#auditory learning activities

[jambandatl]

Universal Development: Year One - Year Two

Expanded Curriculum Focus 1. Integrate Technology Mindfully: Utilize interactive e-books or apps that allow your child to interact with the story by touching parts of the screen to hear sounds or change images. This can enhance his engagement and make reading time even more dynamic. Consider short, child-friendly videos that tie into your weekly themes, like watching real animals for “Animal…

[waxdream]

I'm grouchy that the book I want to read is 200 quid. I might just email the author. Or become a pirate. Piracy is more cool, but then again, if I email the author I might make a friend...

Is this what extroversion is? I always thought I was an introvert lmao. Maybe I could have the best of both worlds and wear a pirate hat while I write the email.

[themontessoriacademyofarlington]

Toddler - Music

These children are very engaged with their musical instruments, working together and enjoying the sounds produced by this wonderful work. Children connect with music from a very young age. They enjoy singing, stomping, swinging, clapping, twirling scarves, and playing musical instruments. Hands on experience with musical instruments like rhythm sticks, bells, shaker eggs, drums, etc., are introduced in our toddler classroom. It has been shown that music helps children build pattern recognition and spatial reasoning, both of which are important math skills. Building music skills helps to develop auditory abilities and phonological awareness, which are foundational skills for reading.

[theglamorousferal]

Just found out about the Enough Stuff Non-Profit in Illinois and it got me thinking about Crime Alley and about if there was a place like that, they’d work hard to keep it going.

Now I’m imagining Danny, ghost king with its coffers, things at relative peace, but not having to actively work. He’d want to still be able to give back I think even if it’s not actively fighting. What if Danny started an Enough Stuff shop. Everything there is free. Everything is donated. It runs on donations. (The first few months it runs on his savings; ghost money translates thankfully).

Danny lives in the apartment above the store and the store has two floors. Sam moves in next door and runs an apothecary and plant store. She ends up running a vegan bakery and coffee shop too. If you perform or write a poem, you get a free coffee and scone. If she has the chance, she’ll teach you about basic herbal remedies and also some basic first aid because while honey is an antibiotic, it doesn’t do shit for something needing stitches. Jazz moves in and opens a free pediatric clinic. Tucker can be found running the business side of the non-profits and pushing Sam to “just get an EMT certification already, you’re more than qualified, and you know you want to.” Val travels a lot, she’s an Olympic martial artist, but when she settles someplace to train it’s usually with the trio in their Frankenstein apartment made up of the top two floors of three connected buildings. Between Danny finding he enjoyed training from his years as a hero and Sam wanting to always be in top form there’s a gym there she can train in and Danny’s usually free. She helps with whoever needs it when she has free time so she doesn’t feel like a mooch for living there only part-time. She ends up saving some kid from a thug and deciding to train him up. This leads to the kid bringing more kids to learn from her. She ends up buying a building on the block and renovating it to be a gym and training facility for her and it gets added to the list of non-profits Tucker is running. (He only leaves his corner office, he insisted, during working hours for lunch or meetings and the occasional lunch meeting).

Tim losing his mind trying to find anything about them. Him constantly hitting firewalls of binary, Egyptian hieroglyphics, Esperanto and some other language he could only describe as auditory Zalgo text. Tim desperately wanting to investigate in person but he promised Jason he’d stay out of it until he asked.

Jason coming back from a long mission with the Outlaws seeing the “cute little trust fund kid’s experiment” not only flourishing, but growing. He goes to research them only to find they’re mostly squeaky clean. There’s some stuff about disturbance of the peace and minor property damage when a teenager, but that doesn’t mean anything for someone setting up in Crime Alley. He watches them for a while, listened to what his guys said about them and the general opinion. He decides they’re above board, but he’d still watch them.

Then he got shot. More accurately, a shot grazed just under his armpit where there was a gap in his armor. He ended up stumbling out of an alleyway and directly into the pathway of one red headed doctor.

Kinda want to add more Amity Parker’s at some point. Debating having Paulina run a fashion house in the fashion district because she couldn’t convince her dad to let her move to a place known as Crime Alley, and just spend a bunch of time at Danny’s shop and maybe drop off ‘fits she made there. Star and Wes running a local radio station. Dash becoming a mechanic (after freaking out about not making it in football). Kwan opens a vet clinic. Eventually the Amity Parker’s own a full two blocks of housing and businesses.

[prettieinpink]

CREATING A STUDY SCHEDULE/ROUTINE 

PLANNING/SCHEDULING

LIST YOUR ACADEMIC STRENGTHS AND WEAKNESSES. This is so you can allocate time accordingly and avoid wasting any time. 

PRIORITISE ANY SUBJECTS. These may be subjects that will help you in your future career or just a subject you especially want a good grade in. Anything for these subjects then becomes the most important on your to-do list.

DIVIDE TIME EACH DAY. Not all days you are going to be able to sit down at your desk at the same time. Instead, according to your energy levels and planned activities, divide your time.

E.g I have cheerleading after school and I'm going to be so tired, so I’ll do my studying in the morning instead. 

ESTABLISH BREAKS. Depending on how long you can study for, place a suitable break in between. This helps make studying more productive, but only if your breaks are. 

CREATING

USE YOUR TIMETABLE. On days you don’t have a specific subject, dedicate more time to that one. 

CONSIDER YOUR LEARNING STYLE. This helps to be a bit more specific when creating it, instead of winging it and just doing anything. Having a consistent way of studying helps us learn better. 

E.g I’m a visual learner, so I’ll watch animations. I'm an auditory learner so I’ll watch a video of someone explaining it. 

KNOW WHAT YOU WILL DO DURING STUDYING. Do not just wing studying, it’s unproductive and you’re more likely to waste time instead of using it.

 Before you start studying, write a to-do list of everything you need to do during that session and how you will do it. Less time time-consuming and allows you to use time productively. 

SAMPLE – this is Lanny’s daily study routine without any upcoming tests, as an early bird, kinesthetic learner and needs breaks to think with clarity.

Morning

Review my flashcards in preparation for any test. 

Write/note any flashcards I'm struggling with. 

 Afterschool

Check seqta/school website to access my courses, in which I’ll write down which subjects I had. 

Do a few quick blurts on paper of everything I learned in those subjects with prior reading. I only do this for HASS, math and science + any electives that require it. (blurting method)

Then I recheck my blurts, add in anything that I’ve missed and correct with a different coloured pen. 

After, I push those papers aside but I do not discard them. I’ll then complete my online science homework + class workbook. If I happen not to understand anything I’ll watch a video on it and then complete some questions on that. 

I’ll take a break around now because, on an estimate, it has been around 20-40 minutes since I started depending on how my science homework is. I usually eat something and then get back to it. 

Math is next. I’ll complete any math homework, then I’ll practice doing math questions on my own. What I like to do is watch a math video, pause the question without the answer then watch to see if I got it. Effective because they explain it and I can see where I went wrong without analysing my working out which is rather time-consuming. 

I take another break. Math stuff usually takes around 20-30 minutes. 

I then do HASS, which is the easiest. I usually read an article or watch a video on hass then apply that knowledge by answering questions OR doing assigned chapter work. 

I do not study English after school, but I usually read an assigned passage/book and then try to apply any techniques/knowledge by taking that paragraph apart and analysing it. Sometimes, I write my paragraphs using any taught techniques and then mark them. 

Then, I redo my blurtings again but without prior reading then recheck and correct. Then I am finished for the afternoon!!

Evening

Review flashcards then watch a video/read an article on what I was struggling with in the morning but I do not do anything to consolidate this knowledge. 

That is all, please feel free to ask me about any questions about studying as I don't really post much about it, I'll love to help out any fellow students! 

[cripplecharacters]

Hi! I'm working on a character who has had his DNA spliced with a spider's, and I've been trying to find interesting ways to combine their biology. Spiders don't have ears/eardrums, but hear through thousands of tiny hairs on their legs that detect vibrations. Scientists were able to determine this in part by putting drops of water on their legs and measuring less brain activity in response to noises relative to when the spiders are dry, meaning the water "muffled" their hearing.

I'm considering implementing that into this character by having him be HoH (not fully deaf) in his human ears and have the "ear" hairs on his arms and legs supplement his hearing. He doesn't realize this is the case, so when he is (forced) to wear pants/long sleeves, his hearing is reduced because the clothes block the vibrations.

He is a kid, and was raised in a very dehumanizing way, so he was never able to tell the scientists that he was having issues with hearing because complaining would go poorly and he wouldn't be given proper accommodations anyway. In my story, he ends up being rescued by other superheroes and given a much better life, which would include learning how to navigate the world with his disabilities. Would it be reasonable to give him hearing aids at some point once they discover he's HoH? I know they aren't a solution for everyone, but I thought that since he only has partial hearing loss, it could be helpful for him.

Would it be a version of a "magical cure" if his full range is enhanced relative to a regular human (this is a superhero setting)? Is it a "magical cure" that his powers, when allowed to work properly, make him have a standard level of hearing at all?

(I know I've already sent a couple asks recently but I this came to me while doing other research. Thank you for everything you do on this blog!)

Followup to the HoH spider ask: if it makes a difference, he has trouble thermoregulating (and lives in a climate where it gets cold in the winter) so he would have to wear long clothes a lot to keep warm, which would interfere with the (potentially supernatural level) spider hearing

Hi!

I think the idea of a HoH spider is really cool! However I do think some of this veers into cure or erasure territory.

Quick note about hearing aids: they don't help everyone who is hard of hearing either; it's really dependent on the person, their level of hearing loss, their degree of auditory processing disorder, and their sound sensitivity. They might help him but maybe the sound feels overwhelming since he was born HoH and is not used to it.

On that note, maybe his spider hearing works similarly. Even once he discovers he can hear better with the hairs uncovered, sound could be disorienting and overwhelming. He might have trouble locating and recognizing sounds, as well as being easily tired by listening.

Having his "super hearing" make him essentially hearing, even if he doesn't use it frequently, is still a magical cure. Spider hearing can certainly be an aid, but making it equivalent to a hearing person's hearing is erasure.

Mod Rock

[thatgirlie-diaries]

Academic tips that work for me

Hello girlies! This is a post that I have been delaying for like 2 weeks, but now it's time or me to post it. In this blog I will give you all the things I do to keep myself getting high grades and maintain the "intelligent" persona I have worked for since I started studying my college career and fortunately others see me this way now.

I do not study hevy or know a lot about studying methods, I am more into "smart work > hard work" kind of thing

My personal tips

This are my tips being an auditory person focused on being effortless

Understand your learning style: Are you visual? Auditory? Or kinesthetic? By knowing this you can apply studying methods that are efficient for you.

Pay attention to your classes!: I think the main reason I slay effortlessly my exams is because of this so I only need a quick study. You will be saving future time since your study sessions will be lighter because you will remember lots of the things.

Participate / Ask questions: It's easy, you will get points with your teachers as a great student, plus you will get your questions solved.

Put your on a place you can't see it so it doesn't distract you, for classes or when you need to study / get work done.

Study in a place when you feel comfortable, it can be at an cafe or at the library, even in your bedroom at a desk, what matters is that you feel comfortable and that you get the feel of "this is a place where I can study / do my assignments" and not feel lazy or uncomfortable by "x or y" reason. As a plus, keep your space clean and only with the necessary at sight.

Use music that doesn't distract you and you vibe with: Listen to music that doesn't have lyrics, but that's a basic by now. What I recommend you is to listen to music that you just vibe with to get your desired mood and motivation. In my case, I listen to videogame soundtracks since it makes me feel relaxed or to classical music because I fee like "that business girly", either way music helps me concentrate.

Romanticize your studies: This can mean different things to all of you reading this post, I am talking about making your academic journey fun and pleasing rather than streesing! Some ideas are having cute stationery, take cute notes, act like one of your fav academic characters, have study playlists, drinking coffee, go to the library or to cafes, dress cute for school, read, light candles, watch "study with me" videos and study vlogs, create a pinterest board, stablish academic goals, etc.

Do your homework when you have free time at school / college or do it as a first thing after your schedule, this will help you save time. Think about it, if you do it while having free time at school / college you don't need to do it at home. And if you need to do it at home, if done as the first thing, you will either way get so much free time and can focus on other tasks or activities freely.

Be organized: Have a bullet journal or use an app to keep track of your subjects and assignments. By this you will remember and keep in sight upcoming deadlines and events.

Take care of your academic relationships: I make sure that the people inside my circle of friends are girls (mainly, but boys too) who I feel comfortable, have fun with but also are similar to me in the sense that they take seriously her studies and are good teammates. Outside of them I also focus on other potential classmates that are intelligent and have similar values. There is no need to bother on the ones who don't attend classes, are irresponsable and don't even know what are they doing in the course.

Take care of yourself: Ask yourself? Will it be worth it while not sleeping enough, having a poor diet and exercise? By not letting yourself rest or have fun from time to time? By not practicing self-care? By not practicing any hobby or taking the time for your interests ? Please take care of yourself, girl, this is the lowest part of the pyramid. The reason to care is not only your wellbeing, but also because having a poor lifestyle can have bad effects for you that also affect your performance, and we won't like that.

Now go and slay your academic year / course! 𑄽𑄺ྀ

[thrashkink-coven]

Understanding how your brain works to better utilize it in witchcraft, spirituality or occultism

I apologize if this post is really long lol

The biggest challenge I run in to when trying to explain my “mystical” experiences with my deities and spirits is in accurately portraying the “abstractness” of the interaction. We all have a special concoction of brain soup going on in our heads. While one brain may communicate with itself very auditorily, as in, in sounds and voices, other brains may be more predisposed to imagery. The goal of some forms of occultism is conditioning both the subconscious and conscious brain into adapting into different forms of “thought”, communication with oneself.

Think about it this way, some people have an inner monologue, that is an actual audible “voice” that speaks to them, narrates written text, etc. This inner voice may or may not be omnipresent, it may or may not resemble your voice. It may change.

Likewise some people don’t think in sounds at all, their brain is more visual and produces images, videos, movie like sequences that you may or may not be able to mentally interact with. If you have aphantasia, you will not be able to do this.

If you can identify and understand how your brain works, how the hardware and program you are operating on functions, you can understand how to better use it to communicate with deities or to preform other methods of magic.

So here are some easy ways to get an idea of how your brain works in regards to communicating thoughts and information. If some of these things don’t make a lick of sense to you, you’ll know that it isn’t your jive and you’ll probably have more difficulty learning magical practices that utilize that function.

For Visual Imagery we’re going to be using the letter A - Visual imagery describes thoughts that are communicated through visual senses. This means any kind of imagery, including simple colors and shapes.

For audible/ sound based thought we are going to be using the letter B- Audible thoughts describe ideas that are communicated through auditory senses. This includes music, narration, and sounds of any kind.

For texture/sensation based thought we are going to be using the letter C- Texture and sensation based thoughts are ideas that activate the “feeling” part of the brain. These can be both pleasant or uncomfortable.

For transcribed thought we are going to be using the letter D- Transcribed thoughts are ideas which are communicated through written text, literal letters and sentences, or symbols, as if you were watching a movie with subtitles.

For “invisible” thoughts we are going to be using the letter E- Invisible thoughts are ideas that are almost instantly understood through the subconscious. They do not take time to process and usually go unnoticed. These are usually common sense observations. The part of your brain that processes “person” when you see a person, and “dog” when you see a dog. These thoughts are your most prevalent and least observed.

For memory based thoughts we are going to be using the letter F- Memory based thoughts are ideas that are conjured using information from passed experiences, needing no new stimuli or information to be formed. These thoughts can also include experiences that occurred in dreams. Common sense repetitive norms influence these thoughts.

Keep track of your points.

1. You probably already know the apple thing.

Can you picture an apple? what color is it? can you rotate it? which way is it rotating? clockwise or counterclockwise? upside down? does it have a stem? does the stem have a leaf on it? Where is the apple?

If you can easily picture and manipulate the apple, you have the capacity to understand mental imagery. That does not necessarily mean your brain is predisposed to it, only that you have the hardware to process it. Not everyone has this hardware.

If your apple was spinning in a black room with no other objects or environment around it, you may be more dominant in another field of thought with visual imagery as a supportive addition. You get 1 point for A

If you pictured an apple you saw recently, you get one full point for F.

If your apple was already in a room, on a table, in front of your real world environment right now, or in some other environment that was not necessarily conjured through memory, your brain likely uses visual imagery as a predominant method of communication. You get 2 points for A.

If you were able to understand the concept of an apple and all of the manipulations, but didn’t necessarily “see” anything, you get one point for E.

2. As you’ve been reading this post, assuming that you are not reading aloud, have you been hearing a “voice” narrating the text?

Does that voice sound like your voice when you speak aloud? Do you take the time to pronounce every word as you read mentally? Do you pay attention to every letter individually, or do you look at the words as contained objects?

If you have an inner narrative voice that is activated by reading long passages of text, your brain is able to process visual imagery auditorily, especially when combined with will established symbols.

If that voice resembles your speaking voice, you are likely more dominant in another field of thought, using narration as a supportive sense. Your brain doesn’t naturally tend to generate sounds, it’s using the most easily commutable sound, your own voice, to deliver the information. This isn’t to say that you can’t conjure sounds, but rather that your brain doesn’t do so without “trying” to. You get a half point for B and a half points for D.

However if that voice does not usually resemble your own speaking voice, or changes often, your brain is likely more predisposed to communicating through sound senses. You get one full point for B and a half point for D.

If you have no inner narration or other sensory stimuli when reading this text, but still fully observe and understand the words, you get one full point for D.

If you have no inner narration when reading this text but imagine it’s contents like a slideshow or movie when given visual descriptions, you get one full point for A.

If you’ve observed the text with no other thoughts or ideas asides from what has been commanded of you by the quiz, you get one full point for E.

3. Oops I did it again…

“I played with your heart! Got lost in the game! Ooh baby baby!”

Okay, assuming you know the song “Oops I did it Again” by Brittany Spears, did you hear her voice singing the song when you read the passage? Did you hear your own voice singing it? Did you only read the text?

And if you did hear her voice, did you also hear the background instrumentals? Did you see Brittany in your head in her red jumpsuit? (assuming you watched the music video lol) If not in her red jump suit, did you at least get some kind of visual imagery of Brittany’s face?

If you heard Brittany’s voice singing with no background instrumental or other stimuli, you get one point for B.

If you heard your own voice singing the song with no other stimuli, you get a half point for B.

If you only read the passage, you get one point for D

If you heard Brittany’s voice and heard the background instrumentals, you get 2 points for B.

If you heard Brittany’s voice and heard the background instrumentals, and saw her to some capacity, although not dancing or moving, you get 2 points for B and an additional 1 point for A.

If you saw and heard all of that whilst seeing Brittany dancing in some way, as if you were actively watching a video, you get 2 points for B and an additional 2 points for A.

If you saw Brittany specifically in her red jumpsuit alongside the instrumentals and singing, as if you were watching the exact music video, or remembered some other portion of the music video, you get 2 points for B, 2 points for A, and an additional 1 point for F

and, if you immediately remembered the entire song of “oops I did it again” without any other stimuli, or without necessarily “hearing” anything, you get two full points for F.

Consider how your brain handles all of these rabid thoughts and quick communications to understand the contents of this post.

4. Imagine yourself sitting in your living room

Now imagine there’s an apple in your right hand and a cube of ice in your left hand. Sit for about 15 seconds. Now, mentally, stand from whatever surface you were sitting on, still holding the ice and apple, and lick the floor.

If you had difficulty imagining the living room, “feeling” the ice cube and apple, and maintaining those things while licking the floor, your brain is likely not dominant in texture based thoughts. Subtract a half point from C if you had any already.

If you could easily and vividly imagine the feeling of ice and an apple in your hands, but did not experience any discomfort, and had difficulty maintaining your living room or moving within that space, you only get one point for C.

If you could easily and vividly imagine the feeling of the ice and an apple in your hands, but did not experience any discomfort, and had an easy time maintaining your living room and moving within that space, you get one point for C and an additional one point for A.

If after 15 seconds you felt somewhat uncomfortable, vividly felt the ice melting in your hand, or felt disgusted by feeling the floor (carpet, tile, hard wood etc ) on your tongue, specifically at the thought of dust, dirt, or debris on your tongue, vividly feeling hair and lint get stuck to your tongue, you get 2 full points for C and an additional 2 points for A.

If you could easily imagine the space and do all of these things, but did not experience discomfort and/or saw yourself doing these things in the third person, you get one point for A.

If you could somewhat do these things but got tripped up or lost some of the immersion by thinking about things that aren’t actually in your living room, like imagining both the room and the apple at the same time, you get one full point for F.

5. If I were to hand you a page with 50 phone numbers on it, and told you to memorize all of the numbers in the list, would you…

1. Remember each phone number sequence individually to the best of your ability, starting from the first.

2. Remember the sounds of the numbers as you recited them aloud and recall the “song” or rap that you created with them

3. Recall the whole page of numbers like a photo and try to remember what was written on the entire page

4. Remember each number individually and remember how they sit in the sequence in relation to each other

5. Assign each number a color and then recall the number sequence by remembering how each color transitions into the next

6. Assign each number a letter (4 = F, 9= N), and create words or abbreviations to remember the full sequence of numbers.

7. You wouldn’t be able to remember them all.

If you chose option 1, you get a half point for F

If you chose option 2, you get one full point for B

If you chose option 3, you get one full point for A

If you chose option 4, you get one half point for F and an additional half point for D

If you chose option 5, you get 2 full points for A

If you chose option 6, you get one full point for D

If you chose option 7, you get 1 full point for F

6. Your goal is to think of absolutely nothing for the next 30 seconds. Close your eyes, and do not think about anything.

If after about 10 or so seconds, a song or tune started playing in the background of your mind, you get 2 points for B.

If after about 10 seconds, you had any conscious comment or thought, “how long has it been?” “am I doing this right?” “I wonder what…” “I hope that”… or you felt the need to mentally count to 30, you will subtract a half point from E if you had any already.

If after about 10 seconds, you visualized something against your will, anything at all, even though you were actively trying to think about nothing, you get 2 points for A.

If you started thinking about previous parts of this quiz that you have already completed, you get two points for F.

If you had inclinings of thoughts coming on but were able to quickly stifle them, you get one point for E.

If you were truly and honestly able to think about absolutely nothing for thirty whole seconds, you’re a winner baby, you get 2 full points for E.

7. You’re laying in bed procrastinating doing some task you really don’t want to do. But you eventually find your strength and finally decide to get out of bed. When motivating yourself, do you think:

1. “okay, I gotta get up now”

2. “come on, you gotta get up now”

3. “alright, we gotta get up now”

4. you do not have any inner dialogue about it, you simply know you have to get up and get up without consciously voicing it to yourself.

If you chose option 1, you do not lose or gain any points.

If you chose option 2, subtract 1 full point from E if you had any already.

If you chose option 3, subtract one half point from E if you had any already.

If you chose option 4, you get two points for E.

8. When you hear people speaking in real time, do you see their words transcribed in your head as if you were reading subtitles?

1. No, never

2. Sometimes but not always

3. Yes, all the time

If you chose option 1, remove a half point for D

If you chose option 2, you get one point for D

If you chose option 3, you get 2 points for D

9. Which best applies to you?

1. I remember things best when I write them down

2. I remember things best when I say them out loud repeatedly

3. I remember things best when I have some kind of visual reminder

4. I remember things best when I’m nervous about them

5. I don’t know how I remember things, I just do.

6. I remember things best when I’ve done them at least once before

If you chose option 1, you get one point for D

If you chose option 2, you get one point for B

If you chose option 3, you get one point for A

If you chose option 4, you get one point for C

If you chose option 5, you get one point for E

If you chose option 6, you get one point for F

10. You're waiting for something and you're bored, there's no one around you so you're not nervous to do whatever you want. How do you "stim", or occupy yourself?

I probably start singing a song to myself or repeating a funny phrase

I tap my fingers, feet, or teeth together. I do some kind of repetitive movement

I daydream or imagine scenarios in my head

I think about my day or something weird that happened recently

I'd have to have my phone or some kind of music to occupy me or I'd be upset

I'm able to wait for long periods of time without stimming or using distractions

If you chose option 1, you get 2 points for B

If you chose option 2, you get 2 points for C

If you chose option 3, you get 2 points for A

if you chose option 4, you get two points for F

If you chose option 5, subtract one point from E if you had any already

If you chose option 6, you get two points for E

Part 2: Interpreting your results

[smartgirrl]

tips for different learning styles

we all learn differently, so tailoring your routine to your unique needs can make a huge difference in how effectively you study.

for visual learners

create color-coded mind maps -> link ideas with arrows and branches, using different colors

red for key points, blue for examples, green for definitions

use diagrams and charts ->detailed diagrams and flowcharts used to illustrate processes

highlight key text -> use a highlighter for dense readings to create a clear structure

watch educational videos -> subject-specific videos and pause them periodically to take notes on key visuals

Crash Course - they have pretty much every subject Khan Academy - also a lot of subjects Amoebea Sisters - good science explaining (esp biology) Brilliant - has great diagrams + excersizes

˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ ·

for auditory learners

record yourself reading key notes -> and listen to the recordings while reviewing.

study with a friend and explain concepts to each other out loud.

if a reading is especially dense, explain them step by step

use podcasts or audiobooks -> use podcasts or audiobooks related to your subjects as a way to absorb information on the go.

Hardcore History Science Vs Math Ed Podcast College Info Geek Podcast

˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ ·

for kinesthetic learners

space while studying -> try studying while moving, like walking around or pacing, to keep your body engaged.

hands-on-learning -> participate in hands-on activities like experiments or creating models to better understand abstract concepts.

create interactive flashcards -> shuffle flashcards and lay them out on the floor or a table, grouping related concepts to create a physical connection between ideas.

˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ · . ˚ · . ༉‧₊˚. ‘˚ ͙۪۪̥◌ ✧˚ ·

for reading/writing learners

summarize in your own words ->re-write the key points of a reading in your own words

create a one-page summary for each chapter and try to condense the information into a clear structure

annotate as you need -> jot down important ideas in the margins

underline significant concepts and write your thoughts or questions directly in the text

use practice tests -> review your practice test carefully, writing down why each choice was correct or incorrect, to reinforce your learning

[selfhelpforstudents]

Identify your personal learning style, peak productivity hours, and preferred study environments.

Girls in Finance server/project // Selfhelpforstudents server

Step 1: Learning Style Assessment

1.1 Research Learning Styles:

Explore different learning styles, such as visual, auditory, kinesthetic, or read/write. Familiarize yourself with the characteristics of each. (find my post here)

1.2 Reflect on Past Experiences:

Recall situations where you felt most engaged and learned effectively. Note the activities and methods that worked best for you.

1.3 Take Learning Style Assessments:

Utilize online learning style assessments to gain insights into your preferred learning style. Examples include VARK (Visual, Auditory, Reading/Writing, Kinesthetic) or Honey and Mumford's Learning Styles Questionnaire.

Step 2: Peak Productivity Hours Identification

2.1 Self-Reflection:

Reflect on your daily energy levels and focus. Identify times when you feel most alert, focused, and energetic.

2.2 Experiment with Different Times:

Schedule study or work sessions during various times of the day. Observe your productivity levels during these sessions.

2.3 Track Productivity Patterns:

Maintain a journal to log your productivity levels throughout the day. Look for patterns or consistent periods of heightened focus.

Step 3: Preferred Study Environments

3.1 Experiment with Settings:

Study in different environments, such as libraries, cafes, quiet rooms, or outdoor spaces. Note how each setting affects your concentration and comfort.

3.2 Consider Noise Levels:

Assess your tolerance for noise. Determine if you work better in complete silence, with background music, or in moderately noisy environments.

3.3 Evaluate Lighting:

Pay attention to the impact of lighting on your focus. Experiment with natural light, artificial light, and different color temperatures.

3.4 Note Distractions:

Identify potential distractions in each environment. Consider whether you thrive in a completely distraction-free zone or if a mild level of distraction enhances your productivity.

Thanks for reading! Hope it helps! x

Join our Girls in Finance project if you want to learn more about studying finance and the financial world <3

[transgenderer]

Apparently, a good predictor of long‐term seizure freedom state following epilepsy surgery is seizure freedom at 6 months to 2 years postoperatively. 6 We have chosen one year rather than 6 months, because most (75%–80%) of the seizure recurrences occur during the first 6 months postoperatively. 4 , 5

The operation mentioned here is a frontal disconnection surgery, where they leave your frontal lobe in but mostly disconnect it from the rest of the brain (i think it still technically has a connection through the lower processes. but in the cerebral cortex, theyre split). its for epilepsy, supposed to break the "seizure pathways". its weird that they still have the seizures early on, but they go away eventually. if the seizure pathways are severed, they should stop fully, if theyre not severed they should keep going. it must be that the epileptic brain actively "learns" to keep having seizures, and that in the absence of full response it learns not to do that anymore. or something along those lines. which is weird but thats not the weirdest part

the weird thing is, side effects arent that bad, patient is still functional after. worsened cognitive abilities are possible, but not the majority of cases. youre DISCONNECTING the FRONTAL LOBE. particularly striking is this paper, on frontal lobectomy:

Percentage of patients demonstrating meaningful postoperative neuropsychological change (90% confidence interval) following frontal lobe resection. Numbers in parentheses after the test name represent the number of patients in the study who completed that particular measure. ap < 0.0001; bp < 0.01; cp < 0.05. Auditory Delayed = Auditory Delayed Memory Index; Auditory Immediate = Auditory Immediate Memory Index; Auditory Recog = Auditory Recognition Delayed Memory Index; GPT = Grooved Pegboard Test; PE = perseverative errors; Visual Delayed = Visual Delayed Memory Index; Visual Immediate = Visual Immediate Memory Index; WCST = Wisconsin Card Sorting Test.

because theyre biologists and dont know math or skepticism they interpret this as "neural lobectomy causes some cognitive decline, but only in some features, and not in everybody". but i mean. come on. look at this graph. the actual conclusion we should have here is "response to these tests almost entirely stays the same, but randomly changes a little". on a bunch of these features, a bunch of people are BETTER than they were before. thats crazy! i guess the seizures could have been making it worse, like, ambiently? i dont buy it. and even then, half of patients dont show decline on ANY measure.

but...its a lobectomy! they remove one of your frontal lobes (the paper is not super clear on this, but i think theyre removing the whole lobe). and you dont have cognitive decline? i guess you didnt...need that lobe? these tests are not super long after the surgery! the youngest kid in the dataset was 16, these are adults! its bizarre!

[jasmi-n]

Neuroscience in Manifestation: Creating Reality

The human brain is a complex machine that interprets electrical and chemical signals to create our perception of the world. All stimuli we receive—visual, auditory, tactile—are processed by the brain, which converts them into a coherent experience. This process is so sophisticated that we often forget that we are not experiencing the world directly but rather an interpretation created by our brain.

EEGs: Mapping Brain Activity - Electroencephalography (EEG) is a tool that measures the brain's electrical activity through electrodes placed on the scalp. EEG reveals different brain wave patterns associated with various mental states. When we are focused, relaxed, or stressed, the patterns of brain waves change. These patterns can indicate how our thoughts and intentions are influencing our experience.

Alpha Waves: Associated with relaxation and creativity. When we are immersed in positive thoughts and visualizing our intentions, alpha waves may predominate, suggesting a productive mental state for manifestation.

Beta Waves: Linked to concentration and active thinking. When we are focused on our goals, increased beta waves can reflect a mental state geared toward achievement.

Associative Networks (ANs) - the brain are complex systems of neurons that work together to process and integrate sensory, cognitive, and emotional information. They are crucial for forming associations between different stimuli and experiences, allowing us to create memories, learn, and adapt our behavior. A critical aspect of ANs is the Reticular Activating System (RAS), which plays a central role in modulating our attention and perception of reality.

Reticular Activating System (RAS) - The RAS is a network of neurons located in the brainstem, responsible for filtering the sensory information we receive at every moment and determining which of it is relevant for our conscious attention. It acts as a "filter" that decides which stimuli we should focus on and which we can ignore, based on our expectations, interests, and past experiences.

How the RAS Influences Perception of Reality? When we focus our attention on a particular subject or goal, the RAS adjusts our perception to highlight information and stimuli related to that focus. This mechanism explains why, when we are interested in something specific, we start to notice more frequently related things in our environment. This phenomenon is known as "confirmation bias" and is a direct manifestation of how ANs function.

For example, if you are thinking about buying a new car and have a specific model in mind, you are likely to start noticing that car model everywhere. Your RAS is actively filtering sensory information to prioritize stimuli that match your current interest.

Neuroplasticity - One of the most fascinating aspects of the brain is its plasticity—the ability to reorganize and form new neural connections throughout life. Studies show that our thoughts and experiences can literally reshape the brain's structure. For example, regularly practicing meditation can increase the gray matter density in areas associated with self-awareness and emotional regulation.

This plasticity suggests that by changing our thought patterns, we can alter how our brain perceives and interacts with the world, thus influencing our subjective reality. When we intentionally focus on something, we are strengthening the neural connections associated with that focus, which in turn increases the likelihood of perceiving and remembering relevant information.

Effect of Attention on Manifesting Reality - Focused attention can, therefore, shape our experience of reality in several ways:

Information Filtering: The RAS filters sensory information to highlight relevant stimuli, making us more aware of opportunities and resources that support our goals.

Strengthening Neural Connections: Repetition of focused thoughts and visualizations strengthens neural connections, increasing the likelihood of perceiving and acting in alignment with our interests.

Confirmation Bias: Our brain seeks to confirm our expectations and beliefs, making it more likely that we notice and remember events that align with them.

Associative Networks (ANs), especially through the Reticular Activating System (RAS), play a fundamental role in how we perceive and interact with the world. By focusing our attention on specific goals and interests, we can train our brain to highlight relevant information and shape our reality according to our desires and intentions. By understanding and applying these neuroscientific principles, we can enhance our ability to manifest the reality we desire.

References:

Moruzzi, G., & Magoun, H. W. (1949). Brain stem reticular formation and activation of the EEG. Electroencephalography and Clinical Neurophysiology.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist.

Lazar, S. W., et al. (2005). Meditation experience is associated with increased cortical thickness. NeuroReport.

[youcouldmakealife]

Could you explain the concept of masking, especially in the context of the last SAIT? I'm not really familiar with this concept - as far as I understood it, it means that neurodivergent people "pretend" (for lack of better word) to behave more in a way that they would consider neurotypical? What did Robbie mean when he compared Georgie and Finn - that they are both hiding something? Georgie isn't neurodivergent - or is he?

Happy to!

I'm just going to preface that while I've read up a lot on this in the past few years, I'm obviously not an expert, and this is my own personal take on the information I've gathered rather than any 'official' definition of the term.

I'm going to talk about how masking applies to a few of my characters in a post I'll link here, because it's already long enough.

Masking is most often used to describe a particular set of behaviours by some neurodivergent people; it can also be described as 'camouflaging', which I think is a useful way to highlight that the biggest part of this behaviour is to get through social interactions safely.

Safety can be literal physical safety, but it can also be without someone getting upset at you, or being mocked or criticised. This is especially difficult if you're not sure what exactly leads to criticism, or mockery, or offence, or why -- a lot of ND masks involve being very, very quiet, because in the past, honest behaviour and speech has lead to Repercussions.

Speech and social behaviour aren't the only things involved in masking: most high masking autistic people don't stim in public, for example, or will replace big, noticeable stims (rocking, flapping the arms or hands, auditory stimming like repeating words or sounds) with more 'socially acceptable' stims, like hair twirling, repeated throat clearing, and non-disruptive fidgeting, often because they punished for the original behaviours.

This can also apply to other ND 'coded' behaviours, like interest in things that are deemed weird or inappropriate or not for their age group, a flat affect (a monotone voice, expressionless face, or little body language), 'blunt' speech, interrupting others or monologuing, and other 'inappropriate' behaviours.

In the case of masking with neurodivergent individuals, it's a behaviour that sort of...imperfectly replaces the 'sense' that neurotypical individuals get from conversations. The mostly unconscious things that neurotypical people can pick up from non-verbal indicators like body language and tone do not come innately to neurodivergent people.

I should note here how important the word 'innately' is. A ton of neurodivergent people are capable of picking up those things, and some are even more sensitive than the average neurotypical person to them -- some are even hypervigilant, particularly if they needed to be for their personal safety -- but this is a learned set of skills that require energy and active effort to implement, even if the ND person is not consciously aware of that.

Basically, it's a program running constantly in social situations, and, like any constantly running program, it drains the hell out of the battery. An ND person will be drained by masked social interaction no matter how enjoyable the people or extroverted the person, because it involves constant monitoring and adjustment if the monitoring notes that something's off.

But I think it's really important to note that everybody masks to some extent. Two people are having a lovely chat in front of you and then one of them privately says 'I hate that bitch' right after the other person leaves? They were masking. Smiling at your boss even though he just piled a month's worth of work on your desk? Masking. Being very polite to the man aggressively hitting on you because he's setting off alarm bells? Masking. Saying 'I'm good thanks' when someone asks how you are, even though your day sucked? Masking.

Masking is fundamentally behaviour that does not match the authentic reactions and feelings of a person.

And it's not inherently a bad thing! At least in small doses. It's actually hard to say sometimes where the line between 'being polite and behaving in a socially acceptable' becomes masking. I think the biggest difference is that for neurotypical people, it's a conscious behaviour used in specific scenarios. For neurodivergent people, it's that program running constantly in the background. And it's not just used in specific situations -- it's almost all the time.

Many ND people are only unmasked when alone, or with individuals they trust not to use their unmasked identity against them. This can include family, friends, partners, or fellow neurodivergent people they're not necessarily close to, or even friends with, but also don't feel they have to monitor themselves in the same way with. Many people have at least one person they're comfortable being around unmasked. They may not use that term, but they may speak of someone 'not draining their battery' or 'people are hard to talk to, but you're different', etc. It's because they're not socially performing with that individual.

It's also important to note that this isn't ND people 'tricking' others in social situations like a socially manipulative person might. It's a survival mechanism that develops as a result of the 'real' (unmasked) behaviours leading to consequences in their past. It's a response to being criticised, yelled at, mocked, etc, by parents, teachers, peers, etc for authentic behaviour. For that reason, you can also see masking in neurotypical people with CPTSD. Again, it's not to trick anyone. It's to remain safe -- physically and emotionally.

I should also note that masking isn't universal among ND individuals -- it's more common among those with low support needs, and those AFAB, who were expected to comply more closely to social norms than those AMAB. You'll also find it a lot in those, like me, who weren't diagnosed until adulthood, because, well -- masking, by its very definition, makes it harder to notice someone's neurodivergence.

I've been making efforts to unmask since my diagnosis, and have since realised I did not understand the extent I was masking, nor the extent it was draining me, until I stopped masking most of the time. This is common for a lot of ND individuals.

That's important because it's hard to stop doing a behaviour that isn't wholly intentional, and it's even harder to realise how much it's hurting you. The strongest correlation they found between autistic individuals and autistic burnout is masking. It's also the biggest correlation between autistic individuals and suicide. It, like many coping mechanisms common to ND individuals (addiction is much more common in ND individuals than the general population, especially for those with ADHD) can possibly be helpful in the short term, but it's extremely harmful to the individual in the long term.

So just. For my ND readers. Please be aware of that. It can be genuinely helpful, and protective. I personally still use it in certain situations, and when I do not, I am more likely to make a social 'blunder'. But the difference in my mental health pre-and-post unmasking is immense. The more you wear the mask, the more you think that mask is you, but it isn't. And you cannot properly care for yourself if you don't actually know who you are.

[thesiltverses]

I was listening to S2Q&A and I went over the character limit on Spotify so I'm just gonna drop my comment here instead:

I think all y'all do incredible work, but I'm especially a fan of the sound design! It's one of my favorite things about audio dramas that makes them distinct from audio books. The environmental storytelling that comes through is so satisfying and easy to understand without sounding manufactured.

I might be a minority, but I actually love the muddiness and chaos of your action/battle scenes. You're clearly mastering a fine line between listenability and honoring the disarray of the scene. I enjoy the brief pockets where I don't understand what's happening beat-for-beat because it feels like I'm caught in the fray of it, and not being able to 'keep the score' until it's over ramps up the tension deliciously.

Everyone does fabulous work on this, but I just wanted to gas up your sound design. It's like costuming or lighting- you're doing your job well when those things support the story, and it means people don't notice that effort at times because it's so seamless. One 'tech' to another: very well done!!!

Thank you so much, that's really kind and means a lot! Other than in the Q&As, I haven't really talked that much about picking up sound design duties over the course of the series, but it really has been a meaningful and exciting learning experience for me, not least as a writer getting to hone his writing via audio editing.

Since you mentioned it and I can't pass up the opportunity for a rant - listenability and what that actually should mean in practice is a topic I think about a lot.

I think it's important for audiodrama designers not to get haughty or defensive when listeners struggle to comprehend a particular sequence (I have designed scenes poorly where the dialogue clearly didn't rise over the background noise sufficiently, I've designed scenes poorly where the action was clearly too chaotic or lacked sufficient cues to help the audience through it).

But equally - between wildly different auditory processing capabilities and the wildly different listening environments and listening habits at play, I don't believe there's any perfect state of comprehensibility available in this medium, and sometimes I think our hunt for it can lead us astray.

Over the years, I've heard from listeners who honestly can't tell the voices of actors with globe-spanning accents apart, I've heard from listeners who can't pick up on environmental SFX cues indicating a change of location and need something more explicit in the dialogue whenever there's a scene shift, I've heard from listeners who can only listen through one earbud in the workplace and therefore don't want binaural sound, listeners who struggle to hear any action sequence whatsoever as more than incoherent noise, and listeners who can only enjoy audiodramas solely as a second-screen activity and who can't keep up with a fast-moving or complicated plot without regular recaps.

There's absolutely nothing wrong with any of that, and those listeners aren't wrong to respond in this way - everyone has their own processing threshold, and everyone has their own needs and preferences as an audience member.

But I also don't believe I'd personally want to create a full-cast show under the limitations that would arise from my attempting to strictly solve all of those problems at once (as opposed to being flexible and considerate about them during the design process).

There has to be room for calculated ambition and big swings in the medium, and there has to be room to trust the audience to keep up with you during the ambitious moments, albeit with one eye firmly on accessibility - otherwise audiodrama is likely to remain dominated by 'one actor with a nice soothing voice telling stories' or 'one small group of characters having lots of conversations about their ongoing efforts to resolve a single plot thread'. Which is often fantastic, but there's plenty of it already!

When it comes to action scenes in particular, I've been trying to operate under the consistent philosophy of 'before, DURING, after', with equal weight and design attention given to each third.

In other words, if we do enough careful and quiet work to establish the environment and props and rising tension ahead of a big noisy chaotic sequence, and if we do the careful and quiet work afterwards to clearly show where the characters have ended up and what condition they're in, my belief is that it's 100% acceptable if the audience can't immediately track the movement of Character A's fist hitting Character B and Character B falling against a table in three seconds flat.

Like good action editing in cinema, an engaged audience member will follow the motion and comprehend the outcome cleanly, even if they don't take in all the details. That, to me, is a vastly better result for the work than having to include a 'oh, no, he stabbed you with that knife!!' line of dialogue.

Anyway, you just wanted to gas me up which was very kind and instead I wrote out this big long blather. So apologies, and thank you so much again!

[lerrryyyyy]

Soulmate AU where people have different kinds of soulmate connections and TodoDeku's is sensing when the other is in danger. However, the way it manifests on the individual may differ - one may see visions while the other would have auditory signals.

For Tddk, they both have some kind of 'sixth sense' for it.

Todoroki's senses for his soulmate has always been in the back of his mind. Just a constant presence he eventually gets used to. He doesn't think much on why it often feels as if his soulmate is constantly on high alert - he figures they were just particularly clumsy.

There had only been that one time - before he met his soulmate - where his senses for his safety went haywire --where the blaring alarms in his head was almost deafening that he couldn't focus on anything else. He later finds out that this was the day Midoriya had been involved in the sludge incident.)

When they finally meet, Todoroki realises that the feeling is a constant presence because of Midoriya's anxiety. He eventually becomes so in tuned with Midoriya's trouble-magnet tendencies and learns when he's in real danger, or if the "trouble" Midoriya is in is a minor inconvenience. To the point that it becomes a running joke amongst their friends.

Now, imagine on Midoriya's side. Although it's not a constant feeling like Todoroki's radar for him, a part of his attention is still on high alert for any kind of danger Todoroki might be in. He figures that his senses only flare on certain situations because of Todoroki's reserved nature in general, so he does his best to constantly pay attention to any kind of signal from his 'sixth sense'.

But imagine an instance when Midoriya feels that sudden chill of danger, familiar yet somehow different this time. He momentarily drops his guard to search for Todoroki.

Not knowing that it was actually Danger Sense finally becoming active.

[oldhalloweentape]

🪨Venture (OW II) x (gn) reader ⛏️

(Witch Reader Edition!)

(Picture’s not mine!)

(Request here! Here’s what I promised! My friend @goohts suggested this song! Hope you all like it :)))

- This is another dynamic I like! And as always Venture is enamored with both you and who you are as a person.

- Though I don’t think they’d know much about witches or that kind of culture up until you guys met.

- To impress you, they began studying!

- They take the time to learn the significance of things like crystals, herbs, flowers, sigils, things of that sort because they know how important it is to you and your identity.

- When I say they studied, I mean they studied, asks for pointers in finding written material and actively voices their questions to you. Reading from a book or an article is useful and all but they’d also like hearing it from you.

- That and hearing it from someone with experience gives them more insight, being an auditory learner.

- Let me be honest with you, they absolutely adore the fact that you hold a connection to crystals and stones, albeit a different kind of connection.

- If they can, I can see them getting you certain crystals, tells you all about the reason behind the special formations in each one all the while cooing at them like they’re baby kittens.

- Let’s you read one of their palms while their other hand is holding a book about palm readings, turns into a game of whether or not they can ascertain the meaning behind a certain line in their palm.

- Their hands are naturally rough due to their job, nail polish that gets chipped fairly easy, the works.

- And their hand is all nice and warm so, that’s another plus.

- Can and will get you anything you need, they just really want to be helpful and supportive of you.

- Though, some times they accidentally mess with your stuff. For example, if you have moon water— Put that in hiding or something cause they’d probably drink it in the middle of the night during one of their soul crushing all nighters.

- Doesn’t realize it was weird that it was in a mason jar until it was too late.

- The apologies were endless afterwards, saying stuff like, “I’m so sorry!!”, “Mi vida, don’t be mad!”, and “Please forgive me!!”

- The type to grab certain flowers they find while hiking and gifting them to you if they have any particular significance. Comes with a bunch of while flowers they assorted themselves into a bouquet, roots and chunks of dirt still attached to them as they give you a charming little smile.

- Brags of course, though they brag about you with everything whenever they can.

- Thinks you’re so cool in general, which is a given when it comes to Venture but I digress.

- Probably tries to get you to curse Mauga or something because he was being an ass, childish as fuck but we love them for that.

- Brags of course, though they brag about you whenever they can.

- They just really mean well and it’s cute to see, they love their witch partner <3.

(Hope this was up to your guys’s expectations!)