Georgakis (248 resultados)

Paperback. Condición: Very Good. Why would I need a book on how to take notes? Notes are just notes -- FALSE.Scientists have found that note taking can be as mentally demanding as playing chess can be for an expert. While you take notes, you listen carefully to the lecturer, you process the new material, you organize it in your working memory, and you finally write down what you think is most important. All this happens while someone is talking at an average speed of three words per second and someone is writing down at an average speed of one-third of a word per second. It doesn't sound easy now, does it? Notes are an important tool for learning. We don't take notes just to record a few facts so we can review them later. Learning happens as we take notes. Taking notes the right way leads to good study practices, better performance on exams, and long-term retention of information. Note taking comes naturally. FALSE.Note taking is not obvious or intuitive. Research has shown that students fail to capture 40% of the main points in a typical lecture. First-year students capture only 11%. In some studies, even the best note takers seem to record less than 75% of the important information. People think they take good notes until they're told they don't. Few of us have consciously thought about how we take notes (let alone how to improve the quality of them). We often reproduce the lecturer's phrases verbatim. We don't save time by systematic use of abbreviations. We fail to become a good psychologist of our lecturer. We fail to pick up his enthusiasm. We fail to interpret the tone of his voice. We fail to read his body language. And the result is that we fail to take good notes. Anyway, no one taught me how to take notes in school or in college. TRUE. Educators believe that students are able to assess the quality of their notes and follow good practices. However, studies have shown the exact opposite. The fact that there isn't a course in college dedicated to the art of taking notes (or learning in general) makes students believe that this is a natural skill that they can perfect with practice over the course of their studies. At the end of the day, everyone has their own way to take notes. TRUE. In this book, you may be surprised to learn that I don't make any references to different types of note-taking systems like those that other books do. The reason is that it's the practices behind the note taking that matter most. For example, you should not copy the lecturer's phrases word for word, but generate the main points in your own words. And you should leave space on your notes for adding comments and testing yourself later. I encourage students to use the Cornell note-taking system because it utilizes most of the principles of effective note taking. No matter which note-taking system you decide to follow, the cognitive effort you will have to expend is equally high. Note taking may not be rocket science, but it's definitely science-cognitive science. And cognitive science has produced a lot of useful insights that we can use now to take better notes.This book presents these insights in simple words, so you can make the most of your notes and use them to study effectively. The title of this book is How to take good notes. However, note taking is just one part of the picture. Note taking is much broader in the context of this book. We take notes so we can interact with them later. What matters most is what we do with our notes after we finish taking them. Notes can do so many good things for you. They hold all your learning efforts. Treat them well. Look after them.…

Paperback. Condición: Very Good. Why would I need a book on how to take notes? Notes are just notes -- FALSE.Scientists have found that note taking can be as mentally demanding as playing chess can be for an expert. While you take notes, you listen carefully to the lecturer, you process the new material, you organize it in your working memory, and you finally write down what you think is most important. All this happens while someone is talking at an average speed of three words per second and someone is writing down at an average speed of one-third of a word per second. It doesn't sound easy now, does it? Notes are an important tool for learning. We don't take notes just to record a few facts so we can review them later. Learning happens as we take notes. Taking notes the right way leads to good study practices, better performance on exams, and long-term retention of information. Note taking comes naturally. FALSE.Note taking is not obvious or intuitive. Research has shown that students fail to capture 40% of the main points in a typical lecture. First-year students capture only 11%. In some studies, even the best note takers seem to record less than 75% of the important information. People think they take good notes until they're told they don't. Few of us have consciously thought about how we take notes (let alone how to improve the quality of them). We often reproduce the lecturer's phrases verbatim. We don't save time by systematic use of abbreviations. We fail to become a good psychologist of our lecturer. We fail to pick up his enthusiasm. We fail to interpret the tone of his voice. We fail to read his body language. And the result is that we fail to take good notes. Anyway, no one taught me how to take notes in school or in college. TRUE. Educators believe that students are able to assess the quality of their notes and follow good practices. However, studies have shown the exact opposite. The fact that there isn't a course in college dedicated to the art of taking notes (or learning in general) makes students believe that this is a natural skill that they can perfect with practice over the course of their studies. At the end of the day, everyone has their own way to take notes. TRUE. In this book, you may be surprised to learn that I don't make any references to different types of note-taking systems like those that other books do. The reason is that it's the practices behind the note taking that matter most. For example, you should not copy the lecturer's phrases word for word, but generate the main points in your own words. And you should leave space on your notes for adding comments and testing yourself later. I encourage students to use the Cornell note-taking system because it utilizes most of the principles of effective note taking. No matter which note-taking system you decide to follow, the cognitive effort you will have to expend is equally high. Note taking may not be rocket science, but it's definitely science-cognitive science. And cognitive science has produced a lot of useful insights that we can use now to take better notes.This book presents these insights in simple words, so you can make the most of your notes and use them to study effectively. The title of this book is How to take good notes. However, note taking is just one part of the picture. Note taking is much broader in the context of this book. We take notes so we can interact with them later. What matters most is what we do with our notes after we finish taking them. Notes can do so many good things for you. They hold all your learning efforts. Treat them well. Look after them.…

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Paperback. Condición: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

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Hardcover. Condición: Very Good. Very Good - Crisp, clean, unread book with some shelfwear/edgewear, may have a remainder mark - NICE Standard-sized.

Hardcover. Condición: Good. Good - Bumped and creased book with tears to the extremities, but not affecting the text block, may have remainder mark or previous owner's name - GOOD Standard-sized.

Paperback. Condición: Very Good. Ships quickly. Mild shelf/reading wear. Orphans Treasure Box sells books to raise money for orphans and vulnerable kids.

Paperback. Condición: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condición: Very Good. First Edition. Staple-bound paperback (pamphlet, really) in very good condition. 36pp. A journal born from the collapse of the New Left and hopes for a new beginning of a social movement, but also of left-wing thinking about culture, Cultural Correspondence was in many ways a unique publication. Opening statement from Paul Buhle and Davd Wagner reads, "Here we are, a few months late and several theoretical documents short of where we expected to be by this time. Nonetheless, the work continues to evolve. The title of this publication should be self-explanatory: this is a way of saying to a few hundred readers what we have only been observing to each other for the past several years.We expect to come out quarterly; perhaps CC will become a journal in time or perhaps only a way of advancing the notions of a cultural front within a Resurgent socialist movement.This issue is mostly the two of us. We hope that will end. If you are interested in the discussion, please send us a letter. Following Crumb and d.a. levy, our attitude is that "it's only lines on paper, folks." Tell us if you want it published, and/or send us a few bucks or so to help us cover printing and mailing expenses.DW & PB". Text unmarked, binding sturdy, shelfwear very minor. Light sunning. From a private collection. Ships same or next business day from Dinkytown in Minneapolis, Minnesota.…

Paperback. Condición: Good. Book in Good condition.

Condición: As New. Unread book in perfect condition.

Paperback. Condición: Good. Good - Bumped and creased book with tears to the extremities, but not affecting the text block, may have remainder mark or previous owner's name - GOOD Standard-sized.

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Hardcover. Condición: Fine. Estado de la sobrecubierta: Fine. 1st Edition. First Edition signed by co-editors Jeffery Chidester and Stefanie Georgakis Abbott, of this collection of papers that examine the particular challenges and dynamics of the first year in office of a newly elected U.S. President. Signed by the two co-editors on the title page. Black cloth, 318 pages. No sign of previous use. Signed by Author(s). …

Hardcover. Condición: new. Hardcover. Is the presidency a position one must learn on the job, or can one learn from others experience? No common thread runs through the list of forty-five presidents; no playbook provides the answers to all the challenges a president will face. Yet even in the most unprecedented situations, history can be instructive. Drawn from the Miller Centers First Year project--which seeks to provide a historical framework to guide future presidents and their teams in the crucial first year of a new administration-- Crucible addresses core questions of governance facing a new president, from navigating a broken political system to thriving in a changing media environment. The projects illustrious participants--including Stephen Skowronek, Alan Taylor, Gary Gallagher, Sidney M. Milkis, H. W. Brands, William A. Galston, and Peter Wehner, among many others--explore both opportunities and challenges in key policy areas, from national security, race, and immigration to opportunity, mobility, and fiscal policy.Crucible consolidates the most salient lessons that can be drawn from both the best and the worst presidencies in American history, as well as from the many in between, to provide true insight on the most important issues facing any new president in the first year of office. Drawn from the Miller Center's First Year project - which seeks to provide a historical framework to guide future presidents and their teams in the crucial first year of a new administration - Crucible addresses core questions of governance facing a new president, from navigating a broken political system to thriving in a changing media environment. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

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Condición: New. Brand New.

Paperback. Condición: New. Is the presidency a position one must learn on the job, or can one learn from others' experience? No common thread runs through the list of forty-five presidents; no playbook provides the answers to all the challenges a president will face. Yet even in the most unprecedented situations, history can be instructive. Drawn from the Miller Center's First Year project-which seeks to provide a historical framework to guide future presidents and their teams in the crucial first year of a new administration- Crucible addresses core questions of governance facing a new president, from navigating a broken political system to thriving in a changing media environment. The project's illustrious participants-including Stephen Skowronek, Alan Taylor, Gary Gallagher, Sidney M. Milkis, H. W. Brands, William A. Galston, and Peter Wehner, among many others-explore both opportunities and challenges in key policy areas, from national security, race, and immigration to opportunity, mobility, and fiscal policy.Crucible consolidates the most salient lessons that can be drawn from both the best and the worst presidencies in American history, as well as from the many in between, to provide true insight on the most important issues facing any new president in the first year of office.Contributors: Douglas A. Blackmon; Hal Brands; H. W. Brands; Robert F. Bruner; Mary Kate Cary; Jeffrey L. Chidester; Carolyn Dewar; Tom Dohrmann; Susan J. Douglas; Anita Dunn; Michael Eric Dyson; Jeffrey A. Engel; Andrew Erdmann; Michèle A. Flournoy; Jeffrey Frieden; Gary W. Gallagher; William A. Galston; Daniel J. Galvin; Stefanie Georgakis Abbott; David Greenberg; Ryan Harper; Willis Jenkins; Elaine C. Kamarck; Bruce Katz; Melvyn P. Leffler; Guian McKee; Sidney M. Milkis; Peter Morton; Michael Nelson; Patrick O'Brien; Margaret O'Mara; Orlando Patterson; Barbara A. Perry; Andrew Rudalevige; Marc Selverstone; Jeff Shesol; Stephen Skowronek; Jeremi Suri; Alan Taylor; Daniel Tichenor; Peter Wehner; Mason B. Williams; Philip Zelikow.…

Condición: As New. Unread book in perfect condition.

Condición: As New. Unread book in perfect condition.

Condición: New.

Paperback. Condición: New.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New.