learning objective

Memory Tips
  • Study repeatedly - Overlearn. Take advantage of life’s little intervals (i.e.- riding the bus, walking, waiting in the grocery checkout line)
  • Spend time actively thinking about material - Exercise weak memories with rehersal and critical reflection. No skimming!
  • Make material personally meaningful - Write notes in your own words. Form as many cue associations (i.e.- images, experiences) as possible! 
  • Use mnemonic devices for lists - Associate items with peg words, create a vivid story involving the items, or chunk items into acronyms 
  • Refresh your memory by activating cues - Mentally re-create situations/moods where you orginally learned the material or physically return to the location 
  • Minimize interferences - Study about an hour before sleep. Don’t study similar subjects back-to-back (i.e.- Studying Spanish then French right after) 
  • Test your knowledge - Don’t be overconfident about recalling the material. Test yourself with the learning objectives. You can outline sections, define terms/concepts, create practice tests, or explain the topic to a friend without using your notes

Psychology: 8th Edition by David G. Myers, Chapter 9 - Memory 

8

Anatomy of Spanish: An indirect object [objeto indirecto] is typically a person, animate object, or personified object that receives the result of the action. While a direct object is the thing being acted upon, the indirect object is the person or thing that is the recipient of the action.

In the sentence te mando la carta, it is la carta that is the direct object - being acted upon by the subject through the verb. And the te “to you” indicates who the recipient of the action is; “to whom” or “for whom” an action is done. In a case system, an indirect object is typically identified under the “dative” case.

The indirect object pronouns - me, te, le, les, nos, os - are pretty standard and look similar to the direct object pronouns (which are me, te, lo/la, los/las, nos, os).

For an indirect object, you can make it emphatic by adding an a plus the subject. With me, te, nos, os - who create no confusion as they only apply to yo, tú, nosotros/nosotras, vosotros/vosotras - the addition of the a is even more emphatic. So.. no me digas “don’t tell me” is even more emphatic as no me digas a mí “don’t tell ME”.

It is third person singular (le) and third person plural (les) that are the ones to watch for. Because le mando la carta could be “I am sending the letter to him/her/You”. You can mark the subject’s name or the pronoun; le mando la carta a Ana / le mando la carta a ellale mando la carta a Luis / le mando la carta a él… and le mando la carta a usted.

The same applies for les which is plural.

When joining a direct object and an indirect object, there’s typically no problem with me, te, nos, os staying the same; te lo mando, me lo mandan, nos la mandas, etc.

With third person - le and les - they change to se when joined with a direct object. This is because le lo or les lo would sound silly and trip up the tongue.

A sentence like… se lo mando, se la mando could potentially refer to ANY third person subject. In proper context, there’s no confusion. But if you think there could be, you can say… se lo mando (a él / ella / usted / ellos / ellas / ustedes)

Many verbs, especially the verbs like gustar - gustar, encantar, molestar, interesar, importar, fascinar, aburrir, cansar, agradecer etc. - use indirect objects, so it’s important to know how they work and why.

“Trump & Clinton are equally bad!”

Translation: I don’t know how the U.S. Supreme Court works. 

der Abfluss (Abflüsse) - drain
der Aktenschrank (Aktenschränke) - filing cabinet
die Badewanne (Badewannen) - bath tub
der Besen - broom
das Bett (Betten) - bed
die Bettdecke (Bettdecken) - quilt/duvet
das Bücherregal (Bücherregale) - bookshelf
das Bügelbrett (Bügelbretter) - ironing board
das Bügeleisen - iron
das Doppelbett (Doppelbetten) - double bed
der Eimer - bucket
das Einzelbett (Einzelbetten) - single bed
der Fernseher - television
die Fernbedienung (Ferbedienungen) - remote control 
die Fußmatte (Fußmatten) - doormat
die Gardine (Gardinen) - curtain/drape
das Handtuch (Handtücher) - hand towel
der Heizkörper - radiator
der Hocker - stool
der Kaffeetisch (Kaffeetische) - coffee table
das Kissen - cushion, pillow
der Kleiderbügel - coat hanger
der Kleiderschrank (Kleiderschränke) - wardrobe, closet
der Kleiderständer - coat stand
die Kommode (Kommoden) - chest of draws
die Lampe (Lampen) - lamp, light
der Lampenschirm (Lampenschirme) - lampshade
der Lappen - cloth/flannel
der Lichtschalter - light switch
die Matratze (Matratzen) - matteres
der Mülleimer - garbage can
die Mülltonne (Mülltonnen) - garbage bin
der Nachttisch (Nachttische) - night stand/bedside table
der Papierkorb (Papierkörbe) - wastepaper basket
das Radio (Radios) - Radio
der Rollladen - shutter/blind
der Schrank (Schränke) - cupboard
der Schreibtisch (Schreibtische) - desk
der Schwamm (Schwämme) - sponge
das Sofa (Sofas) - sofa
der Spiegel - mirror
der Staubsauger - vacuum cleaner
die Steckdose (Steckdosen) - power point/socket
die Stereoanlage (Stereoanlagen) - stereo system
der Stuhl (Stühle) - chair
der Stöpsel - plug
die Tapete (Tapeten) - wallpaper
die Taschenlampe (Taschenlampen) - torch/flashlight
das Telefon (Telefone) - telephone
der Teppich (Teppiche) - carpet
der Tisch (Tische) - table
die Tischdecke (Tischdecken) - tablecloth
die Türklinke (Türklinken) - door handle
die Uhr (Uhren) - clock
die Vase (Vasen) - vase
der Vorhang (Vorhänge) - curtain/drape
der Vorleger - mat/rug
die Waage (Waagen) - scales
die Waschmaschine (Waschmaschinen) - washing machine
der Wasserhahn (Wasserhähne) - tap/faucet

3

111616; 35/100 days of productivity currently working on the learning objectives for my bio midterm on Friday! Definitely nervous about it but I’m taking my time and trying to understand everything I’m writing down 😌📚 two midterms Friday and I’m definitely nervous but I’m pushing through it. Only a couple more days until thanksgiving break too

italian direct object pronouns

singular
mi - me
ti - you
lo / l’ - him, it
la / l’ - her, it
La - you (formal)

plural
ci - us
vi - you (informal)
li - them (masc)
le - them (fem)
Le / Li - you (formal)

placement

  • direct object pronouns come after the conjugated verb
    • la porti per pranzo - you take him for lunch
  • when there’s an infinitive verb + a conjugated verb, the d.o. pronouns can go in front of the conjugated verb or after the infinitive (note: the infinitive loses the ‘e’ at the end if you add the pronoun after it)
    • loro mi vogliono ascoltare - they want to hear me
    • loro vogliono ascoltarmi - they want to hear me

T E E N A G E  G I R L S  +  M Y T H O L O G Y: Persephone

She smells of flowers, like the first day of spring. Her lips are pink from the pomegranate juice that she sucks from a carton, sat barefoot on the grass outside as she skips class. Head held high, new students make the mistake of thinking she is harmless. They learn their lesson. Sharp objects lurk beneath folds of material, the red of her nail polish there to hide that of a similar colour. She fights, hard and dirty, argues, cries in a bathroom stall, breaks hearts and forgets she has one of her own.

nightfostered  asked:

Hi! I was wondering how you did the animated links for your navigation? I've seen a lot of people doing them lately but I haven't been able to locate a tutorial anywhere. (Your base code is gorgeous, by the way!)

I hope you don’t mind me answering this publicly, since I received several questions about this and it looks like many people are interested in this effect.

I’m going to explain to my best ability how to achieve an animation effect like this. ( Please excuse the low quality of the gif, the programme I use to make these isn’t working so well these days, for some reason. )

First and foremost, I insist that you READ THIS TUTORIAL PAGE. I’m sure there are others like this too, but this is the page I used when I first decided that I wanted to learn how to animate objects and symbols. It’s not the fanciest tutorial out there, but it explains everything very well. And in a very simple manner, which is always a good thing for CSS newbies.

Keep reading

2

2006!ME vs 2016!ME

Oh hey gais, I found the bandwagon!  

I’m really not a huge fan of comparing myself ten years ago and today me, because 2006!ME would shrivel up and die of despair at being compared to the 2016!ME.  It’s really not fair to her, she’s a teenager with horomones who’s view of the world is colored by depression and being ostracized by her peers and even teachers.  And her biggest dream is to move back to Japan and be a mangaka.  2006!ME’s first best friend (who introduced her to anime) had also dropped her like a hot potato the year before because “it wasn’t fair that [20016!ME] got better grades AND drew better than [Best friend at the time]”.  I was a dour, depressing, and utterly moody young thing (not without good reason, but the fact remains that I was very unhappy with life).

Meanwhile, 2016!ME has since gone to college, learned to be objective about her work, spent the majority of those years learning and almost constantly practicing to use digital tools, Developed a taste, the skill, and lots of appreciation for a wide range of art styles, filled many many sketchbooks (which were not available to 2006!Me due to being too expensive, so she used printer paper and manila folders) of things like hands, noses, and other artistic foils until she dun git gud at that stuff, did 300+ art commissions in three years, got published in a tabletop RPG module book, became a comic colorist for one of her art heroes (that would be @bludragongal), became the art director of a volunteer game studio and then developed the common sense to leave and realize that she can say no to every “job” offer that comes her way if she doesn’t feel that she’s being treated professionally, and to top it all off, gained very important and good friends that she had only just met in 2006 but have since become irreplaceable fixtures in her life.  A bunch of other things happened too, but that’s the gist of it.

tl;dr 2006 was the first year I started doing digital art, so understandably, I sucked. Here in 2016 I have 12+ years of drawing and painting experience SO OF COURSE I DO IT LIKE A BOSS.

10

Anatomy of Spanish: A direct object [objeto directo] is the part of the sentence that receives the action. In other languages that have case systems, direct objects are known as “accusative”. Direct objects are used for the sake of brevity, when the object is known there’s no need to include the noun itself.

In Spanish, a masculine direct object can be substituted for lo in singular, and los in plural. A feminine direct object can be substitued for la in singular, and las in plural.

The direct objects stand in for definite articles (el libro / la flor = “the book” / “the flower”) or for indefinite articles (un libro / una flor = “a book” / “a flower”).

Pay special attention to where the direct object goes when it's lo / los or la / las - before the verb.

In English, direct objects are often translated as “it” or “them”. But sometimes direct objects can be people; in English it would be something like lo conozco “I know him” or la conozco “I know her” instead of the longer sentence. 

*Note: It’s totally okay, and is probably preferable, to just say compro un libro / lo compro and leave out the yo. This is just done for the sake of being specific; the compro only exists in present tense yo so there’s no confusion as to what the subject of the sentence is. If it were 3rd person compra you might have to specify if it’s “he”, “she”, or “You (formal)”, or compran “they (masculine / masculine + feminine), "they (feminine only)”, or “You all”…  but the other conjugations (compro, compras, compramos, compráis) only apply to one potential subject.

from Lost Subjects, Contested Objects, Toward a Psychoanalytic Inquiry of Learning

“In our own time, which, after all, is never just our own time, how can we grapple with the stakes of the learning when the learning is made from attempts at identification with what can only be called difficult knowledge.   The term of learning acknowledges that studying the experiences and the traumatic residuals of genocide, ethnic hatred, aggression, and forms of state-sanctioned - and hence legal - social violence  requires educators to think carefully about their own theories of learning and how the stuff of such difficult knowledge becomes pedagogical.  This exploration needs to do more than confront the difficulties of learning from another’s painful encounter with victimization, aggression and the desire to live on one’s own terms.  It also must be willing to risk approaching the internal conflicts which the learner brings to the learning. Internal conflicts may be coarsened, denied, and defended against the time when the learner cannot make sense of violence, aggression, or even the desire for what Melanie Klein calls the ‘making of reparation’.” 

D. Britzman, p.117

A Treestar for a Loved One Spell

Spell a Day-Day 7

Description: This spell will help you enchant an object so that when you give it to someone it will keep your loving presence with them forever.


Materials:

  1. Bachelor’s Button
  2. Dandelion
  3. Dirt (garden)
  4. Lipstick
  5. Object

Instructions:

If there is a place to fit the items inside:

  1. Perform any pre-spell rituals.
  2. Take the bachelor’s button, dandelion, and dirt and place it inside the object.
    1. I’ll be with you, even if you can’t see me.
  3. Put on the lipstick and seal it with a kiss.

If there is not a place to fit the items inside:

  1. Perform any pre-spell rituals.
  2. Take the bachelor’s button, dandelion, and dirt and wipe the item down with it.
    1. I’ll be with you, even if you can’t see me.
  3. Put on the lipstick and seal it with a kiss if possible. If you cannot hide it, loose the lipstick and just use your lips to seal.
Post observation with my principal didn't go as planned

These are a few of the things that she said:
-I have no planning/preparation skills because I write my learning objective and assignments on the board during the same period as my lesson when my technology fails instead of already having them up.
-I have zero classroom management skills as none of my students were engaged during my lesson (I must have missed something…)
-and that I pushed back at her while asking questions. I was confused as to what she was saying since I did not sense these things and in fact I’d disagree. My students were talking out of turn because they were engaged… most if not all of the conversations were based on the lesson.

Then she threatened me, saying that I of all people should not be “pushing back” at her since I do not have tenure, and that I will be written up for this.

I don’t even understand what I did, but she was extremely aggressive when accusing me of things that I did or did not do.


Essentially, I almost got fired or quit today

2

School taught me that not knowing things was embarrassing.

After multiplication quizzes, I’d be called to the front of the room and asked if I had been studying in front of the “boob tube” since my scores were so low. Everyone would laugh. I was usually great at math, but this was the first time I was stuck.

I never failed a test until college. I was studying to be an engineer and failed many tests. Even typing this up it feels weird. Like it should be a secret and maybe these shortcomings can still come back to haunt me.

Tests were long and intense. Once, my 36% was a B. The teacher was impressed if you got through part of one question. Some tests were worth 20% of your grade and only had two questions. That means an entire letter grade was determined by a single problem. You had to know everything.

I made the mistake once of skipping over one of those highlighted grey boxes with side information in my textbook. There was a question on the test about that one paragraph in that grey box. I could tell you the page number, but not what was written there.

My manager at my first real job gave me the exam for my certification. After each question he would ask, “Are you sure?” He told me never to guess. Guessing gets people hurt. Just say “I don’t know” and look it up. Always look things up. Information changes as we learn. Memorizing means you could know old data. In school, saying “I don’t know” is shameful. At work, saying “I don’t know, but I’ll get back to you” was vital.

In Johannes Kepler’s first book, he though the planets moved according to platonic solids and used meticulous math to prove it. However, he is remembered for his later books where he proves himself wrong. He used observational data obtained from Tycho Brahe to determine orbits were actually ellipses.

I made two failed tests into platonic solids to remind myself that learning isn’t knowing everything at once. Knowledge should be pliable. Learning is a lifelong endeavor that isn’t meant to be done alone. 

from Lost Subjects, Contested Objects, Toward a Psychoanalytic Inquiry of Learning

“….it is useful to consider two dynamics of learning noted by Sigmund Freud;  learning about and learning from.  Whereas learning about an event or experience focuses upon the acquisition of qualities, attributes, and facts, so that is presupposes a distance (or, one might even say, a detachment) between the learner and what is to be learned, learning from an event or experience is of a different order, that of insight.  Both of these learning moves are made more fragile in difficult knowledge.  But precisely because insight concerns the acknowledgment of discontinuity from the persistence of the status quo, and hence asks something intimate from the learner, learning from requires the learner’s attachment to, and implication in, knowledge.” 

D. Britzman, p.117