Hello again. 2 hours to go. I'll tell ya, after that last posting that I made (which was pretty much a small book), I felt a fair bit better. I think I'll continue this blog - not for people who may be reading it, but for the sake of my own sanity. I was reading yesterdays, and I pretty much started having a conversation with myself halfway through. Now, buy most standards, that would be considered weird. I don't find it weird, but that's just because I know that if I didn't, I wouldn't have been able to say things the way I wanted to. I honestly heard of someone who bought a blue tooth headset just so that they could get away with having an open conversation with themselves in public. 2 hours. Oh Je-sus. This is going to suck. Well, I at least feel that way. I have no idea how to feel about this exam. I got together with some people yesterday, and I seemed to be following everything that was going on, so I can be fairly confident. It's funny though, cause we got into the conversation of confidence, and the guy that I was talking to - who, by the way, did a double major in math and computer science, with honors in computer science, and is now getting into waterloo with a scholarship - told me that he is super confident, so when he was doing assignments, he felt that when he go a different result then what the book said, he was just like 'o well, book must be wrong'. However, when the final rolled around, he still did really well, and since the exams in math here are 100% finals, he was all good. I need to be more confident. I need to know, or perhaps just believe, that what I'm doing is right. This way, I can proceed through too the end of something, without getting caught up at one point or another. That's what always happened before. I'd be going through a question, and hit a small snag, and just sit there, and try to figure out what is going on, or what went wrong, when I should continue, and see if I can finish the problem. That way, I learn the rest of the method for this question, and if I hit any other snags, I can just add them to the list, and get everything clarified at once with the prof. I really sell myself short sometimes. On the other hand, one could argue that I need to figure out the problem in front of me, rather then dance around it. Perhaps. Now that I think about it, I seem to recall that I generally adopt the picture loading method. I know that that isn't actually a method, but here's what I mean. When a picture loads with dial up, it starts with a really blotchy image. Like, you can't see whats going on. The it loads a second layer of detail. Then a third. Then a forth. It keeps going until the whole image is as pixel perfect as it should be. This way, you pick up all the rough details first, then narrow down to the fine details with better observation. But wait a second . . . wouldn't that justify not studying until the end of a course? I mean, if you just went to class, and learned what you could without really studying, then studied your ass off for the final, getting all the fine points - doesn't that match the analogy? I seem to recall that courses are taught the same way that a puzzle is put together. You start with the border, then get all the easier pieces, then work on the remaining pieces. But then again, that's a situation where all the pieces are provided to you. What about when you only get, say, the first 100, then the next 100. Come to think of it, the 100 that they give you should form a component of the puzzle anyways. So by that logic, you could wait until you have all 1000 pieces, then put the whole puzzle together at once, or you could put the 100 together for every 100 that you are given, even if you do not know what the final puzzle should look like. Hrmmm.. . . Now it's just getting yourself to do those 100 pieces, knowing that they don't care about whether or not you put them together until they have given them all you . . .
Till next time . . .
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