PROFESSOR QUESTIONS WHETHER MOST UNIVERSITY STUDENTS DESERVE TO BE IN CLASSROOMS

Letter To The Editor, The Financial Post, May 4, 2011.

Some years ago, I discussed with a colleague the question of how many undergraduates belong and deserve to be in our classrooms. My colleague suggested that perhaps 25% of students are properly qualified and sufficiently motivated. I found my colleague's estimate overly optimistic, as I believed most university students possess no intellectual curiosity, but just feel entitled to higher education and do not know what else to do.
We decided to test at least one aspect of our contention: the lack of intellectual curiosity. It was decided I would announce in my second-year child psychology class that the next lecture would be mostly a debate and not cover anything that would be tested in any examination. Students were advised to come only if they were interested in a better understanding of some particular issues.
The class was attended by 18 out of 120 students (15%). According to most participants, and myself, it was one of the best classes of the year.
It is regrettable that no political party in the recent election took up the problem of our crowded universities, which cater to unqualified, unmotivated, semi-literate and parasitical students.
Characteristically, our universities "advertise" like soap sellers. The University of Western Ontario brags about the "Western experience" (number 4 on Playboy's party list!). Other universities lure students with pretentious and dishonest slogans claiming to offer "excellence" in education.
I see no solution other than to insist, at the very least, on admission exams.
            Heinz Klatt, professor emeritus of psychology, London, Ont.

THE WRITING PROCESS

For what it’s worth, my advice is to stop thinking in terms of “muse” and “zone”.
Writing is simply a craft, a job, very similar to brick-laying.
One word at a time gradually builds a book manuscript.
First, write a story outline.
Then set a quota of words you will write each day.
Start writing.
Never give up.
Never give up.
Never give up.
Never give up, ‘til your manuscript is completed.
Then revise/rewrite every page.
Fini!

THANK-YOU NOTES PAY OFF

Writing thank-you notes always has rewards out of all proportion to the slight effort of putting pen to paper.

 As simple as it sounds, people seldom take the time to write a quick note thanking someone. To an empoyee for having succeeded at a difficult task. To a friend for being so supportive. Even to a total stranger for a small passing kindness.

A hand-written"well-done" note (on paper, not e-mail) accentuating the positive never fails to encourage an employee, or renew old friendships across the years.

The simple act of writing "thank you" can pay off enormously out of all proportion. Perhaps because such notes of appreciation are so rare. Try it this very moment, and see the amazing results for yourself.

WOMEN AND THE ART OF THE MEMO

Diane Balloun, a Dallas, TX, communications consultant, has made a study of the differences between men and women memo-writers. "Women tend to be more wordy in memos", she says. "They put in too much detail, too much explanation, taking them longer to get to the point."

Balloun believes that the same qualities that make women such excellent managers when dealing with people are their downfall when faced with a blank sheet of paper. She thinks that female willingness to explain an issue in detail, especially their desire to soften bad news or present alternatives, can hamper their style with a memo.

Ms. Balloun observes, "The rule in memo-writing is, whether it's good or bad news, just give the information straight. Clear, concise, and to the point. But women are uncomfortable with this approach. As well, women seem to want to make even short memos look like letters, resulting in word-flow longer than the ideal maximum single page." She adds, "Most men don't like writing letters, so they're happy with point-form and bullets in memos to get info across fast." Hers are thoughtful -- if perhaps contentious -­observations...

AVOID "MEDICALESE" LIKE THE PLAGUE

One of the most crucial areas for clarity is when writing about health and medicine to the general public. A recent study of hospital patients found that 66 percent do not understand medical language. Such words as cardiac, respiratory, and malignant are incomprehensible to the average reader.

     A report by the Canadian Pharmaceutical Association concludes that 97 percent of the pamphlets and booklets written about drugs and health care require a Grade 11 or higher education to read. The average Canadian reader has a Grade 8 comprehension.

If you're writing medical brochures, strive for an informal, conversational style. No medical or technical terms without simple translation with familiar words. Use examples or human interest stories to illustrate facts. But make sure they can reflect daily life of readers. Best test: try explaining the key points to a 10-year-old child. If you can make the child understand, you are on track for communicating health care information to the "average" person.

HISTORICAL IGNORANCE IS WIDESPREAD, GREATLY WORSENED BY INDIFFERENT "EDUCATORS."

Most of us historical novelists are uncomfortably aware of the general public’s widespread ignorance of history, and the inept way it is typically treated in most school curriculums. (Oddly, this is true in Canada, Britain. Australia, and the USA.)
Aside from the lamentable ignorance itself, the situation is certainly harmful to the market for historical novels. Here is further confirmation of the pathetic state of affairs:
http://bit.ly/dQSMjm


http://www.1837rebel.info

"Times are bad. Children no longer obey their parents and everyone is writing a book."                       
                                                                   --- Cicero, 43 BC