Table 2 shows that the average grade across all classes and groups (experimental and control) was 72.02%. Students in the experimental group had an average grade of 79.66%, while the control group average was a 71.87% (a difference of 7.79%). Students who participated in collaborative notes performed nearly a single letter grade better than did their peers in the same classes. The ANOVA result found significance at the .01 level (F = 5.47, p < 0.01). Further, Bartlett’s test for equal variance returned a non-significant value, indicating a reliable ANOVA model. It is possible to say there was a statistically significant difference between the control group and the experimental group.

The problem found in the literature is that students are not efficient note takers, meaning they only successfully capture information about 20% of the time, and they are organizationally flawed and therefore miss how information should fit together. These shortcomings, efficiency and organization, are particularly acute in individuals taking notes on a computer alone (Mueller & Oppenheimer, 2014). Mueller and Oppenheimer (2014) specifically find that computers –when used in isolation –lead to lower levels of information retention, and they postulate this is due to students trying to bestenographers with keyboards instead of actively engaging with the material.

15 years that dawned with terror touching our shores;

Fifteen years that dawned with terror touching our shores;

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to pay labour more in wages than it produces.

It is impossible for society to redistribute more wealth than is produced

Since civilization obeys aninternal erotic impulsion which causes human beings to unite in a closely-knit group, it can only achieve thisaim through an ever-increasing reinforcement of the sense of guilt.

A child who has been veryleniently brought up can acquire a very strict conscience. But it would also be wrong to exaggerate thisindependence; it is not difficult to convince oneself that severity of upbringing does also exert a stronginfluence on the formation of the child’s super-ego.

loss of love and punishment on the part of the external authority - hasbeen exchanged for a permanent internal unhappiness, for the tension of the sense of guilt

fear of loss of love

What is bad is often not at all what is injurious or dangerousto the ego; on the contrary, it may be something which is desirable and enjoyable to the ego

we shall add that even when a person has not actually done thebad thing but has only recognized in himself an intention to do it, he may regard himself as guilty; and thequestion then arises of why the intention is regarded as equal to the deed

His aggressiveness is introjected, internalized; it is, in point of fact,sent back to where it came from - that is, it is directed towards his own ego. There it is taken over by aportion of the ego, which sets itself over against the rest of the ego as super-ego, and which now, in theform of ‘conscience’, is ready to put into action against the ego the same harsh aggressiveness that the egowould have liked to satisfy upon other, extraneous individuals

satisfaction of the instinct is accompanied by an extraordinarily high degree ofnarcissistic enjoyment, owing to its presenting the ego with a fulfilment of the latter’s old wishes foromnipotence.