ABSTRACT
Castetter and Heisler (1988), and we acknowledge the source of the idea with appreciation.
With respect to the schematic diagram, this chapter is concerned mainly with the first major segment at the bottom of Fig. 3-1, namely, selection of the problem by the student. In moving through this and succeeding stages, we again urge students to set target dates realistically and to try hard to meet or exceed them. In this connection, some students report that they make an enlarged photocopy of this diagram and mount it on the wall behind their computer or typewriter keyboard.
