| 000 -LEADER | |
|---|---|
| fixed length control field | 11345cam a22004214a 4500 |
| 001 - CONTROL NUMBER | |
| control field | ocm12243933 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | AE-DuAU |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241127164212.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 050915s2002 caua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 00068573 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0534572693 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB2343.3 |
| Item number | .V36 2002 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (OCLC) | |
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) | LB 2343.32 .V36 2002 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Van Blerkom, Dianna L. |
| 9 (RLIN) | 71002 |
| 245 10 - TITLE STATEMENT | |
| Title | Orientation to college learning / |
| Statement of responsibility, etc | Dianna L. Van Blerkom. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | Belmont, CA : |
| Name of publisher, distributor, etc | Wadsworth Pub. Co., |
| Date of publication, distribution, etc | c2002. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxxiv, 350 p. : |
| Other physical details | ill. ; |
| Dimensions | 24 cm. |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content Type Term | text |
| Content Type Code | txt |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media Type Term | unmediated |
| Media Type Code | n |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier Type Term | volume |
| Carrier Type Code | nc |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Getting Ready to Learn -- Characteristics of Successful Students -- Becoming an Active Learner -- Becoming a Strategic Learner -- Using Learning Styles to Enhance Performance -- What Are Learning Styles? -- Characteristics of Learning Modalities -- Why Your Learning Style Is Important -- Getting Motivated to Learn -- Factors That Influence Motivation -- Strategies to Increase Motivation -- Getting Your Money's Worth -- Why Are You in College? -- Making the Transition to Learn -- Balancing School, Home, and Work Responsibilities -- Accepting New Responsibilities -- Managing Stress -- Decision Making and Problem Solving -- TIPS for Making the Transition to College -- Making the Most of Your College Resources -- Getting to Know the Turf -- Student Support Services -- Your College Library -- Your Professors -- Your College Advisor -- Goal Setting -- What Are Goals? -- Characteristics of Goals -- Long- and Short-Term Goals -- Academic and Personal Goals -- Goal Setting Improves Performance -- Writing Effective Goal Statements -- Use the Five-Step Approach -- Develop an Action Plan -- Setting Goals for the New Semester -- Set Priorities for the First Three Weeks -- Plan for Early Success -- Plan Rewards -- Ten Tips to Get Off to the Right Start This Semester -- Consider Consequences -- Revise Your Goals Periodically -- Time Management -- Analyze Your Use of Time -- Why Is Time Management Important? -- How Do You Manage Your Time Now? -- Identify Time Available for Study -- Identify Time Needed for Study -- Establish a New Time Plan -- Organize Your Study Time -- Create a Semester Calendar -- Prepare Weekly Task Lists -- Use Daily "To Do" Lists -- Set Up Your Study Schedule -- Work Ahead -- Use Time-Management Strategies to Stay Motivated -- Study in One-Hour Blocks -- Take Breaks -- Time Management TIPS for Nontraditional Students -- Tackle Difficult Assignments First -- Switch Subjects -- Plan Rewards -- Reevaluate Your Time Plan -- Coping with Procrastination -- Main Causes of Procrastination -- Other Reasons Why Students Procrastinate -- Strategies for Overcoming Procrastination -- Improving Concentration -- What Is Concentration? -- The Three Levels of Concentration -- The Concentration Cycle -- Causes of Poor Concentration -- Concentration Problems During Lecture Classes -- Concentration Problems When Your Read Your Text -- Concentration Problems When You Study for Exams -- Strategies for Improving Concentration -- Create a Positive Learning Environment -- Deal with Internal Distractions -- Ten Tips for Setting Up a Good Study Environment -- Use Active Learning Strategies -- Match Your Learning Style to the Task -- Monitor Your Concentration -- Benefits of Improved Concentration -- Taking Lecture Notes -- Why Take Lecture Notes? -- How to Take Lecture Notes -- Prepare Before Taking Notes -- Become an Active Listener -- Use an Effective Note-Taking System -- What to Include in Your Notes -- Headings -- Details -- Additional Strategies for Taking Lecture Notes -- Discussion Classes -- Math and Science Classes -- How to Edit Your Notes -- Fill in the Gaps -- Check for Accuracy -- Clarify Meaning -- Rewrite to Improve Organization -- Develop a Recall Column -- How to Review Your Notes -- When and Why You Should Review -- How You Should Review -- Reading Your Textbook -- General Strategies for Reading College Texts -- Buy Your Textbooks Early -- TIPS for Reading College Textbooks -- Preview Your Textbooks -- Read the Chapter Before the Lecture -- Read Ten Pages at a Time -- Monitor Your Comprehension -- Become a Critical Reader -- What Is Critical Reading? -- Understanding Critical Reading Skills -- Use a Text Reading/Study System -- The P2R Reading/Study System -- The SQ3R Reading/Study System -- The S-RUN-R Reading/Study System -- Marking Your Textbook -- Why Should You Mark Your Text? -- How Should You Mark Your Text? -- Highlight -- Underline -- Make Marginal Notes -- Avoid Complex Marking Systems -- What Should You Mark? -- Mark Headings -- Mark Main Ideas -- Focus on Supporting Details -- How Much Should You Mark? -- How to Review Your Text Marking -- Re-Mark Your Text -- TIPS for Marking Your Text -- Take Notes on Your Marking -- How to Evaluate Your Text Marking -- Be Sure Your Marking Makes Sense -- Get Feedback on Your Marking -- Test Your Marking After an Exam -- Taking Text Notes -- Why Should You Take Text Notes? -- Note Taking Promotes Active Reading -- Note Taking Condenses the Material -- When Should You Take Text Notes? -- When You First Read the Chapter -- After the Lecture -- At the End of the Week -- When You Prepare for the Exam -- How Should You Take Text Notes? -- Written Notes -- Mapping -- Charting -- TIPS for Taking Text Notes -- How Should You Review Your Text Notes? -- Recite Your Notes -- Replicate Your Notes -- Create a Recall Column -- How Should You Evaluate Your Text Notes? -- Preparing for Exams -- Gather Information Before You Study -- Learn About the Exam -- Levels of Questions -- Learn About Yourself -- Use the Five-Day Study Plan -- Space Your Study -- Divide the Material -- Study the Oldest Material First -- Plan Active Study Tasks -- Monitor Your Learning -- Use Active Study Strategies -- Reread and Re-Mark Your Text and Notes -- Prepare Word Cards -- Make Question Cards -- Create Study Sheets -- Make Self-Tests -- Use Recitation Strategies -- More Active Study Strategies -- Study in a Group -- Evaluate Your Preparation -- Evaluate as You Prepare -- Evaluate After You Complete Your Plan -- Evaluate After the Exam -- Improving Memory -- Understanding Memory Processes -- Information Processing Model -- Retrieval and Forgetting -- Why You Need Memory Strategies -- General Memory Strategies -- Spaced Practice -- Breaking Down Tasks -- Repetition -- Overlearning -- Specific Memory Strategies -- Rehearsal Strategies -- Elaboration Strategies -- More TIPS for Improving Your Memory -- Organizational Strategies -- Comprehension Monitoring Strategies -- Affective and Motivational Strategies -- Taking Objective Tests -- Reduce Test Anxiety -- What Is Test Anxiety? -- What Causes Test Anxiety? -- Is Test Anxiety Normal? -- Coping with Test Anxiety -- Don't Let Test Anxiety Become an Excuse -- General Test-Taking Strategies -- Prepare Well -- Follow Directions -- Budget Your Time -- Answer the Easiest Questions First -- Specific Test-Taking Strategies -- Strategies for Matching Tests -- Strategies for True/False Tests -- Strategies for Multiple-Choice Tests -- Guessing Strategies -- Look for Patterns -- Check for Balanced Answer Keys -- Guessing Doesn't Replace Proper Preparation -- Learning from Exams -- End-of-Exam Strategies -- Evaluate Your Preparation -- Learn from Your Mistakes -- Get Help Before the Next Exam -- Preparing for Essay Tests -- Predict Questions -- Predict Extra Questions -- Predict the Right Kinds of Questions -- Predict Challenging Questions -- Gather Information -- Treat Each Question Separately -- Organize Information -- Label Each Point -- Outline Your Answer -- Learn the Information -- Identify and Learn Key Points -- Use Mnemonic Devices -- Write Out the Answer -- Why You Should Write Out Your Answer -- Practice Using Your Outline -- Write Out the Most Difficult Questions -- Prepare All Sample Questions -- TIPS for Preparing for Essay Tests -- Taking Essay Tests -- How to Take an Essay Test -- Read the Directions Carefully -- Plan Before You Write -- Write Your Answer -- Factors That Influence Your Grade -- Content -- TIPS for Taking Essay Tests -- Format -- Mechanics -- Neatness -- Strategies for Gaining More Points -- Use the Exam as a Resource -- Always Write Something -- Leave Extra Space -- What If You Run Out of Time? -- Learning from Exams -- What Can You Learn? -- How Can You Evaluate Your Answer? -- Rewrite Your Answers for Comparison -- Preparing for Final Exams -- What Are Final Exams? -- How Should You Prepare? -- Manage Your Time Efficiently -- Make Academics Your Top Priority -- Set Priorities for Exams -- Attend All Classes -- Reduce Test Anxiety -- Preparation Strategies -- Make a Final-Exam Schedule -- Set Up a Study Schedule -- Prepare for Comprehensive Finals -- Use Active Study Strategies -- Stay Motivated -- TIPS for Preparing for Final Exams -- Put Forth Your Best Effort on Each Exam -- Monitor Your Progress -- Communicating on Paper, Orally, and on the Internet -- Communicating on Paper -- Writing Is a Process -- Brainstorm -- Get Focused -- Getting Organized -- List and Select Ideas -- Develop a Tentative Thesis -- Outline Your Paper -- Drafting Your Paper -- The Introduction -- The Body Paragraphs -- The Conclusion -- Revising Your Paper -- Revise as You Plan -- Revise After Your Paper Is Returned -- Evaluating Your Paper -- Compare Your Paper with Previous Papers -- Discuss Your Paper with Your Professor -- Communicating Orally -- Preparing a Speech -- Choose the Topic -- Research the Topic -- Organize the Information -- Prepare Your Speaking Aids -- Practice the Speech -- Delivering a Speech -- Prepare Yourself to Speak -- Use Good Delivery Techniques -- Evaluating a Speech -- Communicating on the Internet -- What Is the Internet? -- Getting Connected -- Finding Information on the Internet -- Browsing for Information -- Searching for Information -- Narrowing Your Search -- Doing Library Research On-line -- TIPS for Communicating on the Internet. |
| 520 #0 - SUMMARY, ETC. | |
| Summary, etc | This guide provides readers with a solid foundation of learning skills and strategies that will help them succeed in college. No other book does a better job of building on the reader's previous school years of studying and prepares them for college courses that are more difficult, more intensive, and faster paced. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | College student orientation. |
| 9 (RLIN) | 71003 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Study skills. |
| 9 (RLIN) | 71004 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Note-taking. |
| 9 (RLIN) | 19230 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | College students |
| General subdivision | Time management. |
| 9 (RLIN) | 71005 |
| 852 ## - LOCATION/CALL NUMBER | |
| -- | 09-04-2002 |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) | |
| a | |
| b | 08-06-10 |
| c | 08-06-10 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Books |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
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| Operator's initials, OID (RLIN) | 09-04-02 |
| Cataloger's initials, CIN (RLIN) | m |
| First Date, FD (RLIN) | a |
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| -- | eng |
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| -- | 0 |
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| -- | policy default |
| 945 ## - LOCAL PROCESSING INFORMATION (OCLC) | |
| g | 0 |
| i | 43204 |
| j | 0 |
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| n | Copy Type:01 - Books |
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| Lost status | Source of classification or shelving scheme | Materials specified (bound volume or other part) | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Cost, normal purchase price | Total Checkouts | Full call number | Barcode | Date last seen | Cost, replacement price | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Copy Type:01 - Books | American University in Dubai | American University in Dubai | Main Collection | 2010-08-06 | 0.00 | 2 | LB 2343.32 .V36 2002 | 43204 | 2023-11-10 | 0.00 | 2015-07-25 | Books |