Architectural Designing Firm Business Plan Marketing Essay

Architectural Designing Firm Business Plan Marketing Essay Contemporary Island Designers Associates (C.I.D.) will be an Architectural Designing as well as Cost Estimating, Building Construction, Project Management and Consultations business specializing in residential and small commercial structures in the Jamaican domestic and commercial market, temporarily based out of my home in the Kingston 10 Area of Jamaica. The business will provide consultation and Draughting services using technologically superior processes, providing greater value for clients and enhanced  design and construction. The target clients are segmented into three categories; potential and existing home owners and developers initially. Contemporary Island Designers competitive edge will be the knowledge of digital-based design resources, creativity and results orientated. Superior customer service will also be  a point of firm differentiation. First year profits are expected to reach $xxxxx and increase to $xxxxx by the third year of operation. We will be profitable within three years of starting. The most significant challenges ahead include: (a). securing a suitable location (b) establishing the initial client base and (c)  positioning the business to be able to have a presence in a larger market. This business plan outlines the objective, focus, and implementation of this start-up firm. 1.1 Mission Contemporary Island Designers Associates will offer a new type of digital interactive media for both the client and the builder. This media will clearly show the client and the builder exactly what the design will look like in a three dimensional (Animated) perspective and the method(s) of construction. With this new form of media, the client does not have to know anything about Architectural designing graphics or terminology (floor plans, sections, elevations construction documents) to have a clear understanding of what the end result will look like. This is possible through the use of computer-rendered images and interactive video. This media will be taken one step further by using it in the construction documents as well. The builder(s) may be provided with an interactive video rendering of the entire building containing both visual photographic quality images and construction specs. Specific details will be worked out in three dimensions in such a way that anyone who knows how to use a computer will be able to access and understand this new means of Architectural presentation. 1.2 Keys to Success Provide a service that is technologically superior to the competitions. Utilizing the skills and knowledge gained in a competent and efficient manner through a diverse staff of Architectural Technologist/Draughtsman to provide a wide variety of product styles. A large array of connections and associations with reputable professionals and business executives. Objectives To establish and keep satisfied a vast client base. To provide quality workmanship to satisfy costumer(s) needs and to sustain the reputation of designing and construction in the Jamaican industry. Sales of at least $540,000 in  Year 3  and $725,000 by Year 4. Market expansion of 20% per year via the  Internet and other mediums. Creating new niche in market by  Year 4  of three dimensional construction documents and interactive digital presentation to clients. Company Summary Contemporary Island Designers Associates will provide a service of Architectural designs via digital media to the limits of technology. This approach will  offer optimal efficiency to the firm and superior value, design processes, and construction methods to the client. 2.1Businnes Ownership Contemporary Island Designers will be created as a Kingston operation based initially in the Molynes Road area. It will be  owned by its principal investor and operator, Mr. Miguel Wood. 2.2 Start-up Summary Contemporary Island Designers start-up costs total $xxxxx. The most significant purchases needed are a plotter, office printer, and desktop and laptop computer. Five hundred thousand dollars ($500,000) will be needed in cash to sustain the business for the first  year to cover rent and wages until a profit is made. 2.3 Company Locations and Facilities The  interim office of Contemporary Island Designers Associates will be located at my home at Tamarind Avenue, Kingston until dedicated office space is secured. Services Contemporary Island Designers Associates will provide many levels of service such as Architectural Designing and Planning, Cost Estimating, Building Construction, Project Management and Consultations to cater to large and small  corporations and entities, along with making it affordable for middle and upper socioeconomic classes. 3.1 Service Description In order for Contemporary Island Designers Associates to provide this new innovative service of digital media, the company will use high speed computers running programs such as AutoCAD, AutoCAD Architecture Rivet Architecture and 3D Max. To keep up with changes in technology, Contemporary Island Designers will investigate all up and coming software related to digital 3-D design to stay at the forefront of the market.   Again, this is a key strategic component to differentiate the firm and to optimize productivity and efficiency. Market Analysis Summary Contemporary Island Designers Associates will provide its service to home owners who are looking to start new construction, remodel, as well as  developers and contractors and other private parties in the domestic markets. Although we are going to cater to a relatively broad scope of customers, the business will decide what the target market is based on sales and trends experienced in the initial months of operation. 4.1 Market Segmentation Potential clients for Contemporary Island Designers Associates market are broken down into four categories: home owners, developers and contractors. Home owners and potential home owners are the largest group based on shear population and this will be emphasized in  all of the business marketing and promotional efforts. Targeting the remaining  two groups will be dependent upon establishing meaningful relationships, and responding and qualifying for request for proposals. 4.2 Service Business Analysis The Architecture/Designing business across the country is primarily made up of small- to mid-sized firms specializing in a particular architectural/design type. But there are also a few large firms that have almost dominated the design of large commercial and industrial facilities.   Initially, Contemporary Island Designers main competitors will be the small to midsized firms.   Strategy and Implementation Summary In the first year of business, Contemporary Island Designers will focus on the Kingston and St. Andrew and the Portmore area of St. Catharine. As the business grows, sales will expand throughout these areas and across the country, eventually spreading regionally. 5.1 Sales Strategy Sales in this  business is a direct result of exceptional client service. It is based on the firms  image and the referrals that result. The more clients this company pleases, the more referrals are given. We will work to provide a positive experience in all cases so our clients will refer and return to us for future work as well. 5.1.1 Sales Forecast Sales are broken down into three categories: Consultations, Design and Supervision of the construction. These three categories put together, may make up one architecture/design project. The totals for each project are based on a 10% cut from the total construction costs of each job. The following table and chart provides an overview  of our  forecast sales.   Actual sales could vary depending on the project size and budget. 5.2 Competitive Edge This business will have a competitive edge over both the larger and smaller firms because it will be composed of the  new generation of Architectural Technologists which are fluent in the digital world. Many firms today employ personnel of which find the computer 3D modeling a mystery, and most of those that do use the computer only have the ability to design in 2-D. Management Summary This business will start with one Architectural Technologists/Designer. In August of 2011, a clerical position will be added. By 2012, Other Architectural Technologists will be hired to compensate the increased work load. 6.1 Personnel Plan The following table summarizes our personnel expenditures for the first three years of operation. Financial Plan Contemporary Island Designers will increase growth and technology with cash flow as it increases through the years. Further money will be set aside to pay for further consulting as needed. 7.1 Important Assumptions The annual assumptions made in the following table are based on a stable economy. We will adjust these assumptions as changes occur in the now tumultuous economy the Bay Area is experiencing. 7.2 Key Financial Indicators The following benchmark chart indicates our key financial indicators for the first three years. 7.3 Break-even Analysis The following chart and table summarize our break-even analysis. Break-even Analysis Monthly Revenue Break-even $80,348 Average Percent Variable Cost 1% Assumptions: Estimated Monthly Fixed Cost $80,246 7.4 Projected Profit and Loss Net profit is virtually nonexistent for the first two years of operation, with respectable increases after that time. Our projected profit and loss is shown on the following table, with sales starting at $102,000 for the first year and climbing to $500,000 the third year. Pro Forma Profit and Loss 7.5 Projected Cash Flow Cash flow is vital to the well being of this company because of the duration of payment. The following chart and table below show cash flow projections. 7.6 Projected Balance Sheet The following table shows our projected Balance Sheet and net worth over the next three years. 7.7 Business Ratios Business ratios for the years of this plan are shown below. Industry profile ratios based on the Standard Industrial Classification (SIC) code 7383, Independent Artists (including Architects), are shown for comparison.

The Tempest: Allegorical to the Bible Essay examples -- English Litera

The Tempest: Allegorical to the Bible The Tempest is not a pure fantasy tale, but a purposeful allegory. The characters in the play are all representative of characters found in the bible. The first, and perhaps most persuasive, arguement would be Prospero symbolizing God. Prospero is seen to be a representative of God for several reasons. First, he is obviously in control of the actions and has an omnipotent quality. This has been demonstrated by several scenes throughout the play. Consider the power that Prospero possesses, as shown in the Epilogue at the closing of the play: I have bedimmed The mooontide sun, called forth the mutinous winds, And 'twixt the green sea and the azured vault Set roaring war. . . . The strong-based promontory Have I made shake, and by the spurs plucked up The pine and cedar. Graves, at my command, Have waked their sleepers, oped and let them forth By my so potent art (V. i. 41-4, 46-50). These are obviously superhuman works. In fact, Prospero claims quite definitely that he possesses the power of mighty Zeus himself, for not only does he say that he can make lightning, but he declares that he has actually used the god's own thunderbolt (Still 6): To the dread rattling thunder Have I given fire, and rifted Jove's stout oak With his own bolt. Having already established that Prospero is the possessor of superhuman power, why would Shakespeare include this information except solely for alligorical purposes (Still 7)? This information serves no purpose except to establish Prospero as a god. Prospero is also seen in the play performing several roles that Christianity traditionally assign to God: that of the Omnipotent Judge and the Savior of Man. Prospero is revealed to be the Omnipotent Judge through a speech given by Ariel (Still 7): . . . . I and my fellows Are ministers of Fate. . . . The powers, delaying, not forgetting, have Incensed the seas and shores, yea, all the creatures Against your peace. . . and do pronounce by me Lingering perdition, worse than any death Can be at one, shall step by step attend You and your ways; whose wraths to guard you from, Which here, in the most desolate isle, else falls Upon your heads, is nothing, but heart's sorrow, And a clear life ensuing. Shakespeare tells us, through Ariel, that Prospero can pass sentance of lingering perdition, but whose mercy can be ga... ...he exile from the garden of Eden story in the Bible. Both involve two characters who are tempted with great power and knowlege by an evil being--Satan. Both are successfully tempted by the evil foce; both eventually suffer for their choices. "The Tempest", by William Shakespeare, is a very interesting and entertaining story when viewed by its face value. However, when one analyzes the characters, settings, and situations, one realizes the deeper meaning intended by Shakespeare in composing the drama. Through his creation of the island microcosm, which is ruled by Prospero and undermined by Caliban, the Bard creates a masterful work which glorifies a merciful God, who will forgive sins through repentance. In "The Tempest", Shakespeare creates a story that is valuable for more than just entertainment purposes--he creates a work of art. Works Cited Still, Colin. Shakespeare's Mystery Play: A Study of "The Tempest". Cecil Palmer, 1921. Knight, Wilson G. The Crown of Life: Essays in Interpretation of Shakespeare's Final Plays. Barnes & Noble, Inc., 1947. Leech, Clifford. Shakespeare's Tragedies and Other Studies in Seventeenth Century Drama. Chatto and Windus, 1950.

Retired Teacher

Implementing Time To Teach Using a Flow Chart D’Ette Griffin March 11, 2013 EDU 618 Dr. Thinh Nguyen Learning Setting: The learning setting is a middle school in rural Espanola, New Mexico. The school is only 8th and 9th grade, about six hundred students. Having only two grades causes some of the discipline problems of the school to be exaggerated. Schools with only two grades set up unique problems, missing the third grade which balances the school. Eighty five percent of these students are on the free lunch program, many of their families are on welfare, unemployment, disability or have very low paying jobs.The poverty rate in Espanola, New Mexico is very high. The racial break-down is about 49% Hispanic, 28% Native American, 20% Caucasian and 3% African American. The school’s staff has noticed that many of the students lack positive character traits, low level discipline problems; they have low test scores and a huge bullying problem. The administrators and staff hav e decided to bring in a classroom management program that will address these issues. The program the principal has decided to implement is called Time To Teach. The principal has hired a trainer and the dates have been set.This paper will explore the process of choosing and implement a classroom management program by using the project logic model. â€Å"The program logic model is defined as a picture of how your organization does its work – the theory and assumptions underlying the program. A program logic model links outcomes (both short- and long-term) with program activities/processes and the theoretic assumptions/principles of the program. †(Kellogg, 2004 p. 111) The goal of an educator is to educate, but every administrator and educator knows that that is easier said than done.The goal of education is often hindered by inappropriate behaviors that stop teaching, stop learning and are a waste of time. Initial attempts to combat this problem begin with posting all t he school-wide rules and expectations and a list of what the consequences for failure to follow the rules. Schools wanting to create a positive learning environment and sense of community to must go beyond the basic rules and communicate the vision of the school. The vision should be shared among staff, students and the community and all stakeholders need to â€Å"buy-in†.The students must be ‘buy-in’ the importance of good behavior and character, furthermore become active participants in making their school better. The behavioral expectations will be displayed in every classroom as the ‘expectations will posted throughout the campus as well as the schools vision. It is â€Å"equally important to remember to periodically update the vision as necessary to maintain personal and cultural relevance. †(Dahlgren, Malas, Faulk and Lattimer,(2008, p. 188) When choosing a vision for your school it may take on many varied forms the authors continue, there is n o right way to have it, â€Å"the important thing is just to have it. (p. 189) Finally they suggest Vision and Mission statements should be revisited in three to four years to reflect the cultural changes and relevance of the times. Mission Statement The mission of Carlos Vigil Middle School is to guide students to become productive and contributing members of society. Carlos Vigil Middle School will provide strong academic and co-curricular programs. The staff shall coordinate resources of the school and community so that students will respect themselves and others, while appreciating the value of diversity, individuality, creativity.Recognize that problems are opportunities of change. We seek a set of moral standards and character traits that allows them to thrive in the world. Students will be taught with â€Å"Unconditional Positive Regard† and teachers will model appropriate behavior. Students will experience the joy of learning as a lifelong process. The value system t hat underlies efforts to accomplish this mission includes these beliefs and student Expectations: †¢ The school community will be a safe and caring environment that promotes respect, self-worth, creativity, and academic growth. All members of the school community work collaboratively. This process includes good communications, shared decision-making and accountability. †¢ Learning is a process in which all can participate and succeed. Inherent in the process is innovation, risk-taking, and the challenge of one’s personal limits. †¢ The school community should foster the intellectual, emotional, and physical well-being of each student. †¢ Diversity should be welcomed for the strength it brings to the education of all members of the school community. Education should be celebrated as a lifelong process that fosters person and positive growth. The staff and administration and a group of students worked on a committee that helped plan and develop the vision an d mission statements for Carlos Vigil Middle School. Finally, the school will hold a contest to develop a â€Å"Character Logo† that will be in every classroom and part of the school community. The winning design will be made into huge posters, banners, and will represent what we as a school are our most important character traits.Once the vision and mission statements have been decided upon the next step would be to present the ‘Logic Model’, and the flow chart will be explored throughout this paper. The logic model as described by W. K. Kellogg in his Logic Model Development Guide: â€Å"In general, logic modeling can greatly enhance the participatory role and usefulness of evaluation as a management and learning tool. Developing and using logic models is an important step in building community capacity and strengthening community voice.The ability to identify outcomes and anticipate ways to measure them provides all program participants with a clear map of th e road ahead. Map in hand, participants are more confident of their place in the scheme of things, and hence, more likely to actively engage and less likely to stray from the course – and when they do, to do so consciously and intentionally. Because it is particularly amenable to visual depictions, program logic modeling can be a strong tool in communicating with diverse audiences – those who have varying world views and different levels of experience with program development and evaluation. (Kellogg, P. 111) Logic Model Development Guide The school system including the principal, counselors, administrators, and a group of teachers collaborated on helping to decide on the program that would be implemented â€Å"Time To Teach† and which behaviors that we were going to â€Å"Teach To† if we plug these behaviors into the flow chart model each segment will have a chart that represents that particular behavior or character trait. A typical flow chart will incl ude the following:Assumptions| Input| Activities| Outputs | Short & Long Term Outcomes| Impact| Conduct Needs assessment | Money for Staff development and Title 1 monies | Staff training & training activity| Five core beliefs | Students will have better self-esteem| Successful student-teacher relationships | Secure Training facility | Equipment needs | Classroom ecology analysis | Self-control | Improved Test scores | Increased Test Scores by a measurable percentage | Classroom management program will address behavior issues and character traits. Selection of the Time to Teach Program | Teaching classroom expectations & Refocus Establish a base of support Establish â€Å"buddy teachers†Teach Refocus Process Produce Refocus forms | Classroom by Design Teach To’sStudents learn â€Å"expectations† | Lower principal referrals Intended OutcomesStudent Mood Awareness & Rapid Teacher Response (SMARTRTM)Clear classroom expectations â€Å"Teach-To’s†Student s with good self –esteem ~ Unconditional Positive Regard Lower Principal referrals Improved Test Scores| Students will recognize the good in each other and will accept each others differences, there will be less bullying because they are treating each other with the respect that the receive from staff and each other. | Before any program can be implemented the principal will be doing certain activities to get ready for implementing the program. A needs assessment must be completed to determine to what the goals are and what activities are going to be done to reach these goals.After conducting the needs assessment, the principal can determine the goals for the program. Once they have chosen a program, then they must budget for the training, that means acquiring funds. The next activity is choosing a venue to have the training session and planning for lunch and or snacks. Activities â€Å"are the procedures, techniques, tools, events, technology, and actions of the planned pro gram. †(Kellogg, 2004,p. 8) The author continues, â€Å"These may include products-promotional materials and educational curricula; services education and training, counseling, or health screening and infrastructure –structure, relationships, and capacity, used to bring about the desired results. (p. 8) Activities will include students designing character logos and banners, after the implementation of the program. The Time to Teach classroom management program can be implemented into the school system as soon as the training session is over; all the components can be implemented the following school year. The next school year will begin with all the â€Å"classroom expectations† posted in the hallways, classrooms and on the buses. Starting on the first day of school and will continue until all classrooms, school library, cafeteria, behavior on the bus, the first week to two weeks will be spent teaching the expected behaviors to the students.As teachers we cannot afford to assume that students know how to behave properly in need to be taken to prepare for the professional development training program and for implementing strategies after the training has been completed. For example, Implementation activities are â€Å"included for each component of a program logic model. † (McDavid, Huse, & Hawthorn, 2013) These implementation activities teachers can use to immediately start using the techniques of the program. Here is the three classroom integrity classroom questions teachers can mentally ask themselves, â€Å"Am I able to Teach? Are the other students able to learn? Is the student in question able to learn? † (Dahlgren & Hyatt, 2007) This is just a quick sample of a starting point for teachers. Outputs:Outputs can be described as in â€Å"terms of the size and or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended ‘ dose. †(Kellogg, 2013) The Time To Teach would have to be viewed by the teachers to start to implement the â€Å"product† which in this case it would be the training session. Once the teachers have participated in the training/product they can return to the classroom and begin to implement the Time To Teach strategies and activities so that they can get the desired outcome. The desired outcomes will include ‘buy-in’ by all staff members, parents and teachers.There must be a shared sense of purpose among the staff, students, parents and community. (Dahlgren, & Hyatt, 2007) The authors continue when there is a failure to achieve this ‘buy-in’ by one or more of the stakeholders than there will be limited policy effectiveness and it may even become useless. When the Time To Teach program has been properly implemented and there is ‘buy-in’ by all participating parties then the likely outcomes will be successful. The Five Core Beliefs th at the Time to Teach philosophy incorporates, Self-Control, Classroom by Design, Teach To’s, Refocus, and the student teacher relationships or Unconditional Positive Regard.If the stakeholders do ‘buy-in’ to the program then they end up with 30% higher test scores, better behaved students and lower principal referrals. (Dahlgren & Hyatt,2007) Outcomes: When planning for your program you can demonstrate your programs progress by projecting outcomes. â€Å"Outcomes identify the short-term and long-term outcomes you expect to achieve for each activity. †(Kellogg, 2007p. 14) Outcomes can further be defined as â€Å"specific changes in attitudes, behaviors, knowledge, skills, status, or level of functioning expected to result from program activities and which are most often expressed at an individual level†(p. 8) The activities that are planned ultimately bring the outcomes that are trying to accomplish. The activities approach model also connects progra m resources and activities but does so in great detail. Each outcome is usually dealt with separately by the activities and events that must take place to keep on track. †(p. 12) The intended outcomes for the Time to Teach program will be discussed throughout the rest of this paper. Time To Teach! is an evidence based classroom management program that uses proven, practical, and powerful strategies. These strategies are researched based and ready to be put to use in the classroom. The Five Core components of Time To Teach! mirror what many esteemed researchers say works. Many leading researchers define classroom management in similar terms.Robert Marzano (2003) defined effective classroom as â€Å"the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures,(2)carrying out disciplinary actions,(3)maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management†(88-89) C lassroom management was rated as the most important variable in building and sustaining a high achieving classroom in nearly every major study on academic achievement. (Dahlgren, Malas, Faulk, and Lattimer,2008) Once Time To Teach! has been implemented, teachers should be able to read student mood and respond calmly and quickly, as needed. Teachers will correctly read social and emotional cues and correctly perceive students responses to their behaviors. Specifically, when a student becomes disruptive, it is the teachers job to respond calmly and appropriately. Teachers who exhibit this kind of self-control can read their room and will react swiftly, calmly, and compassionately. We call this the SMARTR TM response- Student Mood Awareness and Rapid Teacher Response. †(Dahlgren et. al. ,p. 6) Projected outcome of the Time To Teach! once the program has been implemented students will be taught what the classroom expectations are and the teachers will not how to teach classroom ru les and routines with success. The term Teach To’s was first coined almost four decades ago. (p. 6) With today’s students showing up for class not knowing how to act or what is expected of them is the norm while having students who show up knowing how to act is the exception.The good news is that there is that even if we have students that have bad behaviors that affect the classroom functioning, when successfully â€Å"teaching-to† your classroom rules and routines, â€Å"you will be guaranteed a more effective instructional climate. †(Dahlgren et. al. ,p. 7) The authors continue, â€Å"Teaching-to† behaviors are a foundational and powerful component of the Time To Teach! Program. We have been doing it for forty years. †(p. 7) Conclusion: Students should gain more confidence as teachers continue with the program and as they begin to ‘buy-in’ in to the system. School-wide behavioral- management and character education in todayâ⠂¬â„¢s world is a must. Every classroom in every school can find a room with the rules posted, and talked about once, but these programs â€Å"expectations† will be posted everywhere and will be talked about and taught until every student gets it.Students will be taught how to act and what is expected of them in a positive respectful way with unconditional positive regard. Students will be asked to compete in a contest to design the â€Å"character logos,† whoever wins will receive a prize of some sort and school wide credit. Because somewhere in this face paced world, of video games, cell phones, tablets, and laptops, these latch key students have not been taught how to act appropriately and it is our responsibility as teachers to teach them character traits and behavior management skills. The school administrators have a tough job. They have to try to please the district offices, teachers, parents, students, the community and the government, all while trying to do wh at’s best for the education of the student.In today’s world it is increasingly apparent that it is essential to incorporate the behavior management skills. â€Å"It is important to understand that teaching behavior is as important as teaching academics. †(Dahlgren et. al. ,p. 198) The authors continue, that â€Å"on a school-wide basis, children must be taught these expectations until they understand these expectations, and finally they should be held accountable for these expectations. † (p. 198) Thanks to Time To Teach for making these expectations a reality. References Dahlgren R. , Dahlgren A. , Faulk J. , Lattimer M. , Ludwig. (2011) Associate Training Manual Time To Teach. , Dahlgren R. & Hyatt J. (1994-2007). Time To Teach: Encouragement, Empowerment, and Excellence in Every Classroom. Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. Dahlgren R. , Malas B. , Faulk J. , & Lattimer M. (2008). Time To Teach! The Source for Classroom Managemen t. , Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. W. K. Kellogg Foundation. (2004). Using Logic Models to bring together planning, evaluation, and action: Logic Model Development Guide. , Retrieved from http://www. wkkf. org/~/media/36693510092544928C454B5778180D75/LogicModel. pdf McDavid J. C. , Huse I. , & Hawthorn R. L. , (2013) Program Evaluation and Performance Measurement An Introduction to Practice. , Second Edition. , Thousand Oaks, CA. , Sage Publications.

20 Creative Study Methods to Beat the Studying Rut

Sometimes you simply cant imagine studying another subject for another minute. Youve officially given up and refuse to care anymore. You have taken four final exams already and are looking down the barrel of the shotgun thats going to fire off three more finals any second. How do you progress when the thought of sitting down in front of a pile of books and notes makes you want to scream? How do you move beyond apathy to ensure you get the score you really want on that final or midterm exam? Heres how: you get creative. The following list includes 20 different creative study methods that are sure to help heal you of the study blahs. Read Your Chapter Aloud†¦ As a Shakespearean monologue. And if you really want to make it good, speak the Queens English. Everything sounds better in the Queens English. Try it: The quick brown fox jumped over the lazy dog. Sounds better, right? Right.As if you were giving a presidential address. Be sure to have the unmistakable half-fist ready. And Im sure your professor would be happy to give you extra credit if you record this address and put it on YouTube. I am almost positive I heard her saying that yesterday.   In a New Jersey accent. Because, when youre here, youre family. Or else. Play a Game†¦ Like Jeopardy. Convince a really good friend or really interested parent to give you the answers to questions on your study guide. You must provide the questions. Ill take Potent Potables for six, Alex.Like Around the World. Remember that? In a small study group, one person faces off against another and moves around the group until someone beats him or her. Then, that new person moves around the group answering questions. The person who answers the most questions correctly gets a Starbucks gift card! Woo hoo! Draw†¦ Little pictures that represent key ideas in your content. Its easier to remember Maslows Hierarchy of Needs if you draw a banana and a glass of orange juice next to physiological instead of just trying to remember the word alone. Trust me on that one.The same symbols over and over. Circle the main idea in each section. Draw stars next to supporting details in each section. Underline vocabulary words in each section. Draw arrows from causes to effects in each section. Youre honing your reading skills while learning something new. Win-win.A storyboard about the chapter. Reading about the rise of FDR (Franklin D. Roosevelt)? Draw a storyboard that reflects his early political career, the months before his inauguration, and FDRs three-pronged strategy to get elected. Your brain will easily remember the sequence of events much better that way because generally, pictures are worth a thousand word​s. Create†¦ A short story placing yourself in the setting youre studying. Lets say youre learning about Elizabethan England. Or the Civil War. Drop yourself right into a scene and write from first person perspective what you see, hear, feel and want more than anything in the world. Just make sure to make it out alive.A poem related to your topic. Learning Trig? No sweat. The last I heard sin and cosine rhyme. Plus, not all poems have to rhyme. Go free verse on that math. See how many of those terms you can squeeze into some iambic pentameter.A short story following a person that youre learning about. Based on what youve learned about her, what does Mother Teresa do when she discovers a mystery in Kolkata? Incorporate everything youre learning about her into the story. Bonus points if you give the teacher your story for Christmas. Sing a Song†¦ To remember a list. Its truly one of the best ways to remember the Periodic Table of the Elements, although theres no solid reason you should know them cold. Unless, of course, youre a scientist. In which case, youll be getting a quiz later.To get through a particularly tough reading passage. If you sing the passage, it may bring up different phrasing that can help you understand words you may not be getting. Still dont get it? Try one of the summary methods below. Write a Summary†¦ Of the 10 key things you must absolutely remember from the passage on sticky notes. Write them in your own words because theres nothing as silly as remembering someone elses ideas when you have no idea what they mean. Summarize in a way you can understand! Then, put the sticky notes up all around your room or kitchen or bathroom. No one else living in your house will mind. I promise.   Of each paragraph in one sentence, starting at the beginning of the chapter. That little summary of the paragraph is probably the  main idea. Once you have all of the main ideas of the paragraphs, string them together into one little mini-essay. You will be floored how much more you remember of the chapter when you read this way.By turning the chapter headings into questions and then reworking the block of text beneath the chapter headings into answers. Again, use your own words when you write the summaries. Make Flashcards†¦ On apps like Chegg, Evernote or StudyBlue. Many of them will let you add pics and sound, too. Kewl.On 3X5 cards, like your grandmother used. That wasnt an insult. She actually used them. And Grandma knew what she was doing, for your information. By mixing up the kinesthetic action of writing with the visual on the card, your brain learns the info in two different ways. Boom! Teach Someone Else†¦ Like your mom. You know how shes always asking you what youre doing in school? Nows the chance to explain what youve learned in Molecular Biology. Teach her so she really gets it. If you cant explain it in a way she can understand, better hit the books again.Like the people in an imaginary audience. Pretend youre standing in front of a group of thousands who have all shown up (and paid top dollar, by the way) to hear you speak about Romeo and Juliet. Explain the details of this tragedy so anyone listening will understand that Benvolio was Romeos best friend for a reason. Be sure to include the Nurses role, too.