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Accelerated Learning

The world is changing at an ever-increasing pace. It's an age when today's college leaver can expect to change careers five or six times during his lifetime–careers not just jobs. That's why learning how to learn is more important than what we learn–especially when what we learn can become so quickly outdated.
Accelerated Learning Network
The world is changing at an ever-increasing pace. It's an age when today's college leaver can expect to change careers five or six times during his lifetime–careers not just jobs. That's why learning how to learn is more important than what we learn–especially when what we learn can become so quickly outdated.

www.accelerated-learning.net
Accelerated Learning shows you how to: Reduce training time and costs while increasing productivity, make your training function a profit center in your company, learn anything more easily, enhance your thinking skills, cope with change and make technology work for you, learn a foreign language five times faster than using conventional methods and increase your child's IQ by up to forty points, starting at birth.
Accelerated Learning Institute
Accelerated Learning shows you how to: Reduce training time and costs while increasing productivity, make your training function a profit center in your company, learn anything more easily, enhance your thinking skills, cope with change and make technology work for you, learn a foreign language five times faster than using conventional methods and increase your child's IQ by up to forty points, starting at birth.

www.accelerated-learning.com
Accelerated Learning was developed because we live in a world where the ability to absorb information rapidly and to think logically and creatively are the most important skills that you can possess. So we have pioneered an innovative and successful approach to learning and adapted it for home study and web based learning programmes.
Accelerated Learning
Accelerated Learning was developed because we live in a world where the ability to absorb information rapidly and to think logically and creatively are the most important skills that you can possess. So we have pioneered an innovative and successful approach to learning and adapted it for home study and web based learning programmes.

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Accelerated Learning

In terms of the teaching and learning of foreign languages specifically, accelerated learning can really come into its own. It has been and is being put to good use by language teachers across the world. An accelerated learning language lesson could vary from the traditional language lesson in a number of ways:

(1) The learning environment may be seen as being of prime importance - a great deal of attention will be focused on the use of colour, the temperature in the room(s), the positioning of furniture, background music, smells, textures and so on. Also, posters and displays may have been carefully selected with the aim of helping students to absorb vocabulary and ideas subconsciously. Posters containing vocabulary for a unit which may not be introduced for a few weeks may be present in order to gradually familiarize students with the vocabulary in advance.

(2) State setting may be important - this is done partly through the learning environment (see number 1), but also through the use of body language by the teacher, the type of music used throughout the lesson - this might change depending on the mood/atmosphere the teacher wishes to create at any given time, the tone of voice employed at any given time by the teacher, the use of colour in presentational materials and so on. The emphasis is likely to be on making the student feel comfortable, relaxed and free from anxiety and stress.

(3) Mnemonics may be frequently used to help students retain and recall lists of vocabulary. Instead of relying on vocabulary lists, flash cards and repetition drills, the accelerated learning language teacher will often employ these creative techniques when first introducing a new topic. Students may be encouraged to use their imaginations to link items of vocabulary to parts of their body or to locations in the classroom (Loci). This injects a sense of fun and usually promotes a more relaxed and free-flowing learning environment.

(4) Over-stimulation: whereas in many language classrooms, the teacher is wary of throwing too much at the student at once, the accelerated learning language teacher may bombard the student with material knowing that the human brain can often assimilate around 80% more information than we assume. Using longer texts, dramatisations and the like (often carefully supported with the English meaning along one side) allows students of varying levels of ability to take what is useful for them at that stage of their learning. This approach also allows for more opportunities to expose students to the rhythm and pronunciation of the new language.

(5) Pattern spotting and learning in broad strokes: often accelerated learning language teachers will introduce broad concepts to their students, enabling them to learn a great deal in a short amount of time. For example, if a beginner learning Spanish is told that thousands of nouns which end in 'tion' in English can easily be changed to Spanish by changing the 'tion' ending to 'ción', the student immediately has access to thousands of words and can gain confidence by producing these words independent of the teacher or learning resources.

(6) Theory of multiple intelligences application: MI Theory (proposed by Howard Gardener) asserts that there are 8 types of intelligence: interpersonal, intrapersonal, logical-mathematical, verbal-linguistic, spatial, bodily-kinesthetic, musical-rhythmic and naturalist. In the traditional classroom environment, the verbal-linguistic and logical-mathematical intelligences are often over represented. Accelerated learning attempts to redress this imbalance by including activities which allow for the activation of the other intelligences such as: games which involve movement, use of colour on worksheets/mind maps etc, use of songs, raps and music, manipulation of objects (word cards, realia etc.) and so on.

(7) The use of Chunking: chunking lessons into shorter periods takes full advantage of the attention cycle of the human brain. We are most likely to retain information presented at the beginning and end of a session; therefore if a lesson is divided into smaller chunks, we are creating more beginnings and endings and so increasing the amount of information retained.

(8) Objective setting: this practice is very wide-spread in education now and is also a vital aspect of any accelerated learning lesson. The student must understand clearly what he/she is going to learn in any particular lesson and how this is going to happen. There is then a predefined goal to work towards and a higher sense of achievement at the end of the lesson (particularly if the lesson objectives are listed on the board and can be ticked off as the lesson proceeds). What's In It For Me (W.I.I.F.M) is a key phrase to remind teachers that students want to know how what they are going to learn is relevant to them and their day-to-day experiences.

 
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"The Social History of Smoking" by George Latimer Apperson, can be purchased at Amazon.com in two different versions. Depending on the quality of the edition, prices range between $35 and $104.


Tobacco History:
The Social History of Smoking
by George Latimer Apperson
First published in 1914

Chapter 12 Part 1 -
TOBACCO TRIUMPHANT:
SMOKING IN THE TWENTIETH CENTURY

The observant visitor to the promenade concerts annually given in the Queen's Hall, Langham Place, will notice that but one small section of the grand circle is reserved for non-smokers, while smoking is freely allowed (with no absurd ban on the friendly pipe) in every other part of the great auditorium—floor, circle and balcony.

There are still some people who share the Duke of Wellington's delusion that smoking promotes drinking, although experience proves the contrary, and historic evidence, especially as regards drinking after dinner, shows that it was the introduction of the cigar, followed by that of the cigarette, which absolutely killed the old, bad after-dinner habits. The Salvation Army do not enforce total abstinence from tobacco as well as from alcoholic drinks as a condition of membership or soldiership, but a member of the Army must be a non-smoker before he can hold any office in its rank, or be a bandsman, or a member of a "songster brigade." And in other religious organizations there are yet a few of the "unco' guid" who look askance at pipe or cigarette as if it were a device of the devil. But the numbers of these misguided folk become fewer every year.

Smoking in the dining-room after dinner is now so general that people are apt to forget that this particular development is of no great age. It is not yet, however, universal. A valued correspondent tells me that he knows a house "where tobacco is still kept out of the dining-room, and smoke indulged in elsewhere after wine. This old-fashioned habit must now be pretty rare."



The chief legitimate objection to cigarette smoking was well stated some years ago by the late Dr. Andrew Wilson. "I think cigarettes are apt to prove injurious," he said, "because a man will smoke far too much when he indulges in this form of the weed, and because I think it is generally admitted that cigarettes are apt to produce evil effects out of all proportion to the amount of tobacco which is apparently consumed." Excess can equally be found among cigar and pipe-smokers. The late Chancellor Parish, in his "Dictionary of the Sussex Dialect," tells a delightful story of a Sussex rustic's holiday—"May be you knows Mass [Master, the distinctive title of a married labourer] Pilbeam? No! doänt ye? Well, he was a very sing'lar marn was Mass Pilbeam, a very sing'lar marn! He says to he's mistus one day, he says, 'tis a long time, says he, sence I've took a holiday—so cardenly, nex marnin' he laid abed till purty nigh seven o'clock, and then he brackfustes, and then he goos down to the shop and buys fower ounces of barca, and he sets hisself down on the maxon [manure heap], and there he set, and there he smoked and smoked and smoked all the whole day long, for, says he 'tis a long time sence I've had a holiday! Ah, he was a very sing'lar marn—a very sing'lar marn indeed."

Some men seem to act upon Mark Twain's principle of never smoking when asleep or at meals, and never refraining at any other time. But excess is self-condemned. There is no good reason why anyone, for social or any other reasons, should look askance at the reasonable use of tobacco. "But used in moderation, what evils, let me ask,"—I again quote Dr. Andrew Wilson's calm good sense—"are to be found in the train of the tobacco-habit! A man doesn't get delirium tremens even if he smokes more than is good for him; he doesn't become a debased mortal; there is nothing about tobacco which makes a man beat his wife or assault his mother-in-law—rather the reverse, in fact, for tobacco is a soother and a quietener of the passions, and many a man, I daresay, has been prevented from doing rash things in the way of retaliation,when he has lit his pipe and had a good think over his affairs. Whenever anybody counterblasts to-day against tobacco, I feel as did my old friend Wilkie Collins, when somebody told him that to smoke was a wrong thing. 'My dear sir,' said the great novelist, 'all your objections to tobacco only increase the relish with which I look forward to my next cigar!'

   
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