How to Read a Book, V5.0
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Indesign CC 2015 and Earlier
Adobe InDesign Help Legal notices Legal notices For legal notices, see http://help.adobe.com/en_US/legalnotices/index.html. Last updated 11/4/2019 iii Contents Chapter 1: Introduction to InDesign What's new in InDesign . .1 InDesign manual (PDF) . .7 InDesign system requirements . .7 What's New in InDesign . 10 Chapter 2: Workspace and workflow GPU Performance . 18 Properties panel . 20 Import PDF comments . 24 Sync Settings using Adobe Creative Cloud . 27 Default keyboard shortcuts . 31 Set preferences . 45 Create new documents | InDesign CC 2015 and earlier . 47 Touch workspace . 50 Convert QuarkXPress and PageMaker documents . 53 Work with files and templates . 57 Understand a basic managed-file workflow . 63 Toolbox . 69 Share content . 75 Customize menus and keyboard shortcuts . 81 Recovery and undo . 84 PageMaker menu commands . 85 Assignment packages . 91 Adjust your workflow . 94 Work with managed files . 97 View the workspace . 102 Save documents . 106 Chapter 3: Layout and design Create a table of contents . 112 Layout adjustment . 118 Create book files . 121 Add basic page numbering . 127 Generate QR codes . 128 Create text and text frames . 131 About pages and spreads . 137 Create new documents (Chinese, Japanese, and Korean only) . 140 Create an index . 144 Create documents . 156 Text variables . 159 Create type on a path . .. -
How to Read a Book
How To Read A Book By Mortimer J. Adler And Charles Van Doren 1972 1 Preface How to Read a Book was first published in the early months of 1940. To my surprise and, I confess, to my delight, it immediately became a best seller and remained at the top of the nationwide best-seller list for more than a year. Since 1940, it has continued to be widely circulated in numerous printings, both hard- cover and paperback, and it has been translated into other languages—French, Swedish, German, Spanish, and Italian. Why, then, attempt to recast and rewrite the book for the present generation of readers? The reasons for doing so lie in changes that have taken place both in our society in the last thirty years and in the subject itself. Today many more of the young men and women who complete high school enter and complete four years of college; a much larger proportion of the population has become literate in spite of or even because of the popularity of radio and television. There has been a shift of interest from the reading of fiction to the reading of nonfiction. The educators of the country have acknowledged that teaching the young to read, in the most elementary sense of that word, is our paramount educational problem. A recent Secretary of the Department of Health, Education, and Welfare, designating the seventies as the Decade of Reading, has dedicated federal funds in support of a wide variety of efforts to improveproficiency in this basic skill, and many of those efforts have scored some success at the level at which children are initiated into the art of reading. -
Aristotle for Everybody
ARISTOTLE FOR EVERYBODY DIFFICULT THOUGHT MADE EASY Mortimer J. Adler TOUCHSTONE Rockefeller Center 1230 Avenue of the Americas New York, NY 10020 TOUCHSTONE Rockefeller Center 1230 Avenue of the Americas New York, NY www.SimonandSchuster.com Copyright © 1978 by Mortimer J. Adler All rights reserved, including the right of reproduction in whole or in part in any form. First Touchstone Edition 1997 TOUCHSTONE and colophon are registered trademarks of Simon & Schuster Inc. 13 15 17 19 20 18 16 14 12 Manufactured in the United States of America Library of Congress in Publication Data is available. ISBN 0-684-83823-0 ISBN: 978-0-684-83823-6 eISBN: 978-1-439-10491-0 CONTENTS PREFACE INTRODUCTION Part I Man the Philosophical Animal 1. Philosophical Games 2. The Great Divide 3. Man’s Three Dimensions Part II Man the Maker 4. Aristotle’s Crusoe 5. Change and Permanence 6. The Four Causes 7. To Be and Not to Be 8. Productive Ideas and Know-How Part III Man the Doer 9. Thinking about Ends and Means 10. Living and Living Well 11. Good, Better, Best 12. How to Pursue Happiness 13. Good Habits and Good Luck 14. What Others Have a Right to Expect from Us 15. What We Have a Right to Expect from Others and from the State Part IV Man the Knower 16. What Goes into the Mind and What Comes out of It 17. Logic’s Little Words 18. Telling the Truth and Thinking It 19. Beyond a Reasonable Doubt Part V Difficult Philosophical Questions 20. Infinity 21. -
The Best Children's Books of the Year [2020 Edition]
Bank Street College of Education Educate The Center for Children's Literature 4-14-2020 The Best Children's Books of the Year [2020 edition] Bank Street College of Education. Children's Book Committee Follow this and additional works at: https://educate.bankstreet.edu/ccl Part of the Children's and Young Adult Literature Commons Recommended Citation Bank Street College of Education. Children's Book Committee (2020). The Best Children's Books of the Year [2020 edition]. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/ccl/ 10 This Book is brought to you for free and open access by Educate. It has been accepted for inclusion in The Center for Children's Literature by an authorized administrator of Educate. For more information, please contact [email protected]. Bank Street College of Education Educate The Center for Children's Literature 4-14-2020 The Best Children's Books of the Year [2020 edition] Bank Street College of Education. Children's Book Committee Follow this and additional works at: https://educate.bankstreet.edu/ccl Part of the Children's and Young Adult Literature Commons Recommended Citation Bank Street College of Education. Children's Book Committee (2020). The Best Children's Books of the Year [2020 edition]. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/ccl/ 10 This Book is brought to you for free and open access by Educate. It has been accepted for inclusion in The Center for Children's Literature by an authorized administrator of Educate. For more information, please contact [email protected]. -
ACCEPTED MANUSCRIPT Graduate Student Use and Non-Use Of
ACCEPTED MANUSCRIPT Graduate Student Use and Non-Use of Reference and PDF Management Software: An Exploratory Study Marie Speare1 Final version published as: Speare, M. (2018). Graduate Student Use and Non-Use of Reference and PDF Management Software: An Exploratory Study. Journal of Academic Librarianship. 44(6), 762-774. https://doi.org/10.1016/j.acalib.2018.09.019 Published In: Journal of Academic Librarianship Document Version: Accepted Manuscript Publisher rights ©2018 Elsevier. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ . 1 Sciences and Technology Library, University of Manitoba, Winnipeg, MB, R3T 2N2, Canada. ORCID: https://orcid.org/0000-0003-0766-2763 Email: [email protected] ACCEPTED MANUSCRIPT ABSTRACT Graduate students at the University of Manitoba were surveyed to find out if they used reference management software (RMS), features used, challenges and barriers to using RMS. Interest in different types of PDF management features and training options were also investigated. Both users and non-users of reference management software were invited to participate. Non-users managed their citations and references with a variety of other tools. The principal reasons for non-use were that students were not aware of options that were available, and the amount of time needed to learn the program. RMS users also mentioned the steep learning curve, problems with extracting metadata from PDFs, technical issues, and problems with inaccurate citation styles. Most of the students saved PDF documents to their computer. Students were most interested in full-text searching of PDFs, automatic renaming of PDFs, and automatically extracting citation metadata from a PDF. -
Bookends Plus© Per Macintosh
Informatica documentaria Bookends Plus© per Macintosh Francesco Dell’Orso1 Servizio per le attività di documentazione bibliografica Un programma per gestire archivi bibliografici Facoltà di scienze della formazione Università degli studi di Perugia su microelaboratore [email protected] All’interno dei cosiddetti BFS Forse non da ora la stabilità è la sione; stampa; esportazione; sort; (Bibliography Formatting Soft- prima virtù del software, perché caricamento dati per via manuale ware) – atti a ben altro che solo un software instabile non è usabi- o per importazione anche con ri- formattare le citazioni bibliografi- le in modo produttivo e fa danna- formattazione; correzioni globali; che in vista della stampa – la pat- re. Quando poi la stabilità si co- formattazione di un dattiloscritto tuglia di quelli che funzionano su niuga a un’onesta efficienza di contenente richiami ai record; ge- Mac è evidentemente esigua.2 In prestazioni, a un prezzo contenuto stione di elenchi di voci; intercet- sintesi: il capofila, Papyrus, è chiu- e soprattutto alla durata nel tem- tamento dei record doppi; ospitali- so, funziona sempre, eccellente, è po, affiorano motivi consistenti tà per documenti esterni (testi, gra- perfino gratuito ma non avrà svi- per apprezzare il prodotto su que- fici, suoni) come allegati; ha sue luppo,3 ProCite su Mac è fermo sta base più che su quella della funzioni interne di manutenzione dal 2001 alla versione 5; continua ricchezza, novità, brillantezza del- dei database. Gli mancano invece, a marciare EndNote (v. 7 per Mac le sole prestazioni. Per esemplifi- come ad altri BFS: cliente interno OS X). Vale quindi oltremodo la care: Papyrus è enormemente più per ricerca Z39.50; thesaurus; fun- pena di illustrare Bookends, pro- ricco, articolato, sofisticato, inno- zioni numeriche o di gestione bi- dotto della Sonny Software che dal vativo di Bookends, ma oggi che bliotecaria (prestiti ecc.). -
Morris, B. (2013)
A journey to access free open source referencing management systems (FOSRMS): Zotero Barbara Morris 1 Western Institution of Technology at Taranaki (WITT) Abstract Investigations into increased cost effective service provisions at the Western Institute of Technology at Taranaki (WITT) Learning Resource Centre (LRC) resulted in a request for the LRC to find ways to reduce one-to-one support. One suggestion was to put in place a cost-effective, user-friendly and pedagogically appropriate referencing management system (RMS) which would enable students to engage constructively, effectively and independently with the conventions of scholarly citation, namely referencing. This journey involved exploring programme options, carrying out a viability pilot study and following up with a review of student usage or ‘uptake’ project. As a result of this, WITT seemingly became the first New Zealand tertiary educational institute to install an equitable option, namely a free, open sourced referencing management system (FOSRMS) (Zotero) across campus. Student involvement and support for the project resulted in a higher than anticipated uptake with approximately 85% of students using either Zotero or other electronic options. The flow-on effect of this is greater student independence as fewer students appear to be seeking referencing support at the LRC. Introduction Institutional budgetary cuts tend to have a ripple-down effect, which is felt throughout all departments, including Learning Resource Centres (LRCs). Budgetary cuts at WITT instigated a search to improve cost efficiencies in the LRC tutor’s time. Reduction in student individualised appointment times was the main target and it was evident, from LRC statistics that working with students on referencing took a considerable amount of that time. -
1.5 News 12 MH Colin
NEWS NATURE|Vol 453|1 May 2008 ZOO NEWS Colossal effort Zoologists at the Museum of New Zealand in Wellington have embarked on perhaps their biggest and most delicate feat of engineering so far. They have started the lengthy process of Programs promise to end thawing out the most complete specimen of colossal squid (Mesonychoteuthis hamiltoni). The 10-metre, half-tonne PDF paper-chase creature was caught and frozen last year. Researchers are buzzing about a new type of of Suzuka National College of Technology in software that allows them to manage their Japan. The second version of the software, ON THE RECORD research paper downloads from online jour- released in 2006, has been downloaded more Gravity’s not really nals much more effectively. than 13,000 times. my“ friend right now. One of the most popular programs is Papers, “It definitely speeds things up,” says bio- ” a commercial offering released last year with a chemist Jocelyn Côté of the University of Peggy Whitson, an astronaut on similar interface to iTunes, Apple’s successful Ottawa in Ontario, Canada. Côté says that he the Soyuz capsule that came near disaster last week, reflects on the music-file organizer. Papers and similar pro- struggled to invent a consistently useful file- unpleasantness of pulling 8.2 G grams are able to read a file’s ‘metadata’ so that a naming algorithm for his hard disk’s burgeon- during the craft’s botched re-entry. batch of PDF (portable document format) files ing paper collection. Although his PDF library can be sorted by, for example, author, journal has grown from 500 papers to roughly 3,000, You would have name or year. -
Paratextual and Bibliographic Traces of the Other Reader in British Literature, 1760-1897
Illinois State University ISU ReD: Research and eData Theses and Dissertations 9-22-2019 Beyond The Words: Paratextual And Bibliographic Traces Of The Other Reader In British Literature, 1760-1897 Jeffrey Duane Rients Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the English Language and Literature Commons Recommended Citation Rients, Jeffrey Duane, "Beyond The Words: Paratextual And Bibliographic Traces Of The Other Reader In British Literature, 1760-1897" (2019). Theses and Dissertations. 1174. https://ir.library.illinoisstate.edu/etd/1174 This Dissertation is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. BEYOND THE WORDS: PARATEXTUAL AND BIBLIOGRAPHIC TRACES OF THE OTHER READER IN BRITISH LITERATURE, 1760-1897 JEFFREY DUANE RIENTS 292 Pages Over the course of the late eighteenth and early nineteenth centuries, compounding technological improvements and expanding education result in unprecedented growth of the reading audience in Britain. This expansion creates a new relationship with the author, opening the horizon of the authorial imagination beyond the discourse community from which the author and the text originate. The relational gap between the author and this new audience manifests as the Other Reader, an anxiety formation that the author reacts to and attempts to preempt. This dissertation tracks these reactions via several authorial strategies that address the alienation of the Other Reader, including the use of prefaces, footnotes, margin notes, asterisks, and poioumena. -
How to Read History Writing
How to Read Historical Writing Reading history is very different from reading fiction. The purpose of reading a textbook is to develop a coherent overview of a particular topic. The purpose of reading a historical monograph or an article is to understand and remember key themes, supporting evidence offered, and the author’s interpretation. You may read a textbook, article, or monograph for a class discussion, writing a paper, or taking an exam. You must understand why you are reading before you begin, so that you can read appropriately. Reading history requires writing! Simply reading something over and over merely allows you to recognize it; you DO NOT really learn it. The only way to read history for content and understanding is to systematically take notes. You must be willing to make the time to take notes and study thoroughly, or you cannot expect to do well in history courses. How to read a textbook: First, look at the title of the assigned chapter. This will give you a sense of what general information is covered. Next, look at the sub-headings. These will tell you the main theme of each section within the chapter. Once you have a rough idea of what to expect, make a written outline of the sub-headings, leaving plenty of room to fill in key ideas. Now you can read the chapter, looking for the main idea expressed in each paragraph. Write these main ideas into your outline. Highlight or underline sparingly. You should highlight only 10% of what you read, and highlighted material should consist only of brief key words - ones that help to trigger your memory about what you should put in your outline. -
How to Read a Book R6
How to Read a Book, v4.0 Paul N. Edwards School of Information University of Michigan www.si.umich.edu/~pne/ This article may be freely distributed for any non‐commercial purpose, provided that nothing is added or removed, including this copyright notice. Commercial use of this material is expressly prohibited . Quasi‐permanent URL: www.si.umich.edu/~pne/PDF/howtoread.pdf COPYRIGHT 2000‐2008 PAUL N. EDWARDS. ALL RIGHTS RESERVED. How can you learn the most from a book — or any other piece of writing — when you're reading for information, rather than for pleasure? It’s satisfying to start at the beginning and read straight through to the end. Some books, such as novels, have to be read this way, since a basic principle of fiction is to hold the reader in suspense. Your whole purpose in reading fiction is to follow the writer’s lead, allowing him or her to spin a story bit by bit. But many of the books, articles, and other documents you’ll read during your undergraduate and graduate years, and possibly during the rest of your professional life, won’t be novels. Instead, they’ll be non‐fiction: textbooks, manuals, journal articles, histories, academic studies, and so on. The purpose of reading things like this is to gain, and retain, information. Here, finding out what happens — as quickly and easily as possible — is your main goal. So unless you’re stuck in prison with nothing else to do, NEVER read a non‐fiction book or article from beginning to end. Instead, when you’re reading for information, you should ALWAYS jump ahead, skip around, and use every available strategy to discover, then to understand, and finally to remember what the writer has to say. -
Nancy Pearl: How to "Read" a Book in Five Minutes.Docx
Reading Conversations Toolbox: How to “Read” a Book in Five Minutes WALE 2016 Conference – Mary Kinser and Jeanne Fondrie, Whatcom County Library System We want to be a resource that provides readers with possibilities. We suggest, rather than recommend, possibilities for reading/listening/watching. You can’t read every book in the library’s collection so it does help if you can become acquainted with as many genres as possible. Getting to know the collection is an important step in helping customers find what they need. Here are a few tips for evaluating titles and authors so you can suggest them to readers. Select several titles you don’t know and examine each one for five minutes. Fiction Checklist ● Cover: Can you tell a book by its cover? Glitzy and glamorous or somber and serious? ● Blurb: Does it lure you in without revealing the entire plot? Do you have a sense of the plot? ● Heft: Can you read it in bed? How cumbersome is it? ● Type: Is it easy on the eyes? Large or small type? Crammed? ● Chapters: Read the first one; glance through the middle; read the ending. Does the story flow? ● Evaluate for: style, pace, clarity, tone or language (vulgar, pretentious, simple?), format, genre ● Evaluate for format: Who tells this story and how is it told? Narrative? Flashback? Alternating narrators? First person, second person, or omniscient? Is it serious, or for fun and forgetfulness? ● Connect it with other books, think of similar titles; which ones and why? ● Who would like this book? Who is the audience? Non-Fiction Checklist ● Cover: