the glory and the challenges
If you are looking for the Old English aesc or ash on the Macintosh, it is created by using both the Option and the apostrophe key.
æ
Such a helpful letter in OE.
In Microsoft Word, ash is made by CTRL + SHIFT + & followed by A.
Have fun spelling encyclopædia the way I grew up with it!
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I was intrigued by the title How to Speed Up Your Learning Rate, by Scott H. Young.
One of the skills I have found incredibly useful in my own life is the ability to learn new things rapidly with excellent comprehension. I hear a lot of talk about how learning abilities and styles are predetermined and our learning rate is fixed. I think this is garbage. Certainly our genetic predispositions and childhood environments give us certain biases towards learning, but if there is anything I have found to be true is that our learning rate can be improved markedly through the use of simple methods to help process that information more quickly.
Okay, he caught my attention. What else is there?
His answer? Stories.
Stories, metaphors and analogies are a powerful way to facilitate your own rapid learning. By creating connections to something your brain already understands you can utilize its incredible power. If you are presented material in a way you can’t quite understand or remember, try using a story to help the material sink in. Use stories and metaphors and you can speed up your own learning rate.
He gives examples in the blog post, including elements wearing clothes… Can I find a picture of that? Nope.
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The Teacher’s Edge has a discussion, by Maureen Dolan, on what community colleges are doing to cut costs. This impacts access, obviously.
Chicago’s community college system is considering putting an end to offering remedial courses, a move that would limit community college accessibility for prospective students whose reading, writing or math skills show they aren’t prepared for college-level work.
Education Week magazine reported last week that Chicago Mayor Richard Daley cited the high cost of remedial programs as a reason to cut them. Daley suggested the money spent on remedial courses might be better spent at alternative high schools to get students’ skills up to college-level.
Of course, you cut classes, you are also cutting the work of the college. The same article talks of North Idaho College’s remedial courses and says these classes “represent 9 percent of the total credits received by students at the college.”
Yes, remedial courses cost money. Yes, it is important to save money. But if the students, particularly returning students, can’t take the class at a college, will they take it anywhere?
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