5 Helpful Study Tips for Visual Learners

5 Helpful Study Tips for Visual Learners All of us have a preferred learning style. This just means that your mind is specifically suited to one mode of informational input – hearing things (auditory learners), experiencing things (kinesthetic learners), or seeing things (visual learners) – more than another. No one is only suited to one mode of input, but most people have a clear preference and one of the inputs will be stronger than others. If you prefer being shown something to simply being told, you might be a visual learner. The problem with studying for visual learners is that most (bad) teachers will only use one style – its most likely to be the one they prefer themselves. And if youre in the latter years of your education, auditory input – lectures – is what youre mostly going to get. Try not to be discouraged, however. All types of learners face their own unique challenges. Instead, understand that you should simply adapt your study habits to suit your learning style. Heres how you do it: Use Video Lessons Use resources like Khan Academy that have created videos specifically with visual learners in mind. Everything is written down before your eyes by the instructor, and explained in-depth with lots and lots of examples. They utilize pictures and slides to explain everything from algebra to art history, and a visual learner will do well by watching them. If your professors teaching is not suited to your preferred learning style, use these visual lessons to catch up on any material you might have missed. Flashcards Flashcards are absolutely essential for visual learners. Use them in tandem with another visual learner and you can pick up on things at the same pace. These will be put to use when youre preparing for multiple-choice tests or when you have to memorize lots of facts rapidly. When making flashcards, try and aim for succinct descriptions and answers – those work best. Visual learners should try using different pens and markers to color-code prompts from different categories. Try adding a picture, so that you can associate an answer with a visual. Flowcharts, Graphs and Infographics Visual learners need a visual input to associate with a fact, and flowcharts, graphs and infographics are the best ways to do that. If youre reading your notes and cant make sense of them or youre getting lost, look up an inforgraphic to learn it more quickly and retain more information. Chances are, someone on the Internet has made one for whatever subject or topic you need. Slideshare.net and reddit.com/r/dataisbeautiful are great resources to use if you havent found one through your preferred search engine. Use Diagrams and Drawings to Visualize Your Notes In class, when youre trying to retain lots of information, it might be easier for you to draw a quick graph or diagram for future reference – for visual learners, this might be the part of the notes they will remember best. So, in history class, if there is a timeline of events, draw a line with branches coming from it and write short notes on the date and what happened for maximum retention. Start doing this, and youll find that most information can be broken down and systematized into a list or chart. If the instructor is using any drawings or diagrams in the PowerPoint, make sure to copy them down. Use Highlighters Lots of visual learners, interestingly, struggle with reading information from a book. If youre reading something and come to find that you havent been paying attention, try and read with a highlighter in your hand, noting important information. Firstly, this will force you to read more carefully. Secondly, you will retain more information by creating a visual marker for it. However, try to highlight as little as possible – if youre highlighting everything, its as if youre not highlighting anything at all. Hopefully, youll be putting these tips to good use. Most importantly, a blanket rule for visual learners should be to try to visualize all the information they receive. Train your mind to create an image to match what youre hearing – for instance, if someone is giving you directions, try and create a map in your mind. This will train your brain to retain information from other inputs better and become the best learner you can be.

Learning to Be Depressed Essays

Learning to Be Depressed Essays Learning to Be Depressed Paper Learning to Be Depressed Paper Learning to be Depressed Sarah Robertson General Psychology Dr. Melissa Gebbia 12/10/10 Throughout life we all have different experiences whether they be positive or negative. Our hope is that if an experience is negatively affecting us we ourselves have an ability to change it. Generally, most people expect that the outcome of an event is dependent on their actions and that if they behave a certain way, a certain desirable outcome will be produced. This leads us to believe that we have control over what happens to us. This idea is all based on our beliefs of control and power in previous experiences and using them in our everyday life. If we lack personal power or experienced a lack of control in the past, we are then more likely to feel helplessness when approaching new experiences. Martin Seligman, a behavioral psychologist, theorized that our perceptions of power and control are learned from experience (Seligman, 1975). Seligman believed that if someone continually tries to exert force on a situation and fails repeatedly, the individual will stop attempting to exert control all together and may generalize the perception of lack of control to all future situations. He studied this behavioral pattern with dogs as subjects at the University of Pennsylvania (Seligman, 1975). While conducting an experiment on learning, Seligman noticed a surprising conclusion with his dogs. In his original experiment, he exposed the dogs to electrical shocks that they could not control nor escape from. It was demonstrated later on that when there is an escape easily accessed they still failed to escape the shock. This test consisted of a shuttle box which was split in half by a divider. The electricity was only run through one side of the box forcing the dog to escape the shock by jumping over the divider. This behavior is normally learned quickly because it would help the dogs adapt in a real situation. This escape-avoidance behavior should occur even more rapidly when there is a signal to warn the animals of the impending shock so that they can avoid it completely. However, this assumption was proven wrong when Seligman’s dogs who were shocked initially and couldn’t escape, could not escape in the shuttle box (Hock, 1995). His hypothesis now was that the dogs had learned that they were able to control the unwanted stimulus and that control or lack thereof, determined their future experiences. To further research this belief, Seligman and Maier (1995) studied the effect of controllable versus uncontrollable shock on later ability to learn to avoid shock (p. 244). They used 24 dogs, 15-19 inches high at the shoulder and weighting between 25 and 29 pounds. These animals were then separated into three groups of eight dogs, one an escape group, one a no-escape group and one a control group. The dogs were initially placed in harnesses that kept them restrained but not completely unable to move. The dog’s head was held in place with a panel on each side. To move the panel all the dog would have to do is move his head and the same applied for when the electrical shock was administered. As the shocks continued all the dog would have to do is move his head to eliminate them, and learn this behavior for the future (Hock, 1995). The no-escape dogs however, where not as lucky. When the shock was administered to them, no matter what they did the shock continued, teaching them that they had no control over the shocks. The control group of dogs received no shocks at this point. The groups receiving shocks received a total of 64 in a 90-second interval. After one day, all the dogs were placed in shuttle boxes, with lights as 10-second indicators of the impending 60-second shock. The dog could escape the shock completely if he learned to jump over the barrier in those 10 seconds (Hock, 1995). Seligman found that the dogs who were given an escape, easily did so and their times decreased over the 64 shocks. Whereas, the no-escape dogs stopped pressing the panel completely after 30 shocks. This proved that the dogs did learn from their previous experience in the harnesses. Although there were a few dogs from the no-escape group that did jump over the divider, they gave up when they were shocked again. Seligman believed that the dogs reverted to helplessness because their previous learning that their behavior is ineffective prevented the formation of new behaviors, even after successful experience. Likewise for the escape group, their previous learned behavior was tested when they were switched into a no-escape situation. With this, the dogs who were taught to escape would continue and fight even after continuously failing. This demonstrates that there is growth after being subjected to a traumatic event (D’Andrea et al. , 2008). This supports Seligman’s belief that if you are successful in controlling aspects of your life, then in new situations you will try again to have power and that failure is just a temporary setback. Whereas, no-escape dogs view failure as a long-lasting issue and this leads them to undermine anything and everything they do (Seligman, 1975). A recent study that was very similar to Seligman’s was conducted by Elizabeth McLaughlin, Marie-josee Lefaivre and Elizabeth Cummings. They wanted to test the idea of learned helplessness with adolescents with type 1 diabetes. McLaughlin, Lefaivre and Cummings questioned if adolescents with type 1 diabetes would be more at risk for learned helplessness than their healthier peers (p. 405-414). They had 70 participants, 40 females and 30 males all who were in-between the ages of 13-17. The experiment was tested with self-reports of personality along with Behavior Assessment System for Children. They spilt the participants in to three groups like Seligman, one group completed a solvable formation task while the other had an unsolvable task and then there was the control group. On the first test, the individuals with diabetes in the unsolvable task group proved to be no less helpless than the control group. This experiment-induced helplessness was then tested by initially completing pre and post-task performance and attribution ratings. They were then given two sets of anagrams-solving tasks to determine if perceived helplessness on the first task would negatively have an impact on performance on the second, which it did not (Cummings et al. , 2010). Though their study was similar to Seligman’s, it had its distinct differences as well. First, their subjects were human and not canine. Second and most importantly was that their   study was based on induced helplessness, not learned helplessness. Martin Seligman’s experiment was an integral step in behavior psychology because when dealing with depression it was thought that things would not change. With his findings he realized not only that helplessness was learned, but that with enough reinforcement and preventive action it can be avoided. So now all those people in our lives who we sit and think about; â€Å"Gosh, why are they still in that situation? † or â€Å"why is she still with him? †, demonstrate a lack of control and power. Our perceptions of power and control over situations can either strengthen our own character or send us into a downward spiral, and I know for myself that I won’t land in the latter half. References Bjarehed, J. , Sarkohi, A. , Andersson, G. (2010). Less positive or more negative? Future-directed thinking in mild to moderate depression. Cognitive Behaviour Therapy, 39(1), 37-45. Clark, R. (2004). The Classical Origins of Pavlovs Conditioning. Integrative Physiological Behavioral Science, 39(4), 279-294. Hock, R. R. (1995). Forty studies that changed psychology: exploration into the history of psychological research. Englewood Cliffs (N. J. ): Prentice Hall. McLaughlin, E. , Lefaivre, M. , Cummings, E. (2010). Experimentally-induced learned helplessness in adolescents with type 1 diabetes. Journal of Pediatric Psychology, 35(4), 405-414. Peterson, C. , Park, N. , Pole, N. , DAndrea, W. , Seligman, M. (2008). Strengths of character and posttraumatic growth. Journal of Traumatic Stress, 21(2), 214-217. Rothbaum, F. , Morling, B. , Rusk, N. (2009). How goals and beliefs lead people into and out of depression. Review of General Psychology, 13(4), 302-314. Seligman, M. (1975) Helplessness: on depression, development, and death. San Francisco: W. H. Freeman.

Measuring and Understanding Wood Volumes

Measuring and Understanding Wood Volumes Measuring wood is part science, part art; you use many different units, you face many potential problems. The below  quote from  Converting Factors for Southern Pine Products, Williams and Hopkins, USDA, 1968 illustrates how confusing measuring and converting wood volumes can be. Measuring and estimating wood volume is not for the faint of heart. Theoretically, one cubic foot (of wood volume) contains 12 board feet. For average values 6 should be used, though 10 is a conventional figure for approximations. When the conversion applies to trees, ratios of 3 to 8 should be applied. When marketing your timber you must either know how to measure forest products or get someone to do it for you. At best you can be very confused when talking to a wood buyer; at worst you can lose a significant portion of the value of your wood. To make the situation even more problematic, some buyers use this ignorance of volumes to trick  the seller. They have every opportunity to do so and a few use this to their financial advantage. Knowing tree measuring units is very complicated and even foresters have a hard time when talking volumes. Three hundred dollar per thousand logs using Doyle log rule is not the same as three hundred dollars per thousand logs using Scribner log rule. Most mensurationists and foresters would agree that there is an advantage to weighing wood and weight is the measurement of choice. In the real world, however, it is impractical to totally convert to weight. A history of wrestling with the problem  of measuring logs  to determine how much usable product might be manufactured from them created numerous measuring units. These units are self-perpetuating because of many factors including foreign trade, standing timber volume, accepted taxing units, regional custom, buying and selling advantages. The Pulpwood Measurement The standard measurement unit for wood used for paper and fuel is the  cord. This is a stack of wood 4 ft. x 4 ft. x 8 ft. containing approximately 128 cubic feet of bark,  wood  and air space. Air space can actually be as high as 40 percent but usually averages 25 percent. You can see where weight can be advantageous here. Pulpwood purchases by weight are very common and weight per cord varies widely with species and geography. A hardwood pulpwood cord generally weighs between 5,400 pounds and 6,075 pounds. A pine pulpwood cord weighs between 4,700 pounds and 5,550 pounds. You really need to determine your local average weight by species when measuring cordwood. Purchasing mills or men who harvest pulpwood can give you wood weights for your area. The U.S. Forest Service or your  State Forester  also has a wealth of information on regional average weights. Pulpwood bought in the form of chips are  separate  issue and for another discussion. The Sawtimber Measurement A round log, generally, must be made into square or rectangular pieces to be able to determine wood volume and value. Three systems, or  log rules  and scales, have been developed to do just this. They are called the  Doyle rule, Scribner rule, and International rule. They were developed to estimate board foot mill tally, usually quoted as thousand board feet or MBF. Our problem when using these log rules or scales is that they will give you three different volumes for the same pile of logs. Measuring average sized logs - Doyle, Scribner, and International rules - will give volumes that may vary as much as 50%. This overrun is greatest using Doyle and the least using International. Buyers like to purchase using Doyle log rule while sellers like to sell using Scribner or International. There will always be a difference in volumes estimated from scaler to scaler. They get into trouble when decreasing  actual number  of measurements and start estimating; they measure at inappropriate points on the log, miss estimate roundness, and dont deduct for  defect. Accurate scaling of trees and logs requires skill and experience. The Conversion Factor Mensurationists cringe at the word conversion factor. They correctly feel that conversion from one unit of measure to another unit of measure of wood is too imprecise to depend on. Their job is to be precise. But you have to have some way to estimate volumes and be able to cross over to differing units. You now have an idea of how complicated this volume issue can become. To add a conversion factor to volumes may distort actual volumes even more. Related Links Approximate Conversions of the Most Common Units of Wood Measure

Compare and contrast the Buddhist view of self with that of Assignment

Compare and contrast the Buddhist view of self with that of Christianity - Assignment Example In Christianity, God is the omnipotent and He is the creator of world, humans and life. He is entitled to shower his love and blessings on his folks and devotees. Buddhism on the other hand follows a different perception as regards to the concept of self. Here, man is more prominent than the presence of God. God is inevidently the creator of the universe but never does it mentions about the presence of that omnipotent power to take care or shower its blessing on its folk. Man in Buddhist philosophy is the creator of his own destiny and it is the self, responsible for suffering too. It is the â€Å"karma† of a man that makes him responsible for his suffering. Buddhism and Christianity, both of the religions, could not excel their limitations of eternity and laying down the exact role of human on earth and the role of God. These two facets sometimes overlap with many other regimes that noteworthy in both the religion. All About Religion, â€Å"Comparison Christianity and Buddhism - What are the differences?†, July 24, 2010. Religion. 2010.

Analyse a Firm in the UK or EU Country with Micro and Macro Economics Essay

Analyse a Firm in the UK or EU Country with Micro and Macro Economics and a Recommendations of its Possible Strategies - Essay Example Contrary to wholesale firms, retail companies are required to cater to the needs of a local segment of the population. Accordingly, Tesco has concentrated on strengthening its local operations in the various markets. The company has designated a separate management team for its operations in the different markets. The core retail service business has been adequately supported by financial and information technology services. The firm has utilized its technical expertise and human skill resources from across the word to gain a strong foothold in the respective local markets. This has helped it to emerge as a successful international retail company. (Tesco Plc, 2011). The sales and profit growth of Tesco Plc during 2008-2011 can be observed from the table below: Table: Tesco Plc’s Sales and Profit Growth 2008 2009 2010 2011 Sales Growth of Tesco Group (including VAT) 11.1% 15.1% 6.8% 8.1% Sales Growth of Tesco UK (including VAT) 6.7% 9.5% 4.2% 5.5% International sales Growth (in cluding VAT) 25.3% 30.6% 8.8% 13.7% Profit Before tax 5.7% 4.1% 8.9% 11.3% Underlying Profit Before Tax 11.8% 9.8%s 8.7% 12.3% (Tesco Plc, 2011) Demand, Supply and Price Elasticity of the Retail Business The retail industry faces a strong market demand across the world. Though, consumers can buy necessary commodities at wholesale markets at a much cheaper price, they get ready access to these goods at the nearby stores. Wholesale markets in a particular city are few and far between. On the other hand, retail stores have been established in almost every neighborhood. Citizens get the daily provisions of their necessary commodities from the retail shops. Buoyed by the steady demand, their retail companies have established their retail chains across their markets. They maintain a steady supply of the retail products to their stores, so that the retail shops are never in dearth of the essential products which are in such high demand among the citizens. All tyhese factors have played a s ignificant part in Tesco Plc’s business. The price elasticity of the retail products and the retail industry in general can be said to be moderate. The various retail products are moderately sensitive to the changes in their respective prices. When one retail company increases the price of its retail products, the consumers always have the option of buying the products from another retail chain store. However, the necessary commodities like the food items sold through the retail stores have low prices elasticities. Customers will continue to buy them, even if their prices are increased. Since the retail companies offer a diverse portfolio of products through their stores, different products are endowed with different price elasticities. Thus, Tesco Plc remains very careful in devising its pricing strategies. Other International Businesses The company has forayed into online retailing services and financial services after evaluating that there was a strong demand for these new services in the international market. Tesco’s international businesses are characterized by a competitive outlook and a continuous endeavor to expand their scale of operations. This strategy has ensured a sound growth in worldwide sales, market shares, revenues and return on capital employed (Tesco Plc, 2011). Adopting Technology to suit Growth Requirements Tesco Plc is focused on expanding its scale of operations in all the aspects related to its businesses. It has

Strategic management Coursework Example | Topics and Well Written Essays - 2000 words

Strategic management - Coursework Example The idea involves detailed analysis as well as analytical actions in order to facilitate the organisations to attain their expected business objectives. In strategic management, the analysis of internal as well as external factors of an organisation is considered to be the primary factors (Amason, 2010). Once the internal as well as external factors are determined, then the management of an organisation has to make strong decisions on proper implementation of those factors for sustainable growth of the business (Gregory & et. al., 2005). McDonald’s has been proudly serving to deliver its different products to the customers since the year 1955. Today, McDonald’s is regarded as one of the world’s best fast food retail chain (McDonald’s, 2012). In recent times, the company established its restaurants in around 100 nations. Consequently, it generates huge amount of revenue by performing in the international market with increased expansion of restaurants. It ha s been observed that McDonald’s is operating 33,510 restaurants throughout the world till the end of the year 2011 (McDonald’s Corporation, 2011). The company has been committed to provide the best services to its customers. McDonald’s execute certain significant policies as well as relevant strategies that enable it to expand the size of the business at large (McDonald’s, 2012). The vision statement of the company is to become the world’s top fast food retail chain as well as the best service provider in the similar industry (Scribd Inc., 2012). McDonald’s has proved itself as an integral part of the communities through its social involvement such as organising youth sports, inspiring the society by organising events as well as conducting local charities (McDonald’s, 2012). Moreover, its effective as well as powerful distribution channel enables it to serve quality product to its customers (McDonald’s, 2009). In this paper, Mc Donald’s resources as well as capabilities and its assessment based on the theory of strategic management will be taken into concern. Moreover, the competitive advantage aligning with the company’s core resources and competencies will also be portrayed in the paper. Resources and Capabilities of McDonald’s Organisational resources as well as capabilities are often viewed to be the main factors that are responsible for assisting the organisations to raise their competitive advantages. The core resources of an organisation can be identified as tangible as well as intangible resources. These resources are the major components that develop the organisational strategies. In this similar context, tangible resources represent financial assets, technological means as well as organisational infrastructure. On the other hand, intangible resources signify the aspects relating to human resource, innovation as well as goodwill (Fogleman, n.d.). McDonald’s serves signi ficant portion of customers on regular basis through its several high demand products. The different products of the company are served to near about 119 countries throughout the globe by engaging substantial number of employees. It has been viewed that the company has been preparing effective business strategies for expanding its business in certain parts of South-Asian region. McDonald’

Applied Business 8-1 Essay Example | Topics and Well Written Essays - 250 words

Applied Business 8-1 - Essay Example SOX aims to Act improved corporate control and gave strength to corporate accountability. It applies that by: Legalizing and strengthening the internal checks and balances inside public corporations establishing a variety of levels of control to guarantee that financial reporting practices revealing corporate governance is managed with full transparency. The SOX Act introduced new penalties for acts of wrong doing and standards for corporate liability as well. It changes how corporate boards and executives must communicate with each other and with corporate auditors. Investigation found that law eradicates the cover of "financial issues were not in my knowledge" from directors and management, holds them answerable for the accuracy of financial statements. As law specifies financial reporting obligations, including attachment to new controls and processes designed to assure the legality of their financial records. Directors and Officers should be personally kept responsible for violating the law and showed negligence in