“ Quantum Speed Reading “ – Chapters 1-4 Are Descriptions And
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The Art of Doing Science and Engineering: Learning to Learn 1
The Art of Doing Science and Engineering The Art of Doing Science and Engineering Learning to Learn Richard W.Hamming U.S. Naval Postgraduate School Monterey, California GORDON AND BREACH SCIENCE PUBLISHERS Australia • Canada • China • France • Germany • India • Japan • Luxembourg • Malaysia • The Netherlands • Russia • Singapore • Switzerland • Thailand • United Kingdom This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Copyright © 1997 OPA (Overseas Publishers Association) Amsterdam B.V.Published in The Netherlands under license by Gordon and Breach Science Publishers. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, without permission in writing from the publisher. Printed in India. Amsteldijk 166 1st Floor 1079 LH Amsterdam The Netherlands British Library Cataloguing in Publication Data Hamming, R.W. (Richard Wesley), 1915– The art of doing science and engineering: learning to learn 1. Science 2. Engineering I. Title 500 ISBN 0-203-45071-X Master e-book ISBN ISBN 0-203-45913-X (Adobe eReader Format) ISBN 90-5699-501-4 (Print Edition) CONTENTS Preface vi Introduction viii 1 Orientation 1 2 Foundations of the Digital (Discrete) Revolution 9 3 History of Computer—Hardware 17 4 History of Computer—Software 24 -
Identifying Problems That Lead to Slow Reading
Student Academic Resource Center Identifying Problems that Lead to Slow Reading This handout is designed to help identify and eliminate problems leading to slow reading. To get the most out of this exercise, take a sheet of paper and draw a line vertically down the middle. As common causes of slow reading are covered, list those you believe may be slowing your reading on the left side of the line. On the right side of the line, list some of the suggested remedies you are willing to try. When finished reading this handout and making your list of problems and remedies, you will have a self- diagnosis of some of the factors that affect your reading speed and some definite steps you can take to increase it. Whatever you discover, it's a good idea to discuss your results with a staff member at your campus learning center and set up a plan for further refinement of college reading skills. Keep in mind that campus learning centers have many kinds of written materials and exercises to help with faster reading and better memory. Also, there are easy-to-use-computerized exercises available for increasing reading speed and comprehension. As long as you are willing to work on remedies, there are no good reasons why you should not be able to improve reading speed and comprehension (understanding). How Fast Should I Read? The average person reads at about 250 words per minute (wpm). Some of the faster readers can cover 500 to 600 wpm with comprehension. Good reading is a combination of reading speed and comprehension adjusted to the material being read. -
1/2 and W. Zimmer
DOCUMENT RESUME El) 355 806 FL 021 071 TITLE The Journal of the Society for Accelerative Learning and Teaching, 1992. INSTITUTION Society for Accelerative Learning and Teaching, Inc. REPORT NO ISSN-0273-2459 PUB DATE 92 NOTE 302p.; For the 1990 and 1991 journals, see ED 347 789 and ED 345 584. AVAILABLE FROMSALT Journal, Accelerated Learning Systems, 3028 Emerson Ave., So., Minneapolis, MN 55408 ($30 annual subscription). PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal of the Society for Accelerative Learning and Teaching; v17 n1-4 Spr-Win 1992 EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Academic Achievement; *Acceleration (Education); Achievement Gains; *Anxiety; *Brain Hemisphere Functions; *Counseling Techniques; Creativity; Educational History; Elementary Secondary Education; Foreign Countries; Intelligence; Learning Disabilities; Mathematics Instruction; Memory; Neurological Organization; Reading Instruction; Relaxation Training; Science Education; Speed Reading; Student Interests; *Suggestopedia; Test Anxiety; Writing Instruction ABSTRACT This docment consists of the two issues (1/2 and 3/4) of the Journal of the Society for Accelerative Learning and Teaching published during 1992. Articles in these issues include: "Hemispheric Preference, Intelligence and Creative Interests" (John W. Zimmer, David Guip, Dean L. Meinke, Dennis J. Hocevar); "Reading Test Anxiety with the Swish" (Harry E. Stanton); "The Evolution of Accelerative Learning from Lozanov to the Present" (Uschi Felix); "Relaxation Training Effects on Anxiety and Academic Performance' (Pedro R. Portes, Susan M. Best, Daya Sandhu, Tito Cuentas); "Improving Science Education: An Integrative Approach" (Joseph Jesunathadas); "Reading and Learning Disabled Students Improve Reading and Math through Videced Analytical Training" (Jan Erland); "Suggestopedia's Evolution in the West and in the East" (Galina Kitaigorodskaya); "Description of Five Counseling Cases with Lozanov's Memory Technique (Johnny M. -
11 CHAPTER II THEORITICAL FOUNDATION A. Understanding Of
CHAPTER II THEORITICAL FOUNDATION A. Understanding of Reading Comprehension 1. Language Learning According to Oxford Leaner’s Dictionary, language is 1. System of communication in speech and writing used by people of a particular country; 2. Language is the use by human of a system of sounds and words to communicate; 3. Particular style of speaking or writing; 4. Ways of expressing ideas and feelings using movements, symbols ad sounds; 5. System of symbols and rules to operate a computer. So that, language is the main instrument to communicate with another and cannot be replaced by another way. And in another source, Hughes (1962: 6) defines that language as a system of arbitrary vocal symbols by which thought is conveyed from one human being to another. Every human beings who is then developing into a family, an ethnic group, and nation absolutely have their own language in which one another is absolutely different whether seen from the point of the way of pronouncing the words or seen from the point of the language rulers. Someone’s language acquisition, ethnic group, and nation will happen automatically by interaction or communication among the members of family or among the ethnic group of a country. 11 12 Then, according to Bojovic (2010; 128) language learning (language acquisition) is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language learning is one of the quintessential human traits, because nonhumans do not communicate by using language. Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language.