Recommendations for Improving Attention/Concentration IN CLASS

1. Sit in the front of the classroom, close to the instructor and any audio/visual aids. Try to sit away from potential distractors, such as open doors, windows, or disruptive class members.
2. Use a tape recorder to record lectures. After class, review the tape to make sure your notes are complete. It is also helpful to compare your notes with those of another classmate.
3. Take brief breaks to stretch your legs or get a drink of water. You may want to discuss your need for breaks with your instructor in advance if you are concerned that this may seem disruptive to the class.

TEST TAKING

1. You may be able to arrange to take an exam in a distraction-free environment. Check with your disability counselor to see if this is an appropriate accommodation for you.
2. If you are taking an exam in a full classroom, sit where you will be least distracted.(If something is distracting you during the test, move to a quieter place.)
3. Listen to the teacher's instructions and read the test directions.
4. Look over the entire exam, scanning for type of question (multiple choice or essay, etc ). If the exam is timed, estimate the amount of time you can spend on any one question or section and plan to pace yourself accordingly. Also consider the amount of points the item is worth when you are deciding how much time to allocate to it. In this time budget, leave at least 5 minutes for reviewing your work.
   
   1. Begin working on a section that is easiest for you. Place marks next to items about which you are unsure and come back to them later. Remember your time estimation, don't obsess over any one item.
   2. Before responding to any essay question, organize your ideas/points in a brief written outline first. The outline does not have to be long or detailed; use it as a guide and reminder of what you want to write.
   3. Take brief breaks if needed; step outside the room, stretch, walk around.
   4. Get your instructor's feedback about your class performance and see if he or she can offer any helpful study or test taking strategies.

IF YOU ARE TAKING STIMULANT MEDICATION

1. Always follow your physician's prescription/dosage.
2. Consult with your physician about coordinating your medication schedule with activities that demand your attention/concentration. For example, if you have a hard class/exam in the morning, take your medication shortly before the class/exam to maximize your performance.
3. Monitor your response to medication carefully. You are the best judge of how it affects you and will need to share this information with your physician. This will help the two of you collaborate on a schedule/dosage that is appropriate and effective.

PLANNING YOUR ACADEMIC SCHEDULE

1. Try to take a balanced course schedule, i.e., reasonable number of classes, daily/weekly scheduling of classes, and level of class difficulty for you.
2. Try to avoid taking classes back to back, particularly if they both involve long lectures.
3. Obtain and USE a daily planner where you can keep track of your activities, commitments, and study time.
4. Schedule classes at times you will attend regularly and consistently since regular attendance is essential for academic success. For example, if you cannot consistently get up on time for an early morning class, try to take it later in the day if possible. Also, if you have a work schedule, always allow ample time to get to/from class and work.

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RV EDUCATION 101


KNOWLEDGE QUEST

• Bradley Review hands over Final Report

The final report of the Bradley review of higher education has been released. The review was established in March 2008 to examine the current state of the Australian higher education system against international best practice. It was asked to explore the future direction of the sector, its capacity to meet the needs of the Australian community and economy, and the options available for ongoing reform. The final report of the Review of Australian Higher Education will be available at www.deewr.gov.au/highereducation. Ministerial Media release, 17 December 2008

• $500 million to promote Teaching and Learning in Australian Universities

An injection of $500 million into universities has been made through a new Teaching and Learning Capital Fund for Higher Education. The new fund will provide a one-off investment of $500 million targeting capital expenditure towards the development of teaching and learning spaces in Australia'????s universities that are physically and technologically appropriate for 21st century approaches to tertiary education. Ministerial Media release, 12 December 2008

• Framework sets national broadband priorities and strategies

Commonwealth, state, territory and local governments jointly released a framework to accelerate the development and use of broadband in Australia. 'Broadband is a vital digital economy enabler and we need to be acting now to develop our capabilities to utilise our investments,' said Senator Stephen Conroy, Minister for Broadband, Communications and the Digital Economy. Ministerial Media release, 12 December 2008

• Feedback welcome on Digital Economy Blog

The Digital Economy Blog is the first in a series of trial online policy consultations being coordinated by the Australian Government Information Management Office. Running for 18 days, the Digital Economy Blog will canvass community views on a range of topics relevant to our digital future. Readers will be free to post their views. Upcoming blog posts include: What does the digital economy encompass?; How do we maintain the same civil society we enjoy offline in an online world?; How can the digital economy respond to environmental concerns?; What should Australia do to ensure that our businesses and citizens have the necessary skills to participate fully in the digital economy?; How can we measure the success of Australia's digital economy? Ministerial Media release, 9 December 2008

• 2008 Horizon Report Australia - New Zealand Edition

This regional Horizon report examines emerging technologies as they appear in and affect higher education in Australia and New Zealand in particular. The core of the report describes six areas of emerging technology that will impact higher education in Australia and New Zealand within three adoption horizons over the next five years. The report lists Virtual Worlds and other immersive Digital Environments; Cloud Based Applications; Geolocation; Alternative Input Devices; Deep Tagging and Next-generation Mobile technologies.

• Additional $635 million for Government primary schools

Government primary schools will receive an additional $635 million over the next four years as part of the new National Education Agreement. Minister for Education, 1 December 2008.

• Parents' attitudes to information about schools

This report, conducted by Department of Education Employment and Workplace Relations (DEEWR) during October 2008, discusses the results of a national telephone survey on parents' attitudes to information about schools. The survey was conducted to gain a broad understanding of parent attitudes to school transparency and reporting issues.

• Government delivers on promise to phase out full fee degrees

The Australian Government has approved the allocation of 2 607 new Commonwealth supported places and $9.76 million in transitional assistance for public universities in 2009 to phase out full fee undergraduate degrees for Australian students. DEEWR Media release, 29 October 2008

• Report: How Young People Are Faring

The report 'How Young People Are Faring' by the Foundation for Young Australians shows that young people who have not achieved Year 12 or equivalent qualifications or who do not have post school qualifications fare worse in transition from school to work and in the labour market more generally. This important report provides support for the Rudd Government's Education Revolution, especially the emphasis on lifting attainment of Year 12 or equivalent qualifications. Australian Labour Party, 15 October 2008.

• Insights from strategic and change management projects in Registered Training Organisations

This publication provides a snapshot of a sample of eleven of the thirty Reframing the Future strategic and change management projects undertaken in 2007. Some conclusions about Reframing the Future projects are : increased productivity through structural and cultural change in participating Registered Training Organisations (RTOs); individuals or workforces of client enterprises also showed enhanced productivity; increased responsiveness to new requirements by RTOs; shared language about change in and between RTOs; expanding knowledge about change management within participating organisations; and empowering of RTO staff. Case studies provide an integral part of this publication in settings such as library services, community work, and screen industries.

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ROBERTLAJI TRANCE TUTORIAL






"Learn How You Can
Selectthe Right Kind of
Educational Programfor
Your Child's Unique Needs"

Find Out About the Immediate and
Long-Term Benefits of
Montessori Education for Your Child

Learn To Learn Learning is a very personal matter. There isn't one study/learning skill or strategy that works for every person in every situation. Therefore, learning to learn strategies are about learning what you know, learning what you don't know, and learning what to do about it. Your repertoire of study/learning strategies will:

• enable you to take more responsibility for your own learning
• allow you to spend your time effectively and stay on task
• help you select the best approach(s) for each assignment or task
• provide you with the knowledge and skills needed to begin, follow through, and complete assignments/tasks
• present you with access to a variety of content and reference materials
• give you the confidence to know when and who to ask for help

1. Know Yourself

   Begin by honestly assessing your strengths and weaknesses in basic college skills—reading, writing, listening, and mathematics—and study/work habits such as as organization, time management, concentration, listening, and note taking. Next, identify your learning style preferences. Many factors affect learning, but consider whether you learn most effectively by reading, by watching, by listening, or by doing? You must also become familiar with your instructors teaching styles to help you adapt your learning style to the best advantage. In addition, consider when (Are you a morning person or a night owl?) and where (Do you concentrate best in a bright room with noise or in a cozy, quiet corner?) you are at your best for learning.

2. Manage Your Time and Life

   The first step in learning to manage your time—controlling your own life—is to identify what your goals are and then to establish priorities to help you reach them. Analyze how you are using your time. If you aren't spending time on your priorities, you must make the necessary adjustments or you won't reach your goals. If school, learning, and good grades are a priority, then you must make and follow a schedule that gives a significant amount of time to go to class and study.

3. Improve Your Concentration

   As a good student, you will not necessarily study more than a poor student, but you will definitely use your study time more effectively. Learn to keep your attention focused on the task at hand—concentrate. When you are in class or ready to study, give it your full attention. And remember, how well you learn something, not how fast you learn it, is the critical factor in remembering. You must "get" something before you can "forget" it.

4. Know What Study Means & How To Do It

   Learning takes more than just going to class and doing homework. It is really a four-part cycle:

   preview>>class>>review>>study

   When you establish a learning-cycle routine you will be able to learn more in less time with less stress.

5. Develop A Thinker's Vocabulary

   English is the richest language with the largest vocabulary on earth. Each of our words is a symbol that represents an idea or object. Your ability to understand the meaning of the words others use and to select the right one(s) to communicate your ideas, information, and feelings is very important to effective learning. To develop a thinker's vocabulary, you must become sensitive to words and develop strategies for unlocking the meanings of new words and a process for remembering the new words and their meanings.

6. Become An Active Reader

   Did you ever fall asleep while playing tennis or when watching your favorite television show? Probably not. How about when you're reading? Probably so. What makes the difference? If you are actively involved, physically and mentally, you stay interested and committed. When you become passive, you rapidly lose interest and drift away. To learn from study/reading material, you must be an active, thinking participant in the process, not a passive bystander. Always preview the reading and make sure you have a specific purpose for each assignment. Read actively to fulfill your purpose and answer questions about the material. Keep involved by giving yourself frequent tests over what you've read.

7. Become An Active Writer

   Writing that accurately expresses your ideas demands not only writing skill but focused attention, critical thinking and active involvement. Only if you become actively involved in the writing process will you be able to communicate your ideas clearly. Your writing must have:
   

   • a purpose,
   • a controlling idea or thesis,
   • organized development of your idea with major and minor supporting details, and
   • a logical conclusion.

8. Build Listening & Note taking Skills

   Accurately listening to a lecture and deciding what is important are two skills that must be mastered before you worry about how to write the information in your notes. Again, being an active rather than a passive participant is the key to your success. Taking good notes demands that you :

   • prepare for class,
   • become an active listener,
   • distinguish major from minor points,
   • use a note-taking system,
   • participate in class, and
   • review often.

9. Know How To Study For & Take Exams

   Exams are your way to show a professor how much you've learned. Preparing for exams will give you a better understanding of the material, lower your anxiety, and improve your scores. Find out as much as you can about the exam, study and review the material over a period of time (use the night before as a final review not a cram session), pace yourself during the exam, and always go over your graded exam with your professor.

10. Master Every Course

    You can't get something for nothing. You can, however, get nothing for something and that's exactly what you will get from any course if your only investment is money. True education is not about cramming material into your brain. True education is the process of expanding your capabilities, of bringing yourself into the world. Professors can merely set the stage for you to create learning through your own action.

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ROBERTLAJI FOREX EDUCATION

Here is what is included in the service:

- trading education starting from the introductory level (beginners) to most advanced
- trading systems that WORK
- trade suggestions (maximum of 3 updates per week sent by email)
- member's forum with a section where questions are answered directly by Monika
- no need to spend money on travel, hotels and workshops as all main issues will be recorded so you can learn from the comfort of your home.







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KALEIDOSCOPES IN BRIEF

KALEIDOSCOPES SERVES AS A PRACTICAL ‘TOOL’

The learning outcomes of Kaleidoscopes in relation to the eight intelligences – art, body, maths/logic, music, nature, people, self and word – are:
ART:

• Childrenwill use colour as a language for expression.

• Children will express themselves through pastels, paint and sketches.
  
• Childrenwill understand that art is a way of expressing and communicating our feelings, ideas, dreams and aspirations.

BODY:

• Childrenwill gain an understanding of the connection between what we eat and our health and wellbeing.

• Childrenwill learn that food has healing qualities.

• Childrenwill understand how our body ‘tells us’ the foods we need to be healthy, and how what we eat affects our environment.

MATHS/LOGIC:

• Childrenwill use shape as a tool for expression.

• Children will see shape in the natural world.

• Childrenwill understand the connection between emotions and logic, how they work together to create balance or imbalance.

MUSIC:

• Childrenwill become aware of how different music evokes different responses.

• Children will listen to music to express feelings, ideas and creativity, through art and language.

NATURE:

• Children will be shown their connection to nature through natural objects, animals, food and microscopic pictures.

• Childrenwill learn how nature can inspire and balance emotions.

• Children will appreciate the importance of taking care of their environment, fauna and flora, of how we live in harmony or disharmony with it.

PEOPLE:

• Children will learn to appreciate our individuality, our uniqueness and our similarities.

• Childrenwill share ideas and feelings with each other.

• Childrenwill understand and communicate the connection between every living thing (including each other) and the world they live.

SELF:

• Children will gain new awareness into themselves, increase self-esteem and inner strength.

• Childrenwill become aware of how what we say, feel, think and do affects our health and that of others.

• Childrenwill gain understanding of the importance of taking responsibility and the implications of not.

WORD:

• Childrenwill express and communicate ideas, feelings and stories through the written and spoken word.

• Childrenwill be inspired by colour and nature to write words, phrases, poetry and/or stories.

• Childrenwill visualise meaning from abstract images.

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