Saturday, 17 March 2012
Wednesday, 26 October 2011
10 Tips to Study Smart and Save Time
Improve Memory and Attention with Brain Games by Scientists www.lumosity.com
I recently got my marks back from University. My grade point average was a 4.2 out of a possible 4.5, resting between an A and a perfect A+. In itself, this isn’t an incredible achievement. But I managed to do this while spending only a fraction of the time studying than many of the people I knew.
Is it just natural talent? Perhaps. I’ve always had a knack for understanding concepts and learning new ideas. But I also believe the way I learned the information played a role. Instead of cramming last minute or memorizing details, I try to organize information in a way that makes it easier to recall.
This strategy of organization I label holistic learning. Holistic learning is simply the process of organizing information into webs, that interconnect ideas. Instead of forcing ideas into your skull, you focus on the relationships between information. Linking ideas together to see the whole, instead of just the parts.
Building an Understanding
Learning is a process similar to building a house. You aren’t fed the complete picture. Limitations on communication prevent the instantaneous transmission of knowledge. Instead you listen to lectures, read textbooks and take painstaking notes to try and comprehend a subject.
You are fed building supplies, bricks, mortar and glass. It is up to you to assemble the building. Unfortunately, most learning strategies fall into two basic types:
1. Memorization – Instead of building anything you simply stare at each brick for several minutes trying to record its position.
2. Formulas – This is the equivalent to being blind, fumbling around a new house. You can’t see the building itself but you learn to come up with simple rules to avoid walking into walls.
There is nothing particularly wrong with either of these strategies, assuming they aren’t your entire strategy. The human brain isn’t a computer so it can’t memorize infinite sums of knowledge without some form of structure. And formulas no longer work if the questions they are designed to solve change scope.
Learning Holistically
The alternative strategy is to focus on actually using the information you have to build something. This involves linking concepts together and compressing information so it fits in the bigger picture. Here are some ideas to get started:
1. Metaphor – Metaphors can allow you to quickly organize information by comparing a complex idea to a simple one. When you find relationships between information, come up with analogies to increase your understanding. Compare neurons with waves on a string. Make metaphors comparing parts of a brain with sections of your computer.
2. Use All Your Senses - Abstract ideas are difficult to memorize because they are far removed from our senses. Shift them closer by coming up with vivid pictures, feelings and images that relate information together. When I learned how to do a determinant of a matrix, I remembered the pattern by visualizing my hands moving through the numbers, one adding and one subtracting.
3. Teach It - Find someone who doesn’t understand the topic and teach it to them. This exercise forces you to organize. Spending five minutes explaining a concept can save you an hour of combined studying for the same effect.
4. Leave No Islands – When you read through a textbook, every piece of information should connect with something else you have learned. Fast learners do this automatically, but if you leave islands of information, you won’t be able to reach them during a test.
5. Test Your Mobility - A good way to know you haven’t linked enough is that you can’t move between concepts. Open up a word document and start explaining the subject you are working with. If you can’t jump between sections, referencing one idea to help explain another, you won’t be able to think through the connections during a test.
6. Find Patterns – Look for patterns in information. Information becomes easier to organize if you can identify broader patterns that are similar across different topics. The way a neuron fires has similarities to “if” statements in programming languages.
7. Build a Large Foundation - Reading lots and having a general understanding of many topics gives you a lot more flexibility in finding patterns and metaphors in new topics. The more you already know, the easier it is to learn.
8. Don’t Force - I don’t spend much time studying before exams. Forcing information during the last few days is incredibly inefficient. Instead try to slowly interlink ideas as they come to you so studying becomes a quick recap rather than a first attempt at learning.
9. Build Models – Models are simple concepts that aren’t true by themselves, but are useful for describing abstract ideas. Crystallizing one particular mental image or experience can create a model you can reference when trying to understand. When I was trying to tackle the concept of subspaces, I visualized a blue background with a red plane going through it. This isn’t an entirely accurate representation of what a subspace is, but it created a workable image for future ideas.
10. Learning is in Your Head – Having beautiful notes and a perfectly highlighted textbook doesn’t matter if you don’t understand the information in it. Your only goal is to understand the information so it will stick with you for assignments, tests and life. Don’t be afraid to get messy when scrawling out ideas on paper and connecting them in your head. Use notes and books as a medium for learning rather than an end result.
I recently got my marks back from University. My grade point average was a 4.2 out of a possible 4.5, resting between an A and a perfect A+. In itself, this isn’t an incredible achievement. But I managed to do this while spending only a fraction of the time studying than many of the people I knew.
Is it just natural talent? Perhaps. I’ve always had a knack for understanding concepts and learning new ideas. But I also believe the way I learned the information played a role. Instead of cramming last minute or memorizing details, I try to organize information in a way that makes it easier to recall.
This strategy of organization I label holistic learning. Holistic learning is simply the process of organizing information into webs, that interconnect ideas. Instead of forcing ideas into your skull, you focus on the relationships between information. Linking ideas together to see the whole, instead of just the parts.
Building an Understanding
Learning is a process similar to building a house. You aren’t fed the complete picture. Limitations on communication prevent the instantaneous transmission of knowledge. Instead you listen to lectures, read textbooks and take painstaking notes to try and comprehend a subject.
You are fed building supplies, bricks, mortar and glass. It is up to you to assemble the building. Unfortunately, most learning strategies fall into two basic types:
1. Memorization – Instead of building anything you simply stare at each brick for several minutes trying to record its position.
2. Formulas – This is the equivalent to being blind, fumbling around a new house. You can’t see the building itself but you learn to come up with simple rules to avoid walking into walls.
There is nothing particularly wrong with either of these strategies, assuming they aren’t your entire strategy. The human brain isn’t a computer so it can’t memorize infinite sums of knowledge without some form of structure. And formulas no longer work if the questions they are designed to solve change scope.
Learning Holistically
The alternative strategy is to focus on actually using the information you have to build something. This involves linking concepts together and compressing information so it fits in the bigger picture. Here are some ideas to get started:
1. Metaphor – Metaphors can allow you to quickly organize information by comparing a complex idea to a simple one. When you find relationships between information, come up with analogies to increase your understanding. Compare neurons with waves on a string. Make metaphors comparing parts of a brain with sections of your computer.
2. Use All Your Senses - Abstract ideas are difficult to memorize because they are far removed from our senses. Shift them closer by coming up with vivid pictures, feelings and images that relate information together. When I learned how to do a determinant of a matrix, I remembered the pattern by visualizing my hands moving through the numbers, one adding and one subtracting.
3. Teach It - Find someone who doesn’t understand the topic and teach it to them. This exercise forces you to organize. Spending five minutes explaining a concept can save you an hour of combined studying for the same effect.
4. Leave No Islands – When you read through a textbook, every piece of information should connect with something else you have learned. Fast learners do this automatically, but if you leave islands of information, you won’t be able to reach them during a test.
5. Test Your Mobility - A good way to know you haven’t linked enough is that you can’t move between concepts. Open up a word document and start explaining the subject you are working with. If you can’t jump between sections, referencing one idea to help explain another, you won’t be able to think through the connections during a test.
6. Find Patterns – Look for patterns in information. Information becomes easier to organize if you can identify broader patterns that are similar across different topics. The way a neuron fires has similarities to “if” statements in programming languages.
7. Build a Large Foundation - Reading lots and having a general understanding of many topics gives you a lot more flexibility in finding patterns and metaphors in new topics. The more you already know, the easier it is to learn.
8. Don’t Force - I don’t spend much time studying before exams. Forcing information during the last few days is incredibly inefficient. Instead try to slowly interlink ideas as they come to you so studying becomes a quick recap rather than a first attempt at learning.
9. Build Models – Models are simple concepts that aren’t true by themselves, but are useful for describing abstract ideas. Crystallizing one particular mental image or experience can create a model you can reference when trying to understand. When I was trying to tackle the concept of subspaces, I visualized a blue background with a red plane going through it. This isn’t an entirely accurate representation of what a subspace is, but it created a workable image for future ideas.
10. Learning is in Your Head – Having beautiful notes and a perfectly highlighted textbook doesn’t matter if you don’t understand the information in it. Your only goal is to understand the information so it will stick with you for assignments, tests and life. Don’t be afraid to get messy when scrawling out ideas on paper and connecting them in your head. Use notes and books as a medium for learning rather than an end result.
Sejarah 1: Soalan Peperiksaan Sebenar STPM 2010
Bahagian A
1. Huraikan ciri-ciri kebudayaan Paleolitik dan kebudayaan Neolitik. [25]
2. Sejauh manakah faktor ekonomi bertanggungjawab terhadap keruntuhan empayar Rom pada kurun ke-5 masihi? [25]
3. Jelaskan perubahan organisasi ketenteraan pada zaman awal moden di Eropah. [25]
4. Bincangkan perkembangan ekonomi komersial di eropah Barat dari tahun 1500 hingga tahun 1800.
5. Dengan memberikan contoh yang sesuai, bincangkan sejauh mana faktor agama mempengaruhi pendidikan formal dlm tamadun awal. [25]
6. Dengan merujuk kepada tamadun awal, bincangkan kepentingan muzik dalam kehidupan masyarakat pada ketika itu. [25]
7. Bandingkan peranan firaun dengan peranan maharaja dalam sistem pemerintahan di Mesir dan China. [25]
8. Bandingkan kesan penaklukan puak gasar Jerman di Eropah Barat dengan kesan peluasan kuasa Islam di Asia Barat terhadap tamadun di kedua-dua kawasan itu.[25]
Bahagian B
9. Bincangkan faktor kemunculan golongan Syiah dan Khawarij pada akhir zaman Khulafa al-Rasyidin.[25]
10. Sejauh manakah pemerintahan dan pentadbiran Khulafa al-rasyidin memiliki ciri pemerintahan dan pentadbiran Nabi Muhammad SAW di Madinah? [25]
11. Bincangkan implikasi perang uhud terhadap masyarakat Islam di Madinah. [25]
12. Huraikan perkembangan sistem mata wang Islam di zaman khulafa al-Rasyidin hingga zaman Bani Umayyah dan perana sistem mata wang itu dalam aktiviti ekonomi umat Islam. [25]
13. Huraikan peranan Institusi pendidikan pada zaman kerajaan Bani Umayyah dan kerajaan Abbasiyah [25]
14. Huraikan perkembangan seni ukir Islam pada zaman kerajaan Bani Umayyah dan Kerajaan Abbasiyah. [25]
15. Bandingkan dasar pemerintahan Maharaja Akbar dengan dasar pemerintahan Maharaja Aureng Zeb dalam mengukuhkan pemerintahan Monghul di India. [25]
16. Bandingkan sistem ketenteraan islam pada zaman Nabi Muhammad SAW dengan sistem ketenteraan Barat pada zaman Rom. [25]
1. Huraikan ciri-ciri kebudayaan Paleolitik dan kebudayaan Neolitik. [25]
2. Sejauh manakah faktor ekonomi bertanggungjawab terhadap keruntuhan empayar Rom pada kurun ke-5 masihi? [25]
3. Jelaskan perubahan organisasi ketenteraan pada zaman awal moden di Eropah. [25]
4. Bincangkan perkembangan ekonomi komersial di eropah Barat dari tahun 1500 hingga tahun 1800.
5. Dengan memberikan contoh yang sesuai, bincangkan sejauh mana faktor agama mempengaruhi pendidikan formal dlm tamadun awal. [25]
6. Dengan merujuk kepada tamadun awal, bincangkan kepentingan muzik dalam kehidupan masyarakat pada ketika itu. [25]
7. Bandingkan peranan firaun dengan peranan maharaja dalam sistem pemerintahan di Mesir dan China. [25]
8. Bandingkan kesan penaklukan puak gasar Jerman di Eropah Barat dengan kesan peluasan kuasa Islam di Asia Barat terhadap tamadun di kedua-dua kawasan itu.[25]
Bahagian B
9. Bincangkan faktor kemunculan golongan Syiah dan Khawarij pada akhir zaman Khulafa al-Rasyidin.[25]
10. Sejauh manakah pemerintahan dan pentadbiran Khulafa al-rasyidin memiliki ciri pemerintahan dan pentadbiran Nabi Muhammad SAW di Madinah? [25]
11. Bincangkan implikasi perang uhud terhadap masyarakat Islam di Madinah. [25]
12. Huraikan perkembangan sistem mata wang Islam di zaman khulafa al-Rasyidin hingga zaman Bani Umayyah dan perana sistem mata wang itu dalam aktiviti ekonomi umat Islam. [25]
13. Huraikan peranan Institusi pendidikan pada zaman kerajaan Bani Umayyah dan kerajaan Abbasiyah [25]
14. Huraikan perkembangan seni ukir Islam pada zaman kerajaan Bani Umayyah dan Kerajaan Abbasiyah. [25]
15. Bandingkan dasar pemerintahan Maharaja Akbar dengan dasar pemerintahan Maharaja Aureng Zeb dalam mengukuhkan pemerintahan Monghul di India. [25]
16. Bandingkan sistem ketenteraan islam pada zaman Nabi Muhammad SAW dengan sistem ketenteraan Barat pada zaman Rom. [25]
NOTA RINGKAS..
ORGANISASI SOSIAL TAMADUN MESOPOTAMIA
1. RAJA :
PMERINTAHAN & PTADBIRAN :
> ketua psukan tentera.
> ketua operasi ktenteraan.
> rangka plan (kempen ktenteraan).
> mmeriksa psukan tntera dr smasa ke smasa
KETENTERAAN :
> lntik pembsar (beri arahan & nsihat ).
> trima aduan drpd rakyat & slesai msalah rkyat.
> trima kunjungan dplomatik asing.
> lantik pganti (pwaris takhta).
KEAGAMAAN :
>wakil tuhan & ketua pendeta.
>mgawasi keje2 pmbinaan & baik pulih rmh brhala.
>mlantik pendeta (jlnkan tugas k’agamaan).
>sertai prayaan k’agamaan.
2. BANGSAWAN :
• Tugas utma (BNTU raja dlm pntadbran).
• PGAWAI KRAJAAN (pnglima tntera, ketua pndeta & gabenor provinsi).
• PGAWAI TGGI KRAJAAN (komander, pguasa istana, pmbawa alat kesaran draja).
• TUGAS : (mnasihati raja).
CIRI : - tggal drumah mewah dpusat bndar.
– ade ramai pekerja.
- dpt harta drpd (harta rmpasan perang & cukai rakyat).
3. PROFESIONAL :
• (PNGUSAHA BANK, JURUTULIS, DOKTOR, ARTISAN, PDAGANG).
• Mmiliki persatuan > utk mlindungi pkerjaan & kbajikan diri.
• Pranan pntg dlm > kukuhkan EKONOMI krajaan.
• Wariskan pkerjaan pd anak2 mreka.
4. RAKYAT BIASA & HAMBA :
• (PETANI, ASKAR, HAMBA).
• Dberi layanan baik.
• Boleh mmiliki harta & plajari kmahiran tertentu.
• Tdiri drpd (org tawanan perang, org brhutang yg bley djual beli).
1. RAJA :
PMERINTAHAN & PTADBIRAN :
> ketua psukan tentera.
> ketua operasi ktenteraan.
> rangka plan (kempen ktenteraan).
> mmeriksa psukan tntera dr smasa ke smasa
KETENTERAAN :
> lntik pembsar (beri arahan & nsihat ).
> trima aduan drpd rakyat & slesai msalah rkyat.
> trima kunjungan dplomatik asing.
> lantik pganti (pwaris takhta).
KEAGAMAAN :
>wakil tuhan & ketua pendeta.
>mgawasi keje2 pmbinaan & baik pulih rmh brhala.
>mlantik pendeta (jlnkan tugas k’agamaan).
>sertai prayaan k’agamaan.
2. BANGSAWAN :
• Tugas utma (BNTU raja dlm pntadbran).
• PGAWAI KRAJAAN (pnglima tntera, ketua pndeta & gabenor provinsi).
• PGAWAI TGGI KRAJAAN (komander, pguasa istana, pmbawa alat kesaran draja).
• TUGAS : (mnasihati raja).
CIRI : - tggal drumah mewah dpusat bndar.
– ade ramai pekerja.
- dpt harta drpd (harta rmpasan perang & cukai rakyat).
3. PROFESIONAL :
• (PNGUSAHA BANK, JURUTULIS, DOKTOR, ARTISAN, PDAGANG).
• Mmiliki persatuan > utk mlindungi pkerjaan & kbajikan diri.
• Pranan pntg dlm > kukuhkan EKONOMI krajaan.
• Wariskan pkerjaan pd anak2 mreka.
4. RAKYAT BIASA & HAMBA :
• (PETANI, ASKAR, HAMBA).
• Dberi layanan baik.
• Boleh mmiliki harta & plajari kmahiran tertentu.
• Tdiri drpd (org tawanan perang, org brhutang yg bley djual beli).
I like folder Soalan STPM Sebenar - Soalan STPM Sebenar
I like folder Soalan STPM Sebenar - <a href="http://www.4shared.com/folder/ngRrZ9yB/Soalan_STPM_Sebenar.html" target="_blank">Soalan STPM Sebenar</a>
Tuesday, 18 October 2011
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