html
Critical Inquiry: http://www.accd.edu/pac/humaniti/colby/CIT-page.htm
Critical Thinking: http://www.canberra.edu.au/studyskills/learning/crithink.html
Critical Thinking Strategies: http://kycreative.mis.net/creativity.htm
Critical Thinking: Overview: http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.html
Goal-Setting
Goal-Setting - 20 Minute Tutorial: http://www.selfgrowth.com/articles/Jones16.html
Mind Tools - Personal Goal Setting: http://www.mindtools.com/page6.html
Goal Setting: http://webnz.co.nz/checkers/GoalSetting.html
Goal Setting Skills Guide: http://www.timethoughts.com/timemanagement.htm
Setting Goals: http://www.smc.qld.edu.au/goals.htm
Setting Goals: http://www.tipsongoalsetting.com/
Goal-Setting School: http://www.goal-setting-guide.com/school.html
Goal Setting: http://www.topachievement.com/goalsetting.html
Goal Setting Tutorial: http://www.topachievement.com/tutorial/
Goal Setting Strategies: http://www.proactive-coach.com/motivational/goal-setting.htm
Goal Setting: http://humanresources.about.com/od/goalsetting/index.htm?terms=%22goal+setting%22
Goal Setting for Everyone: http://www.mygoals.com/
Goal Setting Information: http://www.selfgrowth.com/goal.html
About Goal Setting: http://www.about-goal-setting.com/
Goal Setting is Only the First Step: http://sbinfocanada.about.com/cs/management/qt/goalsetting.htm
Holistic Thinking
Thinking Curriculum: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc4think.htm
Systems Thinking: http://www.thinking.net/
System Thinking: http://www.ed.psu.edu/insys/ESD/systems/thinking/SysThink.htm
System Dynamics: http://www.systemdynamics.org/
The Art of Thinking: http://natureinstitute.org/txt/ch/thinking.htm
Strategic Thinking: http://www.vcn.bc.ca/citizens-handbook/strategicthinking.html
System Thinking: http://en.wikipedia.org/wiki/Systems_thinking
Strategic Thinking: http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt2ch9.html
Visual Thinking: http://www.idonresources.com/ct/visualthinking.html
Inquiry
Inquiry-based Learning: http://www.thirteen.org/edonline/concept2class/inquiry/
Inquiry-based Learning: http://ozpk.tripod.com/0inquiry
Ten Steps to Inquiry-based Learning: http://www.worksheetlibrary.com/teachingtips/inquirybasedlearningtips.html/
Motivation Skills
Increasing Motivation: http://www.coun.uvic.ca/learn/motivate.html
Motivation: http://webnz.co.nz/checkers/Motivation.html
Managing Your Work: http://distancelearn.about.com/od/managingyourwork/
Motivating Yourself: http://www.studygs.net/motivation.htm
Student Motivation: http://www.tss.uoguelph.ca/onlineres/student_motivation.htm
Will and Motivation: http://www.howtostudy.org/resources/wmot/index.htm
Self-Determination Theory - Self-Assessment: http://www.psych.rochester.edu/SDT/measures/index.html
Motivation to Learn: http://www.apa.org/ed/lcp.html#Motivational%20Factors
Student Motivation: http://www.aea267.k12.ia.us/cia/motivation/motivation.html
The Impact of Stress on Learning: http://www.trainingplace.com/source/stress.html
Problem Solving
Mind Tools - Problem-Solving Techniques: http://www.mindtools.com/pages/main/newMN_TMC.htm
A Model for Case Analysis and Problem Solving: http://web.cba.neu.edu/~ewertheim/introd/cases.htm
Introduction to Problem Solving: http://www.virtualsalt.com/crebook3.htm
Learning to Learn: http://www.usyd.edu.au/stuserv/documents/learning_centre/learn.pdf
Mind Tools - Simplex: A Powerful Integrated Problem Solving Process: http://www.mindtools.com/pages/article/newCT_10.htm
Problem Solving: http://www.vta.spcomm.uiuc.edu/PSG/psgl4-ov.html
Creative Problem Solving: http://www.vta.spcomm.uiuc.edu/PSG/psgl4-ov.html
Solving Math Word Problems: http://www.how-to-study.com/Solving%20Math%20Word%20Problems.htm
Model for Case Analysis and Problem Solving: http://web.cba.neu.edu/~ewertheim/introd/cases.htm
Problem Solving Strategies: http://math.about.com/library/weekly/aa041503a.htm?terms=problem+solving
Reading Comprehension
Reading Critically: http://www.studygs.net/crtread.htm
Reading Difficult Material: http://www.studygs.net/texred1.htm
How to Improve Reading Comprehension: http://www.marin.cc.ca.us/~don/Study/7read.html
Reading Comprehension: http://www.how-to-study.com/Reading%20Comprehension.htm
How to Improve Reading Comprehension: http://marin.cc.ca.us/%7Edon/Study/7read.html
Reading and Remembering: http://www.canberra.edu.au/studyskills/learning/reading.html
Reading: http://gradschool.about.com/cs/reading/a/read.htm
Reflection
Brain Reflection Test: http://www.brainmetrix.com/reflex.htm Reflective Practice: http://www.lovehealth.org/tools/teachers.htm
Reflective Thinking: http://www.higp.hawaii.edu/kaams/resource/reflection.htm Student's Reflectons on Online Reflective Writing: http://www.aacu.org/meetings/annualmeeting/AM09/documents/StudentReflectionsonReflectiveWriting.pdf
Self-Assessment
Self-Assessment Resources: http://www.rileyguide.com/assess.html
Self-Assessment Questionnaire: http://as01.ucis.dal.ca/hrd/hrd_2689.html
Self-Directed Learning
Techniques, Tools and Resources for the Self-Directed Learner: http://www-distance.syr.edu/sdltools.html
Self-Directed Learning: http://adulted.about.com/cs/selfstudy/a/self_study_plan.htm
Unleashing the Power of Self-Directed Learning: http://www.eiconsortium.org/research/self-directed_learning.htm
Developing Self-Directed Learners: http://www.nwrel.org/planning/reports/self-direct/
Self-Directed Learning: http://adulted.about.com/cs/selfstudy/a/SDL_arcand.htm
Self-Directed Learning: http://www.ericdigests.org/2002-3/self.htm
Self-Directed Learning: http://www.learnntc.com/tools/SelfAssessment/SelfDirectedLearning/SelfDirectedLearning.cfm
Study Skills
Study Skills: http://www.distancelearn.about.com/od/studyskills/
Study Skills Inventory: http://www.ucc.vt.edu/studyskills/aassaform.htm
Study Skills: http://www.ucc.vt.edu/stdysk/stdyhlp.html
Study Strategies: http://www.d.umn.edu/student/loon/acad/strat/
Effective Habits for Effective Studies: http://www.studygs.net/attmot4.htm
How to Study: http://www.howtostudy.org/resources.htm#How%20to%20Study
Planning Study Time: http://www.coun.uvic.ca/learn/program/hndouts/plan_ho.html
Study Skills: http://www.santarosa.edu/~dpeterso/permanenthtml/study_skills.htm
Time Management Guides
Time Charts Time Management: http://www.timethoughts.com/timemanagement/time-charts.htm
Time Management Strategies: http://www.ucc.vt.edu/lynch/TimeManagement.htm
Time Management Sites: http://www.howtostudy.org/resources/time/index.htm
Time Management: http://www.studygs.net/timman.htm
Mind Tools - Time Management: http://www.mindtools.com/pages/main/newMN_HTE.htm
How to Manage Time and Set Priorities: http://www.marin.cc.ca.us/~don/Study/5time.html
Visualization
How to Use Visualization to Expand Your Mind's Power http://www.creativity-portal.com/bc/other/visualization.html
Visual Literacy Activities http://www.museumca.org/picturethis/visual.html
How do you Improve Visualization Skills http://www.braillechess.net/rreid.html
Visualization Literacy Exercise http://www.csuohio.edu/history/exercise/vlehome.html
Visual Literacy Collection http://www.ivla.org/resources.htm
Writing Skills
Writing Basics: http://www.studygs.net/wrtstr1.htm
Writing Essays and Reports: http://www.coun.uvic.ca/learn/essay.html
Writing Lab Reports: http://www.studygs.net/labreports.htm
Mind Tools - Writing Skills: http://www.mindtools.com/CommSkll/WritingSkills.htm
How to Improve Your Writing: http://www.coping.org/write/compos/content.htm
Ten Steps to a Good Research Paper: http://www.how-to-study.com/Index%20Cards%20Research%20Papers.htm
Writing Techniques: http://www.how-to-study.com/Writing%20Techniques.htm
Miscellaneous Resources
Successful Distance Learning http://de.lbcc.edu/sideroad/index.html
On Course Resources http://college.hmco.com/collegesurvival/downing/on_course/4e/students/index.html
On Course Workshops http://www.oncourseworkshop.com/
Online Resources: http://home.gwu.edu/%7Erwatkins/webpage/studentresources.htm
Studies Guides and Strategies: http://www.studygs.net
Mind Tools: http://www.mindtools.com/
Understanding Adult Learning: http://adulted.about.com/od/adultlearning/
College Success Factors: http://www.csfi-wadsworth.com/ad_factormenu.htm
Tools for Communication: http://www.coping.org/dialogue/content.htm
Academic Skills Center: http://www.sas.calpoly.edu/asc/ssl.html
Sites to Promote Academic Success: http://www.uni.edu/walsh/linda7.html
Learning Independently: http://www.canberra.edu.au/studyskills/learning/indlearning.html
Learner-Centered Psychological Principles: http://www.apa.org/ed/lcp.html
How to Improve Learning Skills: http://braindance.com/bdilearn.htm
Ten Top Tips for Academic Success: http://www.sdc.uwo.ca/learning/tentt.html
Making Knowledge Useful: http://www2.nea.org/he/advo02/advo1002/feature.html
Non-Verbal Communication Issues: http://www.coping.org/dialogue/nonverbal.htm
Public Speaking - Free Online Tutorial: http://www.getahead-direct.com/gw-public-speaking.htm
Strategies to Succeed in Public Speaking: http://www.school-for-champions.com/speaking.htm
Sites to Promote Academic Success: http://www.uni.edu/walsh/linda7.html
Effective Listening Skills http://hinduwebsite.com/selfdevt/listening.htm
Active Listening Skills http://www.mindtools.com/CommSkll/ActiveListening.htm
Monday, August 10, 2009
Self-Assessment Inventories for Online Learning
http://www.onlinelearning.net/ole/holwselfassess.html?s=922.g080t453d.008h304x40
http://www.cod.edu/dept/CIL/CIL_Surv.htm
http://cdl.senecac.on.ca/Prospective/SelfAssessment
http://www.distance.pcc.edu/orientation/mod1/mod1_quiz.cfm
http://www.midlandstech.com/distance/orientation/mod1/mod1_quiz.html
http://ccd.rightchoice.org/onlineorientation/mod3/mod3_quiz.html
http://www.cod.edu/dept/CIL/CIL_Surv.htm
http://cdl.senecac.on.ca/Prospective/SelfAssessment
http://www.distance.pcc.edu/orientation/mod1/mod1_quiz.cfm
http://www.midlandstech.com/distance/orientation/mod1/mod1_quiz.html
http://ccd.rightchoice.org/onlineorientation/mod3/mod3_quiz.html
Other Skills for Successful Learning
.Ensure easy access and usability of necessary computers, software, and other technology
.Be comfortable with computers, typing, and word processing
.Be able to use an internet browser, email, and relevant communication software
.Like to read and write and have good comprehension skills
.Be able to download and upload software
.Use good research skills and communication skills, especially on the Internet using a search browser and email.
.Be able to schedule and manage time -
.Be curious, ask questions, and do not ignore potential problems
.Be willing to make time available for learning
.Be comfortable with computers, typing, and word processing
.Be able to use an internet browser, email, and relevant communication software
.Like to read and write and have good comprehension skills
.Be able to download and upload software
.Use good research skills and communication skills, especially on the Internet using a search browser and email.
.Be able to schedule and manage time -
.Be curious, ask questions, and do not ignore potential problems
.Be willing to make time available for learning
Autonomy
.Like to work and think independently
.Take the initiative and responsibility for one's own learning.
.Be bold and take risks to accomplish increasingly difficult challenges.
.Be flexible and ready to manage change.
.Set schedules and organize and manage tasks to accomplish goals efficiently.
.Reflect and then discuss what's learned with others.
.Listen to feedback and gather relevant information to make informed decisions.
.Have back up plans to manage contigencies.
.Take the initiative and responsibility for one's own learning.
.Be bold and take risks to accomplish increasingly difficult challenges.
.Be flexible and ready to manage change.
.Set schedules and organize and manage tasks to accomplish goals efficiently.
.Reflect and then discuss what's learned with others.
.Listen to feedback and gather relevant information to make informed decisions.
.Have back up plans to manage contigencies.
Motivation
.Recognize that academic success is a result of high standards and one's deep-seated desire and ability to work hard.
.Learn to be competitive with oneself and not be satisfied with mediocrity.
.Feel great joy and fulfillment in attaining goals.
.Eagerly set priorities, persist, and achieve goals that support personal values, challenge capabilities, and promote benefits.
.Work with a learning community (including instructors, peers, and mentors) and use support resources when necessary.
.Manage stress, face difficulties with patience and endurance, and learn from mistakes.
.Get adequate exercise and sleep.
.Learn to be competitive with oneself and not be satisfied with mediocrity.
.Feel great joy and fulfillment in attaining goals.
.Eagerly set priorities, persist, and achieve goals that support personal values, challenge capabilities, and promote benefits.
.Work with a learning community (including instructors, peers, and mentors) and use support resources when necessary.
.Manage stress, face difficulties with patience and endurance, and learn from mistakes.
.Get adequate exercise and sleep.
Self-Directed Strategic Learning
.Set realistic short-term goals to plan and accomplish long-term goals.
.Acquire sufficient information to plan schedules, manage time, manage expected outcomes, and achieve goals.
.Create a suitable learning environment that eliminates noise, distractions, and discomfort.
.Demonstrate learning efficacy and use effective study skills to achieve academic success.
.Make time to self-assess and monitor progress honestly and comprehensively.
.Use discipline, responsibility, curiosity, imagination, and visualization to guide effort.
.Develop effective writing, reading, listening, higher-order thinking, non-verbal, and learning technology skills.
.Use abstraction and persistence to find solutions when others want to give up.
.Communicate (written, oral, visual, listening, reading, non verbally) eloquently in diverse settings
.Explore, use, and reflect upon a wide variety of subjects
.Interpret, evaluate, and solve problems in complex systems
.Be ambitious and self-competitive
.Set high expectations and achieve high standards
.Acquire sufficient information to plan schedules, manage time, manage expected outcomes, and achieve goals.
.Create a suitable learning environment that eliminates noise, distractions, and discomfort.
.Demonstrate learning efficacy and use effective study skills to achieve academic success.
.Make time to self-assess and monitor progress honestly and comprehensively.
.Use discipline, responsibility, curiosity, imagination, and visualization to guide effort.
.Develop effective writing, reading, listening, higher-order thinking, non-verbal, and learning technology skills.
.Use abstraction and persistence to find solutions when others want to give up.
.Communicate (written, oral, visual, listening, reading, non verbally) eloquently in diverse settings
.Explore, use, and reflect upon a wide variety of subjects
.Interpret, evaluate, and solve problems in complex systems
.Be ambitious and self-competitive
.Set high expectations and achieve high standards
Successful Learning
Teaching does not necessarily result in learning. We know students differ in learning styles and history, motivation, and personal circumstances. How can colleges and universities ensure that learning is successful? Part of the answer is to identify the barriers to student success, which may range from the time a class meets to the way material is presented. Institutions are experimenting with alternatives designed to enhance successful learning, such as flexible learning, blended learning, online access to programs and resources, and self-assessment tools. Many are also reexamining the fundamental question of what it means to be educated in the 21st century and restructuring programs to meet future needs.
Questions the EDUCAUSE Learning Initiative (ELI) explores include:
What variables must be addressed to ensure successful learning?
What are student expectations and needs? How can institutions tailor programs and services to meet those needs and expectations?
How can technology be used to increase the flexibility of learning opportunities? Which technologies improve access to higher education? Which technologies are most cost-effective?
How do we know when learning has been successful? How should institutions measure learning effectiveness? How can individuals track their own learning success?
What skills, competencies, and attitudes are important to learners as they prepare for life and work?
Questions the EDUCAUSE Learning Initiative (ELI) explores include:
What variables must be addressed to ensure successful learning?
What are student expectations and needs? How can institutions tailor programs and services to meet those needs and expectations?
How can technology be used to increase the flexibility of learning opportunities? Which technologies improve access to higher education? Which technologies are most cost-effective?
How do we know when learning has been successful? How should institutions measure learning effectiveness? How can individuals track their own learning success?
What skills, competencies, and attitudes are important to learners as they prepare for life and work?
How to Be a Great Manager
Step 1
Managers need to be connected to one another. Make a daily practice of talking to each other manager at your level about what is going on in his area. You will garner good information and build rapport with others. Sure it is fine to talk about non-work stuff too, and socialize if you have things in common.
Step 2
Treat everyone on the job with respect and courtesy at all times. This does not apply just to other managers. You need to set the example for everyone else. You need not be best buddies, but give others their due.
Step 3
You should have meetings with your people on a regular basis and in some cases, where time sensitivity is paramount, daily meetings to ensure that everyone’s priorities are in line. Encourage questions and be courteous in answering them so as to encourage others to come forward if they don’t understand.
Step 4
Learn to give out tasks to each of the people you manage. Some of them, like the older gent who has been there for 10 years, may not need close supervision and can be trusted to meet his quotas and deadlines. Still others, especially new people will need to be monitored periodically to ensure that they know what to do and how to do it.
Step 5
Keep everyone in your group aware of the priorities and the order of priorities so they will do first things first. Avoid telling one employee and expecting him to communicate it to his work mates, unless he is a qualified lead person. This presents the impression of favoritism, which you want to avoid at all costs.
Step 6
Allow each to talk about problems to you and be sympathetic. Giving them a hearing once in a while is good, and shows you are understanding. If the same person has personal problems all the time, however, beware. You may have a problem employee on your hands.
Step 7
New employees often come to the company from other places where they have been trained to do work in a superior way. Take note and learn from these new folks. You might have a chance to do things better or faster than before. Be open and flexible.
Step 8
Impose the same standards on all employees in the same way. Don’t favor anyone. If it is vital to the job, non-performance needs to be addressed with a structured disciplinary program. Train your supervisors to handle these situations.
Step 9
Get your people ready to be promoted to higher levels by training and developing their skills. Even if it means a good one will be transferred to another part of the company, by developing your people, you are building a stronger base and your managerial achievements will be readily apparent to all.
Step 10
Your effort to be positive is a gift that can make you a better manager. Strive to see the good side of things and point these out to your staff. Never talk bad about the company or people in higher level positions or you will lower yourself in the eyes of your people.
Managers need to be connected to one another. Make a daily practice of talking to each other manager at your level about what is going on in his area. You will garner good information and build rapport with others. Sure it is fine to talk about non-work stuff too, and socialize if you have things in common.
Step 2
Treat everyone on the job with respect and courtesy at all times. This does not apply just to other managers. You need to set the example for everyone else. You need not be best buddies, but give others their due.
Step 3
You should have meetings with your people on a regular basis and in some cases, where time sensitivity is paramount, daily meetings to ensure that everyone’s priorities are in line. Encourage questions and be courteous in answering them so as to encourage others to come forward if they don’t understand.
Step 4
Learn to give out tasks to each of the people you manage. Some of them, like the older gent who has been there for 10 years, may not need close supervision and can be trusted to meet his quotas and deadlines. Still others, especially new people will need to be monitored periodically to ensure that they know what to do and how to do it.
Step 5
Keep everyone in your group aware of the priorities and the order of priorities so they will do first things first. Avoid telling one employee and expecting him to communicate it to his work mates, unless he is a qualified lead person. This presents the impression of favoritism, which you want to avoid at all costs.
Step 6
Allow each to talk about problems to you and be sympathetic. Giving them a hearing once in a while is good, and shows you are understanding. If the same person has personal problems all the time, however, beware. You may have a problem employee on your hands.
Step 7
New employees often come to the company from other places where they have been trained to do work in a superior way. Take note and learn from these new folks. You might have a chance to do things better or faster than before. Be open and flexible.
Step 8
Impose the same standards on all employees in the same way. Don’t favor anyone. If it is vital to the job, non-performance needs to be addressed with a structured disciplinary program. Train your supervisors to handle these situations.
Step 9
Get your people ready to be promoted to higher levels by training and developing their skills. Even if it means a good one will be transferred to another part of the company, by developing your people, you are building a stronger base and your managerial achievements will be readily apparent to all.
Step 10
Your effort to be positive is a gift that can make you a better manager. Strive to see the good side of things and point these out to your staff. Never talk bad about the company or people in higher level positions or you will lower yourself in the eyes of your people.
SUCCESSFUL LEARNER CHARACTERISTICS
Why do you need to know about this?
· To increase your effectiveness
· To promote your self-directed learning skills
· To expand your ability to master and enjoy online and hypermedia learning
So, what does this mean?
It means that to be a successful learner NOW and to prepare yourself to be a successful learner in the rapidly changing world LIFELONG, there are some KEY LEARNER CHARACTERISTICS to develop in your undergraduate years.
HOW TO BE A SUCCESSFUL LEARNER?
WORK INTELLIGENTLY, INFORM YOURSELF, AND APPLY ENERGY
Successful learners:
Achieve by working to:
Use prior knowledge
Have good general knowledge
· Establish good reading habits
· Discuss your world intelligently
· Seek patterns, links, relationships & anomalies among ideas
Select information critically
· Constantly assess, compare, contrast and question
· Recognise & Question author’s purpose
· Wonder who the target audience is
· Note difference and similarity to other information from different sources (e.g. note cultural differences and similarities)
Identify knowledge needs
· Establish good reading habits
· Reflect and self assess
· Apply Trial and Error approaches-everything is a learning opportunity
· Communicate-Interact-Build recognition of potential knowledge needs
· Give yourself New experiences
Select a learning approach effectively
· Establish good reading habits
· Broaden your learning experiences-experiment with different approaches e.g. try an online lecture, learn Tai Chi with the elderly , master Facebook
· Build self knowledge through reflection and experimentation
Have good self-regulatory skills
· Develop your time management
· Set goals and reflect on your progress
· Manage your whole person-health, spirit, and social aspects may need more attention when you are studying hard
· Take charge of yourself, your learning, and your progress
To develop positive learner characteristics try using the resources suggested here:
· Extensive reading:
http://www.nytimes.com/learning/students/index.html
· Thinking skills
http://www.thinking.net/
· Brainstorming:
http://www.brainstorming.co.uk/
· Listening and discussing: http://www.bbc.co.uk/radio4/history/inourtime/
· Free online lectures:
http://web.austin.utexas.edu/wlh/
http://www.openculture.com/2007/07/freeonlinecourses.html
· Make use of the Independent Learning Centre at CUHK Jhttp://www.ilc.cuhk.edu.hk
· To increase your effectiveness
· To promote your self-directed learning skills
· To expand your ability to master and enjoy online and hypermedia learning
So, what does this mean?
It means that to be a successful learner NOW and to prepare yourself to be a successful learner in the rapidly changing world LIFELONG, there are some KEY LEARNER CHARACTERISTICS to develop in your undergraduate years.
HOW TO BE A SUCCESSFUL LEARNER?
WORK INTELLIGENTLY, INFORM YOURSELF, AND APPLY ENERGY
Successful learners:
Achieve by working to:
Use prior knowledge
Have good general knowledge
· Establish good reading habits
· Discuss your world intelligently
· Seek patterns, links, relationships & anomalies among ideas
Select information critically
· Constantly assess, compare, contrast and question
· Recognise & Question author’s purpose
· Wonder who the target audience is
· Note difference and similarity to other information from different sources (e.g. note cultural differences and similarities)
Identify knowledge needs
· Establish good reading habits
· Reflect and self assess
· Apply Trial and Error approaches-everything is a learning opportunity
· Communicate-Interact-Build recognition of potential knowledge needs
· Give yourself New experiences
Select a learning approach effectively
· Establish good reading habits
· Broaden your learning experiences-experiment with different approaches e.g. try an online lecture, learn Tai Chi with the elderly , master Facebook
· Build self knowledge through reflection and experimentation
Have good self-regulatory skills
· Develop your time management
· Set goals and reflect on your progress
· Manage your whole person-health, spirit, and social aspects may need more attention when you are studying hard
· Take charge of yourself, your learning, and your progress
To develop positive learner characteristics try using the resources suggested here:
· Extensive reading:
http://www.nytimes.com/learning/students/index.html
· Thinking skills
http://www.thinking.net/
· Brainstorming:
http://www.brainstorming.co.uk/
· Listening and discussing: http://www.bbc.co.uk/radio4/history/inourtime/
· Free online lectures:
http://web.austin.utexas.edu/wlh/
http://www.openculture.com/2007/07/freeonlinecourses.html
· Make use of the Independent Learning Centre at CUHK Jhttp://www.ilc.cuhk.edu.hk
SUCCESSFUL LEARNER CHARACTERISTICS
Why do you need to know about this?
· To increase your effectiveness
· To promote your self-directed learning skills
· To expand your ability to master and enjoy online and hypermedia learning
So, what does this mean?
It means that to be a successful learner NOW and to prepare yourself to be a successful learner in the rapidly changing world LIFELONG, there are some KEY LEARNER CHARACTERISTICS to develop in your undergraduate years.
HOW TO BE A SUCCESSFUL LEARNER?
WORK INTELLIGENTLY, INFORM YOURSELF, AND APPLY ENERGY
Successful learners:
Achieve by working to:
Use prior knowledge
Have good general knowledge
· Establish good reading habits
· Discuss your world intelligently
· Seek patterns, links, relationships & anomalies among ideas
Select information critically
· Constantly assess, compare, contrast and question
· Recognise & Question author’s purpose
· Wonder who the target audience is
· Note difference and similarity to other information from different sources (e.g. note cultural differences and similarities)
Identify knowledge needs
· Establish good reading habits
· Reflect and self assess
· Apply Trial and Error approaches-everything is a learning opportunity
· Communicate-Interact-Build recognition of potential knowledge needs
· Give yourself New experiences
Select a learning approach effectively
· Establish good reading habits
· Broaden your learning experiences-experiment with different approaches e.g. try an online lecture, learn Tai Chi with the elderly , master Facebook
· Build self knowledge through reflection and experimentation
Have good self-regulatory skills
· Develop your time management
· Set goals and reflect on your progress
· Manage your whole person-health, spirit, and social aspects may need more attention when you are studying hard
· Take charge of yourself, your learning, and your progress
To develop positive learner characteristics try using the resources suggested here:
· Extensive reading:
http://www.nytimes.com/learning/students/index.html
· Thinking skills
http://www.thinking.net/
· Brainstorming:
http://www.brainstorming.co.uk/
· Listening and discussing: http://www.bbc.co.uk/radio4/history/inourtime/
· Free online lectures:
http://web.austin.utexas.edu/wlh/
http://www.openculture.com/2007/07/freeonlinecourses.html
· Make use of the Independent Learning Centre at CUHK J
http://www.ilc.cuhk.edu.hk
· To increase your effectiveness
· To promote your self-directed learning skills
· To expand your ability to master and enjoy online and hypermedia learning
So, what does this mean?
It means that to be a successful learner NOW and to prepare yourself to be a successful learner in the rapidly changing world LIFELONG, there are some KEY LEARNER CHARACTERISTICS to develop in your undergraduate years.
HOW TO BE A SUCCESSFUL LEARNER?
WORK INTELLIGENTLY, INFORM YOURSELF, AND APPLY ENERGY
Successful learners:
Achieve by working to:
Use prior knowledge
Have good general knowledge
· Establish good reading habits
· Discuss your world intelligently
· Seek patterns, links, relationships & anomalies among ideas
Select information critically
· Constantly assess, compare, contrast and question
· Recognise & Question author’s purpose
· Wonder who the target audience is
· Note difference and similarity to other information from different sources (e.g. note cultural differences and similarities)
Identify knowledge needs
· Establish good reading habits
· Reflect and self assess
· Apply Trial and Error approaches-everything is a learning opportunity
· Communicate-Interact-Build recognition of potential knowledge needs
· Give yourself New experiences
Select a learning approach effectively
· Establish good reading habits
· Broaden your learning experiences-experiment with different approaches e.g. try an online lecture, learn Tai Chi with the elderly , master Facebook
· Build self knowledge through reflection and experimentation
Have good self-regulatory skills
· Develop your time management
· Set goals and reflect on your progress
· Manage your whole person-health, spirit, and social aspects may need more attention when you are studying hard
· Take charge of yourself, your learning, and your progress
To develop positive learner characteristics try using the resources suggested here:
· Extensive reading:
http://www.nytimes.com/learning/students/index.html
· Thinking skills
http://www.thinking.net/
· Brainstorming:
http://www.brainstorming.co.uk/
· Listening and discussing: http://www.bbc.co.uk/radio4/history/inourtime/
· Free online lectures:
http://web.austin.utexas.edu/wlh/
http://www.openculture.com/2007/07/freeonlinecourses.html
· Make use of the Independent Learning Centre at CUHK J
http://www.ilc.cuhk.edu.hk
Sunday, August 9, 2009
How to Identify your Best Learning Styles
Key PointTo be more effective, determine your best learning styles.
Know Thyself. I hear and I forget. I see and I remember.I do and I understand.Old Chinese Proverb People learn differently. Some prefer using pictures. Others like working in groups. How do you learn best? Here are the three major factors making up your learning style.
The three senses - auditory, visual and kinesthetics
The two reasoning types - deductive and inductive
The two environments - intrapersonal and interpersonal Check these factors as they apply to different subjects to discover your learning preferences.The Three Senses Auditory - listening
( ) - I prefer to follow verbal instructions rather than written ones. ( ) - I find it comfortable to add spoken numbers mentally. Visual - seeing, reading and visualizing
( ) - I score high on tests that depend on reading comprehension. ( ) - I can read formulas and understand them. ( ) - I prefer maps to verbal directions when I am trying to find a place. Kinesthetics - moving, touching, writing and doing.
( ) - When I write things down, it clarifies my thoughts. ( ) - I have to manipulate formulas in order to understand them. ( ) - I like to draw pictures. ( ) - I am good at using my hands. I enjoy lab classes. The Two Reasoning Types Deductive reasoning
( ) - I like to look at the big picture first, then get the details. ( ) - When learning a new game, I like to know all the rules before playing. ( ) - In an argument, I state my premises first, then draw conclusions. Inductive reasoning
( ) - I like to see some examples when first learning a new subject, before developing an overview. ( ) - I prefer to learn the rules of a new game "as we go along". The Two Learning Environments Intrapersonal - working alone.
( ) - When solving word problems, I have to figure it out for myself. ( ) - Doing school work with a group often wastes a lot of time. Interpersonal - working with others.
( ) - Before making a decision, I usually discuss it with my family or friends. ( ) - I like to do my homework with others. What Are You Best At? Ideally, we are good with each learning style. However, what we do best can depend on our mood, the subject matter, our friends and the teacher. Our goal is to monitor our learning effectiveness and to adjust our learning styles for maximum advantage.
Know Thyself. I hear and I forget. I see and I remember.I do and I understand.Old Chinese Proverb People learn differently. Some prefer using pictures. Others like working in groups. How do you learn best? Here are the three major factors making up your learning style.
The three senses - auditory, visual and kinesthetics
The two reasoning types - deductive and inductive
The two environments - intrapersonal and interpersonal Check these factors as they apply to different subjects to discover your learning preferences.The Three Senses Auditory - listening
( ) - I prefer to follow verbal instructions rather than written ones. ( ) - I find it comfortable to add spoken numbers mentally. Visual - seeing, reading and visualizing
( ) - I score high on tests that depend on reading comprehension. ( ) - I can read formulas and understand them. ( ) - I prefer maps to verbal directions when I am trying to find a place. Kinesthetics - moving, touching, writing and doing.
( ) - When I write things down, it clarifies my thoughts. ( ) - I have to manipulate formulas in order to understand them. ( ) - I like to draw pictures. ( ) - I am good at using my hands. I enjoy lab classes. The Two Reasoning Types Deductive reasoning
( ) - I like to look at the big picture first, then get the details. ( ) - When learning a new game, I like to know all the rules before playing. ( ) - In an argument, I state my premises first, then draw conclusions. Inductive reasoning
( ) - I like to see some examples when first learning a new subject, before developing an overview. ( ) - I prefer to learn the rules of a new game "as we go along". The Two Learning Environments Intrapersonal - working alone.
( ) - When solving word problems, I have to figure it out for myself. ( ) - Doing school work with a group often wastes a lot of time. Interpersonal - working with others.
( ) - Before making a decision, I usually discuss it with my family or friends. ( ) - I like to do my homework with others. What Are You Best At? Ideally, we are good with each learning style. However, what we do best can depend on our mood, the subject matter, our friends and the teacher. Our goal is to monitor our learning effectiveness and to adjust our learning styles for maximum advantage.
How to Improve Reading Comprehension
Key PointGood reading means building frameworks for connecting words to thoughts.
The Purpose of Reading. The purpose of reading is to connect the ideas on the page to what you already know. If you don't know anything about a subject, then pouring words of text into your mind is like pouring water into your hand. You don't retain much. For example, try reading these numbers:
7516324 This is hard to read and remember.751-6324 This is easier because of chunking.123-4567 This is easy to read because of prior knowledge and structure. Similarly, if you like sports, then reading the sports page is easy. You have a framework in your mind for reading, understanding and storing information.Improving Comprehension. Reading comprehension requires motivation, mental frameworks for holding ideas, concentration and good study techniques. Here are some suggestions.
Develop a broad background. Broaden your background knowledge by reading newspapers, magazines and books. Become interested in world events. Know the structure of paragraphs. Good writers construct paragraphs that have a beginning, middle and end. Often, the first sentence will give an overview that helps provide a framework for adding details. Also, look for transitional words, phrases or paragraphs that change the topic. Identify the type of reasoning. Does the author use cause and effect reasoning, hypothesis, model building, induction or deduction, systems thinking? See section 20 for more examples on critical thinking skills. Anticipate and predict. Really smart readers try to anticipate the author and predict future ideas and questions. If you're right, this reinforces your understanding. If you're wrong, you make adjustments quicker. Look for the method of organization. Is the material organized chronologically, serially, logically, functionally, spatially or hierarchical? See section 10 for more examples on organization. Create motivation and interest.Preview material, ask questions, discuss ideas with classmates. The stronger your interest, the greater your comprehension. Pay attention to supporting cues.Study pictures, graphs and headings. Read the first and last paragraph in a chapter, or the first sentence in each section. Highlight, summarize and review.Just reading a book once is not enough. To develop a deeper understanding, you have to highlight, summarize and review important ideas. Build a good vocabulary. For most educated people, this is a lifetime project. The best way to improve your vocabulary is to use a dictionary regularly. You might carry around a pocket dictionary and use it to look up new words. Or, you can keep a list of words to look up at the end of the day. Concentrate on roots, prefixes and endings. Use a systematic reading technique like SQR3.Develop a systematic reading style, like the SQR3 method and make adjustments to it, depending on priorities and purpose. The SQR3 steps include Survey, Question, Read, Recite and Review. See Section 14 for more details. Monitor effectiveness.Good readers monitor their attention, concentration and effectiveness. They quickly recognize if they've missed an idea and backup to reread it. Should You Vocalize Words? Yes, although it is faster to form words in your mind rather than on your lips or throat. Eye motion is also important. Frequent backtracking slows you down considerably.
The Purpose of Reading. The purpose of reading is to connect the ideas on the page to what you already know. If you don't know anything about a subject, then pouring words of text into your mind is like pouring water into your hand. You don't retain much. For example, try reading these numbers:
7516324 This is hard to read and remember.751-6324 This is easier because of chunking.123-4567 This is easy to read because of prior knowledge and structure. Similarly, if you like sports, then reading the sports page is easy. You have a framework in your mind for reading, understanding and storing information.Improving Comprehension. Reading comprehension requires motivation, mental frameworks for holding ideas, concentration and good study techniques. Here are some suggestions.
Develop a broad background. Broaden your background knowledge by reading newspapers, magazines and books. Become interested in world events. Know the structure of paragraphs. Good writers construct paragraphs that have a beginning, middle and end. Often, the first sentence will give an overview that helps provide a framework for adding details. Also, look for transitional words, phrases or paragraphs that change the topic. Identify the type of reasoning. Does the author use cause and effect reasoning, hypothesis, model building, induction or deduction, systems thinking? See section 20 for more examples on critical thinking skills. Anticipate and predict. Really smart readers try to anticipate the author and predict future ideas and questions. If you're right, this reinforces your understanding. If you're wrong, you make adjustments quicker. Look for the method of organization. Is the material organized chronologically, serially, logically, functionally, spatially or hierarchical? See section 10 for more examples on organization. Create motivation and interest.Preview material, ask questions, discuss ideas with classmates. The stronger your interest, the greater your comprehension. Pay attention to supporting cues.Study pictures, graphs and headings. Read the first and last paragraph in a chapter, or the first sentence in each section. Highlight, summarize and review.Just reading a book once is not enough. To develop a deeper understanding, you have to highlight, summarize and review important ideas. Build a good vocabulary. For most educated people, this is a lifetime project. The best way to improve your vocabulary is to use a dictionary regularly. You might carry around a pocket dictionary and use it to look up new words. Or, you can keep a list of words to look up at the end of the day. Concentrate on roots, prefixes and endings. Use a systematic reading technique like SQR3.Develop a systematic reading style, like the SQR3 method and make adjustments to it, depending on priorities and purpose. The SQR3 steps include Survey, Question, Read, Recite and Review. See Section 14 for more details. Monitor effectiveness.Good readers monitor their attention, concentration and effectiveness. They quickly recognize if they've missed an idea and backup to reread it. Should You Vocalize Words? Yes, although it is faster to form words in your mind rather than on your lips or throat. Eye motion is also important. Frequent backtracking slows you down considerably.
How to Manage Time and Set Priorities
Key PointGood time management means defining priorities and scheduling activities.
What Are the 3 Rules for Effective Time Management?
Don't create impossible situations.
Define priorities.
Avoid distractions and lack of focus. Don't Create Impossible Situations. Don't get trapped into doing too much. Don't try to work full time and take a full load. Don't take too many lab classes. Use time to create success, not failure. Be realistic about school. For most classes, plan to study 2 hours for every 1 hour of class. Make time your friendnot your enemy. Identify your first priority classes and do whatever it takes to succeed. Drop second priority classes or reduce work hours if necessary.Define Your Priorities Using the 3-List Method.
Plan your work, then work your planAll time management begins with planning. Use lists to set priorities, plan activities and measure progress. One approach is the 3-list method. List #1 - The weekly calendar.Create a weekly calendar. Make it your basic time budgeting guide. List your courses, work, study time, recreation, meals, TV, relaxation, etc. Plan to study first priority classes when you work best. Be flexible, adapt your schedule to changing needs. Keep your schedule handy and refer to it often. If it doesn't work, change it. List #2 - The daily "Things to Do".Write down all the things that you want to do today. Note homework due or tests or subjects you want to emphasize. Include shopping and personal calls, etc. This list is a reminder. Use it to set daily priorities and to reduce decision-making and worry. If time is tight, move items to your long-term list. Rewrite this list each morning. Use visualization to help you focus on what to do. This list is also a measure of your day-to-day success. Check off items as you finish them and praise yourself for each accomplishment. List #3 - Goals and other things.This can be one or two lists, a monthly list and or a long-term list. Put down your goals and things you have to do. What do you want to accomplish over the next month or year? What do you need to buy? Use this list to keep track of all your commitments. If you're worried about something, put it on this list. The purpose of this list is to develop long-term goals and to free your mind to concentrate on today.Avoid Distractions and Lack of Focus. Time is precious. Yet many people waste time by getting stuck in one or more of the following habits. Procrastination - putting off important jobs. Crises management - being overwhelmed by the current crisis. No time for routine matters. Switching and floundering - lack of concentration and focus on one job. Television, telephones and friends - these are all ways of avoiding work. Emotional blocks - boredom, daydreaming, stress, guilt, anger and frustration reduce concentration. Sickness - getting sick and blowing your schedule. In all of these cases, the first step is to recognize the problem and resolve to improve. Use priority lists to focus attention. Try positive self-talk. To avoid distractions, find a quiet place to study, the library or a study hall. Get an answering machine.
What Are the 3 Rules for Effective Time Management?
Don't create impossible situations.
Define priorities.
Avoid distractions and lack of focus. Don't Create Impossible Situations. Don't get trapped into doing too much. Don't try to work full time and take a full load. Don't take too many lab classes. Use time to create success, not failure. Be realistic about school. For most classes, plan to study 2 hours for every 1 hour of class. Make time your friendnot your enemy. Identify your first priority classes and do whatever it takes to succeed. Drop second priority classes or reduce work hours if necessary.Define Your Priorities Using the 3-List Method.
Plan your work, then work your planAll time management begins with planning. Use lists to set priorities, plan activities and measure progress. One approach is the 3-list method. List #1 - The weekly calendar.Create a weekly calendar. Make it your basic time budgeting guide. List your courses, work, study time, recreation, meals, TV, relaxation, etc. Plan to study first priority classes when you work best. Be flexible, adapt your schedule to changing needs. Keep your schedule handy and refer to it often. If it doesn't work, change it. List #2 - The daily "Things to Do".Write down all the things that you want to do today. Note homework due or tests or subjects you want to emphasize. Include shopping and personal calls, etc. This list is a reminder. Use it to set daily priorities and to reduce decision-making and worry. If time is tight, move items to your long-term list. Rewrite this list each morning. Use visualization to help you focus on what to do. This list is also a measure of your day-to-day success. Check off items as you finish them and praise yourself for each accomplishment. List #3 - Goals and other things.This can be one or two lists, a monthly list and or a long-term list. Put down your goals and things you have to do. What do you want to accomplish over the next month or year? What do you need to buy? Use this list to keep track of all your commitments. If you're worried about something, put it on this list. The purpose of this list is to develop long-term goals and to free your mind to concentrate on today.Avoid Distractions and Lack of Focus. Time is precious. Yet many people waste time by getting stuck in one or more of the following habits. Procrastination - putting off important jobs. Crises management - being overwhelmed by the current crisis. No time for routine matters. Switching and floundering - lack of concentration and focus on one job. Television, telephones and friends - these are all ways of avoiding work. Emotional blocks - boredom, daydreaming, stress, guilt, anger and frustration reduce concentration. Sickness - getting sick and blowing your schedule. In all of these cases, the first step is to recognize the problem and resolve to improve. Use priority lists to focus attention. Try positive self-talk. To avoid distractions, find a quiet place to study, the library or a study hall. Get an answering machine.
Learning How to Learn
Build Good Habits. The key to success in any activity is to develop effective skills.
Practice builds skillsAthletes develop athletic skills; musicians develop musical skills; managers develop managing skills; learners need to develop learning skills. Developing skills means building good habits.Develop the Habit of Mental Self-management. Mental self-management or metacognition is the art of planning, monitoring and evaluating the learning process. To be good at metacognition means you have to know the options. Here are the major choices. Identify your best learning styles - visual, verbal, kinesthetic, deductive or inductive. Monitor and improve your learning skills - reading, writing, listening, time-management, note-taking, problem-solving. Use different learning environments - lecture, lab, discussion, study groups, study partner. Try to complete the learning cycle - For most courses, the learning cycle goes like this:
Memorize new information, rules and concepts - often tedious and boring.
Assimilate and organize this information - often hard, but interesting.
Use this information to analyze, synthesize and problem-solve - often difficult, but satisfying.
Incorporate this information into evaluations, judgments and predictions - often powerful and exhilarating. Many students never get past the first step. They never experience the joy of learning.Develop the Habit of Positive Thinking. Use it for increasing confidence and self-esteem. Use it for setting goals and enjoying learning. Use it for taking charge of your own education. See Section 2 for more ideas.Develop the Habit of Hierarchical Thinking. Use it for setting priorities and for time management. Use it for summarizing ideas and for organizing information. See Section 10 on organizing information.Develop the Habit of Creative and Critical Thinking. Use it for making decisions and solving problems. Use it for synthesizing and creating new associations. See Sections 20 and 21.Develop the Habit of Asking Questions. Use it for identifying main ideas and supporting evidence. Use it for generating interest and motivation. Use it for focusing concentration and improving memory. See Section 6 on asking questions.10 Steps for Building New Habits
Select a new habit or technique you want to develop, like one found in this book.
Convince yourself it's important.
Make it fairly easy to do.
Write out a schedule for working on it.
Practice using the technique, keep track of progress.
Reward yourself after each practice period.
Use your habits as often as possible, both in simple and in new situations.
Use a coach, teacher, tutor, group or friend.
Identify internal blocks, e.g., lack of time, poor self-esteem, procrastination, poor techniques, lack of success, lack of confidence, stress, poor organization, poor reading and math skills. Seek help if necessary
Start small, take one step at a time and enjoy each success.
Practice builds skillsAthletes develop athletic skills; musicians develop musical skills; managers develop managing skills; learners need to develop learning skills. Developing skills means building good habits.Develop the Habit of Mental Self-management. Mental self-management or metacognition is the art of planning, monitoring and evaluating the learning process. To be good at metacognition means you have to know the options. Here are the major choices. Identify your best learning styles - visual, verbal, kinesthetic, deductive or inductive. Monitor and improve your learning skills - reading, writing, listening, time-management, note-taking, problem-solving. Use different learning environments - lecture, lab, discussion, study groups, study partner. Try to complete the learning cycle - For most courses, the learning cycle goes like this:
Memorize new information, rules and concepts - often tedious and boring.
Assimilate and organize this information - often hard, but interesting.
Use this information to analyze, synthesize and problem-solve - often difficult, but satisfying.
Incorporate this information into evaluations, judgments and predictions - often powerful and exhilarating. Many students never get past the first step. They never experience the joy of learning.Develop the Habit of Positive Thinking. Use it for increasing confidence and self-esteem. Use it for setting goals and enjoying learning. Use it for taking charge of your own education. See Section 2 for more ideas.Develop the Habit of Hierarchical Thinking. Use it for setting priorities and for time management. Use it for summarizing ideas and for organizing information. See Section 10 on organizing information.Develop the Habit of Creative and Critical Thinking. Use it for making decisions and solving problems. Use it for synthesizing and creating new associations. See Sections 20 and 21.Develop the Habit of Asking Questions. Use it for identifying main ideas and supporting evidence. Use it for generating interest and motivation. Use it for focusing concentration and improving memory. See Section 6 on asking questions.10 Steps for Building New Habits
Select a new habit or technique you want to develop, like one found in this book.
Convince yourself it's important.
Make it fairly easy to do.
Write out a schedule for working on it.
Practice using the technique, keep track of progress.
Reward yourself after each practice period.
Use your habits as often as possible, both in simple and in new situations.
Use a coach, teacher, tutor, group or friend.
Identify internal blocks, e.g., lack of time, poor self-esteem, procrastination, poor techniques, lack of success, lack of confidence, stress, poor organization, poor reading and math skills. Seek help if necessary
Start small, take one step at a time and enjoy each success.
The Power of Positive Thinking
All of our feelings, beliefs and knowledge are based on our internal thoughts, both conscious and subconscious. We are in control, whether we know it or not.
Aim high and do your bestWe can be positive or negative, enthusiastic or dull, active or passive. The biggest difference between people is their attitudes. For some, learning is enjoyable and exciting. For others, learning is a drudgery. For many, learning is just okay, something required on the road to a job. "Most folks are about as happy as theymake up their minds to be." Abraham Lincoln Our present attitudes are habits, built from the feedback of parents, friends, society and self, that form our self-image and our world-image. These attitudes are maintained by the inner conversations we constantly have with ourselves, both consciously and subconsciously. The first step in changing our attitudes is to change our inner conversations.What Should We Be Saying? One approach is called the three C's: Commitment, Control and Challenge. CommitmentMake a positive commitment to yourself, to learning, work, family, friends, nature, and other worthwhile causes. Praise yourself and others. Dream of success. Be enthusiastic. ControlKeep your mind focused on important things. Set goals and priorities for what you think and do. Visualize to practice your actions. Develop a strategy for dealing with problems. Learn to relax. Enjoy successes. Be honest with yourself. ChallengeBe courageous. Change and improve each day. Do your best and don't look back. See learning and change as opportunities. Try new things. Consider several options. Meet new people. Ask lots of questions. Keep track of your mental and physical health. Be optimistic. Studies show that people with these characteristics are winners in good times and survivors in hard times. Research shows that,"... people who begin consciously to modify their inner conversations and assumptions report an almost immediate improvement in their performance. Their energy increases and things seem to go better ..." Commitment, control and challenge help build self-esteem and promote positive thinking. Here are some other suggestions.7 Suggestions for Building Positive Attitudes
In every class, look for positive people to associate with.
In every lecture, look for one more interesting idea.
In every chapter, find one more concept important to you.
With every friend, explain a new idea you've just learned.
With every teacher, ask a question.
With yourself, keep a list of your goals, positive thoughts and actions.
Remember, you are what you think, you feel what you want.
Aim high and do your bestWe can be positive or negative, enthusiastic or dull, active or passive. The biggest difference between people is their attitudes. For some, learning is enjoyable and exciting. For others, learning is a drudgery. For many, learning is just okay, something required on the road to a job. "Most folks are about as happy as theymake up their minds to be." Abraham Lincoln Our present attitudes are habits, built from the feedback of parents, friends, society and self, that form our self-image and our world-image. These attitudes are maintained by the inner conversations we constantly have with ourselves, both consciously and subconsciously. The first step in changing our attitudes is to change our inner conversations.What Should We Be Saying? One approach is called the three C's: Commitment, Control and Challenge. CommitmentMake a positive commitment to yourself, to learning, work, family, friends, nature, and other worthwhile causes. Praise yourself and others. Dream of success. Be enthusiastic. ControlKeep your mind focused on important things. Set goals and priorities for what you think and do. Visualize to practice your actions. Develop a strategy for dealing with problems. Learn to relax. Enjoy successes. Be honest with yourself. ChallengeBe courageous. Change and improve each day. Do your best and don't look back. See learning and change as opportunities. Try new things. Consider several options. Meet new people. Ask lots of questions. Keep track of your mental and physical health. Be optimistic. Studies show that people with these characteristics are winners in good times and survivors in hard times. Research shows that,"... people who begin consciously to modify their inner conversations and assumptions report an almost immediate improvement in their performance. Their energy increases and things seem to go better ..." Commitment, control and challenge help build self-esteem and promote positive thinking. Here are some other suggestions.7 Suggestions for Building Positive Attitudes
In every class, look for positive people to associate with.
In every lecture, look for one more interesting idea.
In every chapter, find one more concept important to you.
With every friend, explain a new idea you've just learned.
With every teacher, ask a question.
With yourself, keep a list of your goals, positive thoughts and actions.
Remember, you are what you think, you feel what you want.
Sociology
Sociology is the study of people in relation to their fellow human beings. What are some of the sociological issues that have relevance to manager? Here are a few. How are societal changes such as globalization, increasing cultural diversity, changing gender roles, and varying form of family life affecting organizational practices? What are the implications of schooling practice and education trends on future employees' skills and abilities? How are changing demographics altering customer and employment markets? What will the information age society look like 10 years from now? Answers to questions such as these have a major effect on how managers operate their businesses.
Psychology
Psychology is the science that seeks to measure, explain, and sometimes change the behavior of human and other animals. Psychologists concern themselves with studying and attempting to understand individual behavior. The fiel of psychology is leading the way in providing managers with insights into human diversity. Today's managers confront both a diverse customer and cultural diversity provide managers with a better perception of the needs of their changing customer and employee populations. Psychology courses are also relevent to mangers in term of gaining a better unstanding-appraisals, and training techniques.
Political Science
Political Science is the study of the behavior of individuals and groups within a political environment. Specific topics of concern to politica scientists include structuring of conflict, allocating power, and manipulating power for individual self-interest. Capitalism is just one economic system. The economies of former Soviet Union and much of Eastern Europe, for example, were based on socialist concepts. Planned economies were not free markets; rather, governments owned of the goods-producing businesses. And organizational decision makers essentially carried out the dictates of government policies. Efficiency had little meaning in such economies, and there was no competition in most of the basic industries because they were government controlled. In many cases, effectiveness defined by how many poeple a plant employees rather than by basic financial criteria. Management is affected by a nation' s form of govenment-by whether it allows its citizens to hold property, by its citizens' ability to engage in and enforce contracts, and by the appeal mechanisms available to redress grievances. In a freedom to enter or not enter into contracts, and appeal system for justice. A nation's stand on property, contracts, and justice, in turn, shapes the type, form, and policies of its organization.
Philosophy
Philosophy courses inquire into the nature of things, particularly values and ethics. Ethics are standard that govern human conduct. Ethical concerns go directly to the existence of organizations and what constitutes proper behavior within them. For instance, the liberty ethic ( John Locke) proposes that freedom, equality, justice, and private property are legal rights; the Protestant ethic (John Calvin) encourages to be frugal, work hard, and attain success; and the market ethic (Adam Smith) argues that the market and competition, not government, should be the sole regulators of economic activity. These ethics have shaped today's organization by providing a basis for legitimate authority, linking rewards to performance, and justifying the existence of business and the corporate form.
Economics
Economics is concerned with the allocation and distribution of scarce resources. It provides us with an understanding of the changing economy as well as the role of competition and free market in a global context. For example, why are most athletic shoes made in Asia? Or why does Mexico now have more automobile plants than Detroit? Economists provide the answers to these questions when they discuss comparative advantage. Similarly, an understanding of free trade and protectionist policies are absolutely essential to any manager operating in the global marketplace, and these topics are addressed by economists.
Anthropology
Anthropology is the study of societies, which helps us learn about human beings and their activities. Anthropologists' work on cultures and environments, for instance, has helped managers to better understand differences in fundamental values, attitudes, and behavior between poeple in different countries and within different organizations.
Cambodia's History
The Funan Kingdom, believed to have started around the first century BC, is the first known kingdom of Cambodia. The kingdom was strongly influenced by Indian culture by shaping the culture, art and political system.
An alphabetical system, religions and architectural styles were also Indian contributions to the Funan Kingdom. There is archeological evidence of a commercial society in the Mekong Delta that prospered from the 1st to 6th centuries.
Returning from abroad, a Khmer prince declared himself the ruler of a new kingdom during the 9th century. Known as Jayavarman II, he started a cult that honored Shiva, a Hindu god, as a devaraja (god-king) which then linked the king to Shiva.
He also began the great achievements in architecture and sculpture while his successors built an immense irrigation system around Angkor.. His successors (26 from the early 9th to the early 15th century), built a tremendous number of temples - of which there are over a thousand sites and stone inscriptions (on temple walls). By the 12th century, Cambodia had spread into other areas, now known as Thailand, Laos, Myanmar and Malaysia (the peninsula). There is actually still evidence of Khmer inhabitance in Thailand and Laos to this day.
The 13th and 14th centuries were not as successful for Cambodia, some believe it was due to the increased power of (and wars with) Thai kingdoms that had at one time paid homage to Angkor. Others believe it was due to the induction of Theravada Buddhism, which was totally contrary to the Cambodian societal structure at that time. After this time historical records are rather sketchy at best regarding Cambodia and it is considered the "Dark Ages" of Cambodian history.
Cambodia was ravaged by Vietnamese and Thai invasions and wars up until the 19th century, when new dynasties in these countries fought over control of Cambodia. The war, that began in the 1830's almost destroyed Cambodia. King Norodom signed a treaty that enabled the French to be a protectorate, thus effectively stopping the Viet-Thai war within. For the next 90 years, France in essence ruled over Cambodia.
Although officially they were just advisors, it was known that the French had final say on all topics of interest. Although the French built roadways and made other improvements regarding trade and transportation, they sadly neglected the Cambodian educational system, which is still not effective to this day.
In 1953, Cambodia managed to gain their independence in spite of World War II and the First Indochina War. Their independence was obtained through the political savvy of King Sihanouk. Wanting to be released from the pressures of the monarchy, Sihanouk abdicated the throne and became a full time politician.
He started a political faction called the People's Socialist Community (Sangkum Reastr Niyum) which then won by a landslide in the 1955 national elections. In part the success was due to his popularity, but also from police brutality at the polling stations.
In 1960, when his father died he was named head of state (up until then he'd been the prime minister). Although he had remained neutral in a struggle between the US and USSR regarding tensions in Vietnam, he changed his position in 1965 and eliminated diplomatic relations with the US.
At the same time he allowed the Communist Vietnamese access to Cambodian soil to set up bases. With the Cambodian economy becoming unstable, Sihanouk decided to renew his relations with the US, who were secretly planning on bombing Cambodian areas suspected of housing Vietnamese Communists.
While Sihanouk was abroad in 1970, he was ousted from power and fled to China. General Lon Nol, the prime minister, had hoped for US aid, but the US was occupied with Vietnamese troubles and didn't help. In the meantime, since his army was ill-equipped, they couldn't stop an invasion by the South Vietnamese, searching for North Vietnamese.
To add to Lon Nol's problems, Sihanouk had been persuaded to set up a government while in exile, called the Khmer Rouge. The Khmer Rouge became a thorn in Lon Nol's side along with the Vietnamese until the Khmer regime collapsed. Another contributing factor to the collapse was the repeated US bombing of the Cambodian countryside. In 1975, the Khmer Rouge was able to take over Phnom Penh and shortly thereafter, the North Vietnamese were occupying South Vietnam.
The Khmer Rouge felt antipathy toward Cambodians living in urban areas and forced them to the countryside where they were forced to work in various forms of agriculture. Leading the Khmer Rouge was a man by the name of Saloth Sar, better known as Pol Pot. The government, Democratic Kampochea (DK), was run in part by rural Cambodians who were illiterate, but had fought along with the Khmer Rouge in the war.
The derision and ill-treatment felt towards the former city dwellers was slightly better than the treatment of anyone intellectual, religious, and those who were believed to be against the regime - their punishment was death. During Pol Pot's (Khmer Rouge's) regime over twenty percent of Cambodia's population was murdered.
The Khmer Rouge's plan to attack Vietnam and other areas backfired when the Vietnamese surprised Cambodia with an attack of over 100,000 troops. They were accompanied by Cambodian Communist rebels and managed to invade Phnom Penh, which had been vacated by the Khmer Rouge the day before.
The Khmer Rouge, Pol Pot among them, fled to the Thai-Cambodian border, where they were given asylum by the Thai government, which was unfriendly to Vietnam.
The Vietnamese established a regime in Cambodia that included many members of the Khmer Rouge as well as Cambodians who had fled to Vietnam before 1975. Not to be swayed, the Khmer Rouge and it's followers created a government that was hostile to Vietnam while in exile, also known as DK.
The UN upheld this government in exile, with the support given to it by the US, China and Thailand. With more ensuing conflicts between the two governments, many of Cambodia's finest along with the general population, totaling over half a million people, resettled in other countries.
By the end of 1989, the Cold War had ended which had the Vietnamese exiting Cambodia. Without financial support from the Soviets, the Vietnamese couldn't keep their troops in the country.
This withdrawal made things difficult for Cambodians, especially the prime minister, Hun Sen. The Khmer Rouge had not disappeared, but had made their presence known and were threatening military action. Since Cambodia was without much needed foreign aid, they discarded socialism and tried to get investors interested in the country.
Another major change was in the country's name, it was changed to the State of Cambodia (SOC), while the KPRP (who currently ruled Cambodia) changed their name to the Cambodian People's Party. An attempt to have a free-market economy just increased the gap between the rich and the poor with many government officials becoming millionaires.
In 1991, the UN, Cambodia, and other interested parties came to an agreement to end the Cambodian conflict. A United Nations Transitional Authority (UNTAC) and a Supreme National Council (SNC) were formed and were comprised of members from different factions within Cambodia. The agreement in Paris and the UN protectorate started competitive politics in Cambodia, something they hadn't seen for about 40 years.
In May 1993, UNTAC sponsored an election for the national assembly, which ended up ousting the military regime. The Cambodians wanted a royalist party, FUNCINPEC, but Hun Sen, who won the second largest number of seats, refused to give up his power. Fortunately a compromise was reached and a government was formed with two prime ministers, FUNCINPEC had the first prime minister, Prince Norodom Ranariddh and Hun Sen became the second prime minister.
A name change for the country was in order, so in 1993 Cambodia became known as the Kingdom of Cambodia and Sihanouk became the king once again after ratifying a new constitution which re-established the monarchy. After these changes were made, the UN no longer accepted the DK as the ruling party, thus causing them (the DK) to lose their seat and power in the UN.
The tentative compromise between the FUNCINPEC and the CPP fell apart in 1997 when Prince Ranariddh was overseas. Hun Sen took advantage of the Prince's absence and organized a violent takeover to replace him. He replaced Prince Ranariddh with another member of the FUNCINPEC, but this time with one who was more easily manipulated and compliant. In spite of this takeover, the elections of 1998 were carried out, but not without foreign observations.
Although it was stated the voting was fair, the CPP hassled it's opposition and following the elections many were put in jail while a few others were killed. Once again, the results were not accepted, but this time it was Prince Ranariddh who opposed it. Yet again another compromise was reached with Hun Sen as the only prime minister and with Prince Ranariddh as the president of the national assembly.
Things are stabilizing in Cambodia, but not without the help and support of foreign aid. With the outside world's interest waning, it's help is steadily decreasing, hich is discouraging any hopes for economic advancement and democracy.
An alphabetical system, religions and architectural styles were also Indian contributions to the Funan Kingdom. There is archeological evidence of a commercial society in the Mekong Delta that prospered from the 1st to 6th centuries.
Returning from abroad, a Khmer prince declared himself the ruler of a new kingdom during the 9th century. Known as Jayavarman II, he started a cult that honored Shiva, a Hindu god, as a devaraja (god-king) which then linked the king to Shiva.
He also began the great achievements in architecture and sculpture while his successors built an immense irrigation system around Angkor.. His successors (26 from the early 9th to the early 15th century), built a tremendous number of temples - of which there are over a thousand sites and stone inscriptions (on temple walls). By the 12th century, Cambodia had spread into other areas, now known as Thailand, Laos, Myanmar and Malaysia (the peninsula). There is actually still evidence of Khmer inhabitance in Thailand and Laos to this day.
The 13th and 14th centuries were not as successful for Cambodia, some believe it was due to the increased power of (and wars with) Thai kingdoms that had at one time paid homage to Angkor. Others believe it was due to the induction of Theravada Buddhism, which was totally contrary to the Cambodian societal structure at that time. After this time historical records are rather sketchy at best regarding Cambodia and it is considered the "Dark Ages" of Cambodian history.
Cambodia was ravaged by Vietnamese and Thai invasions and wars up until the 19th century, when new dynasties in these countries fought over control of Cambodia. The war, that began in the 1830's almost destroyed Cambodia. King Norodom signed a treaty that enabled the French to be a protectorate, thus effectively stopping the Viet-Thai war within. For the next 90 years, France in essence ruled over Cambodia.
Although officially they were just advisors, it was known that the French had final say on all topics of interest. Although the French built roadways and made other improvements regarding trade and transportation, they sadly neglected the Cambodian educational system, which is still not effective to this day.
In 1953, Cambodia managed to gain their independence in spite of World War II and the First Indochina War. Their independence was obtained through the political savvy of King Sihanouk. Wanting to be released from the pressures of the monarchy, Sihanouk abdicated the throne and became a full time politician.
He started a political faction called the People's Socialist Community (Sangkum Reastr Niyum) which then won by a landslide in the 1955 national elections. In part the success was due to his popularity, but also from police brutality at the polling stations.
In 1960, when his father died he was named head of state (up until then he'd been the prime minister). Although he had remained neutral in a struggle between the US and USSR regarding tensions in Vietnam, he changed his position in 1965 and eliminated diplomatic relations with the US.
At the same time he allowed the Communist Vietnamese access to Cambodian soil to set up bases. With the Cambodian economy becoming unstable, Sihanouk decided to renew his relations with the US, who were secretly planning on bombing Cambodian areas suspected of housing Vietnamese Communists.
While Sihanouk was abroad in 1970, he was ousted from power and fled to China. General Lon Nol, the prime minister, had hoped for US aid, but the US was occupied with Vietnamese troubles and didn't help. In the meantime, since his army was ill-equipped, they couldn't stop an invasion by the South Vietnamese, searching for North Vietnamese.
To add to Lon Nol's problems, Sihanouk had been persuaded to set up a government while in exile, called the Khmer Rouge. The Khmer Rouge became a thorn in Lon Nol's side along with the Vietnamese until the Khmer regime collapsed. Another contributing factor to the collapse was the repeated US bombing of the Cambodian countryside. In 1975, the Khmer Rouge was able to take over Phnom Penh and shortly thereafter, the North Vietnamese were occupying South Vietnam.
The Khmer Rouge felt antipathy toward Cambodians living in urban areas and forced them to the countryside where they were forced to work in various forms of agriculture. Leading the Khmer Rouge was a man by the name of Saloth Sar, better known as Pol Pot. The government, Democratic Kampochea (DK), was run in part by rural Cambodians who were illiterate, but had fought along with the Khmer Rouge in the war.
The derision and ill-treatment felt towards the former city dwellers was slightly better than the treatment of anyone intellectual, religious, and those who were believed to be against the regime - their punishment was death. During Pol Pot's (Khmer Rouge's) regime over twenty percent of Cambodia's population was murdered.
The Khmer Rouge's plan to attack Vietnam and other areas backfired when the Vietnamese surprised Cambodia with an attack of over 100,000 troops. They were accompanied by Cambodian Communist rebels and managed to invade Phnom Penh, which had been vacated by the Khmer Rouge the day before.
The Khmer Rouge, Pol Pot among them, fled to the Thai-Cambodian border, where they were given asylum by the Thai government, which was unfriendly to Vietnam.
The Vietnamese established a regime in Cambodia that included many members of the Khmer Rouge as well as Cambodians who had fled to Vietnam before 1975. Not to be swayed, the Khmer Rouge and it's followers created a government that was hostile to Vietnam while in exile, also known as DK.
The UN upheld this government in exile, with the support given to it by the US, China and Thailand. With more ensuing conflicts between the two governments, many of Cambodia's finest along with the general population, totaling over half a million people, resettled in other countries.
By the end of 1989, the Cold War had ended which had the Vietnamese exiting Cambodia. Without financial support from the Soviets, the Vietnamese couldn't keep their troops in the country.
This withdrawal made things difficult for Cambodians, especially the prime minister, Hun Sen. The Khmer Rouge had not disappeared, but had made their presence known and were threatening military action. Since Cambodia was without much needed foreign aid, they discarded socialism and tried to get investors interested in the country.
Another major change was in the country's name, it was changed to the State of Cambodia (SOC), while the KPRP (who currently ruled Cambodia) changed their name to the Cambodian People's Party. An attempt to have a free-market economy just increased the gap between the rich and the poor with many government officials becoming millionaires.
In 1991, the UN, Cambodia, and other interested parties came to an agreement to end the Cambodian conflict. A United Nations Transitional Authority (UNTAC) and a Supreme National Council (SNC) were formed and were comprised of members from different factions within Cambodia. The agreement in Paris and the UN protectorate started competitive politics in Cambodia, something they hadn't seen for about 40 years.
In May 1993, UNTAC sponsored an election for the national assembly, which ended up ousting the military regime. The Cambodians wanted a royalist party, FUNCINPEC, but Hun Sen, who won the second largest number of seats, refused to give up his power. Fortunately a compromise was reached and a government was formed with two prime ministers, FUNCINPEC had the first prime minister, Prince Norodom Ranariddh and Hun Sen became the second prime minister.
A name change for the country was in order, so in 1993 Cambodia became known as the Kingdom of Cambodia and Sihanouk became the king once again after ratifying a new constitution which re-established the monarchy. After these changes were made, the UN no longer accepted the DK as the ruling party, thus causing them (the DK) to lose their seat and power in the UN.
The tentative compromise between the FUNCINPEC and the CPP fell apart in 1997 when Prince Ranariddh was overseas. Hun Sen took advantage of the Prince's absence and organized a violent takeover to replace him. He replaced Prince Ranariddh with another member of the FUNCINPEC, but this time with one who was more easily manipulated and compliant. In spite of this takeover, the elections of 1998 were carried out, but not without foreign observations.
Although it was stated the voting was fair, the CPP hassled it's opposition and following the elections many were put in jail while a few others were killed. Once again, the results were not accepted, but this time it was Prince Ranariddh who opposed it. Yet again another compromise was reached with Hun Sen as the only prime minister and with Prince Ranariddh as the president of the national assembly.
Things are stabilizing in Cambodia, but not without the help and support of foreign aid. With the outside world's interest waning, it's help is steadily decreasing, hich is discouraging any hopes for economic advancement and democracy.
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