Thank you so much for your informative article and the multitude of resources you list. I have been working on a food history project for almost a year now. The more I read, the more topics spring up. Then, being trained as an attorney and not a historian, I always come to the question: “where can I get more information about that?”, or “Can I site that source or do I need to get permission from the publisher or author?” I know that food history has become a popular topic and various universities in the . now offer graduate programs on the subject, but are there non-academic sources interested in publishing our work? How large do you perceive our audience to be? Any response would be appreciated. Thanks again for providing your valuable resource.
Notice the word or in the prompt. They are telling you you do not have to limit yourself to one experience but you can look at a whole period in your life, perhaps a summer or a time when you felt like the world outside you didn't exist. Think about the word failure . Does it have to be negative or about not getting exactly what you wanted, or could it be about a mistake you made or about a misperception you had? Make sure, too, that you address the whole prompt. The last part of the prompt asks you to show how it affected you, and what lessons it taught you. Be careful not to describe the three weeks you and your family took to drive cross-country and tell about how wonderful it was without looking at what that trip did to you. Were you changed? Did you learn something about your limitations? Were you moved to take the initiative to write, to choose a career path, to learn about Native Americans? If you think about it, the emphasis is on what happened to you more than it is on what happened. Many applicants will spend too much time describing the experience and not enough time explaining how the experience affected them.
While there is no hard-nosed research on methods of teaching babies to read (see discussion ), there is a lot of individual experience shared in books like Doman’s (and one by Timothy Kailing) and in the Forums. Reading Bear can be used with some of these methods. Simply playing one part (., the A, B, C, etc. parts under the title) of the “short a” presentation using the “Sound It Out Slowly” setting to a two-year-old, once per day, can be enough to let the child infer phonics rules and, eventually, learn to read. But by itself, Reading Bear is unlikely to have this effect. The child should be exposed to his ABCs and letter sounds and be read to daily, and in other ways benefit from a rich language environment. It also helps greatly to point to the words as you read them to your child, even a very small child who can’t read at all. Finally, don’t expect immediate, dramatic results, and don’t test your child–doing so tends to put small children off, and increase stress levels, we have found. Simply think of your early language development tasks–including use of Reading Bear–as just fun enrichment activities, and enjoy the journey.