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Making a Smooth Transition to College | |
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How Do I Make a Smooth Transition? | |
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Essential Resources | |
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Higher Education | |
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Modeling the Learning Process | |
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Student Power | |
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Some Strategies for Success | |
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General Tips to Keep You Afloat | |
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Tips for Taking Notes and Reading Assignments | |
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Check Your Classroom Savvy | |
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Gpa | |
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Email Etiquette | |
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On Line Classes | |
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The BREATHE System | |
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Assignment Log | |
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Applying the Principles of Time Management | |
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Importance of Managing Your Time | |
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Making it Concrete | |
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Scheduling: The Road Map or GPS for Time Management | |
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Benefits of Scheduling | |
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Principles of Scheduling | |
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Planning a Master Schedule | |
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Putting Your Master Schedule into Practice | |
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Date Book | |
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To-Do List | |
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Making Connections | |
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Side Trips, Road Blocks, and Detours | |
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Time Wasters: Plan Your Attack | |
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Critical Thinking About Prioritizing Exercise | |
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Modeling the Learning Process | |
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Summary | |
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Case Study: What's Your Advice? | |
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Parallel Parking | |
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Evaluating Learning Outcomes | |
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Your Student Tip for This Chapter | |
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Critical Thinking | |
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The Necessity of Critical Thinking | |
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The Process of Decision Making | |
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Exercise 3 | |
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Decisions About Grades | |
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Fact and Opinion | |
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Levels of Learning: Bloom's Taxonomy | |
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Making It Concrete | |
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Making Connections | |
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Modeling the Learning Process | |
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Summary | |
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Case Study: What's Your Advice? | |
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Parallel Parking | |
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Evaluating Learning Outcomes | |
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Your Student Tip for This Chapter | |
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Setting Goals.Why Have Goals? | |
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Locus of Control | |
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When Should You Set Goals? | |
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Examining Areas of Your Life | |
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35-Minute Brainstorming Activity | |
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Themes of Goals | |
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Some Guidelines for Writing Goals | |
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Elements of a Useful Goal | |
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Making Dreams Come True | |
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Critical Thinking about Setting Goals | |
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Writing SMART Goals | |
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Tips For Achieving Goals | |
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Making It Concrete | |
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Examining Goals for Difficult Classes | |
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Critical Thinking About a Difficult Class? | |
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Modeling the Learning Process | |
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Summary | |
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Case Study: What's Your Advice? | |
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Parallel Parking | |
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Evaluating Learning Outcomes | |
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Your Student Tip for This Chapter | |
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Learning Principles | |
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Basic Information About the Brain: Providing Background for Memory Principles | |
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Making It Concrete | |
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Applying the Memory Principles | |
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Starting the Connections | |
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Interest | |
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Intent to Remember | |
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Basic Background | |
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Controlling the Amount and Form of Information | |
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Selectivity | |
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Meaningful Organization | |
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Strengthening Neural Connections | |
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Recitation | |
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Visualization | |
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Association | |
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Allowing Time to Solidify Pathways | |
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Consolidation | |
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Distributed Practice | |
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Making Connections | |
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How Memory Works: Putting Principles in Perspective | |
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Stage One: Getting Information into the Brain�Reception into Short-Term Memory | |
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Factors That Influence Reception | |
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Critical Thinking About Reception | |
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Short-Term Memory | |
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Stage Two: Processing from Short-Term to Long-Term Memory | |
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Organization | |
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Sensory Modes | |
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Rehearsal | |
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Long-Term Memory | |
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Stage Three: Retrieving from Long-Term Memory | |
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What Happens When You Retrieve Information from Long-Term Memory? | |
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Modeling the Learning Process | |
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Summary | |
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Case Study: What's Your Advice? | |
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Parallel Parking | |
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Evaluating Learning Outcomes | |
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Your Student Tip for This Chapter | |
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Processing Information from Lectures | |
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Processing Information: Going Beyond Memory | |
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Four Essential Functions for Learning | |
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Essential Functions of Learning and the Question in the Margin System | |
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Relating Information Processing to Memory Principles | |
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Listening Skills | |
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Making Connections | |
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Using the Question in the Margin System for Lectures | |
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Controlling the Amount and Form of Information | |
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Before You Begin | |
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Six Steps | |
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Making Connections | |
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Making Connections, Continued | |
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Sample Notes�Question in the Margin | |
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Processing Information from Textbooks | |