Yeah, But Instead Of Signing Away Your Voice For A Dude, You’re Signing Away Your Your Future Paychecks

here’s 23 uni specific rules to help u out 4 future: 

rule n1: no zero days - never have a day where you do no uni work even if u just do 5 minutes no zero days no excuses 

rule n2: never miss tuts or lectures unless u r dying uni culture is great but u gotta get the d(egree) or its 4 nuthin alotta lectures are recorded so even if u can’t physically be there schedule a time to listen and treat it like a proper lecture

rule n3: spend 15-20 minutes doing work for each of your classes everyday (I do this in the morn when I get up) 

rule n4: replace your phone with ur readings take your readings with you on public transport and when u go to the toilet (srsly its weird but I do most of my readings there because I have nothing else to do) 

rule n5: be 2 days ahead, pretend everything is 2 days before it actually is so you’re prepared 

rule n6: go to bed before midnight for uni days always

rule n7: start all assignments 2 weeks before they’re due 

rule n8: never start anything after 9pm its better to wake up early when ur brain is rested

 rule n9: your brain associates places with actions so don’t study anywhere like your bed, have set spaces or go the quiet section of the library

rule n10: to do lists are your best pals write and review at the start and end of each day, make lil rewards 4 yourself when u complete them 

rule n11: help out other peeps with assignments, uni isn’t like school ur not competeing for ranks so everyone can help each other. it helps you focus, sometimes means you don’t have 2 buy text books and you know you know something if you can teach it to others 

rule n12: limit social media times i know its hard but u gotta 

n13: reward yo self and always look forward to things (this will keep you sane) but dont reward yurself fo nuthin 

n14: TURN OFF YOUR PHONE WHEN U R STUDYING OR PUT IT OUT OF REACH GODAMN U CAN TWEET LATER

rule n15: get your sleep (so your brain can sort shit) but don’t nap all day (your brain will get lazy af), eat at least one vegetable and 2 proper meals, never skip breakfast and take a multi vitamin there are cheap ones

rule n16: schedule the use of your freetime between and outside classes (see rules 7 and 5)

rule n17: project guternberg has heaps of books for free if your doing lit courses so check there before you buy things

rule n18: be strict on yourself, but not hard, you might be your own worst enemy somedays but you’re also you’re the only person who won’t give up on you

rule n19: plan your essays/assignments according to the marking rubric NOT the assignment question

rule n20: read your course outline and know who your professors/tutors are if u need help they are your bros

rule n21: ALWAYS ASK IF YOU DON’T UNDERSTAND bruh you are literally in class cos you want to be there and learn stuff its not school where u gotta be there and u dont wanna ask questions so you’ll look cool like you are there to learn so do it and dgaf what anyone thinks of u but also don’t be a dick and try 

rule n22: try and say one thing during class discussions and never leave a class without 3 dotpoints written down

rule n23: learn to say no bruh i get it you wanna go to that party cos if you dont ur mate will be pissed but guess what pal u have an assignment u gotta finish due tomorrow and lets face it thats gotta happen so say no because there will always be parties but you wont always get marks you lost back

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Does Zapping Your Brain Increase Performance?

Here is a picture of the nine-dot problem. The task seems simple enough: connect all nine dots with four straight lines, but, do so without lifting the pen from the paper or retracing any line. If you don’t already know the solution, give it a try – although your chances of figuring it out within a few minutes hover around 0 percent. In fact, even if I were to give you a hint like “think outside of the box,” you are unlikely to crack this deceptively (and annoyingly!) simple puzzle.

The Nine Dot problem: connect the dots by making four lines, without lifting your pencil from the paper

And yet, if we were to pass a weak electric current through your brain (specifically your anterior temporal lobe, which sits somewhere between the top of your ear and temple), your chances of solving it may increase substantially. That, at least, was the finding from a study where 40 percent of people who couldn’t initially solve this problem managed to crack it after 10 minutes of transcranial direct current stimulation (tDCS) – a technique for delivering a painlessly weak electric current to the brain through electrodes on the scalp.

How to explain this?

It is an instance of the alleged power of tDCS and similar neurostimulation techniques. These are increasingly touted as methods that can “overclock” the brain in order to boost cognition, improve our moods, make us stronger, and even alter our moral dispositions. The claims are not completely unfounded: there is evidence that some people become slightly better at holding and manipulating information in their minds after a bout of tDCS. It also appears to reduce some people’s likelihood of formulating false memories, and seems to have a lasting improvement on some people’s ability to work with numbers. It can even appear to boost creativity, enhancing the ability of some to make abstract connections between words to come up with creative analogies. But it goes further, with some evidence that it can help people control their urges as well improve their mood. And beyond these psychological effects, tDCS of the part of the brain responsible for movement seems to improve muscular endurance and reduce fatigue.

It’s an impressive arsenal of findings, and it raises the obvious question: should we all start zapping away at our brains? That certainly seems to be the conclusion reached by the growing DIY community experimenting with home-made tDCS headsets.

But, while the list of supportive studies is far longer than those linked to here, the overall state of the evidence nevertheless continues to occupy that frustrating scientific limbo of being ultimately ambiguous – especially when we take into account all those comparatively boring, non-headline grabbing studies that found no significant effect from tDCS. In fact, a meta-analysis of tDCS studies – one of those laborious studies that study the findings of other studies – found the technique had no effect at all on a wide range of cognitive abilities. Yet that review in turn has been criticized as being too conservative and potentially biased in its own analysis.

More to the point, few of these studies have yet to be replicated, and most of them rely on a handful of unrepresentative people (US undergrads) who are asked to undertake the kind of lab-controlled tasks that usually share a questionable (at best) relationship with real world activities. And as for the long-term effects of tDCS use, or even how it affects brain function exactly? It’s not clear.

Yet none of this haziness has deterred start-ups from developing a slew of commercial tDCS headsets targeting home-users. Primary among those is Foc.us, which started off with a headset that allegedly enhances gaming ability before expanding to ones that improve learning speed as well as athletic endurance. There’s also Thync, a mood-enhancing headset that’s been described as a “digital drug” that can help users “energize or relax without drinks or pills.” While not quite based on tDCS, it uses pulses of electricity to target cranial nerves just under the skin to supposedly induce various moods.

Another such start-up, Halo Neuroscience, recently introduced its own headset, which stimulates motor neurons in a way that supposedly accelerates the strength gains and skill acquisition of athletes.

The firm reports on its own unpublished “preliminary results” with elite Olympic ski jumpers showing a 31 percent improvement in their propulsion force, with significantly less wobble when airborne. Even if a far more modest result than 31 percent turned out to be true, these sorts of findings could mean that tDCS is set to become a significant performance enhancer in the sporting world. Will its use in competitive settings be considered cheating?

In academic contexts, some universities are already trying to curb the off-label use of prescription drugs to enhance academic performance, with Duke University explicitly considering such use as “cheating.” Similarly, the Electronic Sports League, which holds massive gaming tournaments with million dollar prize pools, has started randomly testing players for so-called “smart drugs” that may give e-athletes an edge over their non-doping opponents.

Would using Foc.us’s GoFlow to “learn faster” be considered a similar instance of academic dishonesty by Duke University? Or what about using Foc.us’s gaming headset in the context of shooting down virtual enemies? If these devices give any sort of a boost, it’s not clear why their use should be considered any different from drugs like Adderall or Ritalin, at least in regards to cheating.

In non-virtual sport, the World Anti-doping Agency (WADA) prohibits substances and methods when they satisfy any two of these three criteria: 1. they confer a performance enhancement; 2. they pose an actual or potential risk for athletes; and 3. they violate the “spirit of sport.”

If the preliminary findings from Halo Neuroscience on ski jumping are even remotely valid, the first criterion would certainly be met. On the other hand, it’s not yet clear if tDCS poses a noteworthy potential risk for athletes – though any such risk would almost certainly be smaller than the one involved in soaring over 100 meters through the air, as in the case of ski jumping. But does it violate the difficult to define “spirit of sport”? It’s a question that WADA may wish to avoid: to answer yes may commit it to trying to ban the unbannable. As far as we can tell, tDCS leaves no uniquely detectable impact in the brain: a ban would not be enforceable.

On the other hand, tDCS may simply be construed as not “artificial” enough to threaten our (often arbitrary) notions of fairness, whether in sports or academic settings. Unlike injecting or ingesting a synthetic drug, many may have the intuition that a weak electric current is comparatively “natural” or “clean.” For instance, even though the effects are similar, WADA currently tolerates athletes who increase their red blood cells (and therefore, presumably, their performance) by sleeping in a tent that simulates high altitude, but not those who do so by blood doping or EPO. Something about sleeping in a tent to enhance performance does not strike us as suspect in the way that drugs or blood transfusions do. Perhaps tDCS will be occupy the same corner as altitude tents: for the rule makers, both can be convenient inconsistencies in the rules, as both elude detection anyway.

An yet, while we can question the evidence for the actual efficacy of most performance enhancers currently used, tDCS in particular stands out in calling for more data. Unlike Adderall or anabolic steroids, at the moment anyone can get their hands on a tDCS headset by legally ordering one online. And even if these headsets become more closely regulated, people can still cheaply make their own using common items found at electronics stores, stimulating any part of their brain, or their children’s. Given the current hype around it, it would be good to know more about how exactly it impacts the brain — and the long term consequences.

Top Image: These are increasingly touted as methods that can “overclock” the brain in order to boost cognition, improve our moods, make us stronger, and even alter our moral dispositions. Credit: Fabrice Coffini/GettyImages

Source: Scientific American (By Hazem Zohny)

People with and without federal student loans please check this out!!

Ok so I want to tell you guys about this project I found out about called Givling! It’s basically a trivia game website that benefits people with student loans! 

The way it works is people make an account for free which secures their spot in the list of people involved in the site. Then people pay 50 cents a game to play. If you have federal student loans and you’re next on the list then you provide them with proof of your loans and they start raising money from all the people  playing to pay off your loans. Once your loans are paid off then they go to the next person in line. If you don’t have loans then you can sell your spot in line or give it away. So far it looks like this is legit and it’s really exciting! They haven’t been around long so they just recently paid off the loan of the first person on the list and are a third of the way through the second person on the list. The also do daily money giveaways of much smaller amounts as extra incentive for people to play the game and help raise loan paying funds!

Please check this out and play if you want and do your own research if you are worried about the legitimacy of this project! Below is the link to the website, the group’s facebook page, and a few articles I found about it. So far I haven’t found anything bad about it and everything points to it being legit so please support or promote if you can!

Givling site:

https://givling.com/givling/

Givling facebook page:

https://www.facebook.com/Givling?fref=ts

Articles about Givling:

http://www.wired.com/2015/03/online-game-thatll-help-pay-off-student-debt/

http://college.usatoday.com/tag/givling/

http://www.businessinsider.com/online-gamers-are-helping-people-pay-off-their-student-debt-2015-7

http://www.psfk.com/2015/03/givling-gamifying-paying-off-student-loans-paying-college-debt.html

It should come as no surprise that investigations have shown that many for-profits do in fact target low-income people who can’t pay. These people areoften minorities.

Steve noticed the same thing at his school: “Most of my students made minimum wage, and over half were black. Every one of my students had a loan, and it’s all they ever talked about. Some felt strong-armed into them, but some wanted them. They lived off of them. They wanted the loans as another source of income because they couldn’t make ends meet with their regular jobs. They took a few classes to keep up appearances, but I would always know why they were really there. Every college has these students, but at my college, I had several in every class I taught. I never knew what happened to them after the semester and they were 20 or 40 grand in debt. Many struggled to make ends meet, and the college offered an easy way to get loans. What did you think was going to happen?”

For-profit universities vastly prefer loans – and the long-term, interest-bearing income they generate – to straight cash payments. So much so that they often don’t take cash: “One student in particular told me that she had $20,000 from an inheritance in cash, but ran into roadblocks everywhere. My college wouldn’t accept cash, so she tried a check. They told her they couldn’t, since they had too many issues with bounced checks. She then tried paying online in full, but she was told she shouldn’t because ‘What if you decide to drop a class? Would you still want to pay for it?’ She then tried monthly payments, but she was informed she was too late to sign up. She could only take a loan.”

I Teach At A For-Profit College: Here’s Why It’s A Scam

On Autism and College, revised.

Here is some advice on navigating college/university, by an Autistic (American) student, for a/Autistic students.

Register with disability services as soon as you make your decision to go to your school. If you don’t have a diagnosis, you may be able to talk to them and get tested/diagnosed and get accommodations. It depends on your school.

Make sure to research housing. You will want to know about food, the type of people who live there, location, and activities available. You want to be able to eat with your meal plan, get to class just fine, meet people there (or not, depending what you prefer), and if you want something to do there you should know what is available.

Spread out classes as much as possible. You will get to choose when you have your classes. Know your schedule and work with it. For example, next semester all of my classes are in the afternoon, which is good because I have a weird ass circadian rhythm and ended up being nocturnal for half of this semester.

Find out the minimum amount of classes you can take and start with that. Don’t overwhelm yourself. I’m taking twelve hours (the minimum for a full time student) next semester.

Make a schedule of when your work is due. You will likely (especially in math and sciences) have weekly homework due on a certain day. Know when that is and plan for it.

Try your best to not procrastinate. I’ve had far too many panic attacks and meltdowns from waiting too long to do work. You probably won’t have work assigned one day and due the next (it can happen, but I haven’t seen it), so plan your time.

Don’t overdo it with organizations/clubs. Friends are great, but don’t make extra commitments you can’t keep. I’m being treasurer of an organization I love because I’m needed and it’s not a huge commitment; I just have to turn in paperwork by deadlines, which I have no problem with.

Keep in touch with your advisor. If you need to drop a class or change your major, you will need their help. Know their email and use it. 

It’s okay to stim. No one’s gonna notice you stimming in a lecture hall unless it’s loud. I twist a paracord bracelet and chew a necklace in lectures. Smaller classes are trickier, but people tend to not care if you’re fidgeting with a bracelet or something that doesn’t make noise or chewing on something. It’s okay.

Emails can be awkward, it’s okay. You’re not going to have the perfect email all the time. Most professors are fine with a very straight to the point email. Example asking for help from a professor:

Dear [name]: I am in your [time] [class name] class. I need help with [x]. Could we meet sometime to work through this? (If you have a problem with face to face interaction, you could say “Could you explain this to me via email?” They may ask you to meet with them anyway, just a warning.) Thank you, [your name]

Write down all office hours, whether or not you think you’ll need them. Professors want to help. It looks good for them when students do well. Mostly they sit bored in their office during hours. Even if you’re not struggling, it looks good for you when you come in and talk about the course with them during hours.

If you can’t handle your major, switch. Try to major in a longtime special interest if you have one that you could do that with. There are jobs in every field. I personally am switching from physics to psychology.

Clubs are good for finding friends. I’m in five(ish) queer organizations and have quite a lot of friends from them. Especially in larger schools, you can probably find other a/Autistic folk by pursuing interests and joining clubs devoted to them.

You likely won’t be judged for being a little “odd”. No one really bats an eye when they find people sleeping in public places here. At most, people might know you as “that person that does X thing”, but if you have the confidence to rock that, then you’ll be fine.

 Don’t buy textbooks until class starts. You almost definitely won’t need them the first day of class and there’s no point in buying a $120 textbook you never actually use. 

Keep all of your class syllabuses together. Just… try not to lose them, and if you do contact your professor. They might have assignment due dates for the whole year.

Use a planner. I use Habitica, an app that works kinda like an RPG. It helps me remember meds and work and all that jazz.

If you need one, take a gap year. School will still be there when you get back. It’s okay.

Feel free to message me with questions! I will be a sophomore at University of Illinois at Urbana-Champaign next semester!

Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by dogma – which is living with the results of other people’s thinking. Don’t let the noise of others’ opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition.

Steve Jobs (via beinchargeofyourlife)

GOOD NEWS FOR #PublicSchools IN WISCONSIN - http://goo.gl/VqdsFt

The authors of the report contacted superintendents throughout #Wisconsin, to determine how the new flexibility provided by #GovScottWalker’s 2011 legislation has allowed them to alter their #Education programs for the BENEFIT OF STUDENTS, without the self-interested intrusion of organized labor #UNIONS.

“Superintendents of public schools no longer have to seek approval from public unions in order to make changes to the administration of their schools,” the report said. “They are free to adopt the best practices of teacher pay and classroom management.

“They can hire and fire teachers according to criteria other than the rigid policies from a union (#CollectiveBargaining agreement). The words ‘#Seniority’ and ‘teacher #Tenure’ can be terms of the past for many districts.”

There is now merit pay for teachers, in various forms across the state. In the old days of collective bargaining, teachers were stuck on rigid pay scales based strictly on the number of years they taught and the number of graduate credit hours they earned.

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12.4.16 // this afternoon when I got home from a very long day of studying at the library.. 😓

I’m working on a post “how to study for/survive your law school exams” which will probably be up on my Tumblr within the next couple of days. I will be sharing some tips on how to memorize a lot of information and how to revise/study for law exams.

BUT if you’re not a law student don’t worry, you can still use the tips for any other field of study as they are pretty general as well.

Happy studying 🌸

Instagram/Snapchat: charlenevenice