How to: LEARN
By http://www.psychotactics.com
There are two ways to eat a cake.
You can eat it in small pieces.
Or gobble the whole thing down.
Most of us would like to gobble, whether it comes to cake or learning
And like cake, learning needs to be tackled in small portions. Small portions not only help you learn, but help you learn a lot faster. Here are three core reasons why:
1) The sleep factor
2) The tiredness factor
3) The mistake factor.
Let’s start with the sleep factor
When you learn something, the brain tries to make sense of it. And then it goes about doing whatever it’s supposed to do. Then you go to bed. You might get just 6 hours of sleep, but in that time your brain is processing parts of your day. And if you’ve learned a new skill, there’s a good chance it’s doing just that—processing your new skill.
My niece, Marsha is just 8 (at the time of writing this article)
And she comes across to my office to learn to implement a concept called Bal-Vis-X. It’s a combination of skills that make students sharper and smarter than ever before. But here’s what happens during our exercise.
At first, Marsha struggles with a new exercise (there are over 300 exercises in the entire program). And we don’t force the issue. She just goes home and goes to sleep. Then she comes back for the next session. In between those two sessions, nothing has changed. The only difference is the sleep factor. Yet, almost immediately you can see the difference.
And the same applies to your learning
You can learn just about anything. And then it’s time to sleep. The very next day there will be a difference. Whether you will be able to discern the difference or not isn’t relevant, there will be a difference, nonetheless.
Over weeks and months you’ll be able to see a chunky difference. And sleep, believe it or not, plays a massive role. So yes, turning off that stupid TV (yes, stupid) will make you a lot smarter. But then, can’t bulk learning make you smarter? Surely the brain can absorb a lot more information at one go. Yes it can, but there’s a problem called tiredness that steps right in.
2) The tiredness factor
Bulk learning is plainly ineffective when compared with daily learning—and you don’t need a research scientist to tell you that. If you’re flirting with a new skill, the brain is under tremendous pressure. It’s trying to absorb what’s being written, work out the context and—because it’s a skill—apply it to your job or your life. Think about the amount of glucose that sucks up from your body. Now multiply that learning over 3 hours, or a day, and what you’ll find are drop outs.
It would seem that you’ve heard it all, and yet unless you have a phenomenal ability, there’s a chance you lost little chunks past the first ten minutes of instruction. As the learning advances, you start losing bigger chunks.
Now admittedly this depends on your level of skill. Let’s say you already know a lot about Photoshop, and you’re sitting in a Photoshop seminar, your brain doesn’t strain too much. But the moment some new features come up, your brain has to do a fair bit of work. The more facts you have to remember the more tired it gets and dropouts are inevitable. It’s only when you see the work of others, working on the same exercise, that you realise how many subtleties you’ve missed.
When you do daily learning, you get to re-examine what you’ve learned—and what you’ve missed. And this brings us to the third part: The mistake factor.
3) The mistake factor
If you do something every day, you learn from new mistakes every day. If you bulk your learning the mistakes are all a blur. But daily mistakes get highlighted. And not just your mistakes, but in a group, the mistakes of the entire group. There’s more than a good chance that a group of just 5-7 people will make as many as 5-15 mistakes in a single day. This is because everyone interprets information differently, and executes differently.
So you get to learn—and more importantly, revise what you know. And what you don’t know. Bulk learning is not as efficient, because the mistakes are made en masse, and the teacher may not be overly keen to point out 35 mistakes in one day. Over a week, 35 mistakes are just 5 mistakes a day. Every mistake gets its own spotlight and hence you get the chance to eliminate those mistakes systematically.
And yet most of us believe in bulk learning
And this is because we’re in a hurry. Yet, the best way to learn something, is to slow things down considerably. It takes most people about 2-3 years to become extremely proficient at a skill like writing or drawing. Yet with the right teacher and the right system this can be shortened to just 6-8 months. And that’s because the pace slows down considerably. You detect and fix more errors. And what is talent, but the systematic reduction of errors?
You’ve done the gobble-gobble learning and you know the results.
Now try the daily learning. Better still, try it in a group.
And prepare to be amazed.
Photo credit: http://homebrewedchristianity.com
Convince or persuade?
Understand that some experts say that “persuade” and “convince” are synonyms that go back at least to the sixteenth century. The meanings are so closely knit that often one word serves as well as the other.
Grammar
After ‘persuade’ we use the structure
to + infinitive:
- I persuaded them to stay for another drink.
- He persuaded her not to take the job.
After ‘convince’ we cannot use a verb infinitive. We say ‘convince someone that‘:
- She convinced the police that she was telling the truth.
- He convinced her that it was the right thing to do.
Both of the above sentence would also be correct without ‘that’:
- She convinced the police she was telling the truth.
- He convinced herit was the right thing to do.
Meaning
Although Robert finally persuaded his girlfriend to move abroad with him, she was not fully convinced that it was the best thing to do.
In the example, Robert’s girlfriend was persuaded (to move) but was not convinced (that it was the correct decision). So, we can see that when we persuade someone to do something it doesn’t always mean that we have also convinced that person.
The teenager is convinced she can win. The boy was persuaded to run the 10-yard dash.
One more thing is worth mentioning about ‘persuade’ and ‘convince’. If we are absolutely sure about something, we say I’m convinced:
– Are you sure he’s innocent?
– Yes, I’m convinced. NOT I’m persuaded
Additional info
Some related words:
convincing (adjective) It was a convincing argument.
persuasive (adjective) Marta can be very persuasive when she wants.
persuasion (noun) He used his powers of persuasion.
When confronted with issues of word choice, I often find it helpful to consider the associations and connotations a word has in its different forms. A convincing person or argument is one that other people cannot help but agree with, whereas a persuasive person or argument is one that other people find compelling, but which leaves more room (in my mind) for the opportunity to disagree.
If you have been convinced, you have clearly and decisively changed your perspective. If you have been persuaded, then you have chosen to agree with those you previously disagreed with. In the latter case, it may not be so much that you’ve found an argument you agree with so much as you’re indulging someone who has appealed to you, either positively or negatively.
Prefer “convince” when the change of opinion must be definite or to deemphasize the role of whomever did the convincing. Prefer “persuade” to draw attention to either the arguments used or the individuals doing the arguing, to emphasize reluctance on the part of the persuaded, or when you need the word to contain more vowels.
Resources:
Photocredit: http://persuasionuvm.blogspot.com
Character Feelings
You can describe your character’s feelings in more exact terms than just “happy” or “sad.” Check these lists for the exact nuance to describe your character’s intensity of feelings.
| Intensity of Feelings |
HAPPY | SAD | ANGRY | CONFUSED |
| High | Elated Excited Overjoyed Thrilled Exuberant Ecstatic Fired up Delighted |
Depressed Disappointed Alone Hurt Left out Dejected Hopeless Sorrowful Crushed |
Furious Enraged Outraged Aggrivated Irate Seething |
Bewildered Trapped Troubled Desperate Lost |
| Medium | Cheerful Up Good Relieved Satisfied Contented |
Heartbroken Down Upset Distressed Regret |
Upset Mad Annoyed Frustrated Agitated Hot Disgusted |
Disorganized Foggy Misplaced Disoriented Mixed up |
| Mild | Glad Content Satisfied Pleasant Fine Mellow Pleased |
Unhappy Moody Blue Sorry Lost Bad Dissatisfied |
Perturbed Uptight Dismayed Put out Irritated Touchy |
Unsure Puzzled Bothered Uncomfortable Undecided Baffled Perplexed |
| Intensity of Feelings |
AFRAID | WEAK | STRONG | GUILTY |
| High | Terrified Horrified Scared stiff Petrified Fearful Panicky |
Helpless Hopeless Beat Overwhelmed Impotent Small Exhausted Drained |
Powerful Aggressive Gung ho Potent Super Forceful Proud Determined |
Sorrowful Remorseful Ashamed Unworthy Worthless |
| Medium | Scared Frightened Threatened Insecure Uneasy Shocked |
Dependent Incapable Lifeless Tired Rundown Lazy Insecure Shy |
Energetic Capable Confident Persuasive Sure |
Sorry Lowdown Sneaky |
| Mild | Apprehensive Nervous Worried Timid Unsure Anxious |
Unsatisfied Under par Shaky Unsure Soft Lethargic Inadequate |
Secure Durable Adequate Able Capable |
Embarrassed |
20 Common Grammar Mistakes That (Almost) Everyone Makes
Who and Whom
This one opens a big can of worms. “Who” is a subjective — or nominative — pronoun, along with “he,” “she,” “it,” “we,” and “they.” It’s used when the pronoun acts as the subject of a clause. “Whom” is an objective pronoun, along with “him,” “her,” “it”, “us,” and “them.” It’s used when the pronoun acts as the object of a clause. Using “who” or “whom” depends on whether you’re referring to the subject or object of a sentence. When in doubt, substitute “who” with the subjective pronouns “he” or “she,” e.g., Who loves you? cf., He loves me. Similarly, you can also substitute “whom” with the objective pronouns “him” or “her.” e.g., I consulted an attorney whom I met in New York. cf., I consulted him.
Which and That
This is one of the most common mistakes out there, and understandably so. “That” is a restrictive pronoun. It’s vital to the noun to which it’s referring. e.g., I don’t trust fruits and vegetables that aren’t organic. Here, I’m referring to all non-organic fruits or vegetables. In other words, I only trust fruits and vegetables that are organic. “Which” introduces a relative clause. It allows qualifiers that may not be essential. e.g., I recommend you eat only organic fruits and vegetables, which are available in area grocery stores. In this case, you don’t have to go to a specific grocery store to obtain organic fruits and vegetables. “Which” qualifies, “that” restricts. “Which” is more ambiguous however, and by virtue of its meaning is flexible enough to be used in many restrictive clauses. e.g., The house, which is burning, is mine. e.g., The house that is burning is mine.
Lay and Lie
This is the crown jewel of all grammatical errors. “Lay” is a transitive verb. It requires a direct subject and one or more objects. Its present tense is “lay” (e.g., I lay the pencil on the table) and its past tense is “laid” (e.g., Yesterday I laid the pencil on the table). “Lie” is an intransitive verb. It needs no object. Its present tense is “lie” (e.g., The Andes mountains lie between Chile and Argentina) and its past tense is “lay” (e.g., The man lay waiting for an ambulance). The most common mistake occurs when the writer uses the past tense of the transitive “lay” (e.g., I laid on the bed) when he/she actually means the intransitive past tense of “lie” (e.g., I lay on the bed).
Moot
Contrary to common misuse, “moot” doesn’t imply something is superfluous. It means a subject is disputable or open to discussion. e.g., The idea that commercial zoning should be allowed in the residential neighborhood was a moot point for the council.
Continual and Continuous
They’re similar, but there’s a difference. “Continual” means something that’s always occurring, with obvious lapses in time. “Continuous” means something continues without any stops or gaps in between. e.g., The continual music next door made it the worst night of studying ever. e.g., Her continuous talking prevented him from concentrating.
Envy and Jealousy
The word “envy” implies a longing for someone else’s good fortunes. “Jealousy” is far more nefarious. It’s a fear of rivalry, often present in sexual situations. “Envy” is when you covet your friend’s good looks. “Jealousy” is what happens when your significant other swoons over your good-looking friend.
Nor
“Nor” expresses a negative condition. It literally means “and not.” You’re obligated to use the “nor” form if your sentence expresses a negative and follows it with another negative condition. “Neither the men nor the women were drunk” is a correct sentence because “nor” expresses that the women held the same negative condition as the men. The old rule is that “nor” typically follows “neither,” and “or” follows “either.” However, if neither “either” nor “neither” is used in a sentence, you should use “nor” to express a second negative, as long as the second negative is a verb. If the second negative is a noun, adjective, or adverb, you would use “or,” because the initial negative transfers to all conditions. e.g., He won’t eat broccoli or asparagus. The negative condition expressing the first noun (broccoli) is also used for the second (asparagus).
May and Might
“May” implies a possibility. “Might” implies far more uncertainty. “You may get drunk if you have two shots in ten minutes” implies a real possibility of drunkenness. “You might get a ticket if you operate a tug boat while drunk” implies a possibility that is far more remote. Someone who says “I may have more wine” could mean he/she doesn’t want more wine right now, or that he/she “might” not want any at all. Given the speaker’s indecision on the matter, “might” would be correct.
Whether and If
Many writers seem to assume that “whether” is interchangeable with “if.” It isn’t. “Whether” expresses a condition where there are two or more alternatives. “If” expresses a condition where there are no alternatives. e.g., I don’t know whether I’ll get drunk tonight. e.g., I can get drunk tonight if I have money for booze.
Fewer and Less
“Less” is reserved for hypothetical quantities. “Few” and “fewer” are for things you can quantify. e.g., The firm has fewer than ten employees. e.g., The firm is less successful now that we have only ten employees.
Farther and Further
The word “farther” implies a measurable distance. “Further” should be reserved for abstract lengths you can’t always measure. e.g., I threw the ball ten feet farther than Bill. e.g., The financial crisis caused further implications.
Since and Because
“Since” refers to time. “Because” refers to causation. e.g., Since I quit drinking I’ve married and had two children. e.g., Because I quit drinking I no longer wake up in my own vomit.
Disinterested and Uninterested
Contrary to popular usage, these words aren’t synonymous. A “disinterested” person is someone who’s impartial. For example, a hedge fund manager might take interest in a headline regarding the performance of a popular stock, even if he’s never invested in it. He’s “disinterested,” i.e., he doesn’t seek to gain financially from the transaction he’s witnessed. Judges and referees are supposed to be “disinterested.” If the sentence you’re using implies someone who couldn’t care less, chances are you’ll want to use “uninterested.”
Anxious
Unless you’re frightened of them, you shouldn’t say you’re “anxious to see your friends.” You’re actually “eager,” or “excited.” To be “anxious” implies a looming fear, dread or anxiety. It doesn’t mean you’re looking forward to something.
Different Than and Different From
This is a tough one. Words like “rather” and “faster” are comparative adjectives, and are used to show comparison with the preposition “than,” (e.g., greater than, less than, faster than, rather than). The adjective “different” is used to draw distinction. So, when “different” is followed by a preposition, it should be “from,” similar to “separate from,” “distinct from,” or “away from.” e.g., My living situation in New York was different from home. There are rare cases where “different than” is appropriate, if “than” operates as a conjunction. e.g., Development is different in New York than in Los Angeles. When in doubt, use “different from.”
Bring and Take
In order to employ proper usage of “bring” or “take,” the writer must know whether the object is being moved toward or away from the subject. If it is toward, use “bring.” If it is away, use “take.” Your spouse may tell you to “take your clothes to the cleaners.” The owner of the dry cleaners would say “bring your clothes to the cleaners.”
Impactful
It isn’t a word. “Impact” can be used as a noun (e.g., The impact of the crash was severe) or a transitive verb (e.g., The crash impacted my ability to walk or hold a job). “Impactful” is a made-up buzzword, colligated by the modern marketing industry in their endless attempts to decode the innumerable nuances of human behavior into a string of mindless metrics. Seriously, stop saying this.
Affect and Effect
Here’s a trick to help you remember: “Affect” is almost always a verb (e.g., Facebook affects people’s attention spans), and “effect” is almost always a noun (e.g., Facebook’s effects can also be positive). “Affect” means to influence or produce an impression — to cause hence, an effect. “Effect” is the thing produced by the affecting agent; it describes the result or outcome. There are some exceptions. “Effect” may be used as a transitive verb, which means to bring about or make happen. e.g., My new computer effected a much-needed transition from magazines to Web porn. There are similarly rare examples where “affect” can be a noun. e.g., His lack of affect made him seem like a shallow person.
Irony and Coincidence
Too many people claim something is the former when they actually mean the latter. For example, it’s not “ironic” that “Barbara moved from California to New York, where she ended up meeting and falling in love with a fellow Californian.” The fact that they’re both from California is a “coincidence.” “Irony” is the incongruity in a series of events between the expected results and the actual results. “Coincidence” is a series of events that appear planned when they’re actually accidental. So, it would be “ironic” if “Barbara moved from California to New York to escape California men, but the first man she ended up meeting and falling in love with was a fellow Californian.”
Nauseous
Undoubtedly the most common mistake I encounter. Contrary to almost ubiquitous misuse, to be “nauseous” doesn’t mean you’ve been sickened: it actually means you possess the ability to produce nausea in others. e.g., That week-old hot dog is nauseous. When you find yourself disgusted or made ill by a nauseating agent, you are actually “nauseated.” e.g., I was nauseated after falling into that dumpster behind the Planned Parenthood. Stop embarrassing yourself.
How to write for the European Institutions
Are you an aspiring non-fiction author, or translator, maybe? Dreaming for a career in the European Parliament and/or Commission?
There you have two useful tools that will help you achieve the EU- English (house) style:
Writing in clear language can be difficult at the Commission, since much of the subject matter is complex and more and more is written in English by (and for) non-native speakers, or by native speakers who are beginning to lose touch with their language after years of working in a multilingual environment. We must nevertheless try to set an example by using language that is as clear, simple, and accessible as possible, out of courtesy to our readers and consideration for the image of the Commission.
-
How to write clearly
(16 pages, PDF)

- Think before you write
- Focus on the reader — be direct and interesting
- Get your document into shape
- KISS: Keep It Short and Simple
- Make sense — structure your sentences
- Cut out excess nouns – verb forms are livelier
- Be concrete, not abstract
- Prefer active verbs to passive — and name the agent
- Beware of false friends, jargon and abbreviations
- Revise and check
- Online EU drafting aids
Yours europeanly,



















