The Dystopian Concept Of Beholder And Watchdog2 By George...

3. Orwell: A society without privacy In order to analyse deeply about the dystopian concept in Beholder and Watchdog2, here is another example game named Orwell, which basically express same dystopian thoughts as Watchdogs series. It released on 20th October 2016, which developed by a German group named Osmotic Studios. The game idea was directly encouraged by a surveillance program named PRISM which disclosure by a Central Intelligence Agency employee Edward Snowden in 2014. His PowerPoint slides showed that the United States National Security Agency collected internet communications’ information from nine internet companies through this program since 2007 (Gellman Poitras, 2013), the range is not limited to the United States but†¦show more content†¦Even if this Orwell system looks so terrible, however the original intention of creating this system was good. With players’ exploring of the game and collecting the information that drawn from textual clues, they will know the truth and history of this surveillance system. The creator of Orwell set two human elements position to achieve mutual constraint and also aim to restrict Orwell’s power. One element is investigator, which is the role of players, they only can investigate all the personal information, personal accounts and electronic equipment of target persons, and then select the suspicious information to submit. Another element is advisor who is a government insider and cannot get any information of target person. They only know some key information that submitted by investigator and they will speculate to track down a criminal by analyzing these information. But actually this ‘mutual constraint’ cannot get to the expected effect. Because investigator only can investigate target person who is recognized as potential danger, however it is hard to define ‘potential’. Finally more and more person added to the target list, Orwell become to a surveillance network which spy on every citizen . Turning now to the question of the connection between game and dystopian thoughts. Dystopian thoughts are parts of game narrative, according to Jenkins’ game narrative concept (2004), games create a precondition for an immersive narrative experience by

Strategic Management and Competitive Profile Matrix free essay sample

Introduction IIResearch Design and Methodology 1. Research Design 2. Scope and Limitation III External Analysis 1. Economic Performance and Forcast 2. Political and Government Aspects 3. Environmental Factors IV Industry and Competitor Analysis 1. Industry and Market Segments i. Telecommunications Segment Categories ii. Market Size and Growth iii. Market Segment and Trends iv. Pricing v. Distribution Channels vi. Advertising and Promotion 2. Porter’s Five Forces and Competitive Analysis 3. Competitive Profile Matrix (CPM) 4. External Factor Evaluation (EFE) Matix 5. Strategic issues based on External Factors V. Company Analysis 1. Vision Mission of the Company 2. Internal Audit 3. Mckinsey 7 S Framework 4. Strategic Issues based on Internal Factors VIStrategy Formulation 1. SWOT Matrix 2. SPACE Matrix 3. Internal-External Matrix 4. GRAND Strategy Matrix 5. Summary of Strategies 6. Quantitative Strategic Planning Matrix VII. Objectives and Strategies 1. Financial and Strategic Objectives 2. Strategy Recommendations Financial Projections VIIIAction Plans IX Strategy Map and Balanced Scorecard XReferences XI Appendix EXECUTIVE SUMMARY INTRODUCTION Globe Telecom traces back its roots from the Robert Dollar Company, a corporation organized and existing under the laws of the state of California. We will write a custom essay sample on Strategic Management and Competitive Profile Matrix or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The said company was given a franchise to operate in the Philippines granted by Congress Act. No. 3495. The Robert Dollar Company subsequently incorporated in the Philippines as Globe Wireless Limited and in 1934, Congress passed Act No.4150 transferring the franchise and privileges of the Robert Dollar Company to Globe Wireless Limited. Vision and Mission Statement: Vision Statement and Evaluation Globe Telecom has on short vision statement: ?†? VISION: Happiest customers and employees.? † Parameter| Yes/No | Why| Does it clealy answer the question: What do want to become? | NO| It doesn’t answer what the company wants to become. It merely gives a generic statement and more of promise statement for customer and employees alike. Is it concise yet Inspirational| NO| Though concise it doesn’t give any inspiration about the companys direction. Its merely a commitment statement for employees and customers. | | | | Is it aspirational| No| The vision itself is more of an incomplete mission statement | | | | Does it give clear indication as to when is should be attained| NO| The vision has no timeline nor does it give a clear year when it will need to be realized| Mission Statement Analysis and Evaluation Globe’s mission statement is: â€Å"Transform the lives of people, business and communities and through innovative solutions. † Parameter| Yes/No | Why| Customers| NO|   | | | | Products and Services| Yes|   | | | | Markets| No|   | | | | Technology| No|   | | | | Concern for survival growth profitability| No|   | | | | Philosphy|   |   | | | | Self Concept|   |   | | | | Concern for employees|   |   | | | | Concern for public image|   |   | | | | Concern for Nation Building.

Teaching Chemistry Pedagogical Strategy

Question: Discuss about theTeaching Chemistry for Pedagogical Strategy. Answer: Introduction The assignment deals with the pedagogical strategy to deal with the teaching of difficult chemical concepts in chemistry. Based on the literature review the paper justifies how best to teach the difficult chemical concept. The paper explains the difficult concept and pedagogy to assist the learning of the difficult concept. It explains the way misconceptions are addressed and the learning strategy using constructivist learning theories. The paper discusses the evidence of tailoring the strategy to the student needs and rationalizes the choice and purpose of teaching resources. A thorough literature review is performed to support the facts in the assignment. Teaching Mole Concept Chemistry deals with the processes that involve chemical changes, which includes mole, molecules and the concept of particles as well as mathematical computations. A mole concept is a unit used for calculating the amount of substances participating in a chemical reaction and the products formed at the end (Okanlawon 2010). According to Fang et al. (2014), several studies were conducted earlier related to teaching and learning of chemical concepts. It was found that students perceive the mole concept as difficult to understand. Hanson (2015) found that students were facing difficulty in grabbing the mole concept and solving problems of stoichiometry. PekdaÄÅ ¸ and AzizoÄÅ ¸lu (2013) believes that it is essential for a student to have an informed understanding of the mole concept for solving stoichiometry problems correctly. First, let's discuss the "concepts and "misconceptions" about learning or understanding of the student. A student can have the concept of molecular mass as an addition to the constituent elements atomic masses in the molecular formula." Therefore, one needs to have the concept of what is atomic mass, elements in the molecule and their ratios as per the molecular formula. It can be said that the concepts are necessary learnable objects (Okanlawon 2010). The other term difficult concept means a concept that cannot be easily understood without lots of efforts, intelligence and skills (Danielson et al. 2013). As per studies of Yakmaci-Guzel (2013), before attending school students have different views about surrounding objects and events. Not all the views they have are consistent with that of a scientific community. These inconsistency or different concepts are identified as "misconceptions." The misconception can also be called as "nave conception or alternate conception (Fang et al. 2 016). The use of technical terms is the additional source of misconceptions. For example, spontaneously does not mean very quickly, but the students may interpret spontaneous reactions as those reactions that are occurring very rapidly without an enzyme. It is difficult to remove the misconceptions by traditional instructions, as these are resistance to change (Nyachwaya et al. 2014). The scientific teaching requires identification of misconceptions in students and its reconstruction to scientific concepts. Misconceptions commonly arise due to lack of abstract thinking and reasoning skills. It is difficult to learn abstract concepts, which slows the subsequent learning process. Abstract concepts can be grabbed by conceptual learning (Fang et al. 2016). The teaching challenges in explaining the mole concept was identified as the definition of the concept, concepts difficulty, mathematical use, etymology and prerequisites (PekdaÄÅ ¸ and AzizoÄÅ ¸lu 2013). Conceptual teaching involves "exemplification and characterisation" where the former involves explaining the concept to the student with or without sufficient examples. The strategy of characterisation involves various moves such as defining the concept by giving either sufficient or necessary condition (both or neither) of concepts. According to Yakmaci-Guzel (2013), conceptual learning facilitates the learning of abstract concepts and topics also called constructive learning. PekdaÄÅ ¸ and AzizoÄÅ ¸lu (2013) explained that in chemistry the conceptual change as a learning process which involves learning a concept starting from another concept." It is used to replace chemical concepts with relevant concepts. It helps to improve the knowledge of learned concepts. In constructivist teaching, and learning conceptual change has been highlighted as a trademark (Fang et al. 2014). However, there is a literature gap in the area of conceptual change studies in teaching and learning of mole concept. The theory of constructivism has played a vital role in education literature. The theory explains how students construct their understanding related to the subject based on already existing knowledge or concept while making connections with new information. It indicates the non-behaviourist theory. This phenomenon leads to cognitive conflicts initially as students tend to restructure their existing knowledge which drives learning (Fosnot 2013). Therefore, the Constructivist pedagogy is widely used in scientific education. In my opinion, teaching the solving of stoichiometry problems algorithmically is ineffective. There is the need to set up a roadmap or develop a framework for explaining the particular concept. Designing the teaching process in a schematic manner is necessary to help the listeners to concentrate on the details of the topic. For example, what is the mole? The concept of Avogadro Number? Followed by asking of stoichiometry problems and then more complex problems to solve. After each step, the confusions or misconceptions should be identified by questioning such as why C moles are left instead of Z moles? This will help a student to engage better in problem solving. More focus should be laid on enhancing students qualitative and quantitative reasoning skills by training them to develop the mental model of the problem. Teacher must ask about open ended, close ended questions, thought provoking and subject centred questions to evaluate their understanding. It can be followed by teaching t hem the interpretation of information and develop a scheme or procedure of the solution. The other strategy is to help the students in translating the worded stoichiometric problems into a balanced chemical equation. The problem can be solved by the further use of the appropriate mathematical equation. It was explained by Fosnot (2013) that dissecting the stoichiometric problem into columns or boxes is an effective method. It is also called as matrix representation and is superior to other methods regarding grouping sentences and clearly defining the required information. This method suggests the orders of operations and allows checking of the partial solution. It was found from the research paper of Danielson (2013), that students taught with matrix representation method showed better performance in solving stoichiometric problems than their other counterparts. Students are benefitted from this pedagogical approach as they learn and address different viewpoints. After completion of each topic, students should be provided with a questionnaire or a project to be prepared. This is to provide them with meaningful experience and harness the process of investigation (Yakmaci-Guzel 2013). The constructivist pedagogy implies the teachers to promote conditions of inventions. It is fruitful than presenting ready-made knowledge. More than one strategy can be used as all the students may not understand with one defined technique. Asking question is an effective method to understand the level of student (Fosnot 2013). To engage students in understanding difficult concepts, it is better to use detailed power point presentations with simple to understand diagrams, equations and explain each of them sequentially wherever possible. Additional resources such as animated videos can be utilized for better imagination and understanding of concepts (Laurillard 2013). The use of analogies, models, other than blackboards is useful in clearing concepts easily as it helps students to relate the topic as per the radical constructivism (Hanson 2015). This is because the concept learned through objects and events helps students to observe the similarities and differences between the experiences. It leads to the gradual building of the concept relating to the object (PekdaÄÅ ¸ and AzizoÄÅ ¸lu 2013). Further, it promo tes students to discuss and clarify their confusions and doubts as they assimilate and accommodate new information (Piaget theory). Conclusion In conclusion, teachers must not assume that all the students have constructed the ideas in their mind the same way. The paper has offered a conceptual change model for misconceptions. It involves identification of confusions and providing evidence for the correct scientific explanation to falsify the misconceptions. These methods have been proved to be efficient and are highlighted significantly in recent literature. Teachers can be successful in the constructive pedagogies if they can identify the productive elements in the student's intuitive understanding." References Fosnot, C.T., 2013.Constructivism: Theory, perspectives, and practice. Teachers College Press. Danielson, C., 2013. The framework for teaching.Evaluation Instrument. The Danielson Group. Yakmaci-Guzel, B., 2013. Preservice chemistry teachers in action: an evaluation of attempts for changing high school students' chemistry misconceptions into more scientific conceptions.Chemistry Education Research and Practice,14(1), pp.95-104. Nyachwaya, J.M., Warfa, A.R.M., Roehrig, G.H. and Schneider, J.L., 2014. College chemistry students' use of memorized algorithms in chemical reactions.Chemistry Education Research and Practice,15(1), pp.81-93. Fang, S.C., Hart, C. and Clarke, D., 2016. Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms.Journal of Research in Science Teaching,53(2), pp.181-214. Laurillard, D., 2013.Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge. Hanson, R., 2015. Ghanaian Teacher Trainees' Conceptual Understanding of Stoichiometry.Online Submission,3(1), pp.1-8. PekdaÄÅ ¸, B., and AzizoÄÅ ¸lu, N., 2013. Semantic mistakes and didactic difficulties in teaching the amount of substance concept: a useful model.Chemistry Education Research and Practice,14(1), pp.117-129. Okanlawon, A.E., 2010. Teaching reaction stoichiometry: exploring and acknowledging Nigerian chemistry teachers pedagogical content knowledge.Cypriot Journal of Educational Sciences,5(2), pp.107-129. Fang, S.C., Hart, C. and Clarke, D., 2014. Unpacking the meaning of the mole concept for secondary school teachers and students.Journal of chemical education,91(3), pp.351-356.

Why did Henry dissolve the monasteries Essay Example

Why did Henry dissolve the monasteries Paper During the late 1530s a significant social, political, economic and religious event took place. This was the dissolution of all the monasteries and convents in England. This was done by first bringing them under government control and then closed down. However it is highly disputed why this was done. The first step towards the dissolution of the monasteries was brought about in 1535 by Cromwell, he set up two offensive programmes. The first being visitations in which his agents would check on the standards of the church and report of any evidence that could be used against the church. The second was Valour Ecclesiasticus, which was a huge survey to examine the wealth of the church. Cromwell soon built up a dossier illustrating the corrupt morals and spiritual laxity of the clergy; these findings were presented before parliament in 1536. These reports combined with Henrys intervention secured the passing of an act to allow the dissolving of the smaller religious houses. These houses and there estates were now the property of the crown, there inmates could either transfer to other houses or join the secular clergy. After several protests a second act was passed in 1539 allowing Henry to claim all the monasteries and by 1540 all the monasteries in England had been dissolved. But why did Henry decided to close the monasteries at all? First of all it should be noted that the dissolution of the monasteries was not an obligatory consequence after the break with Rome. Nor was the split with Rome compulsory in order to close at least some of the monasteries, closure of monasteries had been done in the past in order to redirect resources to other uses. We will write a custom essay sample on Why did Henry dissolve the monasteries specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Why did Henry dissolve the monasteries specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Why did Henry dissolve the monasteries specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For instance Wolsey in 1518 closed a number of houses to fund his new college. Therefore the mere act of closing monasteries could not mean a move away from Catholicism although this is highly disputed. The dissolution of the monasteries is often viewed as a concerted move towards Protestantism for several reasons. With hindsight this is easy to highlight, as the closure of the monasteries can appear as part of a campaign on the behalf of Protestant supporters to replicate what had already happened in both Germany and Switzerland. It also goes without saying that those who had a further progress towards Protestantism on there minds would obviously see the monasteries as a very important part of the Roman Catholic Church and therefore a threat. As I mentioned earlier, the closure of monasteries however did not necessarily mean a move away from Catholicism and can be looked at as a positive event. The closure of the houses could be viewed as an attempt to stop the abuses that could arise in monasticism and so emphasising the good work continued in the remaining houses. This was the official line that was expressed in the dissolution act of 1536 however this argument carries little weight as by 1540 all the monasteries had been dissolved; therefore it could not be an attempt to reform and is more likely a resolute move towards Protestantism. It is also widely held that the conditions in the church at this time were over exaggerated and abuses and corruption were not common, it is often thought that visitations were rigged and the evidence compiled and presented to parliament was misleading. One of the most supported theories of the dissolution of the monasteries was Henrys need for money. There was no doubt that the church was significantly wealthy. This is supported by plan devised in 1534 but never put into action, it was suggested that bishops should be paid salaries and monasteries would be granted money based on the number of inmates. All income of the church would therefore be taken by the crown. The plan was too radical but it shows that by the 1530s the church was being seen as a potential source of money and by this time it was greatly needed. The value of English money was still falling, the buying power of English coins declined and the kings income stretched less and less far. Both Spain and France were considerably greater, wealthily, catholic powers. The pope could easily ask one to attack England and overthrow Henry. Henry needed ships and coastal defences however he had very little money to pay for them. The monasteries owned vast lands and were extremely affluent. Whether the monasteries were really in a bad state or this was over embellished is unclear but monastic life was now old fashioned and writers such as Erasmus had taught many to be scornful of it. From 1536 to Henrys death over 1. 3 million pounds was made from the dissolution. This figure was likely to be a large factor in Henrys decision to dissolve. It is indubitable that one of the main reasons the dissolution began was due to financial issues, however the question has to be asked whether Henry planned complete termination from the start? The words in the dissolution act of 1536 would seem to deny this. I would assert that Henry began the closure of the lesser monasteries to promote reform and to raise revenue however his greedy personality and his Protestant minister persuaded him to continue with complete dissolution. Professor Scarisbrick would disagree by stating that any plan should be kept secret and the first move should be given the impression of just reform. Reassuring the clergy and winning over their trust with a barrage of promises. Henrys failure to live up to these promises suggested that he had practised what he now preached. However it is still unclear whether Henry was lead to dissolution by Cromwell or whether it was Henry that held the Mens rea.

How to Write a Cover Sheet - Sample Essay Cover Sheets

How to Write a Cover Sheet - Sample Essay Cover SheetsSample essay cover sheets are used by thousands of students to write their essay. However, a lot of people don't know how to use these or how to make the most of them, so here are some tips on how to write a cover sheet effectively.The first thing that you have to do is get a free sample essay. Get a lot of different samples of different topic essays and start writing your own. If you want to write an essay that doesn't bore you, write a different topic essay every day and study what works well for you.Keep in mind that you are writing for others, not yourself. You want to talk about topics that are very interesting to you, but this isn't something that you should be working on all day. Do one topic essay a day, especially if you're trying to learn how to write a cover sheet.Keep it simple. Try to keep your topics as simple as possible. Don't bore yourself, but don't try to put too much information into your topic. That's not how to write a cover sheet.Keep it short. You don't want to get too bogged down in too much information, but you also don't want to drag it out either. Write your thoughts on your topic, but don't get too bogged down in the details. Be concise and be sure to include enough information to keep your reader interested, but just enough to avoid boring them.Pick your topic from something that you already have knowledge of. For example, if you're going to be discussing the US Constitution, you can choose a very interesting topic. It doesn't have to be anything super complicated or anything that will be too confusing, just something that you already know.Focus on one side of an argument. Sometimes, if you're trying to write an essay, it can get confusing and it gets harder to express your thoughts in such a short space of time. So, you'll want to choose a single topic to write about and try to focus on just one side of that topic. Make sure that you include something for both sides, but focus on one side for a particular purpose.Once you get a free sample essay or something similar, continue writing. If you take the time to really think about the topic and write a good outline, you'll be able to produce quality essays and cover sheets that help your college application essays.

Important Quotes from Night by Elie Wiesel

Important Quotes from Night by Elie Wiesel Night, by Elie Wiesel, is a work of Holocaust literature, with a decidedly autobiographical slant. Wiesel based the book- at least in part- on his own experiences during World War II. Through just a brief 116 pages, the book has received considerable acclaim, and the author won the Nobel Prize in 1986. The quotes below show the searing nature of the novel, as Wiesel tries to make sense of one of the worst human-made catastrophes in history. Night Falls Wiesels journey into Hell began with a yellow star, which the Nazis forced Jews to wear. The star was, often, a mark of death, as the Germans used it to identify Jews and send them to concentration camps.   The  yellow star? Oh well, what of it? You dont die of it.   Chapter 1 A prolonged whistle split the air. The wheels began to grind. We were on our way.   Chapter 1 The journey to the camps began with a train ride, with Jews packed into pitch-black rail cars, with no room to sit down, no bathrooms, no hope. Men to the left! Women to the right!   Chapter 3 Eight words  spoken  quietly, indifferently, without emotion. Eight short, simple words. Yet that was the moment when I parted from my mother.   Chapter 3 Upon entering the camps, men,  women, and children were usually segregated; the line to the left meant going into forced slave labor and wretched conditions- but temporary survival; the line to the right often meant a trip the gas chamber and immediate death. Do you see that chimney over there? See it? Do you see those flames? (Yes, we did see the flames.) Over there-thats where youre going to be taken. Thats your grave, over there.   Chapter 3 The flames rose 24-hours a day from the incinerators- after the Jews were killed in the gas chambers by Zyklon B, their bodies were immediately taken to incinerators to be burned into to black, charred dust. Never shall I forget that night, the first night in camp, which has turned my life into one long night.   Chapter 3 Utter Loss of Hope Wiesels quotes speak eloquently of the utter hopelessness of life in the concentration camps. A dark flame had entered into my soul and devoured it.​  Ã‚  Chapter 3 I was a body. Perhaps less than that even: a starved stomach. The stomach alone was aware of the passage of time.   Chapter 4 I was thinking of my father. He must have suffered more than I did.   Chapter 4 Whenever I dreamed of a better world, I could only imagine a universe with no bells.   Chapter 5 Ive got more faith in Hitler than in anyone else. Hes the only one whos kept his promises, all his promises, to the Jewish people.   Chapter 5 Living With Death Wiesel, of course, did survive the Holocaust  and became a journalist, but it was only 15 years after the war ended that he was able to describe how the inhumane experience in the camps turned him into a living corpse. When they withdrew, next to me were two corpses, side by side, the father and the son. I was fifteen years old.   Ã¢â‚¬â€¹Chapter 7 We were all going to die here. All limits had been passed. No one had any strength left. And again the night would be long.   Chapter 7 But I had no more tears. And, in the depths of my being, in the recesses of my weakened conscience, could I have searched it, I might perhaps have found something like-free at last!​   Chapter 8 After my fathers death, nothing could touch me any more.   Chapter 9 From the depths of the mirror, a corpse gazed back at me. The look in his eyes, as they stared into mine, has never left me.   Chapter 9

Need for Speed Reading 10 Hacks to Help You

Need for Speed Reading 10 Hacks to Help You No matter what your major, it’s likely you have between 50-200 pages of reading to get through every night of the week. Especially, when the end of semester is coming, with final exams and projects ahead. For those of us who are slow readers, that can be pretty daunting, especially considering that there are lots of other things that have to be done (think â€Å"laundry† and â€Å"cooking macaroni.†) Did you know there are actually ways that you can improve your reading and retention speed without buying some weird As-Seen-On-TV program? Here are the best speed-reading hacks that actually work. Scan for keywords Look for keywords and new vocabulary, which are usually in bold or italics. Then, read the sentence before and after. You’ll have a better idea of the overall gist of what is happening and be a leg up for the quiz. 10-Second Rule Skim through each page for a maximum of 10 seconds, looking only for the main ideas of the page. When you get to an idea that is new or that seems important, stop and spend another 10 seconds re-reading that section. Summarizing For each page of your book, take a minute and write one or two sentences that help you organize the main ideas of the page. You can even write them at the bottom of the page. This is a great help for when you are trying to find information to study at the end of the semester. First and Last Sentences A great way to get the gist of a paragraph quickly is to only focus on the first and last sentences. That’s where you are going to get 90% of the meat of the content. The rest is mostly filler. Look for Visual Markers Some text is more important than others, and it will show up on your test. Any text that is bold, highlighted, in a box, or a different color is text that is trying to get your attention. Also look for bullets, numbered lists, or any text that â€Å"pops† out from the rest of the page. Numbers Unless you’re reading a math textbook, numbers and statistics are a good thing to stop and look at. Not only are they often included in tests (think years in your History classes), but they will make you look smarter in discussions. How many other people will remember the exact percentage of women holding Congress positions? Color Mark Although highlighting is not a very effective solution generally, it can be helpful if you use it effectively. Instead of using highlighters, though, invest in a pack of colorful mini-sticky notes. Then, as you scan through your textbook, mark your pages with the color that matches. Here’s a good system: Green – Got it! You understand the ideas on the page. Yellow – Some ideas that need to be reviewed. Red – Come back to this page in more depth. Blue – This item WILL BE ON THE TEST. Sentence Snapshot Some of the best research on speed-reading has to do with how you look at the page. Instead of being trapped by word-by-word reading from left to right, try to take a mental snapshot of the whole sentence. Although you might not think you’re getting information, your brain captures and processes even while you’ve moved on to a new sentence. Study Early Speed-reading takes focus and concentration, and that’s the found most often in the early morning. Instead of trying to skim and remember late at night, wake up early. Your brain is primed to comprehend better when it’s not quite so exhausted. Stop Talking To Yourself Subvocalization is the act of internally saying words to yourself, and it has been shown to slow down reading speed. It is also connected with comprehension. While you are skimming your textbooks, eliminate most of your subvocalization – except when you come to something that is vital to be understood. Then, you can subvocalize or vocalize as much as is needed to understand the new concept. As you practice using these speed-reading hacks, you will be able to get through your texts faster without sacrificing your ability to comprehend the material. Just keep looking for what’s important. Keep fluff out of your head and in the dryer where it belongs. Have any speed reading tips to share? Want to leave your feedback? Welcome to the comments below!