helga🍂 | a studyblr

be up front and honest about the things you do not know

acknowledge the intrinsic value of others’ knowledge bases, even if they do not seem important to you from your institutional context

do not feign mastery where you have none

respect the gaps in others’ knowledge bases

be generous, not only with others

but also with yourself

you overwork yourself at the risk of legitimizing a culture of overwork 

privilege voices and perspectives that have historically been left out of the academy

nothing is ever neutral or apolitical

support the progress of other scholars

1. what is the author trying to say? 2. what does the author maybe not realize they’re saying?

Okay, here’s the thing. Like, it is a “pretty good movie” - it’s visually gorgeous and the soundtrack is stunning and yeah, okay, from many angles it can be considered a great movie. 

But it’s not Jane Austen. 

Let me explain: the thing about Pride and Prejudice is that it is fundamentally a social commentary expressed through a comedy of manners. So much of Austen is about claustrophobia and people rubbing each other the wrong way in these tiny social circles because travelling was so much more effort. But in order to make his film so beautiful, Joe Wright completely disregarded this. 

For example, possibly my biggest pet peeve about this movie is Darcy’s first proposal scene. In no way shape or form did that need to take place in a thunderstorm. That pathetic fallacy is completely unnecessary and actually detracts from the drama of that scene. The whole point is that they’re in this tiny room together with these emotions running high but they can’t raise their voices, they can’t get away from each other because of the social rules they’re still bound to. 

What’s brilliant about the BBC version is that it captures that perfectly. Jennifer Ehles does such a good job of this seething rage beginning to get the better of her so that when she finally says “you are the last man in the world I could ever marry” she brings herself up short because she knows she’s gone too far, she’s been too rude. Elizabeth may be witty and ahead of her time but she remains a product of her time and she wouldn’t get all up in Darcy’s face about it. 

I don’t dislike Keira Knightly as an actress, I’ve enjoyed her performances in many things but she was not right for this role at all. (Though the thing about film acting is that it’s so dependent on the director and the editing that hey, maybe under different circumstances she could have done a good job, but I’m unsure). She played Elizabeth as a modern woman in a Regency Era setting, and that just doesn’t work. She’s too loud, too physical for the kind of environment that Pride and Prejudice takes place in. 

But while her performance is too big and too unrestrained, things that should have been big were too small. Again, Tom Hollander is an actor I like very much, but his Collins was all earnest and small. He barely made my flesh crawl at all, which he really should. (And when you look at David Bamber, he’s flawlessly slimy, and hilarious to boot). One of Austen’s strengths is this wonderful melding of big and small - her principal characters are stuck in these tiny communities with these huge supporting characters that only increase the sense of claustrophobia. 

One thing I will say for the 2005 version is that Jane and Bingley were lovely. Though I will never understand how that one thing was so perfectly Austen while everything else was trying to be a Bronte novel. 

WHICH IS ENTIRELY THE THING. Joe Wright tried to play Pride and Prejudice as if it were written by Emily Bronte. Like that scene with Darcy walking through the fucking mist in the morning to confess his love to Lizzy again - that’s just wrong. And I know what you’re about to say: “if you’re complaining about that, why aren’t you complaining about Colin Firth’s wet shirt in the BBC version?” Well I’ll tell you: because it was played right. When Lizzy and Darcy come across each other in that scene it is painfully awkward because it would be. Darcy asks if her parents are well about three times and Lizzy can barely make eye contact. It might not be in the book but, were it to have been, that’s how it would have gone down. Instead, Joe Wright gave us this… whatever it was with dramatic whispering and hand kissing. 

(Don’t even get me started on that “Mrs Darcy” scene, which luckily wasn’t in the UK version because everyone knew we’d hate it as a nation)

And the thing is, this style might have worked for a different Austen novel: Northanger Abbey, Sense and Sensibility, and Persuasion are all novels that are in dialogue with the Romantic ideology of the time, and maybe Joe Wright’s style would have worked with them, but it doesn’t with Pride and Prejudice. 

So that was really long, sorry. 

But there’s a world of difference between doing what you love for you, and doing what you love for a paycheck. 

I went to undergrad for graphic design and 3-D design–art and more art, I usually say–and I loved it. You know what I didn’t love? Trying to collect my fees from clients. Trying to meet unrealistic, over-simplified or over-specific briefs from people who didn’t know what they were talking about. Coming home, having worked creatively all day, with no creative juice left for the things I wanted to do.

You know what I would tell you instead? Do something that you can be interested in, with people you like.

You don’t have to love it. Loving your work can be a lot, and it often means you have to live in your job 24/7. Some people can do that. Not everyone can, or should.  But if you can find work that’s interesting enough that it doesn’t feel tedious, and people you can enjoy spending your 9-5 with, and you can make money, that’s great! It means you can do the things you love for you.

I’m in law school now. It’s interesting work, and difficult, and I like doing it. I like how complicated it gets, and I like the stories it tells. But I don’t come home and read law journals for fun. I come home, and I sculpt, and I draw, and I paint, and I read. I do these things for me.

1. self-soothing

comforting yourself through the 5 senses

Touch: stuffed animals, stress balls, taking a bath, a soft blanket

Hear: music, audio book, guided relaxation

See: snow globe, glitter, calming images, art, anything that pleases you visually 

Taste: tea, mints, gum

Smell: lotion, candles, incense 

2. distraction

removing your focus from the stressor for a period of time

puzzles, art, crafting, reading, movies, gaming, exercise, being social

3. opposite action

doing the opposite of the impulse that aligns with a positive emotion

affirmations, inspiration, lighthearted and encouraging focus

4. emotional awareness

identifying and constructively expressing what you’re feeling

journaling, listing emotions, using a emotional identification chart, drawing, therapy

5. mindfulness

centering and anchoring yourself to the present moment

meditation, guided relaxation, yoga, breathing exercises, candle gazing, going for a walk

6. ask for help

this is important to do when you feel like your coping skills are not enough or they are too negative and detrimental  

therapy is ideal for helping a person create a healthy coping strategy and incorporate it into their life 

GOOD STUDYING

Use recall. When you look at a passage and try to study it,  look away and recall the main ideas. Try recalling concepts when you are walking to class or in a different room from where you originally learned it. An ability to recall—to generate the ideas from inside yourself—is one of the key indicators of good learning.

Test yourself. On everything. All the time. Flashcards are your best friend. Use quizlet if you don’t want to hand-make flashcards. Get somebody to test you on your notes.

Space your repetition. Spread out your learning in any subject a little every day, just like an athlete. Don’t sit and study one subject for 2 hours, do half an hour every day.

Take breaks. It is common to be unable to solve problems or figure out concepts in math or science the first time you encounter them. This is why a little study every day is much better than a lot of studying all at once. When you get frustrated, take a break so that another part of your mind can take over and work in the background. You need breaks in order for your brain to retain the information. Try the Pomodoro method if you have trouble timing breaks!

Use simple analogies. Whenever you are struggling with a concept, think to yourself, How can I explain this so that a ten-year-old could understand it? Using an analogy really helps. Say it out loud, like you’re teaching it, whether it’s to an imaginary class or your sister who couldn’t care less.  The additional effort of teaching out loud allows you to more deeply encode.

Focus. Turn off your phone / iPad / any distractions and clear your desk of everything you do not need. Use apps like Forest if you can’t stay off them!

Do the hardest thing earliest in the day, when you’re wide awake and less likely to push it aside.

BAD STUDYING

Avoid these techniques—they can waste your time even while they fool you into thinking you’re learning!

Passive rereading—sitting passively and running your eyes back over a page. This is a waste of time, frankly, and doesn’t do anything to help information pass into your brain without recall.

Over-highlighting. Colouring a passage of text in highlighter isn’t helpful at all. It’s good for flagging up key points to trigger concepts and information, but make sure what you highlight goes in.

Waiting until the last minute to study. DON’T CRAM!!!

Doing what you know. This isn’t studying! This is like learning how to juggle but only throwing one ball. 

Neglecting the textbook. Would you dive into a pool before you knew how to swim? The textbook is your swimming instructor—it guides you toward the answers. 

Not asking your teachers for help. They are used to lost students coming in for guidance—it’s their job to help you. 

“When she was only five years old she contracted a bacterial eye disease known as trachoma, which created painful infections and over time made her nearly blind.[2] When she was eight, her mother passed away and her father abandoned the children two years later for fear he could not raise them on his own.[2] She and her younger brother, James (“Jimmie”), were sent to an overcrowded almshouse in Tewksbury, Massachusetts (today part of Tewksbury Hospital). He, who suffered a debilitating hip ailment, died three months into their stay. She remained at the Tewksbury house for four years after his death, where she had eye operations that offered some short-term relief for her eye pain but ultimately proved ineffective.[3]“

Eventually some operations did restore part of her eyesight, but by the end of her life she was entirely blind. Also:

“Due to Anne losing her sight at such a young age she had no skills in reading, writing, or sewing and the only work she could find was as a housemaid; however, this position was unsuccessful.[2] Another blind resident staying at the Tewksbury almshouse told her of schools for the blind. During an 1880 inspection of the almshouse, she convinced an inspector to allow her to leave and enroll in the Perkins School for the Blind in Boston, where she began her studies on October 7, 1880.[2] Although her rough manners made her first years at Perkins humiliating for her, she managed to connect with a few teachers and made progress with her learning.[2] While there, she befriended and learned the manual alphabet from Laura Bridgman, a graduate of Perkins and the first blind and deaf person to be educated there.”

So Anne Sullivan, disabled and born into serious poverty, learns the manual alphabet from a deaf and blind friend; passes that alphabet on to her deaf and blind student. This isn’t the story of an abled-bodied teacher swooping in to ‘save’ a disabled child; it’s a series of disabled women helping each other. Helen Keller’s story is the story not of one badass disabled woman, but of two. Anne and Helen were lifelong friends; Anne died holding Helen’s hand. 

Also is there a book called “The Miracle Worker”? I thought that was the movie/movies based on “The Story of My Life” by Helen Keller. But I could be wrong. And I didn’t learn any of this in school in general but that’s neither here nor there. 

I can recommend the ‘62 version of “The Miracle Worker” with Anne Bancroft and Patty Duke. It’s blatant about Sullivan’s impoverished background and eye problems - her rage on Helen’s behalf isn’t abstract at all, it’s very, very personal. And that’s the most amazing thing about this movie: Anne and Helen are the angriest people on earth. I have no idea if that was erased from the remakes but in the original they are both allowed to have a ton of anger about what has been done to them and what they have been denied. 

Anyway, I’ve rambled enough. Here’s a picture of Helen Keller meeting Charlie Chaplin:

It’s just so frustrating that people think Disability Rights (or even the existence of disabled people) is some sort of modern fringe thing that only happened within the last generation.

me: don’t say it

me: don’t say it

me: don’t say it

me: don’t say it

me: don’t say it

me: don’t say it

me: don’t say it

me: don’t say it

but before [Character] could [verb], ACTION!

[Character] was about to [verb] when ACTION!

but no sooner had [something] than ACTION!

but just as [something boring], ACTION!

BANG!/CRASH!/BOOM! ACTION!

“Character dialogue starting some sentence about–” ACTION!

Character’s internal monologue starting some sent– ACTION!

Narrator starting some– ACTION!

… ACTION!

1.       Not starting early enough While many students intend to begin studying for final exams a couple of weeks beforehand, that timeline often slips as exams approach. After several days of convincing yourself, it will be OK to skip this one day and get started tomorrow, suddenly what was supposed to be a week of studying turns into one or two frantic nights of cramming. Studying for exams often takes more time than you might anticipate, so make sure you get started early! 

2.       Studying in chronological rather than priority order One common approach to studying for exams is to sit down and look through all of the notes from class in chronological order. In addition to being a very passive study strategy (more on this below), it also puts you at risk of running out of time to review the material you learned most recently, which is often emphasized more heavily on the final exam. Instead of studying in chronological order, try studying in priority order, spending the majority of your time on the information that will be most important for you to know for the test. 

3.    Practicing in the wrong format (not how you’ll be tested) I often find that students will study the same way for all of their exams, regardless of the format. For example, they might study for history by making flashcards for all the key terms in their notes. This might be a great strategy for a test that is mostly multiple choice and matching questions…but it could get you into trouble if your test is the mostly short answer and essay questions that require you to answer “why” and “how” questions about the bigger-picture concepts from the class. If you want to be prepared for your exams, you need to make sure that the way you are studying for your test is similar to the way you will actually be tested on the material. 

4.    Reviewing information you already know Even when students are testing themselves and using active study strategies, they often spend the majority of their time on topics they already know. Doing problems you are familiar with and know how to solve is more comfortable, and gives you a nice boost in your self-confidence. The problem with this approach is that you often end up running out of time to work through the challenging problems that you don’t know how to solve…and those are the ones that you end up missing on the test. Don’t waste your time studying things you already know! Once you’ve confirmed that you understand and can answer questions about a certain concept, check it off your list and move on to something more challenging.

5.    Memorizing, rather than understanding I frequently see students who have been studying by trying to memorize all of the facts from a class, rather than truly understanding the underlying concepts. Memorizing can work well in some classes, especially in elementary and middle school, but it often backfires in more advanced classes. If you’ve memorized a definition but don’t really understand what it means, then as soon as the information is presented in a slightly different format, or you’re asked to apply it to a new type of problem, you will have no idea how to proceed. Rather than memorizing the information from your classes, use study strategies that encourage you to understand it. Explaining ideas out loud in your own words, or teaching them to someone else, are great examples of study strategies that promote understanding.

6.    Calculating Your Final Grade A lot of students try to figure out what effect different final exam grades will have on their final grade in the course. (For example: “I have to get at least a 90 on the final to get an A in the class.”) Indeed, almost every e-mail I get asking for exam preparation tips seems to be prefaced with some range of scores the student has to hit in order to get some desired final grade.

Don’t do this! No good can possibly come from such a superficial focus on the numbers. It will add stress. This, in turn, will make it harder for you to execute a reasonable, specific, and efficient study plan. Also, it’s just plain crass. You don’t want to be that person…Forget about your G.P.A., and focus, instead, on how you can best prepare for the specific challenge in front of you. If you screw up, you screw up.

Having cohesive and effective notes is one of the key skills I think one should have, especially in an academic setting. When you’re receiving a ton of information each day, you want to be able to keep track of that and remember what you’ve learned. I’m constantly trying out ways to make my note-taking more effective and tailored to my needs. Here’s what my note-taking system looks like so far.

Quick note: click on the images for better quality!

Class Notes

Taking notes in class is an invaluable way to keep track of the new knowledge you’ve gained. However, depending on the mode in which the lecture material is conveyed, I take my notes differently. Here’s a summary of how I take my notes for each type of lecture, as well as some examples from the classes I’m taking now.

Slides (e.g. Macroeconomics)

Macroeconomics is a class in which you should be able to intuitively understand a lot of concepts but also remember a lot of things. Because of this, I’ve tailored my note-taking method and habits to achieve that goal.

I write my notes by hand because handwriting is more effective in committing things to memory.

As for what I actually do - and this is what I’ve done for other classes in which the professor/lecturer uses slides:

Read/skim over the slide.

Read each bullet point as the professor goes through them.

Copy it down if it’s straightforward or write it down in a structure and diction that I understand better (not necessarily in my own words - sometimes it’s just restructuring, e.g. splitting things up or joining different bullet points together).

Take note of any other important details the professor says about any particular point unless I think it’s intuitive or common sense.

Here’s an example from a Macroeconomics lecture.

Oral Presentation (e.g. Anthropology)

During classes in which the professor just speaks and doesn’t use much visual material, I listen before I write instead of attempting to write down every single detail mentioned.

Also, I type up my notes instead of handwriting them since the exams are all open-book so I don’t really have to commit things to memory.

Here’s what I do:

Listen for a cue that tells you what this particular part of the lecture will be about (and write it as a heading).

Write down main ideas and their supporting facts/details. If the facts/details come before the main ideas, then I’d usually draw an arrow.

Write down ideas and details from readings in their own section/subsection.

Sometimes, my professor also shows short clips in class, in which case I’d write down the message that I think the clip was meant to convey, as well as things that the professor points out that I didn’t think of on my own.

I’d also look up concepts/ideas/people/events (in real time) that are important to my understanding of the lecture material.

Here’s an example of a Google Docs document from an Anthropology lecture.

Demonstrations and Sample Problems (e.g. Computer Science)

Classes in which the lecture is mainly going through demos and problems are kind of tricky, because you want to know and understand what the professor is doing, but you also don’t want to be writing down every single step that’s being executed. Here’s what I’ve found to be the most effective so far:

If there are any, I import the slides/handout onto OneNote and annotate directly on the slide. If not, I just write down things like definitions, important concepts, and syntax-related things.

I focus on understanding what the professor’s doing with the demo or problem.

I then summarize the steps they took and

Write down comments and points they brought up, e.g. common errors, desirable habits/practices.

Also, these kinds of classes are usually classes in which you’d learn better when you actually do problems yourself, so I definitely learn more when I do assignments and labs than when I’m in class.

Here’s an example from a Web Programming lecture.

Here’s one from an Object Oriented Programming and Data Structures class. I often draw things to help me visualize the general points.

Rewritten Notes

My rewritten notes have definitely changed a lot since high school. Since most of my classes don’t require a lot of memorization, I organize my notes in such a way that they’d be easy to index or find information from. Here are some of the ways I do that:

Establishing a Visual Hierarchy

Having a well-defined hierarchy helps me flow through my notes really well as i read them. It helps me organize information like a mind map without actually making a mind map - I know the big topics and their subtopics and sub-subtopics and details … basically it’s easier to see how these ideas fit together.

But why don’t I just make mind-maps? See, the thing is, a lot of my notes require sequential or linear thinking, e.g. in macroeconomics it might be the sequence of events following a change in the economy, or in computer science it might be a general algorithm for solving a certain type of problem, or it might be proving or deriving a certain equation. These sorts of things just generally don’t work well with mind maps. Instead, establishing a visual hierarchy in my notes helps me organize different ideas while retaining the linear nature of the information.

Here’s what the hierarchy looks like.

Here is an example from my Web Programming class, which is a purely project-based class, so no prelims or exams. As you can see, I draw rectangles around important terminology so that I can easily find them while I’m working on a project. I also include examples from in-class activities as well as notes on syntax so I have an idea of how to implement certain things. These examples and notes are further grouped by terminology/concept.

Structuring Them for Easier Flow

My syllabi for my college courses are nowhere near as detailed as the syllabi for my high school courses - those of you who take/have taken Cambridge exams would know. In college, my syllabi are only lists of topics and not what you’re expected to know for each topic. Because of this, I have to find a way to arrange information so that I can achieve the most comprehensive and cohesive understanding of that topic, i.e. so that the flow of my notes is similar to the flow of my thinking.

For example, in my economics notebook, I like to have the details first (e.g. the separate markets: the goods market, the assets market, and the labor market) and then the big picture later (IS-LM-FE). Some people prefer the other way around - seeing the big picture and then going into the details - which I can understand and have done myself for certain topics.

Making Use of Proximity and Spacing

I very much dislike notes without good use of spacing and grouping things together. Keeping related ideas in visual proximity helps your brain (or at least mine) organize this information. It’s also a lot easier to find things and visualize your notes when they’re not just a huge chunk of text.

One thing I should probably mention is that I don’t use colored pens anymore because it just takes a lot of time to switch pens and think of a color palette. I also don’t have much use for it. In the past, I used color to help me memorize and group things in different categories, but now, I’ve found that there aren’t a whole lot of categories I need to keep track of, and when I do, I can do so with just one pen but changing the style of the text.

And that’s what my note-taking system currently looks like. It’s working well so far, but I still think there are other things I could try out that might be a better fit.