Excerpt: Zane Grey presented to readers of his early Frontier Trilogy1 a version of the frontiersman type in Lewis Wetzel, the famed Deathwind, scourge of Delawares and Shawnees in the Ohio Country.

This development project originated in response to the enormous daily increase of information that becomes available on the internet as a result of social media activities. Twitter, a quintessential example of social media, can also be considered a framework for collaborative note-taking. The October 2010 General Conference of the Church of Jesus Christ of Latter-day Saints provided an interesting example of distributed collaborative note-taking as thousands of Twitter users took notes on the conference addresses. The result was a collection of 26,479 tweets. The purpose of this project is to describe a novel information visualization algorithm that generates a centralized visual representation of the conference tweets to facilitate absorption of the ideas presented therein. This algorithm could feasibly be used in many other massively distributed collaborative note-taking activities. It is hoped that this algorithm, as well as the variant approaches that it may inspire, will assist larger groups to deal with the potential information overload that can arise in these collaborative note-taking activities.

The purpose of this study was to discover the impact of counselors' note-taking on their interview recall, clinical judgment, and general judgment of clients. The notes taken by the subjects were analyzed to discover the role that notes play in the counseling process. Thirteen master's students in the Rehabilitation Counseling program were recruited as participants. The results indicate that counselors' note-taking does not enhance their ability to recall but reviewing complete notes does. In addition, counselors' capability of clinical judgment is not different whether they take notes and review, take notes but do not review, do not take notes, or review complete notes. There is no evidence showing that note-taking helps or impedes counselors from making accurate clinical judgment. The qualitative analysis of the notes indicates that subjects do not take notes with observable organization and enough content. Thus, the result suggests that counselors do not spend much cognitive effort on taking notes and do not utilize note-taking as a strategy to manage information. Moreover, when subjects refrain from taking notes, they can perform on recall and clinical judgment as well as when they take notes in the session and when they review complete notes. Thus, it is suggested that novice counselors would be better off not taking notes if they cannot take complete notes. However, there is also some evidence suggesting that counselors may perceive the client differently when they do not take notes in the session. The results suggest that counselor educators can develop strategies for counselors-in-training to create complete notes. Future research can recruit experienced counselors as participants for comparison.

Since 1992, India has grown as a global player in the finance world. In spite of its success, India has not been able to rid itself of potentially harmful practices. One such practice is the issuing of Participatory Notes (PN) to foreign investors, so that they can anonymously purchase securities or derivatives listed on the Indian Stock Exchanges. This instrument came into public view when it accounted for approximately 50% of all foreign portfolio assets in India. Since then, the laws regarding PNs have evolved to become a more transparent version of the old rules. Although PN levels are not close to as high as 2007, a rising trend in PNs has been observed from September to November 2012. Regulation may have helped figure out who the end PN holder is, but it has not helped mitigate the inherent volatility that some scholars argued PNs had. This paper follows previous researchers claims to try to resolve the issue using rigorous econometric analysis. It uses the Vector Auto Regression (VAR) Model to find the coefficient of change in Participatory Note volume when regressed against the U.S. Dollar Indian Rupee Nominal Exchange Rate. Although the model’s results are interpreted, a problem of serial correlation existed in the model, thus impairing the results.

Both electronic note-taking (typing) and traditional note-taking (handwriting) are being utilized by college students to retain information. The effects of the method of note-taking and note-taking context were examined to determine if handwriting or typing notes and whether a lecture context or a textbook-reading context influenced retention. Pitzer College and Scripps College students were assigned to either handwrite or type notes on a piece of academic material presented in either a lecture or textbook context and were given a test to assess their retention. The results demonstrated that there was a significant main effect for typing notes such that typing notes produced higher retention scores than handwriting notes. The results also indicated that there was an interaction between method of note-taking and context such that the lowest scores were achieved in the condition in which participants handwrote notes during a lecture. In total, these findings suggest that typing as a method of note-taking may by an influential factor in memory retention, particularly in a lecture context.

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Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 232-236). Also available for download via the World Wide Web; free to University of Oregon users.

No description available.

The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students. / Department of English

Thesis (Ph. D)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 181-194).