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| Letter to Students | |
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| Icon Key | |
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| Preface | |
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| Contributors | |
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| Exploring Your Purpose for Attending College | |
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| The College Experience | |
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| Why College Is Important to Our Society | |
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| Why College Is Important for You | |
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| Wired Window | |
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| Aligning Your Sense of Purpose and Your Career | |
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| Connecting Your Major and Your Interests with Your Career | |
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| Key Competencies | |
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| Other Outcomes of College | |
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| Making the Transition | |
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| Challenges and Opportunities for Adult and Returning Students | |
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| First-Year Motivation and Commitment | |
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| What is Your Purpose in College? | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Managing Your Time | |
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| Taking Control of Your Time | |
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| Overcoming Procrastination | |
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| Setting Priorities | |
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| Staying Focused | |
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| Getting Organized | |
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| Use a Planner | |
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| Chart a Weekly Timetable | |
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| Maintain a To-Do List | |
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| Making Sure Your Schedule Works for You | |
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| Wired Window | |
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| Create a Workable Class Schedule | |
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| Don't Overextend Yourself | |
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| Reduce Distractions 33 | |
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| Respecting Others' Time | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Understanding Emotional Intelligence | |
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| What Is Emotional Intelligence? | |
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| Assessing Your Emotional Intelligence | |
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| Identifying Competencies | |
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| Intrapersonal Skills | |
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| Interpersonal Skills | |
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| Adaptability | |
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| Stress Management | |
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| General Mood and Effective Performance | |
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| How Emotions Affect Success | |
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| Wired Window | |
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| How to Improve Your Emotional Intelligence | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Discovering How You Learn | |
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| The VARK Learning Styles Inventory | |
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| Scoring the VARK | |
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| Using VARK Results to Study More Effectively | |
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| The Myers-Briggs Type Indicator | |
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| Wired Window | |
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| Extraversion (E) versus Introversion (I): The Inner or Outer World | |
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| Sensing (S) versus Intuition (N): Facts or Ideas | |
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| Thinking (T) versus Feeling (F): Logic or Values | |
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| Judging (J) versus Perceiving (P): Organization or Adaptability | |
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| How to Use Your Strongest-and Weakest-Preferences | |
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| Multiple Intelligences | |
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| When Learning Styles and Teaching Styles Conflict | |
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| Learning with a Disability | |
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| Attention Disorders | |
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| Cognitive Learning Disabilities | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Thinking Critically: The Basis of a College Education | |
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| What Is Critical Thinking and Why Is It Important? | |
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| Becoming a Critical Thinker | |
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| Ask Questions | |
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| Consider Multiple Points of View | |
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| Draw Conclusions | |
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| How Collaboration Fosters Critical Thinking | |
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| Thinking Critically about Arguments | |
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| Challenge Assumptions | |
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| Wired Window | |
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| Examine the Evidence | |
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| Beware of Logical Fallacies | |
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| Critical Thinking in College and Everyday Life | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Being Engaged in Learning: Listening, Taking Notes, and Participating in Class | |
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| Using Your Senses in the Learning Process | |
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| Preparing for Class | |
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| Participating in Class | |
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| Listening Critically and with an Open Mind | |
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| Speaking Up | |
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| Taking Effective Notes | |
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| Note-Taking Formats | |
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| Cornell Format | |
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| Outline Format | |
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| Paragraph Format | |
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| List Format | |
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| Note-Taking Techniques | |
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| Taking Notes in Nonlecture Courses | |
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| Taking Notes in Science and Mathematics Courses | |
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| Using Technology to Take Notes | |
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| Reviewing Your Notes | |
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| Wired Window | |
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| Comparing Notes | |
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| Class Notes and Homework | |
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| Becoming Engaged in Learning | |
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| Where to Go for Help | |
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| Chapter Review | |
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| Reading to Learn: Learning to Remember | |
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| A Plan for Active Reading | |
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| Previewing | |
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| Mapping | |
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| Alternatives to Mapping | |
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| Marking Your Textbook | |
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| Reading with Concentration | |
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| Reviewing | |
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| Strategies for Reading Textbooks | |
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| Supplementary Material | |
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| Monitoring Your Reading | |
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| If English Is Not Your First Language | |
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| Wired Window | |
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| Studying to Understand and Remember | |
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| How Memory Works | |
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| Connecting Memory to Deep Learning | |
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| Improving Your Memory | |
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| Using Review Sheets, Mind Maps, and Other Tools | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Improving Your Performance on Exams and Tests 145 | |
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| Getting Prepared for Tests and Exams | |
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| Prepare Physically | |
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| Prepare Emotionally | |
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| Taking Tests and Exams | |
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| Essay Questions | |
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| Multiple-Choice Questions | |
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| Fill-in-the-Blank Questions | |
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| True/False Questions | |
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| Matching Questions | |
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| Types of Tests | |
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| Problem-Solving Tests | |
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| Machine-Scored Tests | |
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| Computerized Tests | |
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| Laboratory Tests | |
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| Open-Book and Open-Note Tests | |
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| Wired Window | |
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| Take-Home Tests | |
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| Overcoming Test Anxiety | |
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| Types of Test Anxiety | |
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| Symptoms of Test Anxiety | |
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| Strategies for Combating Test Anxiety | |
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| Getting the Test Back | |
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| Academic Honesty and Misconduct | |
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| Cheating | |
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| Plagiarism | |
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| Consequences of Cheating and Plagiarism | |
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| Reducing the Likelihood of Academic Dishonesty | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Writing and Speaking Effectively | |
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| Writing | |
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| Using Freewriting to Discover What You Want to Say | |
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| Narrowing Your Topic | |
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| Exploratory Writing | |
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| The Writing Process | |
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| Prewriting: The Idea Stage | |
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| Writing: The Beginning of Organization | |
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| Rewriting: The Polishing Stage | |
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| Allocating Time | |
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| Wired Window | |
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| Choosing the Best Way to Communicate with Your Audience | |
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| Speaking | |
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| Preparing a Speech | |
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| Clarify Your Objective | |
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| Analyze Your Audience | |
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| Collect and Organize Your Information | |
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| Choose Your Visual Aids | |
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| Prepare Your Notes | |
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| Practice Your Delivery | |
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| Using Your Voice and Body Language | |
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| The GUIDE Checklist | |
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| Get Your Audience's Attention | |
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| You (U)-Don't Forget Yourself | |
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| Ideas, Ideas, Ideas! | |
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| Develop an Organizational Structure | |
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| Exit Gracefully and Memorably | |
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| Speaking on the Spot | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Developing Library, Research, and Information Literacy Skills | |
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| Information Literacy | |
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| Learning to Be Information Literate | |
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| What's Research-and What's Not? | |
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| Employing Information Literacy Skills | |
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| Choosing, Narrowing, and Researching a Topic | |
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| Using the Library | |
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| Taking Advantage of Everything Your Library Has to Offer | |
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| Asking a Librarian | |
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| Electronic Resources | |
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| Library Catalogs | |
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| Periodical Databases | |
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| The World Wide Web | |
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| Guidelines for Effective Searches | |
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| Evaluating Sources | |
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| Relevance | |
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| Authority | |
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| Bias | |
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| A Note on Internet Sources | |
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| Making Use of What You Find | |
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| Synthesizing Information and Ideas | |
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| Citing Your Sources | |
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| About Plagiarism | |
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| Wired Window | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Appreciating Diversity | |
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| Understanding Diversity and the Source of Our Beliefs | |
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| Forms of Diversity | |
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| Ethnicity, Culture, Race, and Religion | |
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| Age | |
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| Learning and Physical Abilities | |
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| Gender | |
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| Sexual Orientation | |
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| Seeking Diversity on Campus | |
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| The Curriculum | |
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| Student-Run Organizations | |
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| Fraternities and Sororities | |
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| Career/Major Groups | |
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| Political/Activist Organizations | |
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| Special-Interest Groups | |
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| Discrimination, Prejudice, and Insensitivity on College Campuses | |
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| Raising Awareness | |
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| What You Can Do to Fight Hate on Campus | |
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| Wired Window | |
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| Challenge Yourself to Experience Diversity | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Managing Your Money | |
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| Living on a Budget | |
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| Creating a Budget | |
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| Cutting Costs | |
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| Wired Window | |
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| Getting Financial Aid | |
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| Types of Aid | |
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| Qualifying for Aid | |
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| How to Avoid Losing Your Funding | |
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| Achieving a Balance Between Working and Borrowing | |
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| Advantages and Disadvantages of Working | |
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| Student Loans | |
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| Managing Credit Wisely | |
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| Understanding Credit | |
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| Frequently Asked Questions about Credit Cards | |
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| Debit Cards | |
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| Planning for the Future | |
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| Where to Go for Help | |
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| Applying What You've Learned | |
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| Epilogue | |
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| Glossary | |
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| Index | |
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| Credits | |