MASTERING STUDY SKILLS

MASTERING STUDY SKILLS >> Patterson: Welcome, this is the presentation on opt for study skills on how to prepare you for the semester. I'm Dr. Pat Patterson. I'm from Counseling and Wellness and what I want to do in the next 40 minutes is to kind of give you a run down on the techniques and skills that I think are necessary to be successful. What year are you in? >> Student: I'm a sophomore. >> Patterson: A sophomore. And how about you? >> Student: I'm a freshman. >> Patterson: Okay. So what kind of study skills functions do you have? >>Student: It's really just like time management, focus, general like organizing of basically just time. >> Patterson: Okay, time management, organization. How about yourself? >> Student: About the same. But more emphasis on time management. >> Patterson: Good, good. Well that's what I'm going to talk about first. I'm going to talk to you about time management. Because one of the things you need to know is that you are your business. When students say, how you doing? I say I'm handling my business. Well the bottom line is you are the business to handle. And we know from research and we know from reality that students who are the most organized are the ones that are the most successful. So you ve got to approach this academic situation as if you are a business person. And most business people are organized. And what I'm going to recommend that you guys do is go out and purchase a planner. Something like this. See this is what's happening for the year 2009. But what [inaudible] would have them for semester. And so it'll start with the fall semester, and then it will end with the spring semester. Because you need to be really, really detailed. You need to be really, really detailed. You need to write down what it is you have to do, and what it is you have to do what. And then you need to be real specific about what that what is. So for example, when you get your syllabus or syllabi for the semester, I would recommend that you start at the very beginning in, in August for the program with your planner and then write down all of the fixed dates. So that would be when your classes meet. So for the whole semester write down when your classes meet. Then I would also write down when assignments are due. The other thing to write down is, of course, when you're going to start to do those assignments. We know that when students are planned and organized they are successful. Does that make sense? Okay. It's important to keep in mind when you write those things down, you got to have an idea about how long it takes you to do things. So how long does it take you do an assignment? How long does it take you to read for [inaudible]? That's important. So when you sit down and you're doing assignments for, let's say you're taking History 50. And you have to read pages in Chapter 5. And instead of just writing read

Chapter 5, you would write something like read Chapter 5, pages 72 to 78, take notes. That's real specific during that hour. We have fixed times. And most of the time, most students work on average I think 10 to 15 hours a week. So you have a work schedule, write the work schedule in. So you can look at your week, or look at your schedule, and have an idea about what it is you have to do and when you're going to do what. Now the basic formula is this for being a student: for every one hour in class, it equals two hours out of class of homework. That's what the bottom line is. That's your barometer. So if you're not putting in two times whatever your unit load is, it's probably a good indication that you probably aren't studying enough. I'm a psychologist. I'm in the Counseling and Wellness Center. I help students all the time, although we don't do academic counseling per se; we're mostly personal counseling. I do have a background in study skills and peak performance strategies. Primarily because when I got to graduate school I didn't have them, and I spent about 40 hours once, in a couple weeks at a student learning center, trying to learn them so that I could perform at optimal level in a doctorate program. Okay. So you do want to be organized. How many units are you carrying? >>Student: 16. >> Patterson: 16 units. So for you it would be a minimum of 34 hours a week. How about you? >> Student: 20. >> Patterson: 20, 20 units. 20 units, so for you, it would be a least 40 hours a week. So you're going to have a pretty busy week. So it's important for you to be really, really organized I would imagine you also work huh? How many hours a week do you work? >> Student: Nine. >> Patterson: Nine. How many hours are you working? >> Patterson: So, this young man already has 29 fixed hours a week where he has to be someplace. Okay. So you're going to have to really, really manage your time. What's important to keep in mind is that there are 168 hours in a week. 168 hours in a week. Your job is to manage that time. Now the average person sleeps 56. Okay so 56 from this right here is 112. So after you sleep you have 112 hours left. In your case, you work. If you study 40 hours a week, you're in class 20 hours, that's 60 plus 9, 69 hours a week are already covered. But if you subtract it, you still have, you know, 42 hours a week free. If you take 42 and divide it by seven, you have six hours a day free. So there's still no reason why if you spread your time out over a seven day week that you can't go to work, do all your homework, do the reading assignments and still have six hours free a day to kick it with your girlfriend, hang out with the boys, go to a party, watch my USC Trojans beat up on whoever they're playing, or watch NFL football. There's no reason why you shouldn't be able to schedule your time in a way to maximize your experience as a student and optimize your social life as a student. Does that make sense? And that's what you want to do. That's why it's important. Because when we start looking at this two hours out of

class for every one hour in class, if you cover this, you can make whatever your academic goal is a reality. Now if your major is one of the ones that are more time consuming and complicated, like engineering, mathematics, physics, computer science, something like that, pre med You might need three hours out of class, or four hours out of class, depending on what your academic need is. What I find is many students understudy. They're carrying 15 units a week, and they're studying six. And they want to know why they're not doing well. Or they're coming to me saying, I think I have a learning disability. What you do have is you're really not putting forth the effort. Does that make sense? Any questions about that? So all right. (I'm going to take a little swig here.) So given that, when you start talking about two hours and managing your time, and writing it down, it needs to be real specific. So remember I told you to write down what your assignments were. And when they are due. Okay. So the way you gauge when you will start those assignments, is you want to count backwards if it's a paper, a day a page plus two. Okay, so if it's a five page paper, you count back a day a page, plus two, not including the day it's due. So in that case, for that paper, if it's a five page paper, it would be five plus two plus one, which equals eight. Eight days ahead. Basically, if you could break your paper down, into you know if you have to write a paper you need to pick a topic. You need to find the references. You need to find time to copy the references. You need to write an introduction, the body of the paper. You know, and a summary, right? And you need to type it up and do all that stuff. You break all those components down in these five days. So maybe Day One it would be pick a topic and find references and then copy the references. Day Two might be read references. And Day Three read references and take notes on references before you maybe start the paper. And then, you know, you have five, so it might be write two and a half pages of the paper Day Four. Complete the paper Day Five. Spend the next two days editing the paper and rereading it, having somebody else read it, and then turn in it. So it's broken down in do able, chewable, consumable, bite size pieces. Because the whole idea of being a successful student is to chunk the material. It is to break it down over time. Don t do what most students do when they have a five page paper. They spend eight hours the night before it's due writing it as opposed to spreading it out over eight days, an hour a day, fitting it into their schedule [inaudible] style. Does that make sense? It's the same thing with examinations. If you're having an examination that's going to cover five chapters, then it would be a day a chapter, plus two not including the day it's due. So if it's due the 29th, then you would count back seven days to the 22nd, and then you would start studying for the exam. Now studying does not mean reading for the first time. Now what students do is they confuse what they do. Many students wait until the last moment to read something, or part of their process of studying is they reread it. And what I'm suggesting is that you read it once. And when you read it once, when you're using those five days or seven days to prepare for the exam, you're going over what you read. Okay. Do you have questions about time management before I start talking to you about some other reading study techniques? So it should, it just [inaudible] you need to gauge how many hours a week you need to study, you need to know exactly when that's going to be. One of the other things I failed to mention is that research shows that students who study, I would approach school like an eight to five job. We

know that students that get as much done between the hours of eight and five, are 50 percent more effective than students that study after five. We know that if it takes you two hours to do something during the day it'll take you three hours at night. And one of the mistakes that a lot of students make is they wait until the evening to do it. We've developed that habit through going to junior high school and elementary school and high school, doing it when we got out of school. And when we get out of school, we have our snack. We go outside and play with our friends and we wait until we eat dinner and parents come home and say have you done your homework Johnny. And we say no. Get in there and do your homework. And now it's seven. All right. Well with college, it's a little bit different. Because you don't have to sit in classes all day. You have time in between classes to do your work. If you manage that time in between your classes like you were working an eight to five job, you'll get a lot more done. You got to know whether you're a night person or you're a morning person. I'm a morning person. So it's no big deal for me to wake up at six o'clock in the morning. Study from six to 10. Get four hours worth of work done before most people even get up. I'm not a morning person, I'm [inaudible] at night. And what happens with a lot of people is they have what I call prime time conflicts. They have a situation where everything's happening at night. Your life in a residence hall what happens at night? >> Student: Everything. >> Patterson: Everything. And what kind of things? >> Student: In and out, noise. >> Patterson: In and out, noise, people are knocking on your door. Hey, what's going on? What are you doing? Have you got all this studying to do, what do you say? Nothing. >> Student: Yeah. >> Patterson: If Susie also finds out [inaudible] something you've done, you say absolutely nothing. Thanks for coming by, right? People are always want to go down, go for pizza, go kick it and what not, IV [inaudible] on Thursday and Friday, Saturday night to see what's going on. And we're likely to want to do that. Our best TV programs come on then. And then we're going to want to watch our TV programs, and also that's when everybody calls us from back home. Right? Everybody calls from back home. And that's also when our friend want to play those interactive computer games with us. So it's better if you get the work done before that time. Everybody knows. How it works in your world, who your family and friends are, and so you know when they're going to contact you. So prepare around it. All right. All right. Good. So what I want to talk to you now about is basic reading comprehensive skills. And the technique that I want to go over with you is SQ5R. Now if you go to the student learning center here you'll find that they have a hand out SQ3R. I have found over the years that SQ4R and I'm going to walk over here to get this, SQ5R is a lot more comprehensive and effective than SQ3R. And SQ5R basically start looking at SQ5R. The first, the S is survey. And basically, what survey means is to check it out. You walk into a party, step in, you kind of look around the room, see what's there you kind of survey the room, you want to

check it out. It's the same thing when you have to read a book. And what you do when you survey, when you're reading a book, is you want to look at such things as the titles. You want to look at the titles, the subtitles. You want to look at the italicized words. You want to look at the summaries. You also want to look at the questions at the end of the chapter. What these do is they give you kind of a road map to where the author is going in the book. Now it's a funny thing, have you ever read a chapter in a book and got to the end of the chapter and had no idea what you read? That ever happen to you? I'm sure it's happened to all of us. That we're out there. We'll read something. We get to the end and we have no idea. Believe me, when I was a student I used to read things. It would go right though my eyes, right out the back of my head. I would pretend as if [inaudible] something. Because I would go through the motions of speed reading and I would read it. And I'm what are you doing studying. And then somebody would say, Well, Pat, what are you reading about? And I would say, I don't know. And then on the other hand, have you ever read something like in a newspaper or in a magazine, that was a topic you were interested in and you remembered everything? Has that ever happened to you? What's the big difference there? What do you think the difference is? >> Student: It's interesting. >> Patterson: It's interesting and you attempt to comprehend. In SQ5R is a little technique that will enhance your intent to comprehend. And so if you have an idea of where they're going in the chapter, that gives you a head start. All right. The next one is question. So what are the questions we need to ask when we read something? You learned them in the first grade. >> Student: Who, what, when, where. >> Patterson: Who, what, when, where, how and why. Those are the questions that we need to know. If you can answer who, what, when, where, how and why, you've got the whole picture. When you write a paper, you want to cover who, what, when, where, how and why. When you study, you want to know, who, what, when, where, how and why. Okay. But for most of your classes, what we need to know is, what is it, why is it, why is it important, how do you do it. Right. When do you do it. I mean the who, what, when, where, how and why are really, really important. Like in history. Maybe political science when they ask those questions. And mathematics is mostly how do you do it, when do you do it. All right. So we need to ask those questions. And when we're going to ask those questions are, we're going to form a question to the title, and subtitle, of the chapter. So let's say the chapter is on baseball. It's just called baseball. So the overall question we want an answer for when we finish reading the chapter is, what is baseball? Okay. So now you've got this question that is guiding you to look for the who, what, when, where, how and why in that chapter that will explain to you what baseball is. Now you're more of an interactive reader. And that's going to help you with reading comprehension. What you want to do is once you form a question to the heading, or subheading, is then you read. And what are you reading? You're reading from one subheading to the other subheading. And then you stop. And then you record the information. And what are you recording? You're recording the answers to who, what, when, where, how and why. But you basically want to record the answer to the question that you have. It's assumed in that answer is

who, what, when, where, how and why. So as you read, write in your books. If you're selling your books back, write in light pencil and then erase it, whatever. But just kind of know who, what, when, where, how and why in the margin. Get yourself a magic marker. I write in every book I've ever owned. Write in your books, underline in the books, look up any word you don't understand. That's what being a student is about. Okay. So then, what you want to do then is you're going to repeat these questions. You're going to repeat the question. You're going to read it. You're going to record it. And then what do you do? Then you want to, the next one is recite. You want to recite. What are you reciting? You're reciting the answer to the question. All right. And so what you're going to do is you're going to repeat those four steps over and over again. You're going to form a question. You're going to read it. You're going to record it. You're going to recite it for each subheading, as you move down the chapter. You form a question to the subtitle. You read it, read for the answer. You record what's important to know. And then you recite it. Now I'm recommending that you get yourself some three by five index cards. And basically, when you take notes, you're going to put a question. That question that you form with the subtitle, and you're going to put the answer on the other side of the card. Why is this important? >> Patterson: That you're not giving your answer right away. What else? The reason why it's important. Several things. One, we already know that when you write things down you're more likely to remember them. Okay, so the whole process of writing it down is a cognitive process that will aid in your retention of the materials. But most importantly is you got it in a testable format. Now if this is chapter one, and it's got what is baseball, first question. And then it says baseball is a game that's played with 18 people, nine on each side. Requires a field, and four bases, and, and X, Y and Z. You have an overall idea of what it is. Here's the answer, right. And so maybe the next subtitle is the rules. And so the question would be What are the rules? And on the back, you can write the rules. And so maybe the next one is the equipment. And so you would list what the equipment is. What is, what are, what type of equipment do you need for baseball? Bat, ball, glove, and you need a place to do it, right? And maybe the next one might be what are the dimensions of a baseball field. You know, and so each question has their answers. Right. Based on the who, what, when, where, how and why. You want to number your questions in case you drop them then you won't know what order they're in. And you'll have it in a testable format so when it comes time to study for an exam, you have all the possible questions that they can ask you, and the answer. Does that make sense? Because what students, most students do when they study is they read things over again. And they read it over and over and over, to have retention of the materials. That's the reviewing process. And what you want to do is have questions and test yourself on the questions. If you know the answer to the question, then you know you know. And if you don't know the answer to the question, you know that's a card you need to pull out of your pile and focus on. Because when you study, you only want to study what? What you don't know. You don't want to waste time on what you do know. And what students make the mistake on is they spend a lot of times going over what they already know. And that's a waste of time. Does that make sense? So we got the SQ5R and remember I've talked about survey.

You got your question. You got your read. And you got your record. And remember and I said this is repeated. Question, read and record repeat it. After you've read, let's say you only had an hour. And let's say this chapter is 22 pages long. And so let's say your intention was to read six pages, take notes on those pages because you know that we know that the average person reads about 10 to 25 pages an hour. And we know that you're just pulling out who, what, when, where, how and why. You're not writing full sentences. You're writing the answer in your own words. Nobody in here's a professor. You're going to use it in your own words. If you speak a foreign language, write it in your language so that you can cognitively understand what it is. Easier to comprehend, and you move on. But let's say that takes you an hour. And so after you've done those six pages, you stop. And after you stop, you want to do the next R. And that is Review. You want to review what you just wrote down. You want to go over it. Now the hand out that you have says Reflect. But it really doesn't matter whether you review or you reflect. But you want to review, you kind of want to kind of go over the information. And what you're going to go over is your cards. You want to go over the questions, and you want to go over the answers very, very quickly. And then the fifth one you want to reflect. And reflection is when you think about it. There was a comedian years ago, I'm sure you guys don't remember but the people in the back do. The name Arsenio Hall and he would always say that these are things that make you go hmmm. These are things that make you think about them. A part of being a good student is to fit it into the context of what's being talked about so that you can think about it. What happens with most students, because they cram, they really don't have enough time to synthesize and integrate the information into some kind of organization so that they can really comprehend it. They can spew it out often, but they don't really understand it. So you want to go through the SQR5 process of doing that. Among the many that you read what's being talked about in class, before class. So you want to read before class. Read before class. So you want the professor's lecture on topic to be a review for what you read. How is that helpful? >>Student: [Inaudible]. >> Patterson: It's a review for you. It makes you a better listener. Because you want to be able to come to class and listen. A lot of these professors are lecturing right out the book. So if they're lecturing right out the book, bring the book. And know what the professor thought was noteworthy. The reason why you go to class and take notes is for an expert to tell you what they think is important. Or to explain it to you. What most of us do is we read it after they talk about it. Most professors say, Do you have any questions? Well if you read the information, and you didn't understand it, then you ask a question. Excuse me Dr. Jablowski, what's that? Or, if you read it and you don't understand the difference between the two theories or you think you do and you say, Well, how is Jung similar to Freud? And you ask the question. You fill in your blanks. You with me? And when you can do that, that's very, very, very, very helpful. So you want to read what's being talked about before class. Okay. After class, you want to review the notes you just took. And you want to fill in the blanks. But I failed to mention, and it probably should be here, that you want to review two types of notes. One, you want to review the previous lecture. And then, the notes just taken. Because reviewing is the key to studying. The more you see it the more likely you are to know it. The more you know it, the more likely you are to show that you know what you studied. That's really key. Review. You want to review the previous

lecture, right before the lecture. You want to review the notes that you've just taken right after the lecture. With me? And then we want several other types of reviews. We want an end of the week review. So you need to put on your schedule when you're going to review for each class. And not only are you going to review for the current week, you're going to review for previous weeks. Why is this important? Or could this be valuable? >> Patterson: To summarize, but what else? >> Patterson: Connect the materials. Okay. But to keep the material fresh. Most of you haven't had exams yet. This is the third week of school. But by the sixth, by the fifth to the ninth, tenth week you're going to be having mid terms. There's a tendency among students to forget what they learned in week one. What I want to do is to prevent that from happening and I'm going to show you how important reviews are. You got SQR5. You surveyed it. You read it. You reported it. Right. You reflected on it. You recited it. You reviewed it and you reflect it. That's six times. You're going to review the previous lecture right before the lecture. You're going to take notes on the lecture. You're going to review the notes that you just took right after the lecture. You're going to do an end of the week review for the current week, for each class. And then you're going to look at the previous week. So if you did an end of the week review Friday, you would not only review the third week material for each class, but that you would go back and you would also review week two and week one also. Does that make sense? Now you're keeping the information fresh. So now, when we get to week six and you have an exam, how much time do you think you're going to have to spend on week one material? Very little. So your focus is then going to be on the materials from weeks three, four and five, but very little on baby weeks one and two. Because you're going to know it. The more you go over it, the better position you are to remember it. Remember, you take note cards off of what you read. I haven't talked about the lecture notes yet. Which should be combined here. Because when you look at your notes, you're not only looking at the reading notes, but you're looking at the lecture notes. Because you want to keep information fresh. Remember I told you earlier that the professor's going to talk about things as an expert. If you've already read it before, you're going to ask those questions, you're going to interact with the professor, but I'm going to recommend that you sit in the first three rows. So the professors can have a conversation with you like I'm having a conversation with you now. Most of these professors just didn't get a job teaching. They majored in it. They decided that this is something they were passionate about. Most of the classes they teach are on things that they're interested in. All right. And so you got to know that they want you to share their enthusiasm. You know, many, most professors want mentees. They want students to follow in their footsteps and to take up their study. It's important. So when you sit close and you've done the homework, the professor will form a relationship with you. They'll call your name because they know you read it. They will respect you because you asked a question. They can see that you're interested in their class. What kind of confidence as [inaudible] is the student. It has to

increase your confidence. If it increases your confidence, you're in a much better position to perform better. What do you think happens when you go out by their office hours? Are they going to be willing to talk to you or not willing to talk to you? They're probably going to be a lot more willing to talk to you than the student who sits in the back of the class and is texting, or comes in late, who leaves early. Or who's always saying I couldn't, I didn't make Tuesday's class and they show up Thursday and they say, Did I miss something important? Wow, did you miss something important? Just my class. Just that hour that I spent all this time preparing and all this information that I gave. So when you can sit in the first three rows, not only are you a better listener, but you can engage the professor. It puts you in a position to take better notes. It puts you in a position not to be bored. It puts you in a position to engage in the learning process. I'm going to recommend that. You want to sit in an area with good light. You want to come a few minutes earlier so you can sit down, open your book, open your notes and review your notes. Your classes are presented to you like pieces of a puzzle. And in a semester, whether your class meets three times a week, once a week, or two times a week, every time that class meets you get a different piece of the puzzle. The whole idea is when you get a piece Monday and you get another piece Wednesday and another piece Thursday, you start to fit those pieces together so you can see the picture of what's being talked about unfold. Now you can get excited about learning. But if you wait until week 15, or week eight, and they're talking about information and you just learned it the night before and you got to go in there and perform on an exam, you don't know well enough to integrate and synthesize. And the crime is that when the class is over you don't remember jack. And so the whole idea is to break it down to the small, do able, chewable, bite size pieces, written down in your appointment book as to when you're going to do what. And you need to know how long does it take you to read a chapter, and take notes on a chapter, and put that information on note cards. How much time do you need to review at the end of the week? What would be a good seat for sitting in? When you're in class, you want to meet people around you. Most people in classes sit in the same seats. I don't know what it is, but they sit in the same seat. So you want to get to know the people around you. Want to get their numbers in case you miss a class, in case you want to form a study group. If you're going to form a study group, form a study group with people that are doing good in school. Form a study group with the person that's also asking questions like you are. You can go to class with your question pre written. So many students are afraid to speak up in class. But remember, these professors work for you. Their job is to explain it and to teach it to you. What most of them do is they disseminate information. It is your job to engage in the process, basically getting as much as you can from them. Make sense? Many of you want to go to graduate school. You're going to need people to write letters of recommendation. If they don't know you, what can they say about you? What can they say about you? Right. Talked to you a little bit about taking classroom notes. Any questions? Okay. How many of you are familiar with the Cornell Method? All right. What do you know about it?

>> Patterson: This, for people out there in TV land, is a piece of paper. It's the eight by 11. And what we're going to do here, when we take notes, over here we're going to have facts, details, stats, okay. And we're going to put the notes here. What we want to do right here is put a question, or cue word that is related to these facts, details and stats. The whole idea of using this two inches right here, this will be six and this will be 11, is to form a question, or have a cue word, so that when you attempt to study from the notes, you can then cover the facts, details and statistics, and then question yourself. The bottom line here is you want to ask a question. If you ask a question and you don't know the answer, ladies and gentlemen, you don't know the answer. You don't want to wait until you get in a situation in a testing situation with a professor who asks you the question and then not know it. You want to know it before then. At the bottom, there's a summary. For each page. With the Cornell Method, you only write on one side of the paper. Okay. What I'm recommending is that you make a combo note. That you would take the notes from the lecture, add them with your reading notes, and your one pile of note cards. Because I think it's better using this method. This is a helpful one to take notes. It is a decent one to study from. But it's not the most effective. Because when you have those note cards, if you have a pile of 150 note cards, you go through them and you know 90 of the 150 then you want to spend your time focusing on the 60 cards you don't know, and you can sort those cards. And as you master the 60 that you don't know, your pile should get smaller. Right. And then you won't be able to do that. Any questions about any of that? All right. So that's it in a nut shell for today. Went fast. Covered a lot of information. Went over time management. SQR5. And basically just taking notes in class. You want to use abbreviations, you want to use standard abbreviations. Here in the learning center we do have hand outs for standard abbreviation. Use abbreviations for your classes. And you want to write, you don't want to write complete sentences. You want to write in an outline form. You want to jot down the points. Now if you read it beforehand you know where it's coming from. You can say, you know what, this professor is just done lecturing on this topic, and none of this is in the book. What's that tell you? >> Patterson: Yeah, extra stuff to know. But if it's all in the book, then you know where to focus your effort. When you're preparing for exams, what do you want to study? Focus on? What's in the book, or what the professor talked about? In an ideal world, you want to focus on both. But let's just say you don't have time. >> Patterson: What the teacher says. Because what the professor has done, they've preselected for you what they think is important to know. So if you vary in any direction, you want to master the lecturing notes. If the professor says something different than what's in the book, you want to clarify that with the professor, because they might have made a mistake. But when you're going to give an answer during the exam, you want to give the answer that the professor gave. Does that make sense? That's pretty much the way it works.

So you want to write your time down, you want to manage your time, you want to know when, what it is you have to do. You want to know when it is. You have to do it. You want to give yourself enough time to do it. You want to chunk the materials in chewable bite size pieces. You want to use a technique like SQR5. I'm recommending that you read ahead the lecture so if it's a 20 page chapter and it takes you four hours to read it, then give yourself enough time to do it. You might not be able to do it in one day. You might have to do it over several days, but you want to do that. You want to review the notes before the previous lecture, right before the lecture. And then you want to have your series of reviews. And you definitely have your weekly reviews. Keep the materials fresh. You want to become an active learner. There's a lot of information on hand also I didn't go over, because I wanted to give you what I thought was most important and what was most important for the distance learners out there. All right. Thank you. Have a good day. Good luck. ==== Transcribed by Automatic Sync Technologies ====