Oct 09, 2008 | Uncategorized
One of the benefits of a federal student loan is that after graduation you are given a six month grace period before you are expected to make payments. If you graduated or dropped below half-time status this summer your grace period is most likely about to end and your lenders may have contacted you already with repayment information. So why is it important to consolidate your federal student loans before your grace period ends?
For loans taken out prior to July 1, 2006 your interest rate is kept at the lower in-school rate during the grace period, generally .6% lower. When you consolidate your federal student loans your base rate is determined by figuring the weighted average of the current interest rates on all of your federal loans. By consolidating during your grace period you will lock in that lower in-school rate saving. Even just a .6% reduction in the rate can save you thousands over the life of your loan.
You can even retain your grace period if you wish, your consolidation application is completed but is held until just before the grace period ends. This is a good way to plan ahead and make sure you don’t miss the lower rates. You don’t have to remember when your loan is due, we will do it for you! For further information contact a loan consolidation expert at Federal Education Services.
Loans taken out after July 1, 2006 currently do not have a lower in grace rate, they are at 6.8% and stay at this rate until consolidated or paid in full. For these loans consolidating during grace will not affect the interest rate but keep in mind that you are acruing interest on your loans while you are not making the payments, even in grace. It may still be in your best interest to give up your grace period and start making the payments right after graduation.
Federal Education Services is a company that specializes in federal student loan consolidation, Stafford loan origination, PLUS and Graduate PLUS loan origination and as a resource for students with questions regarding educational financing. For any questions regarding this article please contact Federal Education Services. A friendly loan specialist can be reached at (877) 222-4727 or you can find us on the web at feded.net feded.net
Oct 08, 2008 | Uncategorized
Can you imagine the most difficult environment for a child who had difficulty sitting still, difficulty paying attention, and loved to talk to other children? Imagine that this child had to go into this environment every day, and was expected to perform successfully in this environment.
When you think about it, it is the classroom setting that is this difficult setting for these kids. There are a lot of distractions, yet they are told to sit still, don’t move, don’t talk, to pay attention to boring worksheets, and keep on task until the work is finished. None of these things come easily to Attention Deficit Hyperactivity Disorder kids. But day by day, off to school they go.
Many Attention Deficit Hyperactivity Disorder kids “hit a wall” in school as the school year progresses. Every week they just get a little farther and farther behind, until they’re so far behind that it’s impossible to catch up. They lose their homework assignments, even after they have spent hours working on them. And they study hard for tests only to perform poorly the next day. They just slip farther and farther behind with each passing week.
The disorder is most often recognized and referred for treatment in third grade. This is when kids most often hit the “academic wall.” In third grade they are expected to do more and more work on their own, and they are given more homework to do as well. We also see many referrals in seventh grade, or when the child leaves Elementary School for Junior High School, with several classes and several teachers. Many Attention Deficit Hyperactivity Disorder kids who found ways to compensate in Elementary School are totally lost in Junior High School.
How can we help these children to be more successful in school? Begin by learning more about Attention Deficit Hyperactivity Disorder from the ADHD Information’s family of web sites. Here is one of our outstanding web sites with over
Oct 08, 2008 | Uncategorized
Internships are practical experiences that bridge the gap between the educational world and the real world allowing students to understand what is really like to work in the industry of their choice. International internships offer much more than the usual internship you would conduct in your country. These types of internships will open your eyes to new ways and new personal and professional relationships, will provide you with new settings and a new culture and expand your opportunities. Here is a small summary on how to get internships in the United States.
Washington, DC: Internship Central
Washington, DC is probably the most popular place for internships in this country. Hundreds of students from every corner of the world congregate in this city during the summer months to pursue internships in almost every field. Of course, the most popular field is political science, but tons of students also pursue internships in science, technology, economics, business, art, etc. In fact, Washington, DC is much more than politics. It’s a beautiful city surrounded by monuments and museums that are free to the general public. The Smithsonian museums offer all kinds of internships and fellowships year-round in subjects such as art, public relations, science, public policy, and other fields. International students are eligible to apply to certain internships provided by the Smithsonian free-of-charge. Other entities that attract tons of international students are the international organizations located in this city such as the World Bank, the International Monetary Fund and the Interamerican Development Bank. International and national students are encouraged to research and apply with plenty of time before the deadline to any of these internships that usually carry a nice stipend or a monthly wage. It’s important to understand that many internships are unpaid, however the professional expertise and personal connections you will acquire more than make up for the lack of payment. Some internships offer stipends that usually cover food and/or transportation. Other internships provide nice monthly wages that allow students to pay for housing, food, transportation and other personal expenses. There are also internship programs such as the Washington Internship Program, the Washington Internship Institute, or the Washington Center that provide internships to international and domestic students. These programs usually charge fees that average $3500 for internship placement services, academic courses, housing placement, and group activities. For those students already studying in US universities and colleges, the university career center is a great source for internship opportunities. Finally, newspaper and online job ads may also provide you with a good list of potential internships.
The Work Permit Process for F-1 Students
F-1 visa students (students currently enrolled in US universities and colleges) are eligible to work as interns 9 months after being admitted in the country as F-1 students. The process varies from college to college, but the following steps are recommended:
1. Talk to your international students counselor to see if you are eligible for curricular practical training (CPT). Curricular Practical Training (CPT) is an employment option available to F-1 students where the practical training employment is considered to be an integral part of the curriculum or academic program and where you are awarded college credit.
2. Talk to your college counselor, internship director or career counselor to see if you qualify for internships at this point in your college life.
3. Look for internships everywhere: newspapers, online job banks, internship centers, companies, organizations, etc. Submit your resume to your internships director or college professor in charge of co-op and internship programs.
4. Once you have been hired as an intern, go to the international students office and fill out the CPT form. Once this is approved, your I-20 will specify permission to engage in CPT. Your employer and dates will also be recorded on your I-20.
The Visa Process for Other Students
Students or recent graduates from other countries who wish to pursue an internship in the United States will usually need to be sponsored for a J-1 visa. J-1 visas are provided to exchange students and trainees. Your internship program will usually sponsor you for this type of visa. It’s important that you understand that students who come on a J-1 visa will be required to leave the country within 30 days after the internship ends. Also, J-1 visa holders will not be able to return to the US for 2 years following their internship experience. The reasoning for this is that students must take back and apply in their native countries the skills and expertise they acquired while working in the USA. For more information about J-1 visas, please visit this site: travel.state.gov/visa/temp/types/types_1267.html#6
Students who wish to work as temporary workers - usually in the hospitality industry as front desk agents, waiters, housekeepers, ski instructors and more are eligible for H-2 visas. The H-2 visa is a visa for unskilled workers and is the visa most often used for workers in hospitality and entertainment during the summer months. Work abroad programs usually sponsor you for this type of visa. For a directory of work abroad agencies click here. Note that international organizations such as the World Bank, IMF and IDB may sponsor their interns for a G-4 visa instead of other types of visas. The USCIS.gov website has comprehensive information about H-2 and G-4 visas.
The following steps are recommended:
1. Find an internship or work abroad program that meets your criteria. Make sure it is a reputable and certified organization.
2. Apply for the internship or work abroad program.
3. Once you have been admitted, request a detailed explanation of the steps and documents necessary for your visa.
4. Gather all the required documents for your visa interview and visit the US consulate or embassy in your area.
Final Words
Although this article has focused on internship opportunities available in the Washington, DC area, internships are available in all cities throughout the United States. It is important to select internships that provide you with valuable skills and unique experiences. Avoid at all costs internships where making copies and serving coffee will be your major responsibilities. Also, if you have decided to enroll in an internship program, make sure that it is a reputable and certified organization capable of sponsoring foreign students. An internship in the United States and in other parts of the world is a beautiful experience that combines new experiences, new cultures, new perspectives and your personal and professional growth.
Denisse Romero
Study Abroad and Travel Portal
macquil.com macquil.com
Oct 08, 2008 | Uncategorized
The Controversy
Often, when prospective TESOL trainees are taking their first TEFL certification course, the question arises, “Do English teachers need to know a foreign language?” Foreign languages are not included in the requisite curriculum of any TEFL certificate course. The idea is to teach in “English only”. This frequently only occurs if the ESL teacher is working where the L1 (first language) is English or classes are multi-cultural as in the USA, Canada or the UK. Aside from some practical issues though, should English TEFL teachers be bi-lingual? That is, have fluency in a language other than English? There is some controversy surrounding this concept.
Why or Why Not?
There are reasons both for and against having Bi-lingual TEFL teachers. These are some key arguments on the PRO side.
• Teachers can empathize with language learners
• Teachers have developed language learning skills and strategies of their own
• Teachers can function locally in the L1 of the country where they live and work
• Teachers can plan effective English acquisition strategies based on a knowledge of the learners’ L1
• Limited use of the learners’ L1 can be an effective language teaching strategy
There are also some points on the CON side of the ledger:
• Teachers may not necessarily work abroad but in their home country
• Teachers are tempted to use the learners’ L1 in the classroom
• Teacher can have multi-cultural classes requiring several different L1s
• Teachers can lose fluency in English after extensive use of an L2 (second language)
• Some L2s are exceptionally difficult to acquire even after years of work
Identifying with the Students
“People who have had the experience of learning a language other than their mother tongue will be able to identify with their students. Even though many would intuitively agree with such a sentiment, some are not certain that this is true. The language-learning experience can be quite different from one learner to another. The experience can also be radically different in going from one language family to another. On the ELT forum at:
Oct 08, 2008 | Uncategorized
Whether you’re submitting a personal statement, a statement of purpose, or a diversity essay, make sure to follow these rules:
Rule #1: Edit and Proofread, Then Proofread Again Your grammar, spelling, and punctuation must be flawless. When in doubt, pullout those old standbys The Chicago Manual of Style and Strunk & White. If grammar, spelling, and punctuation aren’t your strong points, enlist a friend to help (and give you a tutorial, while you’re at it). There’s no excuse for a college graduate to mess this up. And beware the spell-check trap — it won’t catch “right” when you should have written “write,” and it won’t catch your “commitment to pubic service.” (You laugh, but I saw that typo as a law review editor.) Always have a second pair of eyes proofread your essays before you send them off.
Rule #2: Nothing Cutesy Anything cutesy or gimmicky will make admissions officers groan. Stay away from the following:
Essays in the form of poetry
Essays in the form of a legal brief (”For all the reasons cited above, the admissions committee should admit Petitioner to Slamdunk Law School.”)
Essays in the form of an obituary (”Tracy Johnson died the most respected jurist of her time.”)
Essays in the form of an interview
Crayons, construction paper, perfume, or illustrated essays, no matter how sophisticated
Rule #3: No Legalisms You’re not a lawyer yet, so your use of legal concepts or terminology will most likely demonstrate that you have no idea what you’re talking about, not to mention the fact that legal writing is considered god-awful by the rest of the world, including admissions officers. Many applicants, for example, refer to a company or a person violating someone’s right to free speech, when, in fact, the First Amendment applies only to government restrictions on speech. And by all means, steer clear of anything in Latin.
Rule #4: Show, Don’t Tell Back up any general statements with examples and anecdotes. If you write, “The student presidency taught me that leadership means more than delegating,” tell us how you learned that lesson. What were the conflicts and problems you faced? If you write, “I have excellent time-management skills,” back up that statement by pointing out that you graduated in the top 10 percent of an engineering program that 40 percent of engineering freshmen drop.
Rule #5: Respect Page Limits and Other Minutiae If a school gives you a page or word limit, abide by it. And follow the spirit of the rule as well as the letter — don’t get too sneaky with fonts, margins, and line spacing. Admissions officers won’t cut you any slack if your essay comes in under the page limit but makes them go cross-eyed because the font or line spacing is so small. If a school doesn’t specify a length, a good rule of thumb is two to three pages, double-spaced, in eleven-point Times New Roman, with one-inch margins all around. When in doubt, shorter is better than longer. As an admissions officer buddy of mine likes to say: “The vast, vast, vast majority of just-out-of-college applicants (almost all applicants, really) are not interesting enough to fill six pages. Show me that you understand my time is valuable, and show me that you understand how to pick out what’s really important.”
Make sure to put your name and Social Security number in a header and page numbers in a footer, just in case your file goes splat and has to be reassembled. Also, identify in the header what essay question you’re answering, if you’re given more than one option or are submitting more than one essay (”Personal Statement,” “Optional Essay #3,” etc.). By the way, you don’t need to give your essay a title like “Morris 405″ or “Jorge.” I added those titles in the appendix essays so that I could refer to them easily in this chapter.
Don’t submit pages that are crumpled, stained, or smell like pot smoke — most admissions officers really aren’t looking for that contact high. Really, your essay shouldn’t smell like any kind of smoke.
And finally, if you’re getting too close to your material and think you’re losing perspective, turn to the sample essays in the appendix to keep your big-picture objective in mind. Can you see how much more engaging and revealing the good ones are?
Copyright © 2006 Anna Ivey
Excerpt
An excerpt from the book The Ivey Guide to Law School Admissions
by Anna Ivey
Published by Harcourt; April 2005;$14.00US; 0-15-602979-0
Copyright © 2006 Anna Ivey
Anna Ivey, JD, served as dean of admissions at the University of Chicago Law School. She now runs Anna Ivey Admissions Counseling, a counseling firm for college, business school, and law school applicants. She divides her time between Boston and Orlando. Please visit her website at annaivey.com annaivey.com.
Oct 07, 2008 | Uncategorized
Ever wondered why universities like Almeda University provide fully online life experience degrees without the need for lectures and classes? No? Why? Wasn’t it you who actively took part in that forum to bad-mouth such a concept of offering degrees without classes?
Let me tell you a secret - a secret which surprisingly no one tried to find out - why these life experience degrees are offered online without the need to attend any classes whatsoever. Come close.
Let us start in a question answer format. What do these universities do? Offer life experience degrees. What experience? Life experience. Can you teach experience? No, it comes on its own. Can you measure experience? No, experience can not be quantified so as to measure it. Can you teach tips and tricks in experience? No. Can you do anything at all which may necessitate the use of a classroom or lectures?
Then why create unnecessary babble over the university offering life experience degrees without asking to come for any classes or lectures? The university is awarding experience, and that can be done in the only way of measuring your documents in support of your experience. Am I wrong anywhere, sir?
My writing is decidedly harsh but there is a reason to it - my writing is harsh because I intend to drive home a point. I intend to register it in your brains that do not go by the face value of anything - research deep into it - why? What? How? are the types of questions that should be asked, not just go by the public sentiment and act on it.
Oct 07, 2008 | Uncategorized
Ever wonder why kids hang on to their teddy bears, binkies, blankies, etc. for so long? Have you ever wondered why they don’t understand a story you’ve told them? Because kids are touchy-feely! Children do not actually understand abstract ideas until around age 8. They will be able to pay lip service to something abstract earlier, but most don’t actually understand the concept until around age 8.
Abstract is not just for art. Abstract means that something is a concept, an idea, something we thought of, something we believe in or know to be a fact, but is not something that can be seen. The results may be seeable, but not the fact itself. Children won’t understand this abstractness about a concept until they’ve learned to understand that an “idea” is a concept.
Think about it. Some great abstracts are God, wind, and charm. You can’t see them. But they’re there, nonetheless. You see the results of God’s power by looking at a sunset, a new calf, or into your child’s eyes. But you can’t SEE God. You can feel the wind, see its gentle or destructive powers, see things being blown about by the wind, but you can’t SEE the wind. And you can see the results of someone being charmed into falling for a scam, but you can’t actually see the snake oil oozing out of the con-artist’s pores (though you might feel that you can!).
Same with kids. They can listen to a story, repeat what you say, and regurgitate it back to you, but they don’t sincerely understand the concept of what it would have been like to be the person in that story until they are 8, 10, or even 12 years old.
We start teaching children to write at 4, 5, or 6 and they eventually learn to draw the connections between the written words and the spoken words. They learn to write by mimicking what you’ve written down on paper. But it’s hard to get a child to write a whole sentence in the first grade. It takes practice on the child’s part and patience on the teacher’s or parent’s part. After weeks and months of practice, the concept of connecting all those written words together into an understandable string of words called a “sentence” actually gels in the child’s mind. The same is true for trying to teach children in the lower grades how to write paragraphs and essays.
A paragraph is a more or less structured concept that adults have created that strings several of those “nebulous” sentences together into a collective thought. Still a concept, an abstract. A young child, who has enough trouble trying to understand what the purpose of a sentence is, will have even more trouble understanding the purpose of a paragraph. Because it’s an abstract concept.
Draw the connection between those sentences and something CONCRETE that the child can see and touch and feel and you finally have an abstract CONCEPT that the child can see, and therefore understand. Numbers are a concept, and idea in our heads. Numerals, on the other hand (5, 8, 43) are the concrete version that we can see so we use numerals to explain, on paper, the idea of adding and subtracting numbers. With numerals (or blocks or hash marks drawn on a paper), the student can see the concept he/she is trying portray and understand.
Parents, teachers, and the community in general need to learn why it is so hard for children to try and learn certain abstract concepts. We, as parents and teachers, have created ad infinitum different ways/formulae/rubrics to get children to write paragraphs and essays. Most of those rubrics don’t work with younger children because they are TOO HARD to learn. They are concepts, abstract and nebulous, that a child can mimic, but won’t truly understand until they are old enough to understand abstracts. Children (even some high school students) need something simple, something easy to remember, something visual that they can touch and feel, that they can use as a tactile reminder of what that concept is all about. The words “paragraph” and “essay” are abstract concepts. The use of something visual and tactile will turn those abstract concepts into something concrete that a child can understand, usually better, faster and more permanently, than other concepts.
Enter the Hand. With five fingers on a hand and five sentences in a paragraph, a child has something visual that he/she can look at and manipulate. Using this concrete device the child will eventually be able to draw the connection between the idea of a paragraph or essay and the written, concrete version of that idea. Use your hand as the concrete manipulative, or find a curriculum that does, to turn the abstract idea into a concrete one from which your student can learn.
Johnnie W. Lewis is the author and self-taught illustrator of “The Five Finger Paragraph” series for K-12 students, which teaches students to write paragraphs and essays without the battles! She also writes and illustrates “The Writing Police” series, which reinforces grammar while the reader is having fun with the mystery! Visit thefivefingerparagraph.com thefivefingerparagraph.com for more information or contact her at mailto:johnnie@thefivefingerparagraph.com johnnie@thefivefingerparagraph.com.
Oct 07, 2008 | Uncategorized
One of the benefits of a college education is learning how to work as an individual but also how to function within a team. Study groups, and lab teams increase the learning process, build cooperation, and friendships. A key component in choosing a team to work with is finding people with similar study habits and goals. While the idea of a study group may seem like a causal one it should be taken seriously. There are a few guidelines to follow when building an effective team. The size of the group is important. While study groups can be composed of as little as two people it is more effective if there are more. Then if someone can not make a particular meeting, the group can still meet and study together. However, all members of a study group should be able to commit to a specific meeting day and time.
Every team should have a leader. The leader is responsible for making sure the study sessions go well, keep socializing to a minimum, and makes sure each person has equal “talking” time within each session. There should a goal and agenda for each study session. Each member should be assigned a particular section of reading, report on what they read, and give suggested questions. For the group to be effective all members must pull their own weight and complete all of the assigned material. Each session should be the same amount of time (usually between 1 and 2 hours). There should be plenty of time for each member of the team to give their presentation and teach the group the material. Afterward, there should be time for questions and reteaching of areas in which the other students have questions about. It is also a good idea to offer an outline of the general concepts and important points.
At the end of the meeting talk about what went well and what could have gone better and decide on the agenda for the next meeting. The end of the meeting is a great time to socialize and have drinks and snacks. Building an effective team can be a great way to efficiently study and increase the learning process. Study groups are a work in process. The members of a study group need to be flexible and be able to just adjust for the inclusive of everyone’s needs. It may take 3 or 4 meetings for a study group to go as planned. This is why patience is such an important tool. If you have joined a study group and realize that it is not the right team for you it is all right to leave. Make sure you give your team members plenty of notice and a reason why you will not be attending. Study groups are not for everyone. Some people do study better alone and find other people distraction and frustrating. The effectiveness of study groups, like all learning techniques, varies from individual to individual but certainly anything that could potentially enhance the learning process is worth a try!
Hafis Joel Raji is the author of ” Choosing a team to work with.” With a website dedicated to help student get the best results Visit his site to find out more information studenttogether.com studenttogether.com or mailto:admin@studenttogether.com.
Oct 07, 2008 | Uncategorized
The clang of metal, the scent of spices, the hiss of flame—you can take the heat and you want in to the kitchen. If you love everything about the art of cooking, a career in the culinary arts might be right for you.
Culinary artists are responsible for skillfully preparing meals that are as pleasing to the palate as to the eye. They work primarily in restaurants, fast food franchises, delicatessens, hospitals and other institutions and corporations. Kitchen conditions vary depending on the type of business or restaurant you work in. But before you start working in the kitchen, you’ll need to get an education in the Culinary Arts.
Most people working in the culinary arts are referred to as chefs. There are many types of chefs (although not every restaurant or facility will use these titles):
• Assistant chef
• Banquet chef
• Chef
• Chef de cuisine
• Chef de partie
• Chef patissier
• Cold foods chef
• Corporate chef
• Entremetier
• Executive chef
• Executive sous-chef
• First sous-chef
• Garde-manger chef
• Head chef
• Head rotisseur
• Master chef
• Meat chef
• Meat, poultry and fish chef
• Pasta chef
• Pastry chef
• Rotisserie chef
• Saucier
• Second chef
• Sous-chef
• Specialist chef
• Specialty foods chef
• Supervising chef
• Working sous-chef
Becoming a Chef
Once you’ve decided to become a chef, you need to choose a culinary school. There are thousands of schools out there—and here are some helpful things to consider while making you decision.
The Numbers
The culinary school you choose should have a proven history of success for its graduates. Be sure to make sure that the school has all of the following:
• High graduation and employment rates
• Alumna with successful careers with attractive salaries
• Large, successful alumni networks
• A widespread reputation providing access to national and international career opportunities
The Educational Experience
While it’s important to study the history of food, you learn more in the kitchen than the classroom. Be sure the school you choose offers:
• A high number of teaching kitchens and in-kitchen instruction
• A variety of first-class restaurants on campus for professional training
• Externships at leading restaurants, hotels, and resorts for real-world experience and industry connections
The Faculty
Who will be teaching you? You want a culinary school with the following faculty:
• Faculty members who are Master Chefs or Master Bakers
• Instructors who are Certified Hospitality Educators
• Diverse faculty representing a variety of cultures and culinary experiences
• “Celebrity” chef faculty members who actually teach
• Student/faculty ratios that provide individual mentoring
• A “published” faculty and college; accomplished educators are often authors of leading culinary texts as well
Degrees
Which degree will suit your career plans the best?
• Associate degree programs will provide fundamental skills, techniques, and cuisine studies to help prepare you for a variety of foodservice jobs
• Bachelor’s degree programs will provide the same foundation plus build operational and management knowledge to prepare you for leadership in and beyond the kitchens and bakeshops
Campus
What makes a good culinary school campus? You should always look for the following:
• A diverse student body and a variety of clubs, special events, and sports
• Attractive campus housing and recreational facilities, and a fun student life experience
• Access to a major city where you can benefit from additional entertainment, cultural learning, and exposure to leading foodservice businesses
Originally published at collegequest.com/ collegequest.com/
Oct 06, 2008 | Uncategorized
Has the pursuit or even achievement of your personal goals becomes somewhat frustrating? If so, read on…
A person tends to learn something worthy while awake, to gradually accumulate knowledge of permanent and significant value. In the final analysis, the ultimate accomplishment is to significantly improve the most valuable possession we have, being our consciousness, sense of identity, individuality, and most importantly our thoughts. Everything else eventually slips away with time.
From this perspective, life is a never ending journey of learning as learning at the speed of thoughts is the theme of this article. Learning at the speed of thoughts is your guide to a new way of looking at life, a way proven to effectively achieving higher levels of awareness and fulfillment.
The principal step to learning at the speed of thoughts rests with our conscious, innate ability and not an accidental cosmic side-effect or a fleeting electromagnetic discharge generated by a temporary configuration of subatomic particles at some point in space and time. Rather, each thought is in itself an absolute, irreducible unit of realism. Once we appreciate our thoughts, our quest for learning and accumulation of new knowledge will be endless.
In the background of your mind you can formulate thoughts as their, presence is readily perceivable. Just as we are individuals and personal, our thoughts are also very individualized and private.
Everything in this world is in someway related to speed, the speed of light, sound, or the speed of thrust, etc. So, does learning at the speed of thoughts. I would say that learning at the speed of thoughts supersedes all other speeds although it would be different from one individual to another. It also depends on the acceptability and compatibility of our thoughts as it could be related to RAM (Random Access Memory) as in the hard disk of a computer.
RAM acts as temporary memory storage of what we have seen or experiencing as the hard disk of our computer that acts as a permanent storage of what we have saved permanently.
Similarly, our thoughts which start to formulate and function at the very first contact of our eyes onto an object, or the feelings of our fingers on a product, or the senses our tongue having on foods we ate We begin learning at the speed of our thoughts the very second our eyes or any of our bodily physical part comes into contact with another object. With the speed of light, our thought process starts functioning and acts as a RAM and sends it to the brain serving as the hard disk for storage, association and analysis. How can we judge the speed all this happening? It cannot be calculated or estimated. I would certainly say that learning at the speed of our thoughts is higher than the speed at which we apply what we have learned.
For example five people practicing archery are instructed by their trainer to shoot the eye of a parrot on a tree. One individual hits the tree, two the branch of the tree, another the parrot but only one person hits the eye of a parrot. Although the thought and objective of all five archers were the same, the speed at which they applied their thought was different. The one who hit the tree saw the whole tree along with the parrot so his area of concentration was wider, hence slowing down the speed of his thoughts. The other two who hit the branch of the tree on which the parrot was sitting had concentrated on the branch along with the parrot, and thus, their concentrations were also wider. The one who hit the parrot as a whole has his concentrated thoughts on the target and hence his area of concentration was less wide. But the one who hit the eye of the parrot was the only person who focused his thoughts at the eye of the parrot narrowing his area of concentration to the eye alone, hence increasing the speed of his thoughts and learning at the speed of achieving it.
As this world consists of physics, chemistry, and biology so does our body as the physical bodily parts including the brain are the biological parts of the body, the fluids are the chemical elements of our body underlying the speed of thoughts, our senses, and with the speed of our reflexes being the physics of our body.
Eating, sleeping, sex and defense are four essential principles that are common to both human beings and animals. The distinction between human life and animal life is that a human being can learn from his thoughts with learning as a never ending process. For most animals, life is dominated by survival instincts and routine life patterns.
To learn at the speed of thoughts is to continuously practice learning and doing so all the times. This would activate our cerebral cortex, the limbic lobe and formulation of new mental connections and associations, the foundational seeds for thoughts
If you simply pour water on the root of a tree, all the branches, twigs, leaves and flowers will be nourished. Similarly, everyone can be satisfied simply by learning at the speed of their thoughts. So, this is a simple formula to a complex configuration.
I would conclude by saying that learning at the speed of thoughts is by itself a miracle which has been given to us by that an innate power which is both internal and external in origin.
This is a complex phenomenon not totally understood or expected but which naturally occurs and help us in life, we can call it a miracle. Any person who can learn at the speed of his/her thoughts is a fortunate individual who is experiencing this godly miracle, the supreme personality.
Dr Tony Tran, Chief Academic Officer of caluniversity.com California University of Technology. California University of Technology (CalUniversity) is one of the nation’s finest advanced, online, and interactive Distance Educationand Learning (DEL) University. CalUniversity offers Bachelor’s, Master’s, and Professional Doctoral programs in Business Administration, Management Information Systems, Information Technology, and other emerging areas of Business.