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| Preliminary Contents | |
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| Introduction: Making Transitions | |
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| This book is worthless--if you just read it | |
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| This book is worthless (continued) | |
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| Sidebar: This book is worth $1000 | |
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| Textbook Reconnaissance | |
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| Get the most out of this book | |
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| Get the most out of this book (continued) | |
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| Commitment | |
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| The Discovery and Intention Journal Entry System | |
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| Discovery and Intention Statement Guidelines | |
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| Making the transition to higher education | |
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| Making the transition to higher education (continued) | |
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| Making a healthy transition | |
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| Connect to resources | |
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| Link to the world of work | |
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| Attitudes, values and visualizations | |
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| Ways to change a habit | |
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| Motivation: Discover it now | |
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| Power Process: Discover what you want | |
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| Power Process: Discover what you want (continued) | |
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| First Steps | |
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| First Step: Truth is the key to mastery | |
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| First Step (continued) | |
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| Sidebar: If you skipped the Introduction | |
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| Taking the First Step | |
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| Discovery Wheel | |
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| Discovery Wheel (continued) | |
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| Discovery Wheel (continued) | |
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| Discovery Wheel (continued) | |
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| The Master Student | |
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| The Master Student (continued) | |
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| The Master Student (continued) | |
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| Sidebar: Master Student Profiles | |
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| Claim your multiple intelligences (Reduce the chart to one page.) | |
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| Claim your multiple intelligences (continued) | |
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| Learning by seeing, hearing, and moving-- | |
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| The VAK system | |
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| Learning by seeing, hearing, and moving (continued) | |
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| Learning Styles-- | |
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| Discovering how you learn | |
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| Learning Styles (continued) LSI-1 | |
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| Learning Style Inventory LSI-2 | |
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| Interpreting Your Learning Style Graph LSI-3 | |
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| Scoring Your Inventory LSI-4 | |
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| Remove this page LSI-5 | |
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| Learning Style Graph LSI-6 | |
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| Cycle of Learning LSI-7 | |
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| Balancing Your Preferences | |
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| Using your learning profile to succeed in school | |
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| Using your learning profile to succeed in school (continued) | |
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| Sidebar: The magic of metacognition | |
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| The value of higher education | |
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| Power Process: Ideas are tools | |
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| Power Process: Ideas are tools (continued) | |
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| Put it to Work Quiz Learning Styles Application | |
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| Master Student Profile: Ruth Handler | |
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| Planning You've got the time | |
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| The Time Monitor/Time Plan Process | |
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| Time Monitor/Time Plan (continued) | |
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| Sample of Time Monitor/Time Plan | |
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| Time Monitor Week of __/__ Time Monitor | |
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| Mon/Tues/Wed Time Monitor Thurs/Fri/Sat/Sun | |
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| Setting and achieving goals | |
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| Setting and achieving goals (continued) | |
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| Get real with your goals | |
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| The ABC daily to-do list | |
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| The seven-day antiprocrastination plan | |
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| Getting the most out of now | |
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| Getting the most out of now (continued) | |
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| Sidebar: Remember cultural differences | |
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| Getting the most out of now (continued) | |
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| Create a lifeline | |
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| Financial Planning-- | |
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| Meeting your money goals | |
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| Financial Planning (continued) | |
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| Education by the hour | |
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| Power Process: Be here now | |
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| Power Process: Be here now (continued) | |
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| Put it to Work Quiz Learning Styles Application | |
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| Master Student Profile: Ron Brown | |
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| Memory Take your memory out of the closet | |
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| The memory jungle (continued) | |
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| Choosing to remember | |
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| Choosing to remember (continued) | |
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| Choosing to remember (continued) | |
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| Use Q cards to reinforce memory | |
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| Notable Failures | |
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| Remembering your car keys--or anything else | |
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| Remembering names | |
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| Mnemonic devices | |
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| Mnemonic devices (continued) | |
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| Be a poet | |
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| Mnemonic devices (continued) | |
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| Move from problems to solutions | |
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| Power Process: Love your problems | |
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| Power Process: Love your problems (continued) | |
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| Put it to Work Quiz Learning Styles Application | |
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| Master Student Profile: Cesar Chavez | |
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| Reading Muscle Reading | |
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| How Muscle Reading works | |
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| Phase One: Before you read | |
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| Phase One: Before you read (continued) | |
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| Phase Two: While you read | |
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| Phase Two: While you read (continued) | |
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| Sidebar: Five smart ways to highlight a text | |
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| Phase Two: While you read (continued) | |
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| Phase Three: After you read | |
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| Phase Three: After you read (continued) | |
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| Sidebar: Muscle Reading: A leaner approach | |
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| When reading is tough | |
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| When reading is tough (continued) | |
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| Read with a dictionary in your lap | |
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| Sidebar: The universal law of reading | |
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| Reading fast Reading fast (continued) | |
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| Relax | |
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| Reading with children underfoot | |
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| Reading with children underfoot (continued) | |
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| Power Process: Notice your pictures and let them go | |
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| Power Process: Notice your pictures and let them go (continued) | |
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| Put it to Work Quiz Learning Styles Application | |
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| Master Student Profile: Helen Keller | |
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| Notes The note-taking process flows | |
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| The note-taking process: Observe | |
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| The note-taking process flows: Observe (continued) | |
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| The note-taking process flows: Record | |
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| The note-taking process flows: Record (continued) | |
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| The note-taking process flows: Record (continued) | |
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| The note-taking process flows: Record (continued) | |
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| The note-taking process flows: Record (continued) | |
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| The note-taking process flows: Review | |
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| Television note taking | |
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| Sidebar: What to do when you miss a class | |
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| Create your instructor | |
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| Create your instructor (continued) | |
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| When your instructor talks fast | |
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| Taking notes while reading | |
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| Get to the bones of your book with concept maps | |
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| Power Process: I create it all | |
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| Power Process: I create it all (continued) | |
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| Put it to Work Quiz Learning Styles Application | |
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| Master Student Profile: Craig Kielburger | |
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| Tests Disarm Tests | |
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| What to do before the test | |
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| What to do before the test (continued) | |
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| Ways to predict test questions | |
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| Cooperative Learning-- | |
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| Study with people | |
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| What to do during the test | |
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| What to do during the test (continued) | |
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| What to do during the test (continued) | |
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| Words to watch for on essay tests | |
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| Integrity in test taking: The high cost of cheating | |
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| Have some fun! | |
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| The test isn't over until... | |
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| Let go of test anxiety | |
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| Let go of test anxiety (continued) | |
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| Let go of test anxiety (continued) | |
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| Twenty things I like to do | |
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| Taking math and science tests | |
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| Taking math and science tests (continued) | |
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| Taking math and science tests (continued) | |
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| Celebrate mistakes | |
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| Sidebar: How to cram (even though you shouldn't) | |
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| Power Process: Detach | |
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| Power Process: Detach | |
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| Put it to Work Quiz Learning Styles Application | |
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| Master Student Profile: Barbara Jordan | |
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| Thinking Critical thinking: A survival skill | |
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| Critical thinking: A survival skill (continued) | |
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| Finding "Aha!" and following through | |
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| Becoming a thorough thinker | |
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| Finding "Aha!" and following through (continued) | |
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| Sidebar: Tangram | |
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| Finding "Aha!" and following through (continued) | |
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| Sidebar: Key terms for thorough thinking | |
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| Finding "Aha!" and following through (continued) | |
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| Uncovering assumptions | |
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| Ways to fool yourself: mistakes in logic | |
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| Overcoming stereotypes with critical thinking | |
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| Gaining skill at decision making | |
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| Four ways to solve problems | |
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| But I don't know what I want to do!-- | |
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| Choosing a major | |
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| But I don't know what I want to do! (continued) | |
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| Make a trial choice of major | |
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| Power Process: Find a bigger problem | |
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| Power Process: Find a bigger problem | |