what are the teaching methods used in shorthand?
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()())))))((((((()))) yeah, looks about right
218460
help is really needed!  you were so right.  you need to go back to that class you failed called "English" and get a tutor.  i can't even read that sloppy mess enough to attempt an answer.  your typing (dis)abilities prove that our education system is suffering.  nobody can read your 'internet shorthand' crap.  please stop being lazy and learn how to spell.
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There is a software called 'Typing Tutor' a free software downloadable from download.com\n\nThere is also one more software called 'Ten Thumbs'.Google it to find out more.
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Wow.  Not one of these answers gives you a *general* way to approach this kind of problem (which is really what you asked for ... not just the answer, and not "that's easy" ... shortcuts are great, but you're asking for a *general* help with this kind of problem).  \n\nI've tutored kids and *adults* who panic when they see these problems, and so here are my tips to help.\n\nAll  word problems involve a basic 3-step process:\n\n1. Translate the words into math symbols.\n2. Do the math (play with the symbols using rules).\n3. Translate the math symbols back into words.\n\nIf you panic when you see word problems, it's probably because you're trying to do  Step 1 and 2 at the same time.  Stop ... translate the problem into symbols ... and *then* start doing the math.  \n\nWhy is this so important?  Because Step 1 requires some creativity ... where you're doing the hard part that varies from question to question ... that's where there are all sorts of bizarre distractions in the wording (maybe it's "Po" and "Jezebel" next time, maybe one's a lifeguard and the other a hairdresser ... this is where the question can throw all sorts of irrelevant crap at you ... you need to get rid of everything that is irrelevant (like the names of the girls).\n\nSecond, the actual math step (Step 2) involves repetition ... rewriting the same statements in different ways ... so if it's long words, this gets tedious.  So Step 1 is writing the sentences down using as few symbols as possible.\n\nStep 2 requires almost no creativity at all.  That's just applying rules to symbols ... like "subtract 4 from both sides" or "divide both sides by 2", that kind of thing.\n\nAnd Step 3 is simple, IF you remember what your symbols mean.\n\nIn this case:\n1. Translate the words into symbols:\n"The sum of Cora's age and Rose' age is 40."\nC + R = 40\n"Cora is 4 years older than Rose."\nC = R + 4\n\n2. Manipulate the symbols.\nC + R = 40  ... and\nC = R + 4\nso (rule: rewrite first eq. using definition of C from the second eq.)\n(R + 4) + R = 40\nso (rule: we can reorder things added together)\nR + R + 4 = 40\nso (rule: subtract 4 from both sides)\nR + R = 36\nso (rule: replace additions with equivalent multiplication)\nR * 2 = 36\nso (rule: divide both sides by 2)\nR = 18\nso (rule: substitute back into original equation 2)\nC = R + 4 = 18 + 4 = 22\n\n3. Translate the symbols back into words:\nR = 18 ... "Rose is 18 years old."\nC = 22 ... "Cora is 22 years old."\n\nI hope that helps.  Feel free to email if questions.
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One easy way to learn how to use it, is to just start using it - experiment with each command on the tool bar until you understand what it does.  Later, you can learn the typed commands, which will be quicker.
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You use the Orders of Operations\n\nParenthesis\nExponets\nMultiplication\nDivision\nAddition\nSubtraction
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TPR--total physical response (for beginners).  (Google)\nTPRS-entire method--works wonderfully and engages students\ninfo gap activities--prepare a master with information about your topic (what people look like, where they're going).  White out half the information on each of two copies.  Give half the students one sheet and half the other.  They speak to each other to find the rest of the info. (google information gap)\nflyswatter--write a lot of vocab. on board or project lots of pictures.  You call the target language word and they rush to slap the English with a flyswatter or you call the English and vice versa.\nTeam picture telephone.  Have a good picutre using vocab. you're working with.  several kids look at picture.  Run to next person on team and explain picture.  That person runs to next person and explains picture.  That person runs to last person who draws.  At each stage students can run back and forth to the next person, but not all the way.  Target language only.  Fun chaos.\n\nThere are lots and lots of websites with games and activities for second langauge learning.  Try eslcafe.com (easily adapted to different langauges.) Google Foreign Language methods, or FLTeach (language teachers listsev) and access the archives.  Or join FLTeach and ask your question on list.
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http://www.english.bham.ac.uk/staff/tom/teaching/howto/essay.htm
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here's the way I've always done them\n\nTop line, centered, "M E M O R A N D U M" (space between each letter)\n\nleave a few lines\n\nthen against the left margin:\n\nTO: (tab out) Xxxxx...\n(leave an empty line)\nFROM: (tab out even with other lines) Xxxxx...\n(leave an empty line)\nDATE: (tab out even with other lines) Xxxxx...\n(leave an empty line)\nRE: (tab out even with other lines) Xxxxx...\n\nLeave a few lines and type body...
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http://www.timwerx.net/language/jpadj/lesson4.htm
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http://www.yrbktips.com/nav1024.cfm?cat=5&subcat=26&subsub=3&method=display&id=437\nhttp://wiki.scribus.net/index.php/InDesign_Shortcuts\nhas a very comprehensive list for CS
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Wife knows it.......and she is the only person I know that still uses it.\n\nGo here\nhttp://www.alysion.org/handy/althandwriting.htm
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Alternative education can teach you the correct way to spell PUBLIC. (no K)\nAnd DIFFERENCE. (I after D, not E)
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it's actually very simple- it is in fact based on the removal of vowels to shorten the material being written.\n\n example:\nits actlly vry smpl- n fct bsd on rmvl o vwls 2 shrtn mtrl bng wrtn
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i take classes in computers. i know what im talking about. its my best subject. press num lock on the number pad. on the left of the space press and hold alt. press 3 on the number PAD. release alt and TA DAH! ♥ thats it!♥ dont follow anything else, trust me, it works i swear.
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If you don't have a mouse connected you can use the arrows on there to move around.  Can take you directly to the end of a page or sentence, etc. easier to use then the little ones that are all clumped together.
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OBJECTIVES\nTo provide the preparatory work necessary to facilitate the writing of formal letters. An ordering activity will be used to present the recommended lay-out of such letters. A "Spot the Mistakes" exercise will be used to focus on common errors and a relatively easy Questionnaire will be set in which success should be assured to help promote positive self-esteem.\n\nACTIVITIES\nThe lesson consists of three stages that are outlined below:\n\n1) An ordering activity for group work with cards: Each group will be given a set of cards to order and I will circulate during the activity to provide any assistance required. This caters for the Bodily-kinesthetic Intelligence Type – for those of us who learn through movement. The correct version will then be displayed on the OHP. Timing 15 minutes\n\n2) Find the deliberate mistakes for pair work: To vary the forms of interaction, this time the learners will be asked to work on the activity in pairs and photocopies will be provided. The correct answers will then be elicited, making use of the OHP once again. Timing 20 minutes\n\n3) A Questionnaire through which the learner can find out how much they know about letter writing: The students can work on this individually and photocopies will be provided for this purpose. The incentive of a fabulous mystery prize will be offered as a carrot for the winner! Timing: 15 minutes