How I Make Notecards! :)

A Note on “Weeder Courses”

Is your first year gen-ed (general education) course really hard for absolutely no reason? Or perhaps it’s an early course in your major that’s required for the rest of the degree. Maybe the homework is really hard to get through or the exams are just brutal. You might be in a “weeder course.”

Generally weeder courses are introductory level; the STEM field gen-eds are notorious for this. The thought process from an administrative level is to make these courses very difficult and challenging to vet out students who can’t hack it. They do it with the intro level courses to serve as a warning for students who might want to major in something, but aren’t ready for how rigorous the degree actually is. 

Now I have my own thoughts on that mindset but what I want to stress that these courses are designed to be difficult. You’re not making it up in your mind; they are designed to feel like hell. 

Personal anecdote: I got my undergrad degree in literal rocket science from a “name” university. In my first year I failed physics I, the very course that is the basis for the rest of your physics education. I nearly failed it again the second time I took it, passing by the skin of my teeth. Despite the material being more difficult, I found my calculus 4 course easier than my calculus 1 course.

And that was because, as I found out from an upperclassman years later, those intro courses were designed as weeder courses. They taught the material yes, but their primary function was to act as a buffer to students who the administration see as lacking the discipline to follow through on a major in that field.

My advice? If it is a field or major you love, do not let your performance in these classes stop you.

I cannot stress this enough: if you love the field and the major and the subject, don’t let terribly designed classes stop you. I worked as a peer advisor my senior year and I had these brilliant first and second year students come up to me and tell me that they were struggling in an intro level course, wondering if they should drop out of a major they genuinely loved because they felt like they weren’t smart enough. Every single one of them was smart enough. 

You are smart enough. You can and will get through it. 

Some advice of a more practical nature under the cut:

Keep reading

How to Study Like a Harvard Student

Taken from Sophia Chua-Rubenfeld, daughter of the Tiger Mother

Preliminary Steps 1. Choose classes that interest you. That way studying doesn’t feel like slave labor. If you don’t want to learn, then I can’t help you. 2. Make some friends. See steps 12, 13, 23, 24. General Principles 3. Study less, but study better. 4. Avoid Autopilot Brain at all costs. 5. Vague is bad. Vague is a waste of your time. 6. Write it down. 7. Suck it up, buckle down, get it done. Plan of Attack Phase I: Class 8. Show up. Everything will make a lot more sense that way, and you will save yourself a lot of time in the long run. 9. Take notes by hand. I don’t know the science behind it, but doing anything by hand is a way of carving it into your memory. Also, if you get bored you will doodle, which is still a thousand times better than ending up on stumbleupon or something. Phase II: Study Time 10. Get out of the library. The sheer fact of being in a library doesn’t fill you with knowledge. Eight hours of Facebooking in the library is still eight hours of Facebooking. Also, people who bring food and blankets to the library and just stay there during finals week start to smell weird. Go home and bathe. You can quiz yourself while you wash your hair. 11. Do a little every day, but don’t let it be your whole day. “This afternoon, I will read a chapter of something and do half a problem set. Then, I will watch an episode of South Park and go to the gym” ALWAYS BEATS “Starting right now, I am going to read as much as I possibly can…oh wow, now it’s midnight, I’m on page five, and my room reeks of ramen and dysfunction.” 12. Give yourself incentive. There’s nothing worse than a gaping abyss of study time. If you know you’re going out in six hours, you’re more likely to get something done. 13. Allow friends to confiscate your phone when they catch you playing Angry Birds. Oh and if you think you need a break, you probably don’t. Phase III: Assignments 14. Stop highlighting. Underlining is supposed to keep you focused, but it’s actually a one-way ticket to Autopilot Brain. You zone out, look down, and suddenly you have five pages of neon green that you don’t remember reading. Write notes in the margins instead. 15. Do all your own work. You get nothing out of copying a problem set. It’s also shady. 16. Read as much as you can. No way around it. Stop trying to cheat with Sparknotes. 17. Be a smart reader, not a robot (lol). Ask yourself: What is the author trying to prove? What is the logical progression of the argument? You can usually answer these questions by reading the introduction and conclusion of every chapter. Then, pick any two examples/anecdotes and commit them to memory (write them down). They will help you reconstruct the author’s argument later on. 18. Don’t read everything, but understand everything that you read. Better to have a deep understanding of a limited amount of material, than to have a vague understanding of an entire course. Once again: Vague is bad. Vague is a waste of your time. 19. Bullet points. For essays, summarizing, everything. Phase IV: Reading Period (Review Week) 20. Once again: do not move into the library. Eat, sleep, and bathe. 21. If you don’t understand it, it will definitely be on the exam. Solution: textbooks; the internet. 22. Do all the practice problems. This one is totally tiger mom. 23. People are often contemptuous of rote learning. Newsflash: even at great intellectual bastions like Harvard, you will be required to memorize formulas, names and dates. To memorize effectively: stop reading your list over and over again. It doesn’t work. Say it out loud, write it down. Remember how you made friends? Have them quiz you, then return the favor. 24. Again with the friends: ask them to listen while you explain a difficult concept to them. This forces you to articulate your understanding. Remember, vague is bad. 25. Go for the big picture. Try to figure out where a specific concept fits into the course as a whole. This will help you tap into Big Themes – every class has Big Themes – which will streamline what you need to know. You can learn a million facts, but until you understand how they fit together, you’re missing the point. Phase V: Exam Day 26. Crush exam. Get A.

i made some biochemistry flashcards for carbohydrate and nitrogen metabolism! they’re basically condensed notes but they’re much more convenient and organised this way as each side of the card is a different subtopic plus now i can study on the go!

[ from my instagram @studyingg ☄ ]

9 points about language learning and how I’m learning 20+ of them

I’ve had a few requests to write about how I learn my languages. To different degrees, there’s currently 20+ of them and I don’t see myself stopping yet. The thing is, learning languages comes really easily to me and I want to share, maybe it will be helpful to somebody else.

First, I’d like to have a look at first versus second language acquisition. I’m a linguist and I’m super interested in Child Language Acquisition. That however, has a critical age of 14 (or so I was always told) and is then no longer possible and any language learned after that age will never progress as quickly or can’t be learned perfectly. Well. I disagree. The simple difference is - first language acquisition is how you acquired your first language(s) as a child. By imitating, finding patterns, etc. Second language acquisition is what you know from language courses. Vocabulary, irregular verb tables, endless exercises. Now that we got some of the terminology off the table, let me see how I actually learn languages: 1) I utilise elements of the first language acquisition rather than second language I’ve only studied vocab a couple times at school, when I put them into Quizlet or when someone forced me to. I’ll get back to it in another point. I don’t learn patterns. I know there is one and I let the input do its magic of slithering into my head. Again, more on that in point 2. You always get told you’ll learn a language better when you’re thrown into the country where they speak it.  And it’s so true because of the processes behind it. Because input and immersion are the keys and that’s how children learn, too.

2) I don’t cram languages. I process them.

Around langblrs, I keep seeing all the ‘crying over verb tables’, ‘trying to learn a 1000 words this week’ and the like. That may work for you, sure. But I’ve never done that. I did learn a few irregular verb patterns for German in class, but while I could recite them, it wasn’t helpful. In Irish, I sometimes still wonder which verb ‘An ndeachaigh tú?’ comes from. The thing is, you’re able to process language. You know this word is probably irregular. If you come across it and don’t know what the irregular form is, look it up. After you’ve looked it up for the tenth time, you’ll probably remember by then. Same with anything else. Don’t try to learn things by heart when it comes to languages. 3) Vocab?? Same rule applies here. I’ve only learned vocab at school and then a handful of times when I wasn’t too lazy to put it into Quizlet (which is fun and I learn something, but it’s more of a useful pastime than anything). When you read, just skip the words you don’t know and only really look them up if you can’t tell by context. NEVER translate vocabulary. I mean, sure, look up what it means, but don’t connect it to the word itself. Connect it to the meaning. Pictures work better. As for abstract words, imagine the concept. Just try not to bridge the meaning of the word with your native language. Languages in your brain are meant to be two separate units. Unless you’re working on a translation piece, they shouldn’t be ‘touching’. 4) I use example sentences for everything.

Grammar guides are useful but rather than learning all the rules at once, take it one step at a time and remember some example sentences and let them guide you through the grammar rule you need.

5) Input is everything. Output is hard, but you’re basically imitating input and utilizing patterns you know (or think you know). Let me give you an example. Let’s say I’m writing a piece on my daily routine, for example. I make use of the example sentences and try to tailor them to my own needs. Trial and error, if I make a mistake, it’s okay, if somebody points it out, I probably won’t make it next time. As I progress, I will gradually remove the mistake. Same goes to new words and new verbs. Use the input you’ve got. Does this verb sound like some other verb you’ve heard before? It’s might have a similar conjugation pattern. You can check it, you don’t have to.

6) Learning languages should NOT be stressful! I never stressed over learning a language. Sure, I’m frustrated that after a year and a half of learning Irish, I’m not 100% fluent, but I’ve never stressed over it. I’ve never cried over it. I’ve never cried over a language (I only cried after a French oral exam which I thought I failed). Don’t be hard on yourself and try learning through a method that’s not stressful. Watch videos for children. Read books for children. Write down cool things in your target language(s). 7) You’ve learned a language before. Why wouldn’t you be able to learn it now in a very similar way? This is basically me saying that I have little belief in the efficiency of pure second language acquisition. Maybe a few individuals can reach fluency by cramming a language, the thing is, I think that if we concentrate on processing instead of remembering, just like we did when we were children, we can reach better results in a shorter amount of time. Also, if this is your third or fourth language, compare to languages you already know. 8) I don’t start with basics. I start ‘somewhere’.

Delve into the language the second you’ve started. Are you overwhelmed? That’s fine! You’ll find your way around it. Start with word meanings, finding out what kind of sentences those are and then build your way around it. Don’t start saying ‘hello’ and ‘I’m from’. Those are cool, but usually, they are used in a different way when you actually go out and speak. You’ll get them along the way.

9) Don’t rely on instructions (only). Rely on yourself.

This is just my two cents. I’ve pieced this together trying to remember how I’ve learned what I’ve learned and comparing it to how others around me learned. Please, let me know if it makes any sense. I may edit this and post this again later if I have any more ideas. Feel free to contribute or to bombard me with questions. I’m happy to answer.

5 Things to Probably Never Do on the SAT Essay

Qualifier: Rules are made to be broken, and those below are no exception. Having said that, here are some habits I’d recommend steering clear from on your SAT essay.

1. Probably never use the generic “you.”

Example: “You never know what kind of problems you might get into if you aren’t careful.”

Why this sentence isn’t great: It’s informal, and pretty general.

What to do instead: use “one” in place of “you.” As in, “One never knows what kind of problems one might get into if not careful.” Or, better yet, rewrite the sentence so you to avoid referring to an ambiguous, hypothetical person.

2. Probably never begin an essay with the words “Throughout history…”

Example: “Throughout history, many people have had many different beliefs.”

Why this sentence isn’t great: Again, it’s too general. There isn’t time enough to discuss all recorded history in 25 minutes. So don’t try.

What to do instead: Limit the scope of your argument. Start small, specific. (I’m not going to rewrite the sentence above, as it’d be better to delete it and re-think how to set up the thesis.)

3. Probably avoid generalizations and extreme language.

Example: “Horrible things happen to high school students all the time and they remember those things forever.”

Why this sentence isn’t great: Generalizations like this tend to be either impossible to prove or just plain wrong.

What you can do instead: Qualify your statement, which means to “limit,” “modify” or, as I like to say, “dial it back.”

Rewritten Example: “Certain negative high school experiences are likely to leave a lasting impression.” (Notice how “all” becomes “certain,” I’ve added “likely” and “forever” becomes “lasting impression.”)

A few more words on “qualifying” (because it’s really super important):

We tend to think of “qualifying” as “being eligible” for something. It sometimes mean that, but not here. In this case, I mean taking extreme words and limiting or restricting them. Examples:

Extreme word → Qualified version

“all” → “some” or “certain”

“everyone” → “many people” or better yet, “some people”

“always” → “often,” “in some cases,” “sometimes”

“never” → “rarely” or “seldom”

A few more examples: “My brother is always throwing things at people.” (or) “All men are evil.”

Why these sentences aren’t great: Because these statements aren’t true. And they’re impossible to prove. Read them again and imagine them literally.

Then imagine the evidence you’d need to prove them.

What you can do instead: Qualify ‘em! Dial ‘em back! “My little brother sometimes likes to throw things at people.” (or) “Some argue that all humans have the capacity to do evil.”

*Fun fact: Notice anything about the title of this blog post? #takingmyownadvice

4. Probably never use a hypothetical example.

Example: “When someone says something bad about you it’s like they’re judging you without knowing you.”

What’s not great about this sentence: A few things:

The generic “you.”

It’s general.

It’s a hypothetical example. In other words, it’s not citing something specific that actually happened, so it doesn’t really count as evidence.

What you can do instead: Write about something specific that actually happened. “Last week, when my friend Jac told me that the way I was dressed was “way too preppy,” I felt as if I were being judged.” See how specific?

5. Probably never cite facts without proving them.

Example: “The world is getting more peaceful every day.”

What’s not great about this sentence: Is that true? Can you prove it? How?

What you can do instead: Again, get more specific.

Rewritten example: “Using statistical analysis, psychologist Steven Pinker has argued that the gradual decrease of military conflict, genocide, homicide, torture, and other acts of violence over the last few centuries has led to the present era being the most peaceful time in human history.”

Here’s one more:

Unfounded claim:  “You have to see and hear something to learn about it.”

Rewritten:  “Last year in my AP Psych class we read an article that discussed a study in which some participants received information both visually and aurally while others received the same information only visually or aurally. It turned out that those who received both kinds of information were 20% more likely to retain that information a year later.”

Written by Ethan Sawyer

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The circulatory system has consumed my last few days and I’m actually not mad about it. Paperless note-taking is getting better and better. The possiblities are endless, and mixing different elements is making me learn a lot more. 
look at that juicy musculus papillaris.

IG: nerdysophie

26 . 01 . 16 // give me a shot to remember

I need advice. I've always had a problem with my grades. I've failed a lot of classes, not because I don't understand, just because I'm so depressed I can't find the motivation to do a single thing. I know that this year I NEED to get good grades. Report cards are almost out. Im more depressed now then ever. I have bad grades at the moment. I just recently learned that I have to put my cat down, and that is making it hard for me to even speak, let alone get stuff done. Any advice

/hugs/ I’m so sorry to hear that you’re going through a rough time. Especially with your cat. 

First thing is first: take time. From what you’ve written, it doesn’t sound like the content of your classes is causing you trouble. Rather, it seems like there’s external factors that’s preventing you from studying - circumstances which are triggering your depression etc. 

Studying with depression is difficult. Consider professional help as an option. Rely on your support network. Learn to forgive yourself for not performing at your best because of your mental illness. Remember - it is something to be managed; not a barrier to your success. 

I’d also consider speaking with your faculty/ advisor etc. There may be formal avenues of review or adjustments to where/ when you take your exams and/or deadlines that may help relieve the stress in the interim as you get back on your feet. 

Here’s some tips re: motivation 

Five Practical Study Tips to Keep Motivated in School by @nag-aaral/ @sadgirlstudying​ (working link by @pas-au-talent​)

Motivation by @areistotle 

Motivation masterpost by @elkstudies​ 

Motivation masterpost by @artkidstudies 

Tips for avoiding burnout and staying motivated by @coffeesforstudiers

And for dealing with failure: 

Dealing with Failure

Shit Grade? Feeling better after a terrible exam

This response

And this one

And this one here 

On Bad Semesters by @post–grad​

This Masterpost by @areistotle​

How to Fail by @psychstudyblr​ 

Good luck - give yourself time. Focus on “how” (not just a demand - ‘need’) to get exams. Celebrate your victories - not matter how small. Because it’s going to be a slow process. But you’ll get there. It may not be the ‘perfect’ solution or the perfect ‘result’ you want - but hell, we’re human. It keeps things interesting. 

Python as a first language: a roadmap to getting started.

I personally prefer Java as a first language. Put non-technically, it is a lot less convenient, so you get a more realistic idea of how computers work. Nonetheless, Python is an amazing language (with convenience as one of it’s values) so it makes sense as a gentle introduction. It’s also a popular language for data science and machine learning, so it’s great to have experience with.

The 3 ingredients you need to get started:

The Python Language Interpreter: when you write some code in a text file and save it as a .py file, the Python interpreter is what turns that code into commands that your computer can then actually preform. This is necessary.

An Integrated Development Environment (IDE): An IDE is like a helpful text editor for programming. Some basic features include auto-complete, typo and mistake catching, and automatic text coloring to make some parts of your code easier to find. This is optional but highly recommended.

Some learning resources: We’re going to need something about programming basics, problem solving in computer science, using an API, learning how to use google and stackexchange, data types, control structures, and then maybe an object-oriented programming intro, and eventually all the neat advanced features of the python language. Then we need to learn how to use Numpy (for scientific computing), Pandas (for easy data storage), and Tensorflow (machine learning!). Add some handy cheat-sheets for python, numpy, pandas, and Tensorflow, and we’re good to go.

Other posts will adress download, installation, and resources.

A curriculum:

Like I said up above, we need to know how to do the following. Save this and make it a checklist.

Learn to use google to answer questions about installing or using python, any packages, or computer science.

This also includes getting to know how to search Stackexchange, the website for coding questions n’ stuff.

How to install python 3 and get set up

How to install an IDE like Eclipse (with PyDev), IDLE, or Notebook++.

Programming basics: how does python work? What does the language look like? How does tabbing work?

Understand basic logic, including AND, OR, XOR, NOR, NAND, XNOR, Implies, and If…Else statements.

Variables: what are they, how do I set one and change it?

Basic math in Python.

Data types: what kinds of variables can I have? How does my computer store data? How do I use those types of data? What are the key commands and operations I know how to do?

Control structures: if, else, elif, for loops, while loops, break, continue

Methods! What are they, how do I make one, what can I do with it?

The open() command, the all() command, other neat built-in methods

<function name>= lambda <your variables>: <single line method>

Problem solving in computer science: now do fizbuzz.

What’s a package?

Importing packages, installing packages you don’t have with PIP

Using an API: how do I find one and how do I read it?

object-oriented programming in Python: what’s a class, how do I make one, how do I reference and instantiate one, methods, class vars, etc

Error handling: how to do exceptions

All the neat advanced features of the python language: iterators, generators, list comprehensions, enumerate, range, assert, with…as, etc.

Read through the Numpy API (for scientific computing), data types, matrices, stats, methods, etc. A short detour through scikit would be helpful.

Read through Matplotlib.pyplot API, plotting, plotting options, histograms, scatterplots, etc.

Pandas (for easy data storage), data frames, series, built-in operations on columns and rows, loading from a CSV, saving as a csv, apply, etc

Tensorflow (machine learning!) For basic stuff, shoot for knowing how to use the estimator package, which is discussed elsewhere on this blog. Also get to know the nitty gritty, including tensors, layers, tensorboard, etc.

Just some notes 📝📝📝 one more day until my break, I can’t wait!!!🙆‍♀️🙆‍♀️🙆‍♀️

(DAY 9/100 OUT OF ONE HUNDRED DAYS OF PRODUCTIVITY)