3 Pages

StudyTips

Course: CS 105, Fall 2008
School: Portland
Rating:
 
 
 
 
 

Word Count: 1707

Document Preview

Porters Professor Study Tips Prof. Harry H. Porter III Portland State University January 3, 2009 Avoid distractions. Choose a quiet place to study. Avoid music, TV, and headphones. Select someplace where there are no people around. In short, select a boring location, with nothing to entertain you, with nothing to pay attention to. Concentration and focus are critical. We always remember what we are paying...

Register Now

Unformatted Document Excerpt

Coursehero >> Oregon >> Portland >> CS 105

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Porters Professor Study Tips Prof. Harry H. Porter III Portland State University January 3, 2009 Avoid distractions. Choose a quiet place to study. Avoid music, TV, and headphones. Select someplace where there are no people around. In short, select a boring location, with nothing to entertain you, with nothing to pay attention to. Concentration and focus are critical. We always remember what we are paying attention to. Constant interruptions may seem acceptable but will disrupt the memories you are trying to create. Dont let your attention wander. If your mind is wandering, you need to either take a break or redouble your efforts to pay attention to what you want to learn. If you read a paragraph while thinking about something else, you will remember very little of what you read. You need to re-read the paragraph or stop and take a break. Enjoy studying. We all do much better at the tasks we enjoy. Things will stick in your memory better if you are happy, interested, and engaged. One trick is to do your studying when you find yourself in a good mood. When you notice that your mood is not good, then switch to another tasklike cleaning or workingthat requires less concentration. Manual labor is a great way to work through bad moods. Then go back to studying when you can concentrate. You may think studying is unpleasant, boring work, but remember this: Studying is more enjoyable than manual labor. One reason you are going to college is to learn how to work with your mind as well as your hands. It is nonsense to compare studying with watching a movie or going out with friends. You might enjoy studying more if you remind yourself that you are aiming toward a career using your mind, not a lifetime of manual labor. If you really dislike studying, then just drop out and get whatever job you can. Re-read the everything you want to remember. While new material is more interesting, we tend to remember the things weve seen several times. T.V. tries to be entertaining by being constant new and surprising. Studying is not January 3, 2009 Page 1 Professor Porters Study Tips entertainment; it is a form of work. For best results, read the chapter once, then re-read it a couple of days or weeks later. Your ability to recall the material will be vastly improved. Think about and use the material you are learning. In order to really learn something, you need to use the knowledge in some way. For example, if you read that Cows prefer to be near other cows. you might remember this fact. But if you think about why this might be true, or about what it means, youll be far more likely to remember the fact. Think actively about what you read. One trick is to ask yourself Why after reading something. After reading a paragraph, you would ask yourself Why is this true? Another trick is to decide whether you agree with a statement or not. Or you might ask yourself If this is true, what does it imply? Do horses like to be near other horses? Each act of active thinking will help integrate the knowledge into your brain. Another approach is to underline the most important parts of each paragraph. The trick is to select the most relevant, important sentences or phrases. The act of deciding which words are important will help cement them into your memory. Yet another approach is to take notes, copying or paraphrasing what you are reading. This is especially helpful since it requires you to think about the knowledge to decide what to write. Then it requires you to remember the information long enough to write it down. This small act of memory and recall is the start of long-term memory and ability to recall the memory. There are two types of memory: recognition and recall. We see a lot and we are pretty good at recognizing whether we have seen something before or whether it is new material. Consider watching an episode of your favorite TV show. After watching a couple of minutes, you can easily tell whether youve seen it before or not. But try this: turn off the TV and then try to recall and recite the plot. Usually pretty difficult. The key with studying is to learn material beyond being able to recognize it as familiar. You need to do more than learn to tell after seeing something, whether it is new material or old material. Instead, you need to be able to recall the material without seeing it. You need to be able to pull the information out of your head with only a small cue. You cant recall a memory that comes from only one exposure. It is very difficult to re-create a memory of information that you have only been exposed to once. It is occasionally possible when the first exposure was highly emotionally charged, but schoolwork is usually not so interesting. Instead, to able be to recall the entire memory from a small cue, such as a word or question, you need to have encountered the material more than once. This is why re-reading a chapter is so good at helping you remember it. The first time you January 3, 2009 Page 2 Professor Porters Study Tips read a chapter, you are laying down the memories that allow you to know, later, whether you have previously read the material. The second time you read the chapter, you are thinking about it more deeply and laying down additional memories that will help you recall and re-create the material from scratch. Get plenty of sleep. Your mind works much better when you are rested. You are smarter when you are well-rested. When you are sleepy, your mind doesnt work as well and you make mistakes. Studying late at night, past your normal bedtime, is not as effective. And by all means, get a good night sleep before any exams. Staying up late to study before an exam is counterproductive. It is harder to remember things when you are sleepy. Figure out when your best hours are and use them studying. Your mind works better sometimes than others. Learn to recognize when you are at your sharpest. Recognize when you are on and your mind is working well, when your thoughts are clear and remembering things seems easier. Use this time to study. Live a healthy lifestyle. Drinking, drugs, staying up late, lack of exercise, and so on are not good for your brain, in case you didnt know. Study 25% more than you need to. Research has shown that people believe they will remember more than they actually will. If you think you know the whole chapter after spending 1 hour studying it, then you will benefit greatly from spending an additional 15 minutes going over the material and practicing recalling it. The only way to get all the answers right is to over-study the material, until you not only know it, but know it backwards and upside down. Take breaks but dont overdo it. It is reasonable to get up and walk around or have a snack after a long study session. A 15 minute break every 2 hours is fine, but a long break after a few minutes of studying is silly. It just wastes your time. You will do better to studying in longer sessions and then go out with friends later. Use your study time effectively. If you want to learn the material, you will need to study. But you can learn more and spend less time studying, if you spend your time really studying. Set yourself a goalsuch as read all of chapter 5 and then sit down and do it. Youll be able to go out with friends sooner if you dont waste your study time thinking about how boring the material is or how this chapter is not important or fantasizing about what you are going to do on the weekend. January 3, 2009 Page 3 Professor Porters Study Tips Read all the assigned material. If the in...

Textbooks related to the document above:
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Portland - CS - 105
Chapter 7Input and OutputMcGraw-Hill/IrwinCopyright 2008 by The McGraw-Hill Companies, Inc. All rights reserved.Competencies (Page 1 of 2) Define input Describe keyboard entry, pointing devices, and scanning devices Discuss image capturing
Wisconsin - SSC - 467
You are not allowed to consult any notes or books. You have to write your answers in the blue book that the persons proctoring the exam give you. Your answers should reflect only your knowledge. Attempting to consult with others or to look at someone
UCSB - HIST - 102
HIST 102CW MEDIEVAL BREAKUPS Scandal, Adultery, and Divorce in Medieval and Early Modern Europe (1075-1550)Summer Session B 2007 11-12:15 BSIF 1217 http:/hist102cw.info Corinne Wieben (help@hist102cw.info) Office hours: T 12:30-2 or by appt HSSB 32
UCSB - ECE - 152
ECE 152A Prof. Volkan RodopluLecture # 0: WelcomeDear ECE 152A Students, Welcome to ECE 152A, Digital Design Principles. ECE 152A is the junior-level course on Digital Design. We review the concepts in ECE 15A in the first two weeks, and then intr
UCSB - ECE - 162
ECE 162A Mat M t 162A Lecture #15:Identical particles, multielectron atoms E/R: Chapter 9John Bowers Bowers@ece.ucsb.edu Lecture Today, Thursday, Friday (1 pm)ECE/Mat 162AIdentical Particles In classical physics particles can be physics, followe
UCSB - PSYCH - 007
Psychology 7: Introduction to Experimental Psychology Summer Session B 2007 Mondays and Wednesdays, 11:00 - 1:05 in HFH 1104 http:/mentor.lscf.ucsb.edu/course/summer/psyc007/psyc7_b/Danielle Truxaw TA: truxaw@psych.ucsb.edu Email: Mondays 1:15-3:15
Portland - CHEM - 200701
CHEMISTRY 440/540PHYSICAL CHEMISTRY: FALL, 2007.Instructor: Venue: Office Hours: Text Book: Reuben H. Simoyi, SB2 372, phone: 503-725-3895 Email: rsimoyi@pdx.edu Science Building 1 Room 304 MWF 12:45 - 13:50 M 3 - 4 PM, W 3 - 4 PM. Other times by a
Portland - CHEM - 200404
Portland - CHEM - 200602
Dr. Niles Lehman (SB1-540)email: niles@pdx.eduChemistry 360 Origins of LifePortland State University, Winter 2007General Information Class meetings (required) Tu & Th 4:40 6:15 pm in SB1, room 304 (this might change) Text Hazen RM (2005). G
Portland - CHEM - 200104
Northwestern State University of Louisiana - GEL - 21947
1N5400-1N54081N5400 - 1N5408Features 3.0 ampere operation at TA = 75C with no thermal runaway. High current capability. Low leakage.DO-201ADCOLOR BAND DENOTES CATHODEGeneral Purpose RectifiersAbsolute Maximum Ratings*SymbolVRRM IF(AV) I
Portland - GEOG - 410
Light Detection and Ranging (LiDAR)Types of aerial sensorspassiveactive1Active sensors for mapping terrainRadar - transmits microwaves in pulses - determines distance to objects and their angular position (from side) LiDAR - transmits op
Portland - ME - 352
ME 352Quick QuestionsProblem Set 1due 7 October 2008Use Matlab to evaluate the following formulas. Show the results of executing the formulas in a Matlab session. For each formula use variables, not numerical values for the constants given at
Portland - ME - 352
ME 352Quick QuestionsProblem Set 618 November 2008Refer to the details on each problem for the expectation of the solution. 1. (10 points) Textbook problem 7.5. Show at least one intermediate step for each part. For example, here is my partial
Portland - ME - 441
ME 510AFProblem Set 2due 15 April 1997Spring 19971. The isotherms of a two-dimensional temperature eld are given by x2 + y2 = C 2 , where C is a constant. What is the direction of the maximum rate of change of temperature at the point (3; 4)?
Portland - CS - 321
CS321 F04 Lecture Notes Lecture 4PSU CS321 F04 Lecture 4c Andrew Tolmach 1992-20042Lexical Analysis Convert source le characters into token stream. Remove content-free characters (comments, whitespace, .) Detect lexical errors (badly-formed l
Portland - CS - 321
CS 321 Languages and Compiler Design I - Fall 2004Instructor: Andrew Tolmach 120-23 FAB 503-725-5492 email: apt@cs.pdx.edu Ofce Hours: MW 4-5 & by appt. Course home page: http:/www.cs.pdx.edu/apt/cs321DescriptionCS321/322 studies, in parallel, th
Portland - CSE - 513
CSE 513 Introduction to Operating Systems Class 10 - SecurityJonathan Walpole Dept. of Comp. Sci. and Eng. Oregon Health and Science UniversityOverviewqIntro to cryptography toolsvone-way functions, public vs private key encryption, hash fun
Portland - CSE - 513
CSE 513 Introduction to Operating Systems Class 2 - Processes &Threads, Scheduling Mechanisms & PoliciesJonathan Walpole Dept. of Comp. Sci. and Eng. Oregon Health and Science University1Lecture overviewqProcessesvWhat are they?qThread
Portland - CSE - 513
CSE 513 Introduction to Operating Systems Class 9 - Distributed and Multiprocessor Operating SystemsJonathan Walpole Dept. of Comp. Sci. and Eng. Oregon Health and Science University1Why use parallel or distributed systems?q q q qSpeed - redu
Portland - CS - 333
CS 333 Introduction to Operating Systems Class 15 - Input/OutputJonathan Walpole Computer Science Portland State UniversityI/O devices - terminologyDevice (mechanical hardware) Device controller (electrical hardware) Device driver (software)Exa
Portland - CS - 333
Example Spank Assembly Program! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Example.s -Serial I/O Interface Routines 08/01/01Harry PorterThis program serves as an example of SPANK assembly code and of the recommended style for indenting and commenting assembly
Portland - CS - 333
SPANK Instruction SetOp Code (Decimal) 96 128 97 129 98 130 99 131 100 132 101 133 102 134 103 135 104 136 105 137 106 138 115 149 107 139 108 140 109 141 110 142 111 143 112 144 113 145 114 146 Op Code (Hex) 60 80 61 81 62 82 63 83 64 84 65 85 66 8
Portland - CS - 533
User-Level Interprocess Communication for Shared Memory MultiprocessorsBrian N. Bershad Thomas E. Anderson Edward D. Lazowska Henry M. Levy Presented by: Dan LakeIntroduction IPC is central to operating system design Advantages of Decomposed Sys
Portland - CSE - 513
CSE 513 Introduction to Operating Systems Class 8 - Input/Output File SystemsJonathan Walpole Dept. of Comp. Sci. and Eng. Oregon Health and Science UniversityI/O devicesq q qDevice (mechanical hardware) Device controller (electrical hardware)
Portland - CSE - 513
Administriviaq q qAssignments 0 & 1 Class contact for the next two weeks Next weekv vmidterm exam project review & discussion (Chris Chambers) Memory Management (Wuchi Feng)qFollowing weekv1CSE 513 Introduction to Operating Systems Cla
Portland - CSE - 513
CSE 513 Introduction to Operating Systems Class 1 - History and Intro to OS-related Hardware and SoftwareJonathan Walpole Dept. of Comp. Sci. and Eng. Oregon Health and Science UniversityAbout the Instructor & TAqInstructor - Jonathan Walpolev
Portland - CLASS - 479
ContinuationDebugging Prolog Programsmaintains more statesThe Procedure Box Control Flow ModelThe PortsSome Debugging PredicatesA simple traceSpy PointsExample: Towers of HanoiAssert/1 and assert/2Asserta and assertzAsserta and a
Portland - CLASS - 479
DISORDERS OF PATTERN RECOGNITIONA. Visual agnosia inability to identify objects by sight Types (1) apperceptive agnosia unable to form stable [presemantic] representations of objects (2) associative agnosia can form percept of object but cannot
Laurentian - NMED - 200401
Top Shortcuts for Photoshop 7 and Image Ready [IR] 7Actions Animation [IR] Brushes * Brushes (Larger) * Brushes (Smaller) Colour Colours (Switch) Close Document * Copy Eraser Eyedropper Hand Info Layers Move Optimize [IR] Palettes Hide/Show * Pan *
Portland - CS - 410510
Wisconsin - MEDIA - 0103
Drill Depth, MHP Flow, Hose Payout and Tension From 1/1/2007 9:14:58 to 1/4/2007 9:14:58 1200 MHP Return Line Flow Hose Tension Drill Depth By Pressure Hose Payout At Tower 2000 Drill Pressure Depth and Hose PayoutMHP Pressure And Flow ( PSI or GPM
Wisconsin - MEDIA - 0103
Drill Depth by Pressure, MHP Flow, Hose Payout and Tension From 12/31/2007 0:59:59 to 1/3/2008 0:59:59 1200 MHP Return Line Flow Hose Tension Drill Depth By Pressure Hose Payout At Tower 2000 Drill Pressure Depth and Hose PayoutMHP Pressure And Flo
Wisconsin - MEDIA - 0116
Drill Depth, MHP Flow, Hose Payout and Tension From 1/14/2007 10:04:58 to 1/17/2007 10:04:58 1200 MHP Return Line Flow Hose Tension Drill Depth By Pressure Hose Payout At Tower 2000 Drill Pressure Depth and Hose PayoutMHP Pressure And Flow ( PSI or
Wisconsin - MEDIA - 1217
Drill Depth, MHP Flow, Hose Payout and Tension From 12/12/2007 22:59:59 to 12/15/2007 22:59:59 1200 MHP Return Line Flow Hose Tension Drill Depth By Pressure Hose Payout At Tower 2000 Drill Pressure Depth and Hose PayoutMHP Pressure And Flow ( PSI
Wisconsin - MEDIA - 0102
Drill Depth by Pressure, MHP Flow, Hose Payout and Tension From 12/30/2007 8:54:59 to 1/2/2008 8:54:59 1200 MHP Return Line Flow Hose Tension Drill Depth By Pressure Hose Payout At Tower 2000 Drill Pressure Depth and Hose PayoutMHP Pressure And Flo
Wisconsin - MEDIA - 0116
Drill Depth by Pressure, MHP Flow, Hose Payout and Tension From 1/13/2008 9:54:59 to 1/16/2008 9:54:59 1200 MHP Return Line Flow Hose Tension Drill Depth By Pressure Hose Payout At Tower 2000 Drill Pressure Depth and Hose PayoutMHP Pressure And Flo
Wisconsin - MEDIA - 0114
Drill Depth, MHP Flow, Hose Payout and Tension From 1/12/2007 9:54:59 to 1/15/2007 9:54:59 1200 MHP Return Line Flow Hose Tension Drill Depth By Pressure Hose Payout At Tower 2000 Drill Pressure Depth and Hose PayoutMHP Pressure And Flow ( PSI or G
East Los Angeles College - BIOME - 6000
Williams et al., Fig. 2a) 6000 yr B.P.Raised Thresholdstundra taiga cool conifer forest cool mixed forest (26) (107) (30) (202)(60) temperate deciduous forest broadleaved evergreen/warm mixed forest (19) (0) open conifer woodland xerophytic wo
East Los Angeles College - BIOME - 6000
Tarasov et al., Fig. 3 30E 60E 90E 120E 150Ea) 0 yr B.P. (all data)60N40Nb) observed60N40Nc) 0 yr B.P. (high-quality data)60N40Nd) 6000 yr B.P.60N40N 30E 60E 90E 120E 150Etundra taiga cold deciduous forest cold mixed forest
East Los Angeles College - BIOME - 6000
Tarasov et al., Fig. 130E60E90E120E150Ea) data sources60N40NPollen counts Digitized PollenMacrofossil counts Digitized macrofossilsb) dating quality60N40N30E60E90E120E150EDate within 16-20 ka interval Date within
East Los Angeles College - BIOME - 6000
Yu et al., Fig. 380E100E120E45N30Na) Biomization15N45N30Nb) Modern vegetation15N 80E 100E 120Etundra taiga cold deciduous forest cold mixed forest cool conifer forest cool mixed foresttemperate deciduous forest broadleaved eve
UCSB - ESM - 289
UCSB - ESM - 282
EXT ENDED PRO DUCER RESP ONS IBILITYCan We Take the Concept of Individual Producer Responsibility from Theory to Practice?Thomas Lindhqvist and Reid LifsetOn January 27, 2003, the European Union of being able to in uence the design process in
UCSB - ECON - 120
Questions for Midterms and Final 1. For the lecture on September 29, you read articles about the following four Los Angeles neighborhoods: Koreatown, MacArthur Park, Chinatown, and Skid Row. Based on your reading of those articles, what are the impor
UCSB - ECON - 120
Fall 2008Class Project First HandoutEconomics 120Each student selects a neighborhood and writes a description of the neighborhood and its residents. At a minimum, the description must have these four elements: 1. A physical description of the
UCSB - ECON - 230
Portland - ACTG - 335
A Building-Block Winter Approach for 2005 Implementing COSO's Enterprise Risk Management- Integrated FrameworkVOL.6 NO.2B Y B R I A N B A L L O U , P H . D . , C PA ,ANDDAN L. HEITGER, PH.D.HEREIS A WAY ORGANIZATIONS OF ALL SIZES, CULTURES
UCSB - EEMB - 003
Origins of Life Lecture #2: The Origins and Phylogeny of LifeHow did life originally evolve? Hypothesis: Spontaneous Generation- Life arose from inanimate matter1668 - Francisco Redi experiment (flies and meat) Jar 3 (meat exposed to air and flie
Wisconsin - FIG - 100
LexisNexis AcademicCopyright 2004 The New York Times Company The New York Times May 9, 2004 Sunday Late Edition - Final SECTION: Section 8; Column 5; Sports Desk; Pg. 10; BackTalk LENGTH: 835 words HEADLINE: In Athletics, Level Field Must Begin In C
UCSB - EEMB - 003
Dr. John Latto PLANT DIVERSITYOctober 22 The Plant Kingdom Chap 29 (Pp. 570-574)October 24Mosses and other non-vascular plantsChap 29 (Pp. 574-582)October 26Ferns and other seedless plantsChap 29 (Pp. 583-587)October 29GymnospermsC
UCSB - EEMB - 003
UCSB - EEMB - 003
Phylum Echinodermata Sea stars, et al.Phylum Echinodermata I. Protostomes and Deuterostomes II. Echinoderms A. Cl. Asteroidea - sea stars urchins B. C. D. E. F. Cl. Ophiuroidea - brittle stars Cl. Echinoidea - sea urchins Cl. Holothuroidea - sea cu
Wisconsin - FIG - 100
Rogers English 100Arguments and Fallacies: Answer Key and Definitions (NB: the #s below refer to the numbered fallacies on Wednesdays handout) 1-5: Pathetic Fallacies 1. Scare Tactic The use of a threat which is irrelevant to the issue at hand, and
Wisconsin - ME - 563
ME 563 - Intermediate Fluid Dynamics - SuLecture 26 - Boundary layers: equations for rotating owReading: Acheson, 8.5-8.6. Well consider now boundary layers in rotating ows. Consider a system with viscous uid between two rigid boundaries located at
Wisconsin - ECE - 230
University of Wisconsin-Madison Department of Electrical and Computer EngineeringECE 230 Circuit Analysis, Spring Semester 2009 Problem Set #5Distributed: Due: Thursday, February 19, 2009 In class, Thursday, February 26, 2009Problem Set Coverage
Wisconsin - PHYS - 731
Physics 731Assignment #1: Solutions 1. We are given that X = a0 + a = a0 122 +ii ai .(1)By inspection,Tr(122 ) = 2. From the denition of the Pauli matrices, Tr i = 0 and Tr i j = 2ij . Therefore,2 2TrX = 2a0 =i=1Xii , Tr(j X) = 2aj =
Allan Hancock College - BUSINESS - 14483973
Portland - CS - 510
Support Vector MachinesNote to other teachers and users of these slides. Andrew would be delighted if you found this source material useful in giving your own lectures. Feel free to use these slides verbatim, or to modify them to fit your own needs.
Portland - CS - 510
Cross-validation for detecting and preventing overfittingNote to other teachers and users of these slides. Andrew would be delighted if you found this source material useful in giving your own lectures. Feel free to use these slides verbatim, or to
Portland - CS - 510
Executive Summary: Bayes NetsNote to other teachers and users of these slides. Andrew would be delighted if you found this source material useful in giving your own lectures. Feel free to use these slides verbatim, or to modify them to fit your own