(via Wahroongai News, Volume 24, No.3, March 1990) Australian Amateur Mineralogist writes:
One of the most intriguing minerals found in interior Australia is the chiastolite of Australian Cross Stone. In nature, the mineral occurs as cigar-shaped crystals in slates which have been ‘heat treated’ by invading granites. Crystals mostly average about 3 or 4 inches in length by an inch in diameter. As they weather from their micaceous (schistose) host rock, they have little obvious beauty. Their shape alone may attract attention.
When broken, an internal cross from is revealed traced in shades of gray, white and sometimes a delicate pink. When cut and polished, true gem status is achieved, and selected examples were once quite popular in the jewelry trade. Like most Australian gem industries, however, indiscrete swamping of markets, careless preparation, and lack of suitable advertising propaganda ruined any wide market possibilities even before they materialized. Its fate was a dismal as the Harts Range ‘rubies’ (or garnet). Even opal had from time to time suffered from similar Australian carelessness. Opal, however, now seems to be enjoying more rewarding popularity on its own merits.
Chiastolites of good internal form occur in but few places in the world, and of these the Bimbowrie Station examples from the Olary district in South Australia undoubtedly are of outstanding quality. At one time, fine specimens could be collected in quality strewn about the slopes of the low schistose hills of the locality. Shearers passing by repeatedly collected them in sugarbags full and returned them to their friends and relatives in the cities. They received wide appeal, but after a time their very abundance weighed against them. Now the picture is different. The old localities are largely worked out as far as surface occurrences are concerned. A day’s collecting will certainly provide many tens of pounds of them, but good ones are no longer over plentiful. Now it appears the stage may be set for real appreciation. The jewelry trade will soon realize their potential.
The origin of these freaks of nature, as indeed they are, is interesting. The mineral is a form of andalusite, a relatively common mineral in the field. In composition, it is a silicate of aluminum, or chemically, Al2SiO5. The reason for its interest is, of course, the cruciform internal structure—a factor of interest, particularly in matters of Christian religion—but also for beauty in its own right.
The cross structure is related to the method of growth of the individual crystal in the presence of minute amounts of carbon as impurities in the enclosing rock medium. The crystals actually grow at the expense of the enclosing aluminous sediment—a redistribution of the alumina and silica of the argillaceous slate occurring to form the crystals. In the present examples small amounts of carbonaceous material occur along with these substances which are excess to the growing crystals requirements. The effects of solution and heat responsible for the minerals growth were not sufficient to remove the carbonaceous matter so they were just pushed aside into less inconvenient situations with in the developing crystal structure.
In this way, the square form of the crystal in section (the mineral crystallizes in the orthorhombic system) imposes a cruciform distribution of the reconcentrated carbon material and leaves other areas relatively free of this substance, and therefore lighter in color.
Actually, the crystal effects redistribution of the carbon in two major patterns, both of which form ‘crosses’ of a type. One is called the ‘Howdenite’ after Mr J Howden, their prospector-discoverer, and the other is unnamed.
Prof Mawson, in his writings on ‘The Geology of the Broken Hill Area’, has dealt with this subject in great detail and earlier in this century produced excellent color reproductions of them. He, too saw their gem potential, and felt that they should have been developed to greater advantage. Perhaps one day we will appreciate them as they deserve, and our ladies will choose them in preference to artificial gems as charms and pendant adornments. I think we shall……….
Wednesday, March 21, 2007
Sideways
Memorable quote (s) from the movie:
Miles Raymond (Paul Giamatti): What about you?
Maya (Virginia Madsen): What about me?
Miles Raymond (Paul Giamatti): I don't know. Why are you into wine?
Maya (Virginia Madsen): Oh I... I think I... I originally got in to wine through my ex-husband.
Miles Raymond (Paul Giamatti): Ah.
Maya (Virginia Madsen): You know, he had this big, sort of show-off cellar, you know.
Miles Raymond (Paul Giamatti): Right.
Maya (Virginia Madsen): But then I discovered that I had a really sharp palate.
Miles Raymond (Paul Giamatti):Uh-huh.
Maya (Virginia Madsen): And the more I drank, the more I liked what it made me think about.
Miles Raymond (Paul Giamatti): Like what?
Maya (Virginia Madsen): Like what a fraud he was. No, I- I like to think about the life of wine.
Miles Raymond (Paul Giamatti):Yeah.
Maya (Virginia Madsen): How it's a living thing. I like to think about what was going on the year the grapes were growing; how the sun was shining; if it rained. I like to think about all the people who tended and picked the grapes. And if it's an old wine, how many of them must be dead by now. I like how wine continues to evolve, like if I opened a bottle of wine today it would taste different than if I'd opened it on any other day, because a bottle of wine is actually alive. And it's constantly evolving and gaining complexity. That is, until it peaks, like your '61. And then it begins its steady, inevitable decline.
Miles Raymond (Paul Giamatti): Hmm.
Maya (Virginia Madsen): And it tastes so fucking good.
Miles Raymond (Paul Giamatti): What about you?
Maya (Virginia Madsen): What about me?
Miles Raymond (Paul Giamatti): I don't know. Why are you into wine?
Maya (Virginia Madsen): Oh I... I think I... I originally got in to wine through my ex-husband.
Miles Raymond (Paul Giamatti): Ah.
Maya (Virginia Madsen): You know, he had this big, sort of show-off cellar, you know.
Miles Raymond (Paul Giamatti): Right.
Maya (Virginia Madsen): But then I discovered that I had a really sharp palate.
Miles Raymond (Paul Giamatti):Uh-huh.
Maya (Virginia Madsen): And the more I drank, the more I liked what it made me think about.
Miles Raymond (Paul Giamatti): Like what?
Maya (Virginia Madsen): Like what a fraud he was. No, I- I like to think about the life of wine.
Miles Raymond (Paul Giamatti):Yeah.
Maya (Virginia Madsen): How it's a living thing. I like to think about what was going on the year the grapes were growing; how the sun was shining; if it rained. I like to think about all the people who tended and picked the grapes. And if it's an old wine, how many of them must be dead by now. I like how wine continues to evolve, like if I opened a bottle of wine today it would taste different than if I'd opened it on any other day, because a bottle of wine is actually alive. And it's constantly evolving and gaining complexity. That is, until it peaks, like your '61. And then it begins its steady, inevitable decline.
Miles Raymond (Paul Giamatti): Hmm.
Maya (Virginia Madsen): And it tastes so fucking good.
About Birthstones
(via Wahroongai News, Volume 24, No.9, September 1990)
In ancient Egypt, there was an accepted custom of engraving symbols onto certain semi-precious gemstones which had been cut into various symbolical forms. These symbols were taken from a very ancient ritual composition called the Book of the Dead. The symbols were inscribed on exceptional pieces of emerald in matrix, green and red jasper, malachite, lapis lazuli, feldspar, serpentine, turquoise, and carnelian. They were hand-carved in the form of heart-shaped amulets and beetle-shaped scarabs. The ancient symbols were usually inlaid with gold with ornamental gold surrounding the amulets and scarabs. These carved gems were usually placed around the neck of a mummy to assure safe passage of the soul of the deceased through the realm of the dead and to insure protection from all evil influences. One particular amulet called ‘uat’ insured that the deceased would enjoy eternal youth in the realm of the dead. There were many other amulets and scarabs, each with their own unique supernatural powers.
Beginning in the first century A.D., the writings of the Jewish historian Josephus (37 – 95 A.D) set forth the belief that to each month of the year a special stone was dedicated and that the stone of the month was endowed with a particular virtue for those born in that month. This was called their ‘natal’ stone, later to become known as birthstones. However, it was not until the 18th century in Poland that the wearing of natal or birthstones became an accepted custom. This disparity in time and custom may be attributed to the fact that the special virtues of the gemstone were customarily accepted. But is was centuries before what many believed to be a mystic bond between the stone of the month and the person born in that month was fully realized.
Each stone had particularly strong powers for the person born during its month. This belief grew from early studies of the Bible, in particular, the book of Exodus (28: 17 – 20) and Revelation (21: 19, 20). Although the special powers of gemstones were generally accepted, the practice of wearing birthstones attributed to the influence of Jewish rabbis and gem traders who settled there.
Today, the wearing of birthstones is an accepted custom. They are worn now not for their supposed mythical powers, but rather because of their color, brilliance, and beauty.
In ancient Egypt, there was an accepted custom of engraving symbols onto certain semi-precious gemstones which had been cut into various symbolical forms. These symbols were taken from a very ancient ritual composition called the Book of the Dead. The symbols were inscribed on exceptional pieces of emerald in matrix, green and red jasper, malachite, lapis lazuli, feldspar, serpentine, turquoise, and carnelian. They were hand-carved in the form of heart-shaped amulets and beetle-shaped scarabs. The ancient symbols were usually inlaid with gold with ornamental gold surrounding the amulets and scarabs. These carved gems were usually placed around the neck of a mummy to assure safe passage of the soul of the deceased through the realm of the dead and to insure protection from all evil influences. One particular amulet called ‘uat’ insured that the deceased would enjoy eternal youth in the realm of the dead. There were many other amulets and scarabs, each with their own unique supernatural powers.
Beginning in the first century A.D., the writings of the Jewish historian Josephus (37 – 95 A.D) set forth the belief that to each month of the year a special stone was dedicated and that the stone of the month was endowed with a particular virtue for those born in that month. This was called their ‘natal’ stone, later to become known as birthstones. However, it was not until the 18th century in Poland that the wearing of natal or birthstones became an accepted custom. This disparity in time and custom may be attributed to the fact that the special virtues of the gemstone were customarily accepted. But is was centuries before what many believed to be a mystic bond between the stone of the month and the person born in that month was fully realized.
Each stone had particularly strong powers for the person born during its month. This belief grew from early studies of the Bible, in particular, the book of Exodus (28: 17 – 20) and Revelation (21: 19, 20). Although the special powers of gemstones were generally accepted, the practice of wearing birthstones attributed to the influence of Jewish rabbis and gem traders who settled there.
Today, the wearing of birthstones is an accepted custom. They are worn now not for their supposed mythical powers, but rather because of their color, brilliance, and beauty.
World's Poor Represent $5 trillion Market
(via news/yahoo) IFC writes:
The world's estimated four billion people who live under the poverty line represent an untapped global market worth $5 trillion in local purchasing power, according to a new report.
The report by the International Financial Corp., the World Bank's private sector arm, and environmental think-tank the World Resources Institute, measures the size of the market using income and expenditure from household surveys. It comes as domestic and multinational corporations look closer at breaking into this under-served markets, where microlending is already a mushrooming business.
Development projects have focused on the poorest of the poor, but a much larger group are families with incomes below $3,000 a year, who mainly work in the informal sector, have no bank accounts or access to modern financial services, and lack access to clean water, electricity and basic health care.
The report "The Next Four Billion: Market Size and Business Strategy at the Base of the Pyramid," refers to this group as the base of the pyramid markets, or BOP. A wealthier mid-tier group with per capita incomes between $3,000 and $20,000 represents a global market worth $12.5 trillion, but they are better off in general, living mainly in cities and are better served.
"The report backs up the calls for broader business engagement with the base of the pyramid, stressing the need for the private sector to play a greater role in development," said Michael Klein, the IFC's chief economist.
"The report also highlights the need for governments to pick up the pace of reforms to the operating and regulatory environment, so that it becomes easier to do business," he added.
The BOP market is by far the largest in Asia and the Middle East, reflecting the sheer weight of the population, with 2.86 billion people with an aggregate income of $3.47 trillion.
In Eastern Europe, the BOP market totals $458 billion and includes 254 million people, or 64 percent of the region's population, with 36 percent of its aggregate purchasing power. In Latin America, this segment is estimated to include $509 billion and 360 million people, which is 70 percent of the region's population but only 28 percent aggregate purchasing power. In Africa, the BOP market is smaller at $429 billion, but it is by far the dominant consumer market on the continent, representing 71 percent of aggregate purchasing power in the region.
In surveys that look at sector markets for the 4 billion consumers, the report said range from $20 billion for water, $51 billion for technology, $158 billion for health, $433 billion for energy and the largest is $2.89 trillion for food.
According to surveys more than half of these poor households' health care spending is for pharmaceuticals. As incomes rise, the share of household spending for food declines, while the share of spending for transportation and for phone and Internet access rises sharply. For all developing regions except Eastern Europe, firewood is the main cooking fuel, while propane or other modern fuels dominate dominate higher-income segments and urban areas.
The world's estimated four billion people who live under the poverty line represent an untapped global market worth $5 trillion in local purchasing power, according to a new report.
The report by the International Financial Corp., the World Bank's private sector arm, and environmental think-tank the World Resources Institute, measures the size of the market using income and expenditure from household surveys. It comes as domestic and multinational corporations look closer at breaking into this under-served markets, where microlending is already a mushrooming business.
Development projects have focused on the poorest of the poor, but a much larger group are families with incomes below $3,000 a year, who mainly work in the informal sector, have no bank accounts or access to modern financial services, and lack access to clean water, electricity and basic health care.
The report "The Next Four Billion: Market Size and Business Strategy at the Base of the Pyramid," refers to this group as the base of the pyramid markets, or BOP. A wealthier mid-tier group with per capita incomes between $3,000 and $20,000 represents a global market worth $12.5 trillion, but they are better off in general, living mainly in cities and are better served.
"The report backs up the calls for broader business engagement with the base of the pyramid, stressing the need for the private sector to play a greater role in development," said Michael Klein, the IFC's chief economist.
"The report also highlights the need for governments to pick up the pace of reforms to the operating and regulatory environment, so that it becomes easier to do business," he added.
The BOP market is by far the largest in Asia and the Middle East, reflecting the sheer weight of the population, with 2.86 billion people with an aggregate income of $3.47 trillion.
In Eastern Europe, the BOP market totals $458 billion and includes 254 million people, or 64 percent of the region's population, with 36 percent of its aggregate purchasing power. In Latin America, this segment is estimated to include $509 billion and 360 million people, which is 70 percent of the region's population but only 28 percent aggregate purchasing power. In Africa, the BOP market is smaller at $429 billion, but it is by far the dominant consumer market on the continent, representing 71 percent of aggregate purchasing power in the region.
In surveys that look at sector markets for the 4 billion consumers, the report said range from $20 billion for water, $51 billion for technology, $158 billion for health, $433 billion for energy and the largest is $2.89 trillion for food.
According to surveys more than half of these poor households' health care spending is for pharmaceuticals. As incomes rise, the share of household spending for food declines, while the share of spending for transportation and for phone and Internet access rises sharply. For all developing regions except Eastern Europe, firewood is the main cooking fuel, while propane or other modern fuels dominate dominate higher-income segments and urban areas.
Classic Mineral Localities Of The World: Asia And Australia
By Philip Scalisi and David Cook
Van Nostrand Reinhold Company
1983 ISBN 0-442-28685-6
Van Nostrand Reinhold Company writes:
Although we’ve been stripping classic mineral deposits for years, many of them are not even close to depletion. What’s more, new and promising repositories of valuable minerals have been discovered only recently.
Now you’ll find stimulating facts about the classic mineral and gem localities of Asia and Australia in this first volume of a series that analyzes these areas throughout the world. Accounts by mineral experts, and a bounty of illustrations confirm this volume as an all-encompassing reference that will fast become the standard in the field.
Classic Mineral Localities of the World skillfully probes geographical sites where some of the finest examples of mineral species have been uncovered. Featured maps, crystal drawings, and photographs of gems and mineral specimens are from the famous Harvard University collection and other esteemed private collections. You’ll also see plates of fine quality representative mineral specimens and gems.
The gem and mineral localities of the U.S.S.R—the Ural Mountains and Siberia—and modern classic localities—the Nuristan District of Afghanistan, Reaphook Hill in South Australia, and Yinnietharra in Western Australia—are among the areas thoroughly evaluated. Sections of Japan, China, Burma, Sri Lanka, and Iran are also explored. Extensive descriptions of the diamond mines of India are included, in addition to one of the most complete listings of all well-known Indian diamonds.
Crystallographers, professional mineralogists, geologists, and gemologists as well as gem and mineral collectors and hobbyists should have this unique handbook for its indispensable reference material.
Van Nostrand Reinhold Company
1983 ISBN 0-442-28685-6
Van Nostrand Reinhold Company writes:
Although we’ve been stripping classic mineral deposits for years, many of them are not even close to depletion. What’s more, new and promising repositories of valuable minerals have been discovered only recently.
Now you’ll find stimulating facts about the classic mineral and gem localities of Asia and Australia in this first volume of a series that analyzes these areas throughout the world. Accounts by mineral experts, and a bounty of illustrations confirm this volume as an all-encompassing reference that will fast become the standard in the field.
Classic Mineral Localities of the World skillfully probes geographical sites where some of the finest examples of mineral species have been uncovered. Featured maps, crystal drawings, and photographs of gems and mineral specimens are from the famous Harvard University collection and other esteemed private collections. You’ll also see plates of fine quality representative mineral specimens and gems.
The gem and mineral localities of the U.S.S.R—the Ural Mountains and Siberia—and modern classic localities—the Nuristan District of Afghanistan, Reaphook Hill in South Australia, and Yinnietharra in Western Australia—are among the areas thoroughly evaluated. Sections of Japan, China, Burma, Sri Lanka, and Iran are also explored. Extensive descriptions of the diamond mines of India are included, in addition to one of the most complete listings of all well-known Indian diamonds.
Crystallographers, professional mineralogists, geologists, and gemologists as well as gem and mineral collectors and hobbyists should have this unique handbook for its indispensable reference material.
Tuesday, March 20, 2007
Diamonds, Stones To Grab Further Share In Jewellery Market
(via PTI) Economic Times writes:
Diamonds and gemstones jewellery are set to grab a greater market share from plain gold and silver ornaments with prices likely to come down after import duty cuts proposed in this year's union budget, making them more affordable for Indians.
Studded jewellery has already been taking some market share from plain gold and silver jewellery over the recent years and the proposed duty cuts are likely to further scale up their demand in the Indian market, global metal consultancy firm GFMS says in its latest report.
"With the reductions in import duties on precious stones, the domestic studded jewellery would become more affordable for consumers," GFMS metal analyst Sanjiv Arole said.
India is already the world's third largest consumer of diamond jewellery after the US and Japan and a further drop in prices could precipitate some important changes in jewellery consumption patterns in the near future, GFMS said.
The production of laboratory-manufactured diamonds is also likely to increase dramatically in the coming years, it added. While lab-manufactured diamonds appear quite identical to the natural diamonds, they cost about 70 per cent less.
India, as the largest cutting and polishing centre, is likely to become one of the key regions for processing these stones and this business would ultimately find its place in the domestic jewellery markets like Surat and elsewhere in the country.
Finance Minister P Chidambaram proposed in this year's budget to reduce import duties on cut and polished diamonds, coloured stones and corals.
While coloured stones or gems are also gaining popularity among consumers, their gains are unlikely at the expense of diamonds which are showing robust growth across most of the global markets. India is one of the fastest growing diamond markets in the world yet branded diamonds segment accounts for a meagre 12 per cent. The size of the overall diamond market in India is supposed to be over 1 billion dollar. Diamonds are gradually becoming a fashion purchase with branded segment having an edge over unbranded jewellery.
Diamonds and gemstones jewellery are set to grab a greater market share from plain gold and silver ornaments with prices likely to come down after import duty cuts proposed in this year's union budget, making them more affordable for Indians.
Studded jewellery has already been taking some market share from plain gold and silver jewellery over the recent years and the proposed duty cuts are likely to further scale up their demand in the Indian market, global metal consultancy firm GFMS says in its latest report.
"With the reductions in import duties on precious stones, the domestic studded jewellery would become more affordable for consumers," GFMS metal analyst Sanjiv Arole said.
India is already the world's third largest consumer of diamond jewellery after the US and Japan and a further drop in prices could precipitate some important changes in jewellery consumption patterns in the near future, GFMS said.
The production of laboratory-manufactured diamonds is also likely to increase dramatically in the coming years, it added. While lab-manufactured diamonds appear quite identical to the natural diamonds, they cost about 70 per cent less.
India, as the largest cutting and polishing centre, is likely to become one of the key regions for processing these stones and this business would ultimately find its place in the domestic jewellery markets like Surat and elsewhere in the country.
Finance Minister P Chidambaram proposed in this year's budget to reduce import duties on cut and polished diamonds, coloured stones and corals.
While coloured stones or gems are also gaining popularity among consumers, their gains are unlikely at the expense of diamonds which are showing robust growth across most of the global markets. India is one of the fastest growing diamond markets in the world yet branded diamonds segment accounts for a meagre 12 per cent. The size of the overall diamond market in India is supposed to be over 1 billion dollar. Diamonds are gradually becoming a fashion purchase with branded segment having an edge over unbranded jewellery.
Bonnie and Clyde
Memorable quote (s) from the movie:
Buck Barrow (Gene Hackman): Hey, you wanna hear a story 'bout this boy? He owned a dairy farm, see. And his ol' Ma, she was kinda sick, you know. And the doctor, he had called him come over, and said, uh, "Uhh listen, your Ma, she's lyin' there, she's just so sick and she's weakly, and uh, uh I want ya to try to persuade her to take a little brandy," you see. Just to pick her spirits up, ya know. And "Ma's a teetotaler," he says. "She wouldn't touch a drop." "Well, I'll tell ya whatcha do, uh," - the doc - "I'll tell ya whatcha do, you bring in a fresh quart of milk every day and you put some brandy in it, see. And see. You try that." So he did. And he doctored it all up with the brandy, fresh milk, and he gave it to his Mom. And she drank a little bit of it, you know. So next day, he brought it in again and she drank a little more, you know. And so they went on that way for the third day and just a little more, and the fourth day, she was, you know, took a little bit more - and then finally, one week later, he gave her the milk and she just drank it down. Boy, she swallowed the whole, whole, whole thing, you know. And she called him over and she said, "Son, whatever you do, don't sell that cow!"
Buck Barrow (Gene Hackman): Hey, you wanna hear a story 'bout this boy? He owned a dairy farm, see. And his ol' Ma, she was kinda sick, you know. And the doctor, he had called him come over, and said, uh, "Uhh listen, your Ma, she's lyin' there, she's just so sick and she's weakly, and uh, uh I want ya to try to persuade her to take a little brandy," you see. Just to pick her spirits up, ya know. And "Ma's a teetotaler," he says. "She wouldn't touch a drop." "Well, I'll tell ya whatcha do, uh," - the doc - "I'll tell ya whatcha do, you bring in a fresh quart of milk every day and you put some brandy in it, see. And see. You try that." So he did. And he doctored it all up with the brandy, fresh milk, and he gave it to his Mom. And she drank a little bit of it, you know. So next day, he brought it in again and she drank a little more, you know. And so they went on that way for the third day and just a little more, and the fourth day, she was, you know, took a little bit more - and then finally, one week later, he gave her the milk and she just drank it down. Boy, she swallowed the whole, whole, whole thing, you know. And she called him over and she said, "Son, whatever you do, don't sell that cow!"
A Perspective On Literacy
(via TJA 29, 62, 1979) I M Darveniza writes:
1. What is literacy?
What is literacy and why do we need a perspective on it? The term has been the subject of much debate in recent years but rarely is a definition attempted. First, literacy does not just mean reading. The Concise Oxford Dictionary defines literacy as ‘the ability to read and write’. If we add to this the ability to speak our native language concisely and fluently and to listen effectively to others speaking it, we come nearer to the broader meaning of literacy; the mastery of our native language in all its aspects, as a means of communication. The mastery of these four interrelated skills, reading, writing, speaking and listening, is a long term process and an extensive program of training at all ages is necessary.
2. How to read?
Reading a text chapter once is not enough. Most students retain less than 25% of a chapter’s contents after one reading. A better method is to spend a few minutes skimming through the chapter, noting topic headings, charts and italics and reading the summary. This will give an overview of the contents and prepare for a more thorough reading. Next, turn the topic headings into questions and read for the answers. Test by trying to recall the answers. Selectively review by re-reading these sections which are not clear. If underlining is to be done, it should be done at this stage and not during the first reading of the chapter. The final step is the brief outline of the chapter.
Reading Professional Journal
Students should have the foundations of continuing education fostered through the reading of professional journals. But professional journals are voluminous and many, and a word by word reading of the relevant seeming articles is tedious and time wasting. A suggested plan to attack for keeping abreast with current papers follows:
Suggestions For Reading Professional Journals
General
Editorials
1. Preview, title, introduction (paragraph 1). Summary (last paragraph)—quickly.
2. Read: if further interested, read first sentence of the second paragraph for topic, then skip-phrase through paragraph, if it appears worthwhile. Handle remaining paragraphs the same way.
3. Review: look away from the material, verbalize the points of concern to you. Check back if necessary.
Announcements
1. Skim: for topic, if interesting to you
2. Check: for date, place, personnel
Special Articles (Historical), Etc
1. Skim: titles, for each of possible interest.
2. Check: introduction and summary. If it’s any worth to you.
3. ….handle balance of selections as with editorials.
Reviews
1. Check: bibliographic note at beginning; if of possible interest.
2. Skim: concluding paragraphs or sentences for reviewer’s summary. If you wish to know more..
3. Read: rest of review of skim-phrasing.
‘Specific’ (Reports of studies and investigations)
General Approach
1. Evaluate titles: Decide which you wish to know more about; for each.
2. Skim introduction, illustration, summary.
3. If and to the extent necessary for you, read and review article.
Evaluating a study in detail
1. What is the problem? What actually was studied may be somewhat different than the title indicates……restate the problem in your own words, if possible,
2. What type of study is it?
a. Exploratory
b. Survey
c. Descriptive
d. Experimental
3. Developing Listening Skills
Listening is the first input skill of language. In this age of media and muzak in every public place, the adolescent is a very poor listener. He is used to bring bombarded with noise, color, and fast movement and has developed the ability to isolate himself from peripheral sounds. Many of these young people have developed bad listening habits, and can tune out whatever does not ‘grab’ them. They have to be taught listening habits. A suggestion follows.
Listening
Ten bad listening habits
Bad (how to tune out)
1. calling subject uninteresting and tuning out.
2. criticizing delivery (poor organization, etc.)
3. getting overstimulated and tuning out.
4. listening only for FACTS (utterly inefficient), WORST listeners do this and think its good.
5. outlining everything (rigid)
6. faking attention.
7. tolerating or creating distractions (can’t hear speaker, etc.).
8. avoiding difficult material.
9. letting ‘emotion words’ throw you off.
10. wasting ‘the differential between speech and though speed.’ Lecturer 100 wpm; average thinker 400 wpm; Mind wanders while speaker catches up; You are tuned ‘cut for 50 in for 10’.
Good (how to overcome)
1. Can I use it? Sift, screen, bear down on subject.
2. Dig out what’s needed. Responsibility on you, not lecturer.
3. ‘Withhold evaluation until comprehension is complete’, ie. hear him out before judging.
4. Listen for ideas and concepts. Facts then arrange themselves. Helps retention.
5. Mostly you can’t. Use flexible techniques. (list of ideas and facts a good technique)—precise, abstract, etc.
6. Concentrate (who are you kidding?)
7. Eliminate them. Be aggressive about it.
8. Try it.
9. Be aware some words throw you. Don’t be thrown. Tolerate.
10. Use the time—gap to concentrate.
Three ingredients of good concentration:
- Anticipate what he’s going to say and then compare what he said with what you thought was coming.
- Identify his evidence. (This is where facts come in)
4. Lecture Notes
Taking good lecture notes is an essential component of learning a subject. However, so often this important skill is thought to be learnt by osmosis and not be teaching. A suggested plan for lecture note taking follows.
Taking Lecture Notes
There are many reasons for taking lecture notes.
- Making yourself take notes forces you to listen carefully and test your understanding of the material.
- When you are reviewing, notes provide a gauge to what is important in the text.
- Personal notes are usually easier to remember than the text.
- The writing down of important points helps you to remember them even before you have studied the material formally.
Instructors usually give clues to what is important to take down. Some of the more common clues are:
- Material written on the blackboard
- Repetition
- Emphasis
1. Emphasis can be judged by tone of voice and gesture.
2. Emphasis can be judged by amount of time instructor spends on points and number of examples he uses.
- Work signals (eg. “There are two points of view on…. The third reason is…..In conclusion…)
- Summaries given at end of class.
- Reviews given at beginning of class.
Each student should develop his own method of taking notes, but most students find the following suggestions helpful:
- Make your notes brief.
1. Never use a sentence where you can use a phrase. Never use a phrase where you can a use a word.
2. Use abbreviations and symbols.
- Put most notes in your own words. However, the following should be noted exactly.
1. Formulas
2. Definitions
3. Specific facts
- Use outline form and/or a numbering system. Indentation helps you distinguish major from minor points.
- If you miss a statement, write key words, skip a few spaces, and get the information later.
- Don’t try to use every space on the page. Leave room for coordinating your notes with text after the lecture. (You may want to list key terms in the margin or to make a summary of the contents of the page).
- Date your notes. Perhaps number the pages.
4. Developing Competence In Writing And Speaking
Discussion is as basic to good writing as it is to good oral language activities. Speaking is one of the outputs of language, the other is writing. Through talk students can develop the easy use of technical words and the fluency of expression that supports fluent writing:
- Talk gets ideas flowing
- Talk familiarizes vocabulary
- Talk provides opportunity to set out sentence patterns of constructions
- Talk promotes organization for clarity
- Talk establishes cause—effect relationship
- Talk organizes sequence of events
Quality of expression is tied to quality of input. Just as children pattern their oral language on what they hear during oral exchanges so students will absorb from their listening and reading the pattern of technical language. Academics should draw students attention to clear well written technical language.
The conventions of writing develop as students write and are interested in others reading their product. The conventions of handwriting, spelling and punctuation help to facilitate communication with the reader. Proof-reading is an essential component of good writing. Spelling of technical jargon words has to be learned, always remembering that spelling is a visual skill not an oral one (unless to confound small children).
The look of a word and the practice of writing it is important. Reading and spelling are often confused and there is concern for the ‘good’ reader who is a ‘bad’ speller. Reading is recognition while spelling is selection, e.g., pain, to spell the sound could be ai, ae, a….e, ei or ay.
Some of the points to avoid in technical writing can be itemized as follows:
1. Ambiguity: make sure writing has one meaning only.
2. Monotony of sentences: vary the length and construction of sentences.
3. Pretentious writing: do not use exaggerated expressions when simpler words will do.
4. Cliches, colloquialism, slang: look for fresher turns of phrase.
5. Unfamiliar words: do not use words if you do not know their meaning.
6. Circumlocution: be concise and to the point.
7. Unnecessary repetition: do not repeat the same word or phrase too soon. Read each paragraph as it is finished and any repetition will be noticed immediately.
1. What is literacy?
What is literacy and why do we need a perspective on it? The term has been the subject of much debate in recent years but rarely is a definition attempted. First, literacy does not just mean reading. The Concise Oxford Dictionary defines literacy as ‘the ability to read and write’. If we add to this the ability to speak our native language concisely and fluently and to listen effectively to others speaking it, we come nearer to the broader meaning of literacy; the mastery of our native language in all its aspects, as a means of communication. The mastery of these four interrelated skills, reading, writing, speaking and listening, is a long term process and an extensive program of training at all ages is necessary.
2. How to read?
Reading a text chapter once is not enough. Most students retain less than 25% of a chapter’s contents after one reading. A better method is to spend a few minutes skimming through the chapter, noting topic headings, charts and italics and reading the summary. This will give an overview of the contents and prepare for a more thorough reading. Next, turn the topic headings into questions and read for the answers. Test by trying to recall the answers. Selectively review by re-reading these sections which are not clear. If underlining is to be done, it should be done at this stage and not during the first reading of the chapter. The final step is the brief outline of the chapter.
Reading Professional Journal
Students should have the foundations of continuing education fostered through the reading of professional journals. But professional journals are voluminous and many, and a word by word reading of the relevant seeming articles is tedious and time wasting. A suggested plan to attack for keeping abreast with current papers follows:
Suggestions For Reading Professional Journals
General
Editorials
1. Preview, title, introduction (paragraph 1). Summary (last paragraph)—quickly.
2. Read: if further interested, read first sentence of the second paragraph for topic, then skip-phrase through paragraph, if it appears worthwhile. Handle remaining paragraphs the same way.
3. Review: look away from the material, verbalize the points of concern to you. Check back if necessary.
Announcements
1. Skim: for topic, if interesting to you
2. Check: for date, place, personnel
Special Articles (Historical), Etc
1. Skim: titles, for each of possible interest.
2. Check: introduction and summary. If it’s any worth to you.
3. ….handle balance of selections as with editorials.
Reviews
1. Check: bibliographic note at beginning; if of possible interest.
2. Skim: concluding paragraphs or sentences for reviewer’s summary. If you wish to know more..
3. Read: rest of review of skim-phrasing.
‘Specific’ (Reports of studies and investigations)
General Approach
1. Evaluate titles: Decide which you wish to know more about; for each.
2. Skim introduction, illustration, summary.
3. If and to the extent necessary for you, read and review article.
Evaluating a study in detail
1. What is the problem? What actually was studied may be somewhat different than the title indicates……restate the problem in your own words, if possible,
2. What type of study is it?
a. Exploratory
b. Survey
c. Descriptive
d. Experimental
3. Developing Listening Skills
Listening is the first input skill of language. In this age of media and muzak in every public place, the adolescent is a very poor listener. He is used to bring bombarded with noise, color, and fast movement and has developed the ability to isolate himself from peripheral sounds. Many of these young people have developed bad listening habits, and can tune out whatever does not ‘grab’ them. They have to be taught listening habits. A suggestion follows.
Listening
Ten bad listening habits
Bad (how to tune out)
1. calling subject uninteresting and tuning out.
2. criticizing delivery (poor organization, etc.)
3. getting overstimulated and tuning out.
4. listening only for FACTS (utterly inefficient), WORST listeners do this and think its good.
5. outlining everything (rigid)
6. faking attention.
7. tolerating or creating distractions (can’t hear speaker, etc.).
8. avoiding difficult material.
9. letting ‘emotion words’ throw you off.
10. wasting ‘the differential between speech and though speed.’ Lecturer 100 wpm; average thinker 400 wpm; Mind wanders while speaker catches up; You are tuned ‘cut for 50 in for 10’.
Good (how to overcome)
1. Can I use it? Sift, screen, bear down on subject.
2. Dig out what’s needed. Responsibility on you, not lecturer.
3. ‘Withhold evaluation until comprehension is complete’, ie. hear him out before judging.
4. Listen for ideas and concepts. Facts then arrange themselves. Helps retention.
5. Mostly you can’t. Use flexible techniques. (list of ideas and facts a good technique)—precise, abstract, etc.
6. Concentrate (who are you kidding?)
7. Eliminate them. Be aggressive about it.
8. Try it.
9. Be aware some words throw you. Don’t be thrown. Tolerate.
10. Use the time—gap to concentrate.
Three ingredients of good concentration:
- Anticipate what he’s going to say and then compare what he said with what you thought was coming.
- Identify his evidence. (This is where facts come in)
4. Lecture Notes
Taking good lecture notes is an essential component of learning a subject. However, so often this important skill is thought to be learnt by osmosis and not be teaching. A suggested plan for lecture note taking follows.
Taking Lecture Notes
There are many reasons for taking lecture notes.
- Making yourself take notes forces you to listen carefully and test your understanding of the material.
- When you are reviewing, notes provide a gauge to what is important in the text.
- Personal notes are usually easier to remember than the text.
- The writing down of important points helps you to remember them even before you have studied the material formally.
Instructors usually give clues to what is important to take down. Some of the more common clues are:
- Material written on the blackboard
- Repetition
- Emphasis
1. Emphasis can be judged by tone of voice and gesture.
2. Emphasis can be judged by amount of time instructor spends on points and number of examples he uses.
- Work signals (eg. “There are two points of view on…. The third reason is…..In conclusion…)
- Summaries given at end of class.
- Reviews given at beginning of class.
Each student should develop his own method of taking notes, but most students find the following suggestions helpful:
- Make your notes brief.
1. Never use a sentence where you can use a phrase. Never use a phrase where you can a use a word.
2. Use abbreviations and symbols.
- Put most notes in your own words. However, the following should be noted exactly.
1. Formulas
2. Definitions
3. Specific facts
- Use outline form and/or a numbering system. Indentation helps you distinguish major from minor points.
- If you miss a statement, write key words, skip a few spaces, and get the information later.
- Don’t try to use every space on the page. Leave room for coordinating your notes with text after the lecture. (You may want to list key terms in the margin or to make a summary of the contents of the page).
- Date your notes. Perhaps number the pages.
4. Developing Competence In Writing And Speaking
Discussion is as basic to good writing as it is to good oral language activities. Speaking is one of the outputs of language, the other is writing. Through talk students can develop the easy use of technical words and the fluency of expression that supports fluent writing:
- Talk gets ideas flowing
- Talk familiarizes vocabulary
- Talk provides opportunity to set out sentence patterns of constructions
- Talk promotes organization for clarity
- Talk establishes cause—effect relationship
- Talk organizes sequence of events
Quality of expression is tied to quality of input. Just as children pattern their oral language on what they hear during oral exchanges so students will absorb from their listening and reading the pattern of technical language. Academics should draw students attention to clear well written technical language.
The conventions of writing develop as students write and are interested in others reading their product. The conventions of handwriting, spelling and punctuation help to facilitate communication with the reader. Proof-reading is an essential component of good writing. Spelling of technical jargon words has to be learned, always remembering that spelling is a visual skill not an oral one (unless to confound small children).
The look of a word and the practice of writing it is important. Reading and spelling are often confused and there is concern for the ‘good’ reader who is a ‘bad’ speller. Reading is recognition while spelling is selection, e.g., pain, to spell the sound could be ai, ae, a….e, ei or ay.
Some of the points to avoid in technical writing can be itemized as follows:
1. Ambiguity: make sure writing has one meaning only.
2. Monotony of sentences: vary the length and construction of sentences.
3. Pretentious writing: do not use exaggerated expressions when simpler words will do.
4. Cliches, colloquialism, slang: look for fresher turns of phrase.
5. Unfamiliar words: do not use words if you do not know their meaning.
6. Circumlocution: be concise and to the point.
7. Unnecessary repetition: do not repeat the same word or phrase too soon. Read each paragraph as it is finished and any repetition will be noticed immediately.
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