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Put your new skills to the test as you conclude by building a full game. Download Code:. Probably the links are to be a lit bit freasher Sam's Hackers Handbook Product Details: Paperback pages September 30, Publisher: Sams Language: English ISBN: Synopsis: A tongue-in-cheek guide for wannabe hackers on how to live an alternative digital lifestyle in the underworld of the Internet by reviewing codenames, attire, and the cryptic language used in chat rooms also details practical jokes to play on the desktop and really annoying tricks.

Most Dummies Books! And of course, don't forget to explore the "other" directories on the ftp listed above for "goodies" and then you can thank "me. Another site with a lot of it-related e-books brand new. NET v. Cookies must be On. All registered users receive small site announces by e-mail by default and can unsubscribe anytime. All new registration requests are premoderated.

During week-end I am away and can approve requests on Monday. You can register here. PS: Free registration closed now. You can donate this site and gain access or looking for these books anywhere bye NeO. Delivering an accurate introduction to the current state-of-the-art in modern cryptography, the book offers you a practical understanding of essential tools and applications to help you with your daily work.

You also find complete coverage of the underpinnings and basic principles of cryptography to help you fully master the material. Additionally, the book is supported with over equations, more than 60 illustrations, and numerous time-saving URLs that connect you to Web sites with related information. Macromedia Dreamweaver MX Unleashed is the first complete reference guide to cover Dreamweaver MX's new and powerful features that aid in server-side programming, as well as strategies for designing, managing and developing sophisticated Web sites.

A reference for advanced users on complex application development techniques, this book guides developers into the realm of dynamic sites enabling a richer experience for the end user. Developers learn how to collect information from a user and personalize their Web experience and how to use Dreamweaver MX management tools that aren't thoroughly covered in other intermediate-level Dreamweaver books.

Using Your Downtime So, what are study skills, and why do you need them? Read on. While your subject of study is concerned with what you learn, study skills are to do with how you learn. Study skills help you use the content of your course as efficiently as possible, so that you get the most out of the efforts you put into your work. They provide you with a basic toolkit of resources to select from and apply to any situation, and each new situation gives you more practice and more confidence in yourself.

The skills you practise at college or university will also stand you in good stead in the world of work afterwards.

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They can help you, for instance, present yourself well at interview, network effectively or challenge with confidence the small print in contracts or other documents. For most people, going to college or university is their first experience of independence and it can be daunting as well as exciting. For this reason, in this book I take a broad view of study skills so as to include wellbeing as a basic requirement for fruitful studies.

The people you meet and interact with, as well as being a joy in themselves — or a problem to solve — contribute to your learning process and skills development. Good students are lively, chatty and well-rounded people who learn from each other as well as their tutors. Not by burning the midnight oil in a garret and forsaking everything and everyone else — far from it. This book explains some of the reasoning behind how things work in the academic world, the duties and responsibilities of students and their tutors and how and where to seek out answers when something is not clear to you.

Knowledge is power and helps to put you in charge of your learning. The book offers practical strategies to help you use your time effectively and avoid stress, with suggestions for particular tasks like understanding essay titles and taking notes. It also helps you construct your arguments in favour of your views: this process is central to your academic development.

They share anecdotes, examples or background information only, although I hope they are helpful. Each chapter is, in turn, broken up into several sections. Each part brings together related material. The table of contents gives you more details of each chapter. Part I: Study Skills Basics This part introduces you to the nitty-gritty of being at university telling you about the overall set-up, academic requirements, how things work and how you can develop the basic tools you need to be a successful student.

Part II: Becoming an Active Learner One thing you need to get straight from the start is that a college or university education is not something that just happens to you. Active learning is about asking questions of the information you are taught, and using your critical skills to transform simple facts into understanding.

This part covers the various sorts of learning experience you are going to become accustomed to, from intimate seminar groups to lectures in which you might be one of a hundred or more participants. It also stresses the two-way nature of education, accustoming you to the idea of seeking and giving feedback. At college or university you are in control of your own learning.

كتب هندسية و تنمية بشرية و لغة انجليزية للبيع و ليست للتحميل المجموعة 1

Part III takes you through all you need to know about acquiring the raw material for knowledge and understanding. I tell you how to find the information you need, where to find it, and how to go about incorporating it into your own work. The chapters in this section show you how to structure your written work effectively and how to use the sort of language appropriate to academic communication.

They also stress the key principles of academic communication: honesty, clarity, relevance, and reality. Writing is about showing what you know and using that as a basis to find out new things — about yourself as well as your subject. Just as poems and whodunits have an expected form, so does academic writing.

This part deals with understanding exam questions, tips for remembering detailed information and advice on making the exams period as enjoyable as it possibly can be. The chapters in this section offer chunks of sound advice to enhance your experience of student life. I talk about how to maximise the time you have available, how to work and have a good time at university, and finish up with ten great ideas for making your essays stand out from the crowd.

Introduction Icons Used in This Book The icons used in this book help you to find different kinds of information that may be useful to you. This icon highlights practical advice to make study skills work for you. Tips are the inside info you need to make the most of your study time. This icon is a friendly reminder of important points to take note of. You can still get the big picture, so feel free to skip this stuff. This icon marks things to avoid of be wary of. Having said that, it might be an idea to start with Part I, which really does cover the basics of student life.

After that, the world — or at least the book — is your oyster. Use the Contents Pages and the Index to find the stuff you really need and want to know about. And enjoy! What do you do now? This part gets you up to speed on the essentials of student life. In it I cover the people and places you need to know, the ways in which you need to organise yourself and both your responsibilities as a student and those of others towards you.

I also talk about the very basic skills you need to acquire to be a successful and engaged student. Not just the techie stuff, although I cover that, but the crucial skills of critical and analytical thinking which underpin your time as a student — and set you up for life. You might turn out to be a highly talented omelette maker, write the best essay on fluoridisation and freedom in your study group or score a hat trick at hockey, a sport you never played at school. You can do it in small doses, and it can make a big difference.

In addition, planning will save time so that you can have more fun, and some planning will itself be fun and certainly a lot more interesting than watching paint dry. In study terms, your timetable for the term is your road map showing how much of your time is structured by the formal elements of your couse. The weekly elements consist of timetabled classes, ranging from wholly taught lecture courses and seminars which probably include contributions from class members to workshops and laboratory work, which may take the form of supervised group or individual work.

Each class will be allocated a particular room and tutor. If you are lucky, your weekly timetable may be set out for you by your subject office. If not, the school office will give you the code numbers for the classes you have to attend so that you can find the time, place and tutor from the overall room allocations timetable, normally available in the reception area of most campus buildings or with the porters.

Chapter 1: Planning for Success Finding your way around The academic department in which you study may be part of a school or a faculty, depending on which is the preferred term in your university. This should at least give you the building names or numbers, if not the room numbers. Room numbers are usually allocated like for hotel rooms — means first floor room 2, and second floor room, though this may vary. Lecture theatres usually have a name or code to indicate what they are and seminar rooms may just have a building code or name and number. See Chapters 5 and 6 for more on lectures and seminars.

Take your timetable and campus map and spend an hour or so finding all the rooms you will use or visit using the checklist which follows this paragraph as a guide. The teaching rooms can be in different buildings and some distance from your subject home base area, so note the loos and cafes in passing.

There is normally a ten minute gap between classes, so knowing where you have to get to when you have one class immediately after another will tell you if there is only time for a loo break, not a coffee break. This is important information to get in contact or leave a message at short notice, if you are ill or get held up.

The teaching staff will be out of their rooms teaching for much of the time, so messages are best left with or at least copied to their secretary, probably working in the school office or nearby. Find out more about what tutors do in Chapter 2. Take a book to read just in case you have to wait. Check again at the beginning of the next term in case office hours have changed. You will note that two tutors who teach you can have office hours at the same time and you may have a lecture at the time of an office hour.

However, students are not expected to contact tutors on a regular basis and office hours are arranged for when a tutor is not teaching. If you have a bigger or on-going problem, you should probably contact your year or personal tutor, if you have one. It may also be possible to arrange a different meeting time with a tutor. Tutor, ECS. Wilks Tutor, ECS. Jones Admin Janet K. Wiles Tutor, Socs 1. King Admin. In short, all the practical information you need to start borrowing. Check the library opening times. Find out the location of the open access computers on campus.

Some might be set up with special facilities or programmes for drawing technical diagrams or learning languages and will normally have a resident technician to 13 14 Part I: Study Skills Basics help with any hitches. Check when the technician is available. The computer laboratory will normally be open outside their working hours.

Check Chapter 4 for more detail on ICT skills. The Student Union bar will normally be the cheapest place to buy alcohol. However, prices on campus are generally relatively low and slightly more expensive cafes often provide a range of daily newspapers to peruse while you sip your coffee.

Campus newspapers — official and student — should also be available. Independent, Telegraph, Financial Times very cheaply on campus for as little as 10p. The Student Health Centre will have doctors on campus and may also provide dentists and opticians as well as a counselling service. There is often also a dispensary or chemist shop. In addition, you may find there is a sick bay for on campus nursing if you are too ill to look after yourself where you can get plenty of TLC, and there will be First Aiders in all buildings.

At the entrance to each building there is normally a notice telling you where the First Aid post in the building is and the name of the First Aider, usually next to the Fire regulations. Behaviour and Etiquette The rules of academic engagement between students and tutors normally mean that professors the highest level of university teacher, with an international reputation or deans the heads of the faculties or schools have their phones more or less permanently switched through to their secretaries, who usually have an office adjacent to that of the academic in question. You might be lucky and get through to them directly if they teach you and you have a query related to your course, but you normally have to go through their secretaries.

This is very positive for you, as a secretary is much more likely to get you any general information that you need. This might take a while if the professor you want to speak to is about to leave on a trip to the swamps of central Africa. Chapter 1: Planning for Success Testing out academic titles Men in suits or smartly dressed women in high heels are usually part of the administration or bureaucracy in a university or college.

They are also more likely to be referred to by their title — Mr, Mrs, Dr — than many of the academic staff, by both students and other staff members. Exceptions are perhaps professors or deans, whose secretaries tend to use their titles when talking to them, at least in the presence of others.

By contrast, it is sometimes difficult to tell the difference between students and younger members of staff. Possibly the holes in staff jeans are a little smaller and in not quite such revealing places! The best thing to do is ask what he or she would like to be called. They may offer you the same courtesy. It is normally switched through to their secretaries only when they are teaching or not in the university.

A tutor may answer the phone even if they are taking a tutorial in their room. They will probably ask you to ring back later at a fairly precise time if they are teaching because their time is quite tightly allocated or offer to ring you. Most administrative staff can provide the information you need, so its always worth asking them first. The Vice Chancellor, the administrative head of the university, usually welcomes new students at the start of term there may even be drinks and nibbles.

They also take a keen interest in the feedback from students — in most cases, you fill in a questionnaire at the end of each course of study with your impressions and suggestions. Check out Chapter 2 for more on tutors and what they do. In some, you will find students, tutors, even professors, and administrative staff sitting together and chatting informally in the department cafe. Tutors may thus be very approachable, especially if they are creatures of habit and tend to be in the same place at the same time on a regular basis.

In this case, the more formal structure through the administrative staff will help you get hold of who you need. Generally speaking, the administrative staff keep all the records, rules and regulations and are at the forefront of organising the marks, timetables and other data for your course. They will also probably have copies of any handouts or lecture notes you missed, as well as copies of previous exams. They may even have sample copies of old exam answers.

See Chapters 17 to 19 for more on how to survive — even enjoy — exams. If you need any help with any of the day to day running of the course, course papers and so forth, then the school office for your subject area should be your first port of call. Make friends with all the people in the school office and make sure you know who the ones on your list are, in particular the secretaries to your tutors.

This saves you time. They are generally the calm in the middle of the storm, keeping the ship on course. Administrative staff tend to go home quite early or may work staggered hours. Sorting out problems Once you have sorted out your weekly timetable — rooms, times and tutors with their associated administrative help and know where to find people — there may be a problems concerning the formal requirements of your course.

If you are studying two or more subjects, then you may have a timetable clash. Various possible solutions exist. Some institutions, especially those with visiting overseas students, assign credits to comply with European, American, or International systems. Some courses may be worth six credits, others ten. The credit system shows the minimum number of courses a student needs to take and pass. It will be a one-off clash and may be the only time your tutor is free. In many cases, lectures are repeated with different groups, so you may be able to join another.

Sometimes lectures are taped and can be viewed later. Always make sure the lecturer or tutor of the class you may have to miss and their secretary are aware of your problem.

Series: for Dummies

There may be another solution. To make the best judgements, you need good information. Some may count towards your degree — others not — you need to know which. See Chapters 17 for more on exams. See Chapter 8 for more on feedback and assessment Do all the marks count or perhaps the best three out of five, for example? Do you have to do longer, essays once a term, perhaps twice as long as other essays and do they count for more thanweekly or fortnightly essays?

Is a term essay, say, worth twice the marks of a weekly essay? What is the overall base level mark you need to get to pass the course for the term or year? Again, if a project is worth twice the marks of a weekly essay and you are pressed for time, you might put more effort into the project. Some assignments might not be assessed, but you need to complete them as a first step to another assignment which is assessed.

Some work may not be graded, for example, first essays, as the idea is to give you feedback and hints, but no penalties. This gives you a chance to experiment a bit and try out ideas, so this type of assignment has a different kind of value for you. If you have the information you need, you can avoid difficulties. If, for example, you already have the essay grade average you need for one course with one essay in hand, but your essay grades are low for another course, better put your effort into the essay for the second course. Organising Your Study You should now have a good idea of the formal requirements and obligations and the framework for the term — the classes to attend, assignments to complete and exams to pass — and some idea of the routes you will take to get to and from classes, the library and a hot coffee.

You probably will have met some classmates during Freshers Week and people studying other subjects who might live in the same place. You are gradually building up a picture and an understanding of the various relationships that will develop.

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Putting together your timetable You have your timetable and assignment due dates. You can now build in your preparation and other studies. The timetable in Figure is simplified. You may have only eight hours of formal teaching per week — or a lot more. In this plan, there are two assignment preparation or hand-in days per week. Maths, Economics, and Technical students as well Arts students who need to handle large amounts of information will almost certainly have regular exercises to practise using the formulae and methods introduced to them each week.

See Chapter 12 for more on handling numbers and figures. Other exercises may be translations for language students, short experiments or other tasks which give practice in some of the methods or principles discussed in class. The workshop and projects relate to the third topic of the previous week, which is not assessed through an assignment, but through a report at the end of term. Any term examination is likely to include at least one topic from each week, though there will be a choice. Your reading list for each topic will tell you the main or core reading.

You will probably find that one or two texts cover several topics over a number of weeks. See if you can borrow them from the departmental library, reserve them from the main library or buy them second-hand from the Student Union or other bookshop, especially if they are recommended to buy in the reading list. You can always resell it later and get some of your money back. However, the immediate planning is about how to use the space in your time-table for each week and where to study.

You need to think where you would like to study, like the library, and whether on your own or with classmates, probably those attending the same seminar with you might be the most useful. Learning is mainly a co-operative process at college or university, rather than competitive. Your main competitor is yourself, to improve and learn as you go along.

It means sharing your thoughts and rationally defending them, and listening to those of others. Putting things into words is in itself a learning process. Take a look at Chapter 3 for more on developing an academic argument, and Chapters 14 to 16 for how to express yourself in writing. It may seem a bit early, but the subject or school office may well have copies of recent exams that you can look at or get a copy of.

You may be able to view them on line. This is important, especially if you have exams each term. Check out Chapter 18 for more on effective revision. Group study Your seminar groups — there may be a different group of people in each seminar — are perhaps the best group for doing co-operative work. For example, you could set up a group to share texts, including reserving, borrowing or buying them, or even share reading and discussing them. This is where common rooms are useful, as you need a big enough space for several people to chat in.

It is not easy to find unused teaching rooms during the day time, though you might find it easier later in the afternoon. In any case, you are liable to be evicted. See Chapters 5 and 6 for more on seminars and group study. Get a place to meet sorted out. You need to decide on group priorities.

For example, text sharing for exams could be a timetabled priority so each member of the group knows who has or should have read each text and members can contact each other to discuss them before the exam if they wish or have time. Although one person may take the main lead and present the main points from reading texts each week, everyone needs to do some reading.

The commitments of the other students may be the best way to decide on study group membership — groups of up to nine or ten are fine, as this means each student takes the lead for one week each terms. The seminar group could be sub-divided if it is larger than this. With luck, most people will have read some of the main background texts that you were sent to read over the summer and so have basic understanding of the lecture and seminar topics.

Did it make sense to you, did you agree with what it said about. Some of these may be more up to date than the books on your list. Keeping a Learning Diary You should have a class timetable, with hand-in dates, a preparation reading programme with links to exam questions, and possibly a reading group timetable. Make the most out of your plans and preparation by keeping a learning diary.

This could be a conventional desk-type diary or a simple note-book. A page or double-page spread for each day is best, with the smaller weekly timetable see Figure available to refer to at the beginning. If possible, leave most of the week-end free for non-study matters, though you might want to swap a Saturday afternoon of study for some study-free hours during the week.

Such a balance is easier to achieve on a weekly basis, which is why the timetable is useful to have to hand within your Learning Diary. The learning diary can work as both a daily organiser and a planner to remind you what you have to do, where you should be and as a place to note items like names and email addresses. If you had a good essay mark and another not so good, you can look back through your learning diary for any significant differences in the processes that you underwent for each to help you understand why one essay was better than the other.

It is not easy to be aware of the processes and changes that happen during learning, and it can be surprising to see where you were even a month ago, and how much you have learned or changed since. The Learning diary encourages reflection, as in the rush to get things done, it is easy to throw out the baby with the bath water.

Reflection can include notes on how long things took to do and what the payback was, increased confidence or help you to see when to ask specific questions and who to ask. Everyone is different, but the following are some possible points to include in your learning diary. If problems do still exist, note what you can do about them. Comments on books you have read and very importantly, record the bibliographical details, page, and chapter numbers for future reference. Also, you could remind yourself to ask your subject tutor if you can borrow copies of texts from her.

Include any new ways of doing things you tried out — whether useful or not — and any study tips you learned which saved time. Note what was good, what was difficult, what was usefulor interesting. Keep a record of how long certain activities took. Some subjects of study may, in addition to your own learning diary, ask you to keep a separate learning or learner diary, for that particular subject to be part of the formal assessment procedure.

You may be asked to write up your diary notes into a report of your experience of attending a particular taught course. As this experience is a process over time, your diary notes may record how at first with dates you disliked a subject because you were not confident of your ability, but how you asked more questions and became more confident and your marks improved.

Then you enjoyed the subject more. The diaries are intended to be truthful records, so if you really hated the topic you are not penalised for that. Using Your Downtime Mens sana in corpore sano — a healthy mind in a healthy body: The Romans were quite sure about the importance of that. The same goes for students, and even true if you are young: you are probably still growing, so some of your energy will be channelled into doing that.

The difficulty is getting a balance. Just as the learning diary works on a daily basis in conjunction with the timetable, which basically works on a weekly basis, you may need to juggle at two levels — daily and weekly — to satisfy your overall break needs, that is, non-study time. Anything over two or so hours without a break means the time required to learn is much longer. Thursday on the example timetable could be a difficult afternoon. Do that by all means, just not on a full stomach.

If you are working on line, Health and Safety at Work guidelines recommend at least hourly breaks of a few minutes. This means focusing on things at a different distance to your computer screen, not taking a break to bid on Ebay or watch Youtube. Get up, walk about, go outside, watch the birds fly, look at something farther away than fifteen inches from your nose that moves.

Relax by making a super spaghetti Bolognese. When you need to concentrate, set yourself a target, something obtainable, like reading ten pages or writing up some results in an hour. Promise yourself a quick trip to the pub thirty minutes before closing time, and to jog there and back. You know which buttons to push. Not concentrating means being in a kind of limbo, suspended animation. If you are tired, take a nap. Working out weekly breaks Weekly breaks take the slightly longer view. For example, you could spend five hours running a marathon one day, and then have three days without exercise.

Non-study things to build in breaks for on a weekly basis include the following. Cheap diversions can be local markets with perhaps cheap free range eggs or cabbages boot fairs or jumble sales. The college itself may have a weekly market. Outdoor markets, better still, walks or bike rides for a few hours work wonders. Build treats into the programme, preferably with a friend and outdoors at least part of the time. Many swimming pools sell cheap tickets for early morning swims. A free hour may be long enough to go to the gym, but may cost more. For cheaper alternatives, team sports, like football, basketball or netball, played a few times a week, will get the adrenalin going.

You can keep your week-ends free of study by making your weeks a little more dense in a work hard, play hard system. If you have light days during the week, make sure you take advantage and fill them up with study, not sleep. Work fairly solidly through the week and take advantage of week-end fun time. If you take paid work while studying, keeping the week-end clear for work is probably more manageable than trying to work and study during the week.

Sound a bit daunting? The other side of the coin is that going to college gives you a tremendous opportunity to become truly independent, and you have access to free advice from various sources — not just from your tutors, but from the Students Union, welfare and financial services and careers advisers among others — something to take advantage of for now and in the future as well. For example, the financial advice available takes account of the savings market and your individual needs and priorities, rather than a set of rigid principles to live or die by. In most cases, you can ask for advice from more than our source and then make up your own mind.

Many campuses have resident dentists and opticians as well as doctors and nurses in a health centre, and a pharmacy, so you can fit in appointments in between classes. Getting Set for Student Life Although help is always available, you need to be proactive and ask for it. As well as the advice in your information pack or student handbook see Chapter 1 for more on these , you can find information about different kinds of help on notice boards in public places all over campus, and some tell you how you can make anonymous requests.

They respect your privacy but are ready to help if you ask them to. And if you need help, let them know. They do care about you but at the same time they try to give you space. Few of us are mind readers. You may, for example, prefer to talk to a woman rather than a man. Try talking to someone you feel comfortable with first — a fellow student, or perhaps a Student Union officer — they can help you express your worry. You can always write it down, or even draw it if this helps. It takes a while to make new friends, but be proactive and join a few societies, buy a cake and knock on a few doors and offer some in your hall of residence.

The Union looks at things from the student perspective and often has direct involvement in welfare service provision as well as being an adviser to the university on student affairs. Student Union staff have all been though the student experience, so they tune in to student needs pretty quickly. They can refer you to the appropriate person to advise on financial matters — loans, grants, savings and banking for students, debt management, single parent and housing support, if appropriate.

The Union has links to help you find accommodation as well as the university accommodation office and can advise you on the rights and responsibilities of both tenants and landlords. For instance, if your landlord refuses to return your deposit when you leave your accommodation, or if there is inadequate heating and such like. Employers often advertise short-term posts of many kinds for instance, baby-sitting, paid cold-cure or psychology experiments, clerical work within the university with the Student Union, who prescribe minimum rates of pay and try to make sure you are fairly treated.

Childcare and nursery places for students with children are also concerns of the Student Union, who will also have links to local schools, after-school clubs and transport arrangements for children to be taken and picked up from school when parents are in class or studying. Students normally get priority over staff for on-campus nursery places for pre-school children. Student Union advisers know the procedures for obtaining study support for instance, if you think you might be dyslexic , counselling and welfare.

Union members often man crisis centres with an emergency phone number, in some cases 24 hours a day. They can help with other welfare matters such as confidential free contraception and abortion advice independent of the student health service, if that is appropriate. Finding help, support or counselling Most Student Unions also run a Student Helpline which is run by students for up to 24 hours a day.

For instance, if you feel a bit worried or anxious, a counsellor can help you find the underlying problem. For instance, your problem may be mainly linked to concern about your financial situation. She can then suggest who to talk to and help you make an appointment to sort out the practical aspect of the problem. Most worries diminish when you have someone to listen, take you seriously or discuss things with. A second opinion is always useful, and students and professionals alike on campus have had some training in giving you help and support.

They also have a back-up support line themselves that they can go to for advice as to how they can help you, if necessary. Living on campus Most universities offer accommodation to first-year students on campus. The campus is the main area occupied by the university and often includes the main teaching buildings as well as at least some of the purpose-built university accommodation.

Emergency phones may be positioned round the edge of the campus that put you directly in touch with the security officer on duty. Find out where these are in the daytime so that you know the nearest to your route home. In some cases you may be able to make a call from the university entrance and ask for a security officer to walk with you back to your residence. These services are designed to make you feel safer rather than to suggest any potential threat. This means that if you smoke in a prohibited place this includes your room in most residences and the unfortunate happens, you can be in real trouble.

Your residence has to pay a fee each time a fire engine responds to a call, which has to be paid whether the fire is real or not. She usually has a supply of extra blankets and basic medication in her rooms. If you just need some aspirin, try to call in the evening, not the middle of the night.

Night calls should be reserved for real emergencies, like suspected appendicitis. Similarly, if you need a reassuring chat, make it at a reasonable time. The mentors work in conjunction with the porters and security, as well as the Student Welfare Service, so are able to judge the best action to take in most situations.

Various complaints procedures are available if you encounter problems, for example, with noisy neighbours in your residence or if you feel bullied in areas where you have to share facilities, such as the kitchen. If you lose something on campus, report the loss to the residence porter and the porters in the buildings where you had lectures, or elsewhere. Also inform the lost property office, usually within campus security. Keep a record of the date and time and if the item was valuable. You may want to report your loss to the police as well. These records are necessary if you want to claim a replacement on the campus if appropriate or claim on your own private insurance.

It is quite difficult to register with a National Health dentist these days, so a campus dentist is a bonus. As well as being convenient and time-saving for appointments, if you have any special health needs or concerns, it is good to have a health specialist on campus who is aware of this, for instance, if you are diabetic. It is also useful to be able to get repeat prescriptions easily through the associated pharmacy. The main thing is for you to be wary of any credit cards banks may offer and the repayment terms.

If you already have an account, you may have gone through the decision-making process. However, the Students Union or the main administration building have an independent Student Financial Adviser who can help you find your way through the mass of information. Even in bad times, the repayment rates for student loans are less than the interest on savings unheard of otherwise so make a little more money when you can.

You may find a card that offers cash back on purchases. This is worth considering as long as you pay it off each month, and so avoid having to pay interest. Not all provide a better deal than otherwise, but theatre or concert tickets are usually cheaper. Coming to Terms with Tutors Tutors come in two main varieties.

Subject tutors are specialists who teach different subject areas in your degree. For instance, within a History degree you could have a subject tutor for Medieval History, another for seventeenth century European History, another for the Industrial Revolution and post Chinese History. When you have to do written work or exams in their subject areas, they are the experts to call upon. Some will give you tutorials to advise you on your written work. This tutor keeps a record of your work and exam marks and generally has the information about you she needs to keep an eye on things.

A subject tutor may inform your personal tutor if you have missed a lot of classes, for instance, and the subject tutor has not been able to contact you or is not happy with your reasons for being absent. They do talk to each other! Subject and personal tutors have formal and informal meetings to check on progress and any problems. Your subject tutor will probably only suggest a meeting if she thinks that you have a problem with your grades or exam results or unexplained absences.

There may be a once-a-term meeting for all personal tutors and their tutees just to keep in touch. If you want to switch courses, or even go to another institution, then your personal tutor can help you negotiate this and support you. She talks through the pros and cons of various courses of action with you. To help your personal tutor find the cause of the problem and sort it out satisfactorily you need to provide her with details such as the number of cancelled lectures and their dates, the hand-in dates for work and so on. If you have a learning diary, you need to record this information in it.

Subject tutors You may have several subject tutors for the various sub-areas of your course of study. Those who set you essays or other assessed work often timetable — in some tutorials to help you through the various stages of the process — they need to approve the title, objectives, methods, help with finding appropriate resources and so on. Tutorials of this kind may take place fortnightly or at regular periods in term time and continue through part of the holidays, especially the summer. Again, your personal tutor can discuss this with you.

Personal or year tutors want their students to be happy in their courses and to do well, so they do their best to make sure that this happens. If you need an extension to complete your work, talk to the subject tutor in question sooner rather than later, that is, not the day before or a few hours before the hand-in time. These can involve postal strikes, people at the other end of an arrangement being ill or unable to help at the time they thought they could, delays in information being published, posted through the inter-library loan service or getting lost, and so on.

Subject tutors should also supply you with detailed feedback so that you can improve your written work and presentations. For longer assessed work, they give feedback and advice on the process as it goes along. Final pieces of work may receive less feedback. Make the subject of the email pertinent and snappy to ensure that you get her attention and a response. You then know whether your expectations in terms of time are too high or if you have a problem with your subject tutor or the system. Examining Study Support Study support is separate from the subject you are studying, but is anything that can help you with the process of studying, from general study skills classes, extra time to complete assignments, right through to, in special circumstances, a free computer.

It also covers special tutoring or extra classes in particular skills you need for your course. Because it comes in various forms, study support is often provided from various places in the university other than your own school or department. If your department provides support, this is probably in the form of workshops explaining and helping you to develop questionnaires, write up results or data in an appropriate way or develop summary or other skills you need for your course.

There may be more general support available for writing, presentation and other skills needed for studying and perhaps a mentoring system where students in the year above can help you through their experiences and the training they received. Mentors are more likely to be used in courses with a deal of abstraction, for example, maths or computer science.

This is normally free to students, but your department may be charged for this service, so permission may be necessary for you to attend. If you have a diagnosed problem like dyslexia, then special support exists for you. You may be given longer in exams and more time to write essays. These classes may be more concerned with the psychological rather than the straightforward practical approach to study, and may include aspects of yoga or meditation designed to clear the mind and open it up to ideas and creativity.

Other sources of support may help with the specifics of how to tackle a particular piece of work — including your subject tutor. Some so-called community volunteer literacy programmes — possibly part of adult education — run tutorial programmes to support individuals where eligibility for support is rather woolly. Tutors are often retired teachers or professional people who volunteer their time to help individuals with their written literacy or numeracy.

The tutors may welcome the opportunity to read and discuss essays to improve punctuation, self-expression or general presentation at a level of personal detail way beyond what is normally within the time and student number capacity of a general study skills programme at your college. If you have a learning difficulty, you may be eligible for access to these volunteer tutors.

You can find such helpful people through the public library service or in volunteer skills swaps. For instance, you can swap some DIY, washing or dog walking in return for editing work on your essay. You can find a good deal of online study support, possibly from your institution, and it may recommend other sites to visit. Some sites provide useful examples of referencing systems, exam questions or tips on how to write essays. Some may appeal more than others, depending on the level and depth of the information they contain.

Some are very specific to the systems in the institutions they were written for; others have a more general relevance. Check where information comes from. The email addresses of UK higher and further education institution colleges end in. You can check levels — undergraduate or postgraduate — usually within the study skills or support pages. Australian and European study practices are generally closer to UK practices than American ones. Online study skills pages can be useful for finding the answers to specific questions such as how to construct a well-written paragraph.

Alternatively, simply Google your question for the quickest way to find a possible solution. The examples are drawn from the British National Corpus, the biggest collection of both spoken and written British English, so the examples show how words are used in real sentences and phrases taken from the samples and word substitution exercises help illustrate differences in meaning. Knowing your responsibilities Your college has a definition of misconduct, which generally covers any behaviour which disrupts the work, social or sporting activities of any student or member of university staff or concerns indecent behaviour or use of indecent or abusive language, including that contained in posters or other printed material.

As in a court of law, a student has the right to a defence. Tutors can also refuse. In front of most assessed written work is usually a statement you have to sign saying that what follows is your own unaided work. Luckily, the porter enjoyed the fact that the student had been caught on camera as well as being angry about his car, so he agreed to let the student clean up the car and have the damage repaired and then to forget the whole incident.

Not so lucky was the student computer hacker who faced prosecution and had his degree withdrawn. Be aware of how other people may see things. Tutors often check for plagiarism by typing a phrase from your work into Google. If the identical phrase comes up within a text appropriate to your subject, but which you have not acknowledged, this may suggest plagiarism to them. Remove any technical terms from the offending phrase and Google the rest. Several texts may come up from several different subjects. This is because English is a phrasal language and five, six and even seven-word phrases are commonly used as if they were a single word.

Plagiarism also has to be shown to be intentional. The critical thinker is an analytical thinker. An analytical thinker carefully checks information to make sure the details fit together logically and that no contradictions exist.

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She also looks for patterns and systems in data or information so that she can make predictions or create hypotheses. Along with the formal requirements of your course — the lectures you have to attend, the amount of assessed written work you have to do, the examinations you have to take — you have your own priorities for what you want to achieve. You may want to study for a higher degree, be more interested in the all-round university or college experience, be concerned about achieving high marks or be willing to experiment. Your personal interests influence the amount of time and effort you spend on different activities, but critical thinking helps you get the most from all or any of them.

Critical thinking is also perhaps the most useful transferable skill from the world of education to the world of work. What Is Critical Thinking? A critical thinker brings her own knowledge, experience and judgement to consider the accuracy or value of any information she is presented with. She also knows that how good information is depends, to some extent, on the person who gives it and the qualities they bring: in other words, their expertise. A bi-lingual Russian and English speaker is likely to provide a more accurate translation into English of a Russian newspaper article than an English person who has been learning Russian for six months.

The critical thinker 42 Part I: Study Skills Basics understands the usefulness of statistics, but also knows they can be used badly. Critical thinking establishes patterns between events. The more times an event happens in relation to another event, the more likely there is to be a connection between the two.

For instance, the number of children who catch measles increases as the number of children vaccinated against measles falls each year. She accepts nothing in academic terms at face value, without evidence and evaluates everything, including her own work, within this framework. Scoping out the skills of critical thinking Various sub-skills exist within critical thinking, most of which you use on a daily basis but may not be explicitly aware of.

Do you agree with it, are you surprised or excited by it, do you think it links to other information you have? If you disagree or disbelieve it, why? What would it take to convince you? Reflection helps you to find where you stand in relation to a piece of information. If you record this in your learner diary check out Chapter 1 for more on this , you can see later how you developed and changed, or retrace your steps if you need to rethink ideas.

Is it in a paragraph, a table, an illustration, a graph, a map or a chart? What kind of information is presented in each form? What is the clearest or easiest way to present different kinds of information — a description, a large amount of data, to make comparisons? Can you think of ways to improve the way information you have read about is presented?

Does the new information extend or confirm your previous knowledge, by adding more instances, or contradict it because the results are different? What changes are you going to have to make in your evaluation of it and the earlier knowledge if there are contradictions? Are there differences in the methods, physical location, length of study, what was studied and numbers involved which can explain the differences in results? What aspects of difference should you look for? Not always easy, but very important.

Facts are what there is evidence for. Collecting large amounts of evidence over several years, however demonstrates the fact that there are more suicides over the Christmas and New Year period than at other times of the year. Many hypotheses — theories or ideas which need to be tested by academic enquiry — prove to be correct, and so become facts within a research framework. Opinion is personal.

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An opinion can, however, be the start of an idea, develop into a hypothesis, with research and evidence collecting and then perhaps become fact. Conclusions are what you are left with or meant to be after a discussion or argument. The conclusion of an argument is sometimes but not always stated. Conclusions, like the truth, are not always simple. The stages in an argument show the links between the information given and the conclusion. They are not always stated. For instance, a holiday price comparison website may argue they give you the best choice of holiday the conclusion because they compare more holidays than any other price comparison site the premise.

How good is the evidence? Where and who did it come from? How was it acquired? For instance, in an extreme case, information given under torture or threat would not be reliable.