AMC Study Skills

AMC Study Skills Handbook Printed by the Australian Maritime College 2005 Adapted from the Tasmanian Department of Education (2000) Study Skills. Colleges Open Learning Network, Hobart. Used with permission 2005.

Study Skills - Australian Maritime College (AMC)

Contents
Time Management . . . . . . .7
Time wasters

Reading Skills . . . . . . . . .24 Research Tips . . . . . . . . .26 Surfing the Internet . . . . . .28
On-line access centres

Planning . . . . . . . . . . . . . . .8
Week by week planning The right balance Work environment

Study Skills & Habits . . . . .11

Study Types Organising time Saving time Backward planning

Essay Writing . . . . . . . . . .29 Referencing . . . . . . . . . . .30 Exam Preparation . . . . . . .34

Exam Technique Types of Exams

The Right Attitude . . . . . . .14

Staying Focused

Goal Setting . . . . . . . . . . .15 Learning Styles . . . . . . . .16

Visual Auditory Kinaesthetic

Job Applications . . . . . . . .39

Where to look for a job Writing Applications and Resumes The Interview

Controlling Stress . . . . . . .43

Relaxation exercises

Note Taking . . . . . . . . . . .18 Concept Mapping . . . . . . .22

contents

Study Skills - Australian Maritime College (AMC)

Time Management
"Wishing for more time" or "trying to find time for more things" is a daily occurrence for most people. You only have 24 hours every day to achieve your goals at work and study. You may also have sporting commitments, a house to run and children to nurture, not to mention time for sleeping and eating. The only way that you can find a reasonable balance between all the things you want to do in life is by being more efficient with the limited time that you have. It sounds simple, doesn't it? And it really is, all you need to do is concentrate on managing your time more efficiently and then practise the principles of time management. It's hard work and will probably require you to change your daily routine slightly but the end result is well worth the trouble. Some time management skills that will help you to achieve are:

Minimise your wasted time so that you can maximise your study time. Plan your week and budget your time to include a realistic amount of study time. Make the most of small bits of time at home or work or while travelling. Prioritise your time. Rank your activities from most important to least important. Save time once you sit down to study by being organised in a good work environment. Maintain concentration and motivation once you plan your time for study by breaking large tasks in to manageable parts. Allocate part of each day for relaxation and or recreation to help you keep a balance.

TIME WASTERS
If you were to estimate the amount of time that you waste each day daydreaming, waiting in queues, procrastinating, watching TV or window shopping, you may find that it adds up quite quickly. Most people could probably own up to an hour a day of wasted time, and for some people it might even be more. At an hour a day, it works out to be seven hours a week. That is a lot of time you can put to greater use, with far more significant rewards! There are many reasons for wasted time, but most of them boil down to bad habits. Keep a log of wasted time beginning tomorrow and see what your total comes to.

Study your log and see if there is a pattern in your behaviour that may help to reduce wasted time. Particularly be on the lookout for:
Time spent on the phone Time spent watching TV Waiting time Travelling time Time spent doing jobs for other people that you should have said no to in the beginning. Time spent entertaining uninvited guests. Time spent on doing one activity when two could be easily combined.

time management

Study Skills - Australian Maritime College (AMC)

Planning
We only have 24 hours in each day and throughout every day we are making choices about how we will use the time. A planner encourages you to forward plan your work, study and leisure times, discourages time wasting and keeps you informed of up-coming deadlines. All of these activities are important to your life. Remember that studying is only one aspect of your life so it is important to find the right balance between all the things you have to do and all the things you want to do.

Week by week planning

Planning is definitely the key to effectively managing your time and coping with all the various commitments in your life. The only way to ensure that you remain on top of all your roles as student, parent, worker, spouse etc is to plan your time: have a long term plan, a yearly plan, a semester plan, a monthly plan, a weekly plan and even a daily plan if necessary. Realistically though, you should concentrate on organising yourself week by week.

Keep a record
Use a weekly time sheet to record everything you do. Decide when you are going to start and write down every night for a week what you did during the day: 1. Start by recording hours spent eating and sleeping. These are essential times that cannot be missed. 2. Next mark in your essential time commitments that come before study (part time work, shopping, house work, travel etc) 3. Record those things that you need to and like to do to keep your sanity and a balanced outlook on life (sport / hobbies / TV etc). 4. Study should be written into all the remaining blank places. However be careful not to choose unrealistic times. If there are no suitable spaces left on your timetable perhaps some of your other activities need to be cut back. 5. Remember that you are in control of how much you study.

The right balance

A good starting point is to look at how you spend your time now so that you can plan your future use of time more wisely by replacing some activities with higher priority activities, like studying. The easiest way to do this is to simply keep a record for a week showing as many of your activities as possible. Many of us would spend much of our time on the following activities:

Working full or part time Watching TV Shopping Socialising Hobbies Listening to music Domestic chores Preparing meals Travelling Reading Eating Sleeping Caring for family members.

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Study Skills - Australian Maritime College (AMC)

Goals are more achievable if they are specific rather than general. For example before you sit down to read work out what you would like to achieve in the time allocated (read 5 pages and answer two assignment questions).

Crossing off the items as you do them will make you feel as if you are reaching your goal sooner).

Allow time each week for reading through any assignments or tests that you have been returned. Some activities like reading through marked work) are less taxing than others (planning an essay). Plan to do activities that require the most amount of concentration in the time slots where you feel you will be the most effective.

Activities which are less taxing slot into shorter study periods.

With your yearly planner up on the wall you should be able to see at a glance what projects need attention in the next week or two.

Revise your weekly planner if necessary to accommodate intense study periods. For example, if you have to study for an exam you may need to miss out on an hour of TV or two!

planning

Study Skills - Australian Maritime College (AMC)

WORK ENVIRONMENT
A good working environment in which to do your learning will be extremely important. Effective study has physical as well as mental requirements. Different people have different needs when it comes to their physical environment. Although it is impossible for most of us to have exactly what we want, there are certain things that we need in order to be better organised for learning:

Comfortable work temperature Chair that is not too relaxing A place away from a window with too interesting a view. If possible a small notice board where you can pin items to prompt your memory, place your weekly planner and yearly calendar.

A desk or table where you can leave subject material (or even a well-organised box near a desk or table will do). A supply of pens, pencils, paper, dictionary and other materials or equipment. A place away from noise such as TV and loud radio or music. Freedom from interruption as far as possible Good lighting and ventilation

The right study setting helps to maximise your study efficiently. If it is impossible to find a quiet, comfortable place at home, try the local library, a friend's house, go into work on the weekend when no-one is around. Tell yourself that you can achieve your goals by working steadily at regular times according to the weekly schedule that you have worked out for yourself, no matter where you choose to study.

planning

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Study Skills - Australian Maritime College (AMC)

Study Skills and Habits

1. STUDY TYPES
There are probably three distinct types of people when it comes to organising study comments: If this sounds like you, the use of time management techniques will not help to meet deadlines and motivate you to study. Learn to appreciate that you do work well under pressure because you need that feeling of utter desperation before you can convince yourself that you can't put off the job any more ..... it has to be done! You will inevitably have reasons why you can't meet deadlines when trying to meet extensions. Once you are desperate enough and you have started to work or you have been granted an extension of time, you may well find that some of the time management techniques could be helpful to see you through the pressured times. For example instead of a weekly timetable try drawing a timetable in the morning for the next few hours. You can produce some great work under pressure and at times even planners have to do it this way. However, you will also slowly learn that you can produce quality work without the stress and headaches if you learn to plan your study thoroughly and manage your time better. You may need to learn these techniques because in some cases deadlines are deadlines.

THE PROCRASTINATOR
(you put things off)

You have intelligence but you are always putting things off You began the course enthusiastically with great intentions of getting your work done and in on time and finishing the course BUT......... You are finding that weeks are going by and you still have good intentions, but you have not done nearly as much as you would have liked Besides you are too busy with other commitments to find the time to study properly

YOUR PROBLEM IS LACK OF MOTIVATION

Treat your work like a hurdle - with enough practice, help and encouragement, you will jump over it! Read the sections on goal setting and improving your motivation.

THE PLANNER

THE PRESSURE COOKER

You like planning ahead and don't usually have trouble keeping deadlines. You love lists, calendars, planning schedules You ask questions when in doubt You have been a successful planner

You never plan your commitments thoroughly. You seem to just get them done by working on the thing that is causing you the most pressure on a particular day. You work efficiently at the last minute under pressure. You make lists on loose bits of paper. You keep a mental note of deadlines.

YOU ARE ON THE ROAD TO SUCCESS!

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study skills & habits

Study Skills - Australian Maritime College (AMC)

2. ORGANISING TIME
Using the 10,080 minutes of every week more effectively
Below is a list of 10 ideas and practical suggestions about time organisation for you to think about. You might find that you use most of the ideas already. You might try a few new ideas now and come back to others later.

Make sure that you use a weekly planner but be flexible with your time schedule. Try to reserve some uncommitted time in case something arises you did not anticipate. Use a diary to keep track of important tasks, dates and planning items. A large calendar stuck on the wall is also a good idea - you can see at a glance what is coming up. Review your goals and revise as necessary. Reminding yourself about why you are studying helps you to keep going through the busy times. Learn to say 'no' to people and things that will eat up your time. important people in your life. Good communication skills can save you a lot of time. It is better to contact your teacher than to spend an hour in agony trying to complete your work when you are having trouble, or deciding to give up the course altogether.

Prioritise your time. Rank your activities from most important to least important and then work through them one at a time. starting with the most important. Focus on the immediate concerns, not on past failures or future problems. Remind yourself that you are already a successful learner of many things. Do one thing at a time as a general rule, not several things at once. Break large tasks into smaller tasks. Remember ' more haste, less speed' and don't rush through tasks but work at a comfortable pace. Even a slow pace is better than a whirlwind, panic rate. Make sure you allocate a part of each day to recreational use. This time will be important energy fuel to keep a balanced out look on life.

study skills & habits

10 Communicate thoroughly with all the

3 4

It is very important to be a little flexible in your planning of time so that you will always have enough time for unexpected emergencies. Being a little bit flexible will take that feeling away that your timetable controls your life. If you feel like going out, are a bit depressed, or feel sick, then change your routines so that you can deal with these things. Lost time can be easily made up if you have structured your bonus time into your weekly planner. Making up for lost time will help you relax and enjoy the activity that you would like to do without a cloud of guilt hanging over your head! It is very important to be realistic about your weekly planner. If you are only sleeping 5 hours every night or the kids are starting to riot from lack of quality time then it is time to review your study plan. Go back to the section on prioritising your goals and planning your weekly timetable.

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Study Skills - Australian Maritime College (AMC)

3. SAVING TIME
Have you ever wasted the first half of precious study time because you are not organised? Here are some ideas on how you can be organised and save some time when you sit down to work.

4. BACKWARD PLANNING
All students could benefit enormously by using a diary to write important tasks and deadlines. A large yearly planner stuck on the wall is also a good idea because you can see at a glance what is coming up. Its helpful to write down the due date for assignments on your yearly calendar and diary so that you have several reminders of when your work is due. Then you need to break this large goal into smaller more manageable tasks that you can complete in the study times that you have planned in your planner. It is easy to divide a large task into smaller tasks and set realistic time frames for each smaller task by working backwards from a future deadline.

Establish an effective work area. Use a filing system so that you can find
documents quickly.

Plan major tasks on paper first and allocate

time for each part.

Talk through major assignments with other

people.

Photocopy articles in newspapers and

magazines that might be useful and file them immediately.

possible when meeting with a friend.

Always carry a notebook with you so that you

have somewhere to write important notes as you think of them or told of them.

Seek assistance from your teacher

immediately if you do not understand your work.

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study skills & habits

Combine study and social activities wherever

Writing down all the tasks that you need to do in order to complete an assignment is a useful thing to do because it helps make the most of your time. You can see what's ahead of you and how much you need to get done in a certain period of time.

Study Skills - Australian Maritime College (AMC)

The Right Attitude

No doubt when you began your course, you were enthusiastic about it with great intentions of studying regularly and getting all your work done quickly. Now, you are finding the weeks have gone by and it's still a great intention but you haven't done nearly as much as would have hoped. Take a look at the following situations and see if any of them seem familiar.
Dislike the subject - you do not like the subject because it is too difficult, or it is too boring, or you cannot see its relevance. Unclear objectives - you do not know why you are studying; you do not have a good reason for it. Poor time management - you do not know how to organise your study time; you never seem to have enough time just for yourself anyway! Something else always seems more important than study.

If any of these sound familiar, try some of the following ideas:

1. Set yourself clear and achievable goals, eg reading three chapters of a book each week and long term goals - qualifying for a particular career. 2. Work for time periods of no more than 40 to 50 minutes at a time then take a short break. 3. Set clear deadlines that you can realistically stick to. 4. Offer yourself a reward - if I finish this assignment I can watch my favourite TV program. 5. Try and work with someone else whenever possible so that you can keep each other to the task and then enjoy a break together. 6. If you are not interested in a particular topic, see if you can discover interesting ways of presenting the information - diagrams using coloured pens, illustrations etc. 7. Write the task you need to complete in your diary and when it is completed draw a thick line through it.

the right attitude

Poor organisation - you cannot ignore distractions; you do not make sure that you have everything that you need; and you do not pace yourself or reward yourself. Worrying about work - you worry about failing, or about being behind or about being overloaded and not knowing where to start and you spend too much time worrying instead of working. Procrastination - putting things off is one of the most common problems students have. It's one of the biggest time - eaters of all and it will get in the way of you reaching your goals.

Staying Focused
Scheduling time to study is only one of the steps on the road to success. Maintaining concentration once you sit down to work is another thing altogether! Try to prevent your mind from wandering:
Decide if it is the right time of day for you to be studying since people differ on this - adjust your timetable if necessary Get up, move about and do something different for a short period of time - (work for only 40 - 50 minutes in the hour.) Continue with and complete the daydream so that it does not return and interrupt your thoughts again Change to a more interesting topic or subject if you know a task is taking you far too long to complete. Set yourself a time limit, such as see how much you can get through in the next twenty minutes. Do not try to complete a large task all at once- break it up into manageable parts. It is better to do short tasks more often than it is to do the whole task all at once. Gain some physical exercise in order to get your adrenalin moving - use your short breaks to go for a brisk walk, peg out the washing, check the letter box etc. Check your physical environment: are you distracted by the view, is it too hot/ too noisy, are you trying to work while laying down are trying to work outside in the sun? etc.

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Study Skills - Australian Maritime College (AMC)

Goal Setting
A goal is something we want to achieve through personal effort. People have many different goals that they hope to achieve including obtaining qualifications for a particular career path or studying a subject that they have not previously had the opportunity to study. At any point we may have several goals - short term and long term. We need to identify these goals and look at whether or not we are achieving what we set out to do. Why is goal setting important? Goal setting helps you take control of your life. We cannot be ultimately happy if what we do in life is determined by other influences. When we set goals we can clearly see: Whether our goals are realistic What resources are available to help us achieve our goals The obstacles that can prevent us from achieving our goals The steps we need to take Whether our goals are conflicting mark in some way the fact that you have progressed toward your goal. Look at some of the steps you have outlined in your plan what reward can you give yourself for reaching each point along the path towards your goal? Sometimes we can feel overwhelmed and unable to do anything - "there is so much to do I don't know where to start!" When this is the case it is hard to think positively and to have the energy to do anything at all. When you feel like this Write down all the things you have to do List all the tasks in order of importance Look at the task at the top of your list and break it down into small sections Think about completing just that section. Tell yourself it will only take a short time to complete and then you will do something that you enjoy doing.

What are the steps involved in goal setting? 1. Decide what it is you want. Some goals may take several years to achieve - others may be attainable in a short period of time. 2. Write down your goals. By writing them down you can see clearly what it is you want to achieve and the next step in your goal setting process is much easier. 3. Prioritise your goals. Which goals on your list are the most important to you? 4. Anticipate the obstacles you may encounter. When you think about a goal, what might you have to overcome to achieve it? 5. Create your plan. For each of your goals write a plan which outlines the steps you will need to take in order to achieve it. Remember to include time frames for each of the steps involved. 6. Reward yourself. Achieving your goal will be a reward in itself but it can be helpful to

If you have five assignments that you have to do, for example, you should look at when each is due and list them in order from the one that is due first to the one that is due last. Your first assignment may require you to read, research and write an essay or response.

1. Today I will do the reading and make notes and then visit friends for a short time. 2. Tomorrow I will go to the library and do the research and go to the pool on the way home. 3. I will write the first draft of my response when I get home while the information is still clear. 4. I will write the final version on Friday. When you are writing an essay you may review and rewrite your response many times. This is an important part of the essay and you will need to allow for this in your timetable. By having a clear plan written down, you can prevent your mind from becoming overwhelmed. It also allows you to focus on the task, knowing that you are going to enjoy some relaxation when your task is complete.

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goal setting

Your plan could be:

Study Skills - Australian Maritime College (AMC)

Learning Styles
This information on learning styles may be useful to you particularly if you are returning to study after some time or find that you have difficulty learning in a particular way. There is not just one way of learning successfully. Everyone uses a range of strategies for learning new things. For example, the way you learned all the names in your favourite AFL team is different from the way you learned to drive. What's more is that everyone has a preferred way to learn. By spending some time with this section, you may be able to identify you particular learning style and make some improvements to your study technique and hopefully be a more successful student as a result. Read through the information carefully and while you are reading keep in the back of your mind how you learn best:

What is your learning style?

It is important to identify your preferred learning style because this can affect how successful you are. We all have different learning styles and each style has its own strengths and weaknesses. Once you have identified your learning style you can make sure that you have the best possible conditions and methods for studying. What ever the teaching methods employed at the school you last attended, it is highly likely that some students failed because the needs of their natural learning style were not met. There are many different learning styles but one of the simplest ways to view communication and learning is to break it into three parts: VISUAL: Visual communicators and learners tend to see things in their minds and to use images. They prefer to learn from reading, note taking and diagrams. They enjoy reading, appreciate drama and art, and are good at reading facial expressions and body language. they tend to write lists. AUDITORY communicators and learners tend to listen and talk. They prefer to learn from lectures, talks and audiotapes. They enjoy using the telephone, listening to music and radio and talking. They give verbal instruction, rehearse aloud and learn by talking to themselves. KINAESTHETIC communicators and learners tend to use movement and action. They prefer to learn by writing, acting out, pacing and gesture. They enjoy dancing, sport, and working things out while on the move. They fidget and gesture a lot and give messages through touch. Keep in mind that while you read the information that all three forms are used by us all to some extent but one style is usually more dominant and used automatically.* (Ward C. and Daley, J. 1995. Learning to learn:

learning styles

Do you learn best by summarising and writing lists Do you learn best by listening to others, talking and arguing about the issue? Do you learn by reading the information aloud Do you learn best by the hands on method such as pulling an engine apart to see how it works, rather than by reading about it? When you by a new appliance do you read the manual first or do you learn to use it be trial and error?

The most important thing to remember is that you are already a good learner. Just think of all the things you have already learnt to do without realising:

Speak your native language Make calculations using money Remember directions to get you from one place to another Use various tools and machinery.

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Strategies for accelerating learning and boosting performance, published by the authors, Christchurch New Zealand, p59.) If you are a visual learner you can strengthen your study skills by

If you have mainly a kinaesthetic learning style (doing), you will need to turn print-based material into drama, debate or action movie eg.

Writing summaries as you read through your notes or highlighting the important information. Summarising summaries onto flash cards in the form of diagrams or tables. Watch a video and look for pictures that sum up trends or ideas.

Summarise the notes. Form your own debate questions from the summaries you have made and debate the topics with a friend or fellow student. Act out your oral presentation or tape your performance. Use cut and paste to rearrange drafts to work out the best presentation of assignments.

If you have mainly auditory (hearing) learning style you will need to turn print-based material into a listening or talking situation eg.

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learning styles

Work with a friend, relative or fellow student Make tapes of your notes or summaries. Listen to the tapes whenever you can. Read your writing aloud to see if it makes sense and it flows. Talk to someone else about what you have learnt.

Remember your preferred learning style and adapt it wherever you can. If you never make notes while you read, or you never learn things by heart, you should try and expand your skills in this area. It will never be your preferred learning style, but leaving these things out altogether could be limiting your success. You need to approach it from as many angles as possible and some subjects might require you to approach your work from a style that is not easy for you. If you are determined to succeed in your chosen subjects, be flexible and enjoy the challenge.

Study Skills - Australian Maritime College (AMC)

Note Taking
Adequate notes are a necessary adjunct to efficient study and learning. Think over the following suggestions and improve your note taking system where needed.
1. Listen actively. If possible think before you write - but don't get behind. 2. Be open minded about points you disagree on. Don't let arguing interfere with your notetaking. 3. Raise questions if appropriate. 4. Develop and use a standard method of notetaking including punctuation, abbreviations, margins, etc. 5. Take and keep notes in a large notebook. The only merit to a small notebook is ease of carrying and that is not your main objective. A large notebook allows you to adequately indent and use an outline form. 6. Leave a few spaces blank as you move from one point to the next so that you can fill in additional points later if necessary. Your objective is to take helpful notes, not to save paper. 9. Many lecturers attempt to present a few major points and several minor points in a lecture. The rest is explanatory material and samples. Try to see the main points and do not get lost in a barrage of minor points which do not seem related to each other. The relationship is there if you will listen for it. Be alert to cues about what the professor thinks is important. 10. Make your original notes legible enough for your own reading, but use abbreviations of your own invention when possible. The effort required to recopy notes can be better spent in rereading them and thinking about them. Although neatness is a virtue in some respect, it does not necessarily increase your learning. 11. Copy down everything on the board, regardless. Did you ever stop to think that every blackboard scribble may be a clue to an exam item? You may not be able to integrate what is on the board into your lecture notes, but if you copy it, it may serve as a useful clue for you later. If not, what the heck - you haven't wasted anything. You were in the classroom anyway. http://www.ucc.vt.edu/stdysk/notetake.html

note taking

7. Do not try to take down everything that the lecturer says. It is impossible in the first place and unnecessary in the second place because not everything is of equal importance. Spend more time listening and attempt to take down the main points. If you are writing as fast as you can, you cannot be as discriminating a listener. There may be some times, however, when it is more important to write than to think. 8. Listen for cues as to important points, transition form one point to the next, repetition of points for emphasis, changes in voice inflections, enumeration of a series of points, etc.

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NOTE TAKING STRATEGIES Lectures and Note-taking

Lectures give you:

An overall framework for your course Essential knowledge of key areas and explanations of difficult concepts A review of research findings and areas of controversy Inspiration for further discussion and reading A chance to ask questions

1. Always head up each page of your notes with topic, subject, lecturer and date!
Use this column for headings and key words: TIPS

Write most of your notes in this column: Use active listening techniques Ask yourself questions: How does this information link to what I already know? What are the main arguments? What examples and evidence are given? What sources and references are used? Do I agree with the views expressed? Do I have unanswered questions? AFTER the Lecture: Fill in any gaps in your notes:
Ask another student or your tutor Check in the textbook Note points of poor understanding:

Leave lots of space between sections Write phrases rather than whole sentences Develop a system of abbreviations Write in the middle column and fill in key words later when they become apparent

BEFORE the Lecture: Preparing for the lecture will help you:

Incorporate new information into your existing knowledge framework Predict what is coming next in the lecture Select main points and take relevant, effective notes

Ask your lecturer or tutor for clarification as soon as possible after the lecture Do follow up reading

Check reference details:

Revise your notes: (Use your third column for this)

Add comments or questions Expand notes where necessary Highlight or summarise key points

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Study Skills - Australian Maritime College (AMC)

2. The 5 Rs of note taking

The paper on which notes are to be taken should be ruled to look like this:

5 cm

15 cm

5 cm

This format provides the perfect opportunity for following through with the 5 Rs of note-taking. Here they are: 1. Record. During the lecture, record in the 15 cm column as many meaningful facts and ideas as you can. 2. Reduce. As soon after as possible, summarise these ideas and facts concisely in the 5 cm column. Summarising clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also it is a way of preparing for examinations gradually and well ahead of time. 3. Recite. Now cover the 15 cm column. Using only your jottings in the 5 cm column as clues or "flags" to help you recall, say over the facts and ideas of the lecture as fully as you can, not by rote, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering the notes, verify what you have said. This procedure is the most powerful study technique known to psychologists.

note taking

4. Reflect. Professor Hans Bethe, prominent nuclear physicist at Cornell University, has said that a student who goes only as far as his textbooks and lectures take him can become proficient, but never creative. Creativity, even real mastery of a subject, comes only with reflection. Seeing new material in the light of what you already know is the only road to original ideas, for having an idea is nothing more than discovering a relationship not seen before. And it is impossible to have ideas without reflecting - ie. thinking. So that you do not forget the results of your reflections, record them in the space provided at the bottom of the sheet. 5. Review. If you repeat Step 3 every week or so, you will retain most of what you have learned and you will be able to use your knowledge to greater and greater effect.

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3. Guided Note Taking

Suggested notes, completed in italic type. 4. Show connections between points by visual presentation eg use of spacing, underlining etc points should be numbered

Title: Lectures and Note Taking 4 most imp. skills: 1. Understand what lecturer says as he says it cannot stop to look up new words Often poss. to understand much by concentrating on points = most imp

New abbreviations used above info. = information sth. = something max. = maximum

2. Whats imp.? Most imp. info. = title make sure write it down implies major points Good lecturer signals whats imp. direct or indirect signals Explicit = write it down Indirect = pause or speak slowly etc. = sth. imp. quickly? softly? short pauses etc. = sth. incidental

3. Main points: write them down - has to do quickly and clearly (i) helps to abbreviate (ii) select only words - max. info = nouns (iii) writing only 1 point each line Diff. in finding time to write connectives may guide: (a) in same direction = safe to write eg moreover (b) however etc. = new info to listen

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Study Skills - Australian Maritime College (AMC)

1. Summarising Concept Mapping

When the information you are summarising is quite complex and you want to show several links between different issues try developing a concept map. Concept mapping is a great process to help you understand the topic you are studying. It is a perfect way to summarise your notes as it helps you understand the links between the concepts you are learning about. Concept maps can be as simple or as complicated as you like. If you have never designed a concept map before, start small and as you get more confident increase the number of concepts and links made. Using concept maps will help you: The concept map below was made by summarising the following passage:
Control of water intake is regulated through the sensation of thirst which occurs in response to dehydration. Thirst becomes evident when the rate of water loss from the body is greater than the rate of water intake. Dehydration creates a thirst in two ways. Firstly it reduces salivary flow, which dries the oral membranes. Secondly it increases the osmotic pressure in the blood. This stimulates the thirst centre in the hypothalamus, which in turn enhances the thirst sensation. Drinking when thirsty tends to correct the dehydration and maintain homeostasis of the body water.

concept mapping

reflect on the purpose of the activity understand the relationships between the terms used link concepts with real life situations develop excellent summaries of your work integrate new ideas into your thinking

Control of Water Intake

dehydration

How to make a concept map: 1. Arrange key terms on a piece of paper. 2. Connect the terms by lines that link together sensibly. For example, lines may show a particular relationship between terms or they may indicate steps in a process. 3. On each line drawn, write the connection that you have made between the terms.

reduced flow of saliva increased blood osmotic pressure

dry mouth & throat

stimulates thirst centre in hypothalamus thirst

drinking

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2. Cause-Effect and Problem and Solution

When summarising information where one situation has an impact on another, a two-column layout is an effective way to display it.

CAUSES (OR PROBLEMS) 1.......................................................... 2.......................................................... 3.......................................................... 4..........................................................

EFFECTS (OR SOLUTIONS) 1.......................................................... 2.......................................................... 3.......................................................... 4..........................................................

............................................................................ ........................... ........................... ........................... Details ........................... ........................... ........................... Details ........................... ........................... ........................... Main Idea ........................... ........................... Main Idea Main Idea ........................... ........................... Main Idea ........................... ........................... Main Idea ........................... ........................... Details ........................... ........................... ........................... Details ........................... ........................... ...........................

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concept mapping

If you need to list more detail you may like to experiment with this format:

Study Skills - Australian Maritime College (AMC)

Reading Skills
HANDY HINTS

Don't start reading aimlessly from the beginning. SCAN the whole item fast ... CONCENTRATE. Don't take more than 5 mins to scan the item. Then SKIM read your way through likely looking bits. Set a time limit, like 20 minutes. Go for your life! Concentrate like fury! Don't let your mind wander! Force your eyes to zoom through the text.

2. If the headings seem appropriate, read the first few sentences at your normal speed. You will notice that the beginning paragraph usually contains vital information such as:

the subject matter of the article the author's point of view

3. Now run your eyes quickly through the remaining paragraphs. You should focus on key sentences. In a paragraph you usually find:

the main idea in the first sentence a summary of what the paragraph was about in the last sentence

IF YOU WOULD LOVE TO SKIM AND SCAN MORE QUICKLY BUT NEED TO IMPROVE ON TECHNIQUE THEN READ ON If you would like to approach your research like a hare rather than a tortoise, it is time to improve your reading skills. Skimming and scanning are two techniques that you can use to really speed up the reading process.

4. At this stage do not concern yourself with detail. Remember that if the article is worth referring to you can study it in more depth later.

EXAMPLE In the following passage a large number of words have been left out. Read through the passage quickly and see whether the key words remaining provide enough information for you to understand it.

reading skills

SKIMMING Skimming is looking over material very quickly to get the gist of what it is about. This is a great technique to use when you want to decide whether the article is worth reading in more detail. Skimming becomes very easy with practice. Try concentrating your attention on words that you think are important and give meaning to the text. Ignore all the trivial words that do not hold key information. You will find that nouns and verbs contain the most meaning. Remember that in skimming you are only looking for general ideas while in scanning you are reading more specific information. When skimming use the following steps to help you: 1. Start by looking for key words in the title, subtitle or headings.

sport-loving nation. Australians Australia worship sport religion. Sports nation's icons. pressure stars personal lives scrutinised public media.

Did you manage to understand what the passage was about? If so, you will be able to see that only a select number of words carry the overall meaning. It does take some practice to judge which key words and phrases hold the meaning. But after some time, skimming will become second nature to you, lifting your reading performance.

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Now read the whole passage. Australia is a sport-loving nation. Many Australians worship their sport to the point that It has become their religion. Sports stars have become the nation's icons. As a result they are under the pressure of having their personal lives scrutinised by both the public and the media.

athlete challenger winner professional world cup team sport

record star cheat champion veteran medal

SCANNING When you are looking for particular facts quickly you can use your eyes to seek out this particular information only. This technique is called scanning. In scanning you discard all other information in the text, training your eyes to focus on the key words you have set out to find. Scanning is used when reading telephone books, advertisements, dictionaries, contents pages, etc. Read the list below and see if champion has been included in the list:

How many words did you read carefully? Champion was the only word you needed to read. The other words were not important. If you read every word, you were not reading efficiently for the task you had to do. To find the correct word (champion) your eyes have to move rapidly over words looking for a word begging with 'ch and ending with 'ion'. This kind of reading is called scanning.

Before using your textbook as a study tool, familiarise yourself with its contents. Knowing how it is laid out and being able to find where everything is before you start studying will save you a lot of frustration. Check a textbook: Does your book have these features?
Table of contents Index Glossary or word list Chapter headings Chapter sub-headings Important words in each chapter shown in thick letters or colours Illustrations Diagrams Questions for each chapter Summary for each chapter YES NO PAGE

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reading skills

GETTING THE MOST OUT OF YOUR TEXTBOOK

Study Skills - Australian Maritime College (AMC)

Research Tips
WHAT DO I KNOW ABOUT THIS TOPIC Brainstorm words, phrases or ideas on the topic from your experiences. At some point you will be starting some serious work in all your subjects, so visiting the library is a must. The library is jam packed full of all sorts of wonderful resources. When first entering a library you can feel very bewildered. Not knowing where to start or how to find things can make you want to go scurrying back to the safety of your home. There is no easy step by step guide on how to use a library as all libraries are different. Your closest library may be the local community library, the State Library or a school library. Each library is set out differently depending on the needs of their members.

WHAT DO I NEED TO FIND OUT? 1. Read the question 2. Identify the keywords in the question 3. Brainstorm related keywords 4. Use a dictionary and thesaurus to extend keywords 5. Construct a concept map

HOW WILL I FIND THE RESOURCES? 1. Predict possible subject headings from keywords

research tips

2. Follow a search strategy

Check library catalogues Check reference sources Check periodical files Check the vertical file Check resources on the Internet Ask your librarian for help Check community sources

fiction books non-fiction books audio visual resources electronic references: bibliographies (lists of books) - indexes and abstracts - library catalogues - lists of research in progress - directories and yearbooks - guides to sources of information - guides to organisations - literature guides and reviews - encyclopedias CD ROMs

WHAT SOURCES OF INFORMATION WILL BE USEFUL FOR MY TOPIC? 1. Select resources 2. SKIM and SCAN

To find information, eg title page, contents, index etc To determine readability To select topic information Is it on the topic? Is it biased?

The best thing you can do is to introduce yourself to the librarian. They are a fantastic walking resource. Librarians not only have a mind full of important information but they love helping people and are very approachable. If it is your first time in the library ask the librarian to give you a tour of the library. They will quite happily show you where everything is and help you use the resources available. If you have a specific topic you wish to research the librarian will help guide you in the right direction.

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HOW WILL I RECORD THE INFORMATION? 1. Read, view, listen in detail 2. Summarise 3. Record sources (author, publisher, date and place of publication)

HAVE I GOT THE INFORMATION I NEED? 1. Review the information by:

Reading through the notes in detail Relating back to the concept map 2. Collect more information if needed.

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research tips

Study Skills - Australian Maritime College (AMC)

Surfing the Internet

The Internet has become one of the fastest ways to get information about almost anything.
To many people it is a lifesaver and they can access information almost instantaneously without leaving their room. To others it can become a nightmare trying to sift through the thousands of sites to find one that contains the desired information. Everyone can refine their search to pinpoint their subject more accurately: It is a matter of learning to use search engines more effectively. There are many useful websites that give you a step by step guide on how to use the Internet. Here are a few. Look them up and see how simple it is to find exactly what you want. Basic Steps for New Searchers http://www.goeureka.com.au/help/help basic.html Web Searching Tips
http://www.searchenginewatch.com/facts/index.html

Is there any date of revision? Is there evidence that the author or producer regularly maintains the links in the document? CONTENT: Does the material match the need of the target audience? Is it suitable for your needs? Is the document/site well structured and information well presented so that it is easy to navigate? Do the graphics compliment the information or detract from it? Is the site easily accessible and stable? Is the site's computer often down or does the document take forever to load? AUTHENTICITY: Digital signatures and digital watermarks may be used to ensure the authenticity of documents.

the internet

How do you know that the information you download from the net is accurate or suitable for your needs? Use the following checklist to help you evaluate a site: SOURCE: Can you identify the author or producer and his/her organisation? What are the author's credentials and expertise? What is the authority and reputation of the authors sponsor, publisher or organisation? Is there any contact information for the author or organisation? URLs: Uniform Resource Locaters are the addresses for documents on the Web. A URL with a ~ (tilde) is generally a personal, not an official URL. DATE: When was the document or Web page first produced?

ONLINE ACCESS CENTRES If you need to use computer facilities and cannot come into AMC, visit a local Online Access Centre - a community-managed facility with at least three multimedia computers, a printer and a scanner. Each Centre offers access to computers and the Internet for registered users. For the first year of operation Centres provide some free basic training in computer and Internet use. Users have access to a variety of software applications, can open email accounts, and search the vast resource of the Internet with some one on one assistance from a friendly co-ordinator and trained volunteers. For more information visit www.tco.asn.au

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Essay Writing
1. READ THE QUESTION CAREFULLY Underline/highlight/circle the key words of phrases Identify the instruction words Decide the exact meaning of the words used in the question; use a dictionary to help you. Decide what the question is really asking you to do. Rewrite the question in your own words. 2. BRAINSTORM IDEAS Once you understand the question write down all the points you can think of that are relevant to the question. Allow your ideas to flow at random. Add to your list as more ideas occur to you. 3. FIND THE INFORMATION YOU NEED Refer to your text; you need to find evidence from the text to support your points. Refer to your class notes. Library and Internet research can provide further information. (If you use an author's work you must acknowledge it by giving reference details.) Your quotations, references, evidence must be relevant to the question. Discard information that does not answer the question. 4. PLAN YOUR ESSAY Outline the way you organise the ideas and information in your essay. Your plan needs to include points /headings/ideas for each of the main parts of your essay: introduction, body paragraphs and conclusion. Consider your introduction Define the question; give the reader an understanding of the subject and your approach to the topic - arouse the interest of the reader. 6. CONSIDER YOUR BODY PARAGRAPHS Each major point should be contained in a separate paragraph. Try this: - write the topic sentence - state in more detail what it is about - give some evidence to support it - discuss how the evidence supports the point you made - link the information in the paragraph to the question 7. CONSIDER YOUR CONCLUSION The conclusion should: Give a summary of the main points in your essay Begin or end with a statement that rounds off your viewpoint Not introduce any new ideas or evidence Convince the reader that you have achieved your stated aim 8. WRITING A REFERENCE LIST The reference list is a list of all the sources of information you have referred to in your essay. Refer to page 31 to find out how to set out a reference list accurately. 9. HAVE YOU USED ALL THE RIGHT INGREDIENTS? Identified key words in the question Included enough points to answer the question completely Used paragraphs written in a logical order Supported points with references, examples or quotations Maintained a consistent point of view throughout Proofread for spelling mistakes, punctuation errors and errors of expression Written a well developed introduction and conclusion Compiled a bibliography 10. LEARN FROM FEEDBACK Take note of the feedback given to you by your teacher. Learn from the comments made and use them to improve your next essay. Contact your teacher and ask them to explain any marks or comments you don't understand.

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essay writing

Study Skills - Australian Maritime College (AMC)

Referencing
Whenever you mention the work of someone else in an essay or assignment, it is necessary to give details of where your information came from. There are two reasons for this: firstly it acknowledges the work of the author(s) you are referring to, and secondly it allows your readers to look up further information. Details of your sources of information are called references. Plagiarism One of the easiest ways to achieve low marks (or even a zero mark) for an assignment or essay is to plagiarise. This is when you use someone else's work and present it as your own without acknowledging the true author. Most written assignments will gain better marks if there are suitable quotations and references used, as this clearly shows the work that has gone into what you submit. If you show some initiative and quote from a broad cross-section of resources your work will present better. Quoting from other authors who have worked on the same topic will back up the point that you are trying to get across. called a Reference list. 'In-text' referencing and setting out quotations In-text references or citations are used whenever you quote directly from the work of someone else, or when the general meaning of what someone has written has been reported in your work. Intext referencing must include basic details of your sources of information: the author name(s), year of publication and page number(s). The reference list at the end of your work gives more complete details so that readers can follow up your in-text references. Quotations should be set out in the following ways: Direct quotations Short quotations of less than four lines can be incorporated into the body of your essay. These quotations must be placed within single quotation marks and accompanied by an in-text giving the author's name, the year of publication and the page number. Full details must be included in the reference list. For example: Roberts (1987, p. 45) described inspiration as water being 'sucked in through the mouth by expansion of the buccal cavity and thence into the opercular cavity.' One of the people in the book says, 'She was a puzzle to me, she didnt like gutting chickens or chopping wood either, and she kept her clothes neat and tidy. She had a natural sense of order' (Morgan 1987, p. 75). Long quotations of more than four lines are set out as a separate block of text and are indented from the margins with no quotation marks. Once again, the quote should have an in-text reference that includes author name, year of publication and page number, with full details included later in the reference list. For example: Posting is an evil ritual: it was with devilish

referencing

This is good practice for written assignments at university and tertiary institutions, as work submitted for assessment must incorporate references to back up every claim, observation or comment made, and extra marks are gained for correct referencing. Plagiarism is never tolerated. The Harvard system of referencing (author/date system) One of the more widely used systems for referencing is called the Harvard system (also called the author/date system). This involves giving brief details (or citations) of sources of information within the body of your essay or assignment, using what is called 'in-text referencing. At the end of your essay or assignment you must then include a list that gives full details of your sources of information. This is

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Study Skills - Australian Maritime College (AMC)

glee that one unit would pass on to another a soldier who they knew to be bloody useless. However, to keep the joke going, these failures were never discharged, just posted. There must have been at one time, thousands of these idiots, all in a state of permanent transit, spending most of their life on lorries. Lots gave lorry numbers as a forwarding address. Hundreds spent the duration on board lorries, seven were even buried on them. There is a legend that the last of these idiots was discovered as late as 1949, living on the tailboard of a burntout ammunition lorry in a wadi near Alamein. When located, he was naked, save for a vest and one sock: he said he was 'waiting to be posted. (Milligan 1971, p. 66) Indirect quotations When you refer to someone else's work but don't use their actual words, you do not need to use quotation marks, but you must still include an intext reference and give full details in the reference list at the end of your work. For example: Professor Ian Plimer (1994, p. 63) believes geology is the key to unlocking the secrets of Earths history. The movement of Amoeba is controlled by the use of pseudopodium (Roberts 1987, p. 342). Types of in-text references Your sources of information may be the work of more than one author, or may be edited or published by an institution. Examples of how you would cite such references within the body of your text are: Reference lists One author (Morgan 1987, p. 75) More than two authors (Ponder et al. 1994) Newspaper article (no author provided) (Tasmanian Country, Fri. July 28, 2000) Newspaper article (Oakes 1992, p. 26) Secondary sources (Buhlers study (1993) cited in Piaget 1951)

A reference list is placed at the end of your essay or assignment and gives full details of the 'in-text' references you used throughout your work. Reference lists are arranged alphabetically in order of authors' surnames. To correctly reference your sources you will need to write down all the details as you use each source of information. This is much easier than trying to do it later on. (Sometimes you will also be asked to include a bibliography, which lists books or articles used or consulted during the research, but not directly referred to within the text of your assignment.) Different sources of information have specific requirements for referencing. These are discussed in more detail below, but generally the format is: 1. Author's name (surname and initials) 2. Date of publishing 3. Title 4. Publishing company 5. Place of publication 6. Page numbers Reference material may come in many forms. These include (amongst others): Videos Books Journal, articles CD ROMs Web sites Newspapers Referencing details for different sources of information should be set out as follows: 1. BOOKS: References for books must be set out in the following manner: 1. Author's surname 2. Initials 3. Date 4. Year of publication 5. Title of publication 6. Title of series (if applicable) 7. Volume number (if applicable)

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referencing

Study Skills - Australian Maritime College (AMC)

8. Edition (if applicable) 9. Publisher 10. Place of publication 11. Page numbers (if applicable) Examples: Single author: Morgan, S. 1987, My Place, Fremantle Arts Centre Press, Fremantle. Multiple authors: Scott, M., Williams, B. K., Sawyer, S. C., & Hutchinson, S. E. 1999. Information Technology Outcomes. McGraw-Hill Book Company, Australia. Edited collections of work: Morgan, D. (ed) 1981, Biological Science: The Web of Life, Part 1 (3rd Edition). Australian Academy of Science, Canberra. Works published by institutions, with no single author or editor World Book Encyclopedia 1992, World Book Inc.,Chicago, vol. 3, p. 250. 2. ARTICLE IN A JOURNAL, MAGAZINE OR NEWSPAPER: For subjects (other than science) references must be set out in the following manner:

Anderson, D. M. 1980, Effects of temperature conditioning on development and germination of Gonyaulax tamarensis (Dinophyceae) hyphozygotes', Journal of Phycology, vol. 16, pp. 166-172. Blackburn, S. L., Hallegraeff, G. M., & BOLCH, C. J. 1989. Vegetative reproduction and sexual life cycles of the toxic dinoftagellate Gymnodinium catenatum from Tasmania, Australia, Journal of Phycology, vol. 25, pp. 577-590. Botch, C. J. & Hallegraeff, G. M. 1990, `Dinoflagellate cysts in recent marine sediments from Tasmania, Australia', Botanica Marina, vol. 33, pp. 173-192. Cartton, J. T. 1985, Transoceanic and interoceanic dispersal of coastal marine organisms: the biology of ballast water', Oceanography Marine Biology Annual Review, vol. 23, pp. 313-371. Dale, B. 1983, Minoflagellate resting cysts: "Benthic plankton, in G. A. Fryxeil (ed.), Survival strategies of the algae, Cambridge University Press, Cambridge, pp. 69-136. 3. FILMS, TV, VIDEO, AUDIO: References for these materials must be set out in the following manner: 1. Title 2. Format 3. Date of recording 4. Place of recording 5. Publisher 6. Any special credits Example: Learning to Live (motion picture) 1964, London, Fine Film Inc., Producer Martin French. 4. COMPUTER RESOURCES:

referencing

1. Name of author(s) of article (where evident) 2. Year of publication 3. Title of article (in inverted commas) 4. Title of publication 5. Volume and number (if applicable) 6. Pages Example: Jeanloz, R. 1983, 'The Earths Care', Scientific American, vol. 249, no. 3, pp. 40-49. The method for scientific referencing differs somewhat to this method. Authors must be listed alphabetically, (and chronologically if more than one work by the same author is used). Where the same author has multiple works from the same year, place the letters a, b, 'c' ... after the publication date to indicate the references to the multiple publications.

Computer resources are commonly used as reference materials (including computer programs, CD-ROMs and Internet sites). The appropriate referencing format for this resource is important.

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World Wide Web sites These should be referenced using the following format: 1. Authors name 2. Title of the web page (in quotation marks) 3. Title of complete work (in italics) 4. Date of page publication 5. Full http address 6. Date of access Example: World Health Organization, 'Our Planet, Our Health, Report of the WHO Commission on Health and Environment, 1992, http://www.ciesin.org/docs/ 001-232/summary.html (23/03/99). Full Text CD-ROMs: The format is: 1. Author's name 2. Title (in quotation marks) 3. Name of CD-ROM 4. Format 5. Date 6. Publisher Example: Kohn, Hans. Nationalism', Microsoft Encarta [CDROM], 1993, Microsoft Corporation. Computer Programs: Format is: 1. Author's name (if known) 2. Format 3. Program name 4. Date 5. Publisher Example: PC Globe Maps 'n' Facts (Computer program), 1995, Broderbund Software. 5. INTERVIEW Referencing of interviews requires you to list the name, date, format and place. Example: Marshall, Peter 2000, [Personal communication], Hobart, Tasmania.

REFERENCE LIST: EXAMPLE Here is an example of a reference list compiled using the sources listed above. Note that the second and following lines of each reference are indented:
Anderson, D. M. 1980, Effects of temperature conditioning on development and germination of Gonyaulax tamarensis (Dinophyceae) hyphozygotes', Journal of Phycology, vol. 16, pp. 166-172. Blackburn, S. L., Hallegraeff, G. M., & BOLCH, C. J. 1989. 'Vegetative reproduction and sexual life cycles of the toxic dinoftagellate Gymnodinium catenatum from Tasmania, Australia, Journal of Phycology, vol. 25, pp. 577-590. Bolch, C. J. & Hallegraeff, G. M. 1990, Dinofiagellate cysts in recent marine sediments from Tasmania, Australia', Botanica Marina, vol. 33, pp. 173-192. CarIton, J. T. 1985, Transoceanic and interoceanic dispersal of coastal marine organisms: the biology of ballast water', Oceanography Marine Biology Annual Review, vol. 23, pp. 313-371. Dale, B. 1983, Dinoflagellate resting cysts: "Benthic plankton, in G. A. Fryxeil (ed.), Survival strategies of the algae, Cambridge University Press, Cambridge, pp. 69-136. Jeanloz, R. 1983, 'The Earth's Care', Scientific American, vol. 249, no. 3, pp. 40-49. Kohn, Hans. Nationalism', Microsoft Encarta [CDROM], 1993, Microsoft Corporation.

Marshall, Peter 2000, [Personal communication], Hobart, Tasmania. Morgan, D. (ed) 1981, Biological Science: The Web of Life, Part 1 (3rd Edition). Australian Academy of Science, Canberra. Morgan, S. 1987, My Place, Fremantle Arts Centre Press, Fremantle. Scott, M., Williams, B. K., Sawyer, S. C., & Hutchinson, S. E. 1999, Information Technology Outcomes. MeGraw-Hill Book Company, Australia. PC Globe Maps n Facts (Computer program), 1995, Broderbund Software. World Book Encyclopedia 1992, World Book Inc., Chicago, vol. 3, p. 250. World Health Organization, 'Our Planet, Our Health', Report of the WHO Commission on Health and Environment, 1992, http://www.ciesin.org/docs/001232/ summary.html (23/03/99).

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referencing

Learning to Live (motion picture) 1964, London, Fine Films Inc., Producer Martin French.

Study Skills - Australian Maritime College (AMC)

Exam Preparation
Following a study timetable puts you streets ahead of the pack. You will only get out of it as much as you put into it. Don't feet virtuous just because you have read this material. The virtue lies in actually doing something about it. 1. Get Real (get your priorities right) Become a bit of a social nobody! Keep other commitments to a bare minimum. Your marks are not elevated just because youre the coolest dude on the block! 2. Spare Time and Hanging Out! (Time Management) Forget spare time. Not having any for a week or two won't kill you. Some people can get away with a disorganised approach throughout the semester. But at exam time everyone needs to organise his or her study time and show a bit of self-discipline. If you are a borderline student, then the sad truth is you must increase your workload. 3. What are you facing? (a) Lecturers should make it clear as to what format(s) your exams will take. It may be an essay, multiple choice, short answer, problem solving or practical exam. How long is the exam? What materials can you bring into the exam? If the teacher doesn't tell you then take the initiative and ASK. (b) Check out past papers and revision sheets. It is really stupid to front up for an exam without having made the effort to find out what the exam will be like. It is like going for your driving test without ever having sat behind the wheel of a car (let alone starting the engine). If you don't know what to expect then you may get a nasty surprise in the exam room. Life has enough nasty surprises without voluntarily adding to them. 4. Tricky Lecturers? (or, think about what the questions are likely to be) (a) People who set exams are not trying to trick you. (No! This is true!) There will not be a question on information that has not been part of the course. There will be a question or two on the vitally important parts of the course. So, be smart and learn those topics well. (b) Don't be sucked into trying to 'tip' exact questions. If you only study a few topics because you're sure they will be on the exam, then you're likely to be in for a nasty surprise! 5. Course Overview: (a) If you have studied effectively throughout the semester you won't be seeing anything for the first time! Go back over all the class notes, assignments, handouts and everything that has been included in the subject during the semester. These are far better resources than ploughing through textbooks at this stage. If all this leaves you gobsmacked because you've done virtually none of these things, then you are not just in for a nasty surprise but more likely facing a full-blown disaster! (b) There are two reasons for doing this overview. Firstly it helps you get the structure of the course clear in your mind. It clarifies the major topics and the relationships between them. Secondly it identifies those horrible bits which you pushed to the back of your mind hoping to never see them again. The bad news is that they are here again and probably part of the exam! 6. Do Something Active: Don't just read your notes hoping that by some magical process of osmotic pressure it will sink through your eyeballs into your mind! Practice writing down answers and drawing relevant diagrams. Revise the prescribed textbooks and study with a friend or two. Throw questions at each other and compete to be the best in the group.

exam preparation

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Study Skills - Australian Maritime College (AMC)

7. Practice for the exam: Who works for a long time without a break and cannot use anything but their memory? You do in exam conditions! The exam will probably ask you to work non-stop for 2-3 hours on a series of tasks using only your memory. Start small: 1. Put together typical exam answers using your notes. 2. Then try to write whole answers without using your notes. 3. Check your answers against the notes to see how well you did. 4. Check against the clock to see if you can put together an answer within the right time frame for an exam. Many exams give you about 1-2 minutes per mark. 5. Gradually work up to being able to tackle a whole mock exam without notes or a break. If you can do all these things, then there is nothing the teacher can throw at you that you can't handle. So walk confidently into the exam knowing that you're prepared. 8. Cramming, AND the Night Before an Exam: Scenario 1: You have worked hard all semester and you are organised and efficient in your work. You have followed a study plan all semester. This makes the night before the exam a fairly light evening of brushing up. You do a quick look through your topic summaries. You don't go out the night before! You avoid doing anything that will upset your inner workings. You get to bed early and sleep peacefully, safe in the knowledge that you are ready for the main event! Scenario 2: You have slacked off all semester. A study plan is for the nerds. You got high marks and didn't do a scrap of work, so you reckon on at least a pass. You go out on the town most nights in the week leading up to exams. You cram like hell the night before, getting to bed after 2:00am. You steep poorly due to having swallowed litres of

coffee and tablets to keep you awake for the last few days. You get to the exam looking like death warmed up. Many of the students appear quite fresh and, although a little nervous, are still able to smile. You begin to think that perhaps you could have done some things a little better. WHICH ONE ARE YOU? 9. Just before the exam: Run through a quick checklist: Do you have everything you need for the exam? Pens, pencils, ruler, calculator, spare battery (you never know), drawing equipment, permitted books, or whatever other instruments of torture are required. Once youre in there, you will have to make do with whatever equipment you have.

Yes, there is life after exams! Dont joyously burn your notes after an exam, you may need them again.

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10. Afterwards:

Study Skills - Australian Maritime College (AMC)

EXAM TECHNIQUE
Exam technique is very important. If your exam technique is poor, then you will receive lower marks than you deserve. The following points are not in any order of importance. 1. READ AND OBEY THE INSTRUCTIONS: At the start of the paper are some instructions. It is an excellent plan to read these. There may be compulsory and optional parts to the exam; or perhaps you need only attempt certain sections. Perhaps you need answer only 2 out of every 3 questions. Lecturers will not give you extra marks if you do extra questions, or if you leave some out. Make sure all instructions are followed. Failing an exam because you didn't do what you were told to, is a real pain. 2. USE READING TIME TO PLAN YOUR APPROACH TO THE EXAM: You will usually get 15 minutes reading time. Use this time to overview the whole paper, to plan your approach and the order of your answers. Start with the easy questions. This will convince you that you're not stupid and give you more confidence for when you answer the tough questions. Don't waste reading time working out answers. 3. USE YOUR TIME INTELLIGENTLY: The amount of time a question deserves depends on the number of marks. A question worth 10% of the marks deserves 10% of the time. Usually each mark can be given 1 to 2 minutes. Work this out before exam time by asking lecturers how many marks the exam counts and what time is allowed. A one mark short answer question should need only 1 or 2 sentences; whereas a 5 mark question will need 5-10 minutes. If you do this exercise then you won't run out of time at the end of the exam. 4. OBJECTIVE TESTS: If you guess in a multiple choice type test, then you may get about 25% correct. So, you should never miss a question, even if you do guess (unless there are penalties for incorrect answers). Don't just pick the first answer that appears

correct, sometimes there are 2 or 3 that are possibly correct. If none are 100% true, then pick the most correct answer. Multiple Choice Questions: It is usually best to work your way through multiple choice questions from start to finish rather than by going through them 3 or 4 times throughout the exam. Try to answer each one as you come to it. Remember not to rush through the easy looking ones. Research shows that good students make as many mistakes on the easy questions as the average student due to concentration lapses. Try to maintain total concentration for the whole multiple choice section. Strategies: (a) If totally baffled, have a good look at the longest answer. Lecturers usually don't like to waste time writing out long incorrect answers. (b) Answers that are similar to one another may cancel each other out upon a close reading. (c) One of the alternatives may include some of the others. If this is the case, then the more inclusive answer may be correct. (d) Where there are two answers that are a direct opposite of each other, then one of those has a reasonable chance of being the correct one. (e) A process of elimination can sometimes work. If the question requires a length and only one answer has metres in it, then that one must be the correct one. (f) When checking your answers at the end, only change one if you are absolutely certain it is wrong. 5. SCIENTIFIC AND MATHEMATICAL PROBLEMS: Most of the marks are for the working out, not just the answer. You can get the wrong answer and still get most of the marks. It is also possible to write down the correct answer and get almost zero. Do not be skimpy on showing every step in this kind of problem, even if you think it is really obvious. The teacher cannot give marks to you if there is no working out completed.

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6. WAFFLE: An articulate person can "pad out an answer with absolute drivel. Be aware that this usually annoys lecturers (and it is not a good idea to annoy the person marking your paper). If you run out of things to say, then stop writing. 7. CHEATING: This is obvious. Lecturers are trained to spot the various methods of cheating. It is not worth the risk! Penalties are severe. Don't take anything into an exam that is not allowed. 8. ANSWER THE QUESTION: Make sure that you answer the question that was asked. Always check at the end of your answer by rereading the question briefly. Dont just write down everything you know about a subject and hope that will get you some marks. Essay and short-answer questions come in common forms like discuss, compare, criticise, define, etc. These words are instructions on how to treat the topic under discussion. If you do not follow the instructions in the question, you will not score many marks. 9. DIAGRAMS: A picture really is worth a thousand words. If you can draw a diagram to illustrate a point, then do so. But make sure it is large enough. Ensure that straight lines are drawn with a ruler, and ALWAYS make sure it is labelled correctly. The diagram should relate to what you have written as well. A diagram (in isolation) with no explanation of how it fits into the rest of your answer is worthless. Also remember, that your diagrams need not be a work of art. Spectacular neatness and beautiful colours will waste precious time. They don't gain marks either. 10. PHYSICAL SURVIVAL & EXAM STRESS: Exams are not a lot of fun. On the physical front, you can handle the time spent in the exam better if you eat and sleep normally beforehand. It is also wise to visit the toilet before the exam begins so you dont have to go during the exam. A little stretch, and a brief pause here and there during

the exam will help too. If your problem is mental stress (and it greatly affects your exam results) then see a teacher (or the school counsellor) about it. There are things that can be done, but it needs to be done on an individual basis. 11. FINISHING: Always give yourself time to check your paper. You will discover all sorts of little careless errors that are worth quite a lot of marks. These include spelling mistakes, grammatical errors, illogical arguments and mathematical mistakes (like using = signs when they are not valid etc). Some of these create great amusement for the lecturers, but there are no marks gained for laughs. 12. DURING THE EXAM:

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In the middle of answering a question you may think of some information that will help you answer another question. Write yourself a short note on the question sheet as a reminder. It is very likely that you will not remember it when you need it. It only takes a moment to jot down a formula that you suddenly remembered and it only takes another moment to forget the thing again.

Study Skills - Australian Maritime College (AMC)

SPECIFIC EXAM TYPES

1. ESSAY ANSWERS:

Planning is the key to good essay answers. Decide exactly what you are asked to do. Write down your points or ideas. Use note form or a concept map. Prioritise the points. Use an introduction. Use one point or main idea per paragraph. Conclude the thing. Reach a conclusion about the points made. Re-read it and correct spelling errors and any grammatical mistakes. Remember, the lecturer seeks quality not quantity. Write legibly and communicate clearly, concisely and logically.

where the material is located in the book. This means the student has two tasks: to know the work AND where it is in the textbook. The lecturer will test both abilities. 6. PRACTICAL EXAMS - COMPUTERS AND LABORATORIES: These exams cover the work normally done in a practical session, but you have far less time. You get only minutes to type, identify or analyse. Practical exams require intense concentration. The best way to prepare is to make the most of your time in your normal practical classes and try practical exam tasks every practical session you have. Ask the lecturer if you are unsure of the type of question or task you will be given in a practical exam. Read the instructions in lab manuals. Do as much as possible before you enter the exam. Your lecturer may allow books and/or notes. Ask about these.

exam preparation

2. SHORT ANSWERS AND COMPLETING SENTENCES: This answer is a mini-essay. Always plan and execute thoughtfully. The lecturer wants quality not quantity. (Facts and nothing but the facts.) Give facts and little else in the time allocated. 3. MULTIPLE-CHOICE: Previously discussed on page 36. 4. ORAL EXAMS:

SUMMARY
1. Practice doing exam questions and possible exam questions right through the semester. 2. Plan your time for each answer. 3. Plan your answers even in the exam.

Don't answer immediately. Think first. Give yourself time to reflect and assemble your answer. See your answer in your mind, in point or note form. Start speaking in a controlled way, mentally crossing off each point as you make it. Practice will perfect your technique.

5. OPEN BOOK EXAMS: You may think these are easy, but NO WAY! They give a false sense of security. Just as many students fail open book types as other exams. In an open-book exam you need to know exactly

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Job Applications
Today employers are looking for a combination of skills and attributes. A person needs to have several strengths to offer. This list was created from a survey given to employers recruiting new graduates. TOP 10 SKILLS - Attributes considered desirable by employers 1. Strong verbal and interpersonal communication skills 2. Problem solving skills 3. Sound academic achievement 4. Self-motivated/self-management/ selfstarter 5. Analytical and conceptual skills 6. Flexible and adaptable can do attitude 7. Team player 8. Strong written communication skills 12. Creative/innovative 9. Energy and enthusiasm Other skills employers are looking for: 1. Results-oriented (meeting deadlines) 2. All-rounder 3. Taking ownership (extra effort) 4. Advanced computer literacy 5. Passion/drive/ambition 6. Real world experience using technical skills 7. Confidence 8. Positive attitude

How would you rate yourself?

WHERE TO LOOK FOR A JOB
There are many places to look for work and to get career information such as:

www.jobsearch.gov.au/joboutlook An Australian website - to help people decide what type of career they want. It has nearly 400 occupations, with a wide range of information on each one, including:

counsellor/student services newspapers employment agencies & the Internet Centrelink

Many employment agencies have programs that will help you write a resume, fill out a job application and give you some interview practice. They will also give you some planning advice and assistance in finding a job, a traineeship or apprenticeship. The Internet has some very useful sites that will help you with your career planning and job research.

Job prospects A description of tasks and skills Weekly earnings Main employment agencies

www.jobsearch.gov.au/ (Australia's leading vacancy and recruitment site) www.careersonline.com.au jobs.tas.gov.au (has tips and tricks to getting the right job) www.careers.gov.au/ (Australian careers directory) www.centrelink.gov.au

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Study Skills - Australian Maritime College (AMC)

Writing a job application

When you have found a job you wish to apply for you will need to write an application that includes: 1. A covering letter 2. A resume The Covering Letter The covering letter should be kept brief and concise. Here are the main [points to cover in your letter: 1. State what you are applying for. 2. State where you saw the advertisement. 3. State why you feel qualified to do the job. 4. State what your school, college or university experience was and any work experience you may have. 5. State that you have included a resume, references or other relevant material. 6. State when you are available for an interview. 7. Sign the letter, Yours faithfully.

Example:
The Personnel Manager DJ Motors Pty Ltd Group GPO Box 479E Hobart 7001 300 Smith Street Smitsville Tasmania 7089 9 October 2004

job applications

Dear Sir/Madam, RE: APPRENTICE MOTOR MECHANIC I wish to apply for the position of Apprentice Motor Mechanic as advertised in the Mercury 7th October 2004. I am presently a Year 10 student at Smitsville State High School. At the moment I am completing top level courses in English, Maths and Science. My complete academic results are shown on the attached resume. Currently, I am a cook at MacDonalds in Smitsville. I have been working casual hours since December 2002. Working part time has helped me become more organised and has given me a perspective on working life. I have been interested in cars since I was able to walk and it has always been my dream to work in the automobile industry. I am considered by my peers, lecturers and employer as hardworking, confident, cooperative and friendly. I believe I have the qualities you are looking for in an apprentice. I am available after 3pm on 6226 3223 or 0408 623 226 for an interview. I look forward to you response. Yours faithfully, John Smith

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Study Skills - Australian Maritime College (AMC)

Writing a resume
A resume is a brief account of your experience, interests and skills. A resume shows the employer what you have to offer in a formal way. The design of the resume is a matter of personal choice. It may contain as many headings as you require depending on the information you wish to give yourself. It
NAME: ADDRESS: TELEPHONE NUMBER: (or contact number) DATE OF BIRTH: EDUCATION & QUALIFICATIONS: School attended and the year of completion or anticipated completion. State level, the subjects studied and ratings received; if still studying state the course and/or subjects.

LEVEL ACHIEVED:

SPECIAL ACHIEVEMENTS:

WORK EXPERIENCE:

Employer Position Duration (give exact dates) Main duties of position (a brief description will help) Use this heading for paid casual, part-time or full-time positions. Include any hobbies or special interests, especially if they relate to the job. Name any organisation in which you have been an active member. Include here the names, addresses and telephone numbers of two people (not family) who are prepared to recommend you. Ensure that you obtain permission from the referees before using their names. You may like to attach written references.

WORK HISTORY:

INTERESTS & HOBBIES:

MEMBERSHIP OF CLUBS OR COMMUNITY ORGANISATIONS: REFEREES:

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List any awards or merits received, eg for school subjects, music, sport, art etc.

Study Skills - Australian Maritime College (AMC)

THE INTERVIEW
It is important to be well prepared for your interview. Be punctual Look neat, clean and well groomed Select proper clothing for the type of organisation interviewing you. Be confident. You can display a confident and positive manner by using good eye contact, a firm handshake and good posture. Before the interview try and find out as much as you can about the company. They may have a company website or some promotional material, newsletters, annual reports etc. Try and think about the type of questions you may be asked. For example:

Consider a list of questions that you would like to ask at the interview. For example:
Where will I be working? How long will the training course be?

Bring along a job folder. Things you could include in the folder are: resume school reports work experience reports samples of assignments or other work produced birth certificate awards and certificates

job applications

Tell me about yourself. Why do you feel you will be successful in this work? What experience have you had working on a team? What did you learn or gain from your parttime job? If I asked your friends to describe you what do you think they would say?

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Study Skills - Australian Maritime College (AMC)

Controlling Stress
STRESS BUSTER EXERCISES

Notice your bodily arousal when you are under stress. Use breathing exercise to slow arousal. Then visualise something guaranteed to amuse you. Perform 'quick' relaxation exercises at the desk/phone. Calming and coping self-talk'. Notice the emotion change. Reward yourself in some way, eg. say "well done" several times or "now you have the skills to cope"

WORK STATION EXERCISES

Pull in stomach muscles tightly Clench fist tightly Extend fingers Grasp below seat of chair Press elbows tightly onto side of body Push feet hard into floor Hold for count of 5 Hold for count of 5 Hold for count of 5 Hold for count of 5 Hold for count of 5 Hold for count of 5 Relax Relax Relax Relax Relax Relax

RELAXATION EXERCISES
Tighten your biceps by drawing your forearms up toward your shoulders and making a muscle with both arms. Hold ... and then relax. Tighten your triceps - the muscles on the underside of your upper arms - by extending your arms out straight and locking your elbows. Hold ... and then relax. Tense the muscles in your forehead by raising your eyebrows as far as you can. Hold ... and then relax. Imagine your forehead muscles becoming smooth and limp as they relax. Tense the muscles around your eyes by clenching your eyelids tightly shut. Hold ... and then relax. Imagine sensations of deep relaxation spreading all around the areas of your eyes. Tighten your jaw by opening your mouth so widely that you stretch the muscles around the hinges of your jaw. Hold ... and then relax. Let your lips part and allow your jaw to hang loose.
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Tighten the muscles in the back of your neck by pulling your head way back, as if you were going to touch your head to your back (be gentle with the muscle group to avoid injury). Focus only on tensing the muscles in your neck. Hold ... and then relax. Since this area is often especially tight, it's good to do the tenserelax cycle twice. Take a few deep breaths and tune in to the weight of your head sinking into whatever surface it is resting on. Tighten your shoulders by raising them up as if you were going to touch your ears. Hold .... and then relax. Tighten the muscles around your shoulder blades by pushing your shoulder blades back as if you were going to touch them together. Hold the tension in your shoulder blades ... and then relax. Since this area is often especially tense, you might repeat the tense-relax sequence twice. Tighten the muscles of your chest by taking in

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Study Skills - Australian Maritime College (AMC)

a deep breath. Hold for up to 10 seconds ... and then relax. Imagine any excess tension in your chest flowing away with the exhalation. Tighten your stomach muscles by sucking your stomach in. Hold ... and then relax. Imagine a wave of relaxation spreading through your abdomen. Tighten your lower back by arching it up. (You can omit this exercise if you have lower back pain.) Hold ... and then relax. Tighten your buttocks by pulling them together. Hold ... and then relax. Imagine the muscles in your hips going loose and limp. Squeeze the muscles in your thighs all the way down to your knees. You will probably have to tighten your hips along with your thighs since the thigh muscles attach at the pelvis. Hold ... and then relax. Feel your thigh muscles smoothing out and relaxing completely. Tighten your calf muscles by pulling your toes

toward you (flex carefully to avoid cramps). Hold ... and then relax. Tighten your feet by curling your toes downward. Hold ... and then relax. Mentally scan your body for any residual tension. If a particular area remains tense, repeat one or two tense-relax cycles for that group of muscles. Now imagine a wave of relaxation slowly spreading throughout your body, starting at your head and gradually penetrating every muscle group all the way to your toes. The entire progressive muscle relaxation sequence should take you 20-30 minutes the first time. With practice you may decrease the time needed to 1520 minutes. You might want to record the above exercises on an audio cassette to expedite your early practice sessions.

controlling stress

CALMING BREATH EXERCISE The Calming Breath Exercise was adapted from the ancient discipline of yoga. It is a very efficient technique for achieving a deep state of relaxation quickly. 1. Breathing from your abdomen inhale slowly to a count of five (count slowly one ... two ... three ... four ... five as you inhale. 2. Pause and hold your breath to a count of five 3. Exhale slowly, through your nose or mouth, to a count of five (or more if it takes you longer). Be sure to exhale fully. 4. When you've exhaled completely, take two breaths in your normal rhythm, then repeat steps 1 through 3 in the cycle above. 5. Keep up the exercise for at least three to five minutes. This should involve going through at least ten cycles of in-five, hold-five, out-five. Remember to take two normal breaths between each cycle. If you start to feel lightheaded while practicing this exercise, stop for thirty seconds and then start again. 6. Throughout the exercise, keep your breathing smooth and regular, without gulping in breaths or breathing out suddenly. 7. Optional: Each time you exhale, you may wish to say "relax," "calm,"let go," or any other relaxing word or phrase silently to yourself. Allow your whole body to let go as you do this. The calming breath exercise can be a potent technique for halting the momentum of a panic reaction when the first signs of anxiety come on. It is also useful in reducing symptoms or hyperventilation.

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Study Skills - Australian Maritime College (AMC)

THE RELAXING SIGH

During the day you probably catch yourself sighing or yawning. This is generally a sign that you are not getting enough oxygen. Sighing and yawning are your bodys way of remedying the situation. A sigh is often accompanied by a a feeling of tension and a sense that things are not quite as they should be. A sigh releases a bit of tension and can be practiced at will as a means of relaxing. 1. Sit or stand up straight. 2. Sigh deeply, letting out a sound of deep relief as the air rushes out of your lungs. 3. Don't think about inhaling - just let the air come in naturally. 4. Repeat this procedure eight to twelve times whenever you feel the need for it and experience the feeling of relaxation.

THE WINDMILL
When you have been bent over your work for several hours and are feeling tense, this exercise will relax you and make you more alert. 1. Stand up straight with your arms out in front of you. 2. Inhale and hold a complete natural breath. 3. Swing your arms backward in a circle several times and then reverse directions. For variety, try rotating them alternately like a windmill. 4. Exhale forcefully through your mouth. 5. Practice a couple of purifying breaths. 6. Repeat this exercise as often as you like.

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