UNIV 104 Homework MT Aplia Participating in Class and Taking Notes Assignment solutions answers

UNIV 104 Homework MT Aplia Participating in Class and Taking Notes Assignment solutions complete answers 

 

1. Before taking notes - Be prepared, present, and aware

DISCOVER THE CONCEPT

Taking effective notes will help you remember information, and this will influence how well you perform on quizzes, tests, and exams. Great notes also provide a reference point for your written work. When reading them weeks later, they remind you of what you found interesting and how you felt while learning certain information. The key words and concepts that you take notes on can also guide your research when writing a paper. When getting ready to take notes, there are three important things to remember: Be prepared, present, and aware. The following table explores these concepts and their related strategies in greater detail.

What To Do Before You Take Notes

 

To learn more about a specific concept, select the relevant tab.

 

Finish all homework and other outside assignments

You will find it easier to understand the in-class discussion and lecture if you read and prepare for each class by doing the homework and previewing/scanning the content before class.

APPLY YOUR KNOWLEDGE

Which of the following might suggest that a topic or point in a lecture is important. Check all that apply.

          It’s the funniest thing in the lecture.

          The instructor writes it on the board.

          The instructor looks down at her notes before saying it.

          A fellow classmate writes it down.

 

Imagine that you are in class and disagree with something the instructor said. The instructor seems like he is in a hurry to get through a lot of information. What should you do? Check all that apply.

          Voice your objection during the lecture.

          Tell a classmate next to you why you disagree with the instructor.

          Briefly note your question or concern and then let it go.

          Maintain your concentration and continue to follow the instructor.

 

How can you create quality notes and use them effectively? Check all that apply.

          Write down everything that is said during the class.

          Review previous class notes and scan the reading assignments before class.

          Realize that taking good notes in a class will help you earn better grades and achieve your goals.

          Ask at least five questions per class.

 

2. Note-taking strategy - Cornell notes

DISCOVER THE CONCEPT

The Cornell note-taking system includes a narrow left column to list key terms or concepts and a broader right column to list detailed information about the terms. The Cornell system also contains an open section across the bottom of the page where you should summarize the main points and make connections between the ideas listed. Summarizing the material in your own words is an effective way to improve understanding and to retain the overall meaning of the passage.

APPLY YOUR KNOWLEDGE

Read the passage. Then enter the correct information in the Cornell note-taking system that follows.

 Composing Independence

1.        Although many Americans are familiar with the Declaration of Independence, how this important historic document came into being is less well known. The composition of the Declaration didn't begin and end with its famous primary author, Thomas Jefferson, writing the entire document in one sitting. Rather, the process of creating the Declaration of Independence, from the first to the final draft, took months of effort.

2.        The Declaration of Independence started as an idea, which the members of the Second Continental Congress then went on to discuss. The Congress didn't immediately support a resolution for the United States to separate from Great Britain; they debated over the reasons why it was the right moment for the colonies to cut ties with the British Empire. As a step toward independence, the Second Continental Congress selected a Committee of Five. Thomas Jefferson, along with the rest of the committee members, brainstormed the contents of the first draft of the Declaration of Independence.

3.        The Committee of Five assigned the task of writing the first draft to Thomas Jefferson. Finding the heart of the city of Philadelphia uncomfortable, Jefferson retreated to an inn on the outskirts of town to have a more peaceful setting to write. Jefferson wrote the first draft of the Declaration of Independence in three weeks. Once Jefferson had written the first draft, the Declaration underwent reviews by the Committee of Five and the Congress. After this peer review, the Declaration went through a final revision. On July 4th, 1776, Congressmen signed this version of the Declaration of Independence and officially announced the country as a free and independent nation. The clean copy of the revised Declaration, the document you know today, can be seen on display at the National Archives in Washington, DC.

Source: “Creating the Declaration of Independence: A Time Line,” in National Archives (U.S. Natl. Archives and Records Administration), http://www.archives.gov/exhibits/charters/declaration_timeline.html.

 

Complete the Cornell notes that follow using the information from the passage. Select key terms from the dropdown menus in the left column, and then select key points about the terms from the dropdown menus in the right column. Last, select the correct words to complete the summary.

Course: History Date: May 11, 2010

              

(2) The Second Continental Congress discussed and debated

    

    

(5) Committee of Five asked Thomas Jefferson to write the document

    

(7) Wrote draft in three weeks

(8) First document reviewed by Committee of Five and the Congress

    

(10) July 4, 1776—the Congress signed the Declaration

    

(12) Revised Declaration displayed at the National Archives in Washington, DC

 

Summary:     decided to create the Declaration of Independence. They selected a    writing committee, and the committee appointed    to write the document. The first draft was presented to the Committee of Five and the Congress    weeks later. On July 4, 1776, the Declaration that proclaimed America a free, independent nation was signed. The revised Declaration can still be found in the National Archives in Washington, DC.

 

You can record a study question in the left column that you can use as a memory prompt. What is a good study question for the left column?

          Why was Thomas Jefferson chosen to write the Declaration of Independence?

          What other famous documents are stored in the National Archives?

          How was the Declaration of Independence written?

 

Race and Ethnic Relations: American and Global Perspectives

1.        With their pervasiveness and enormous impact in modern societies, the mass media—television and motion pictures, in particular—are key conveyors of ethnic stereotypes.

2.        The early years of American television, the 1950s and 1960s, were marked by an almost total exclusion of minorities from the screen except for stereotyped roles. The absence of Black representation was due mainly to the fear held by networks and program sponsors of offending white viewers, especially in the South (Sterngold, 1998; U.S. Commission on Civil Rights, 1977).

3.        Historically, well-worn stereotypes of Black individuals—as lazy and irresponsible—were first projected by the mass media in the mid-1960s when many welfare programs were created or expanded. These negative images continued to influence the view of white Americans of the typical beneficiary of welfare (Gilens, 1999).

4.        In the last four decades, the presence of ethnic minorities in sitcoms, news presentations, and other programming has increased; however, the mass media continue to sustain ethnic stereotypes (Doughtery, 2003; Greenberg and Brand, 1998; Wilson and Gutiérrez, 1995).

Source: Martin Marger, “Tools of Dominance,” in Race and Ethnic Relations (Belmont, CA: Wadsworth/Cengage Learning, 2009), 56.

 

Complete the Cornell notes that follow using the information from the passage. Select key terms from the dropdown menus in the left column, and then select key points about the terms from the dropdown menus in the right column. Last, select the correct words to complete the summary.

Course: History Date: May 12, 2010

          Television and motion pictures

    

              

Little to no Black representation in the media—networks and program sponsors didn't want to offend white viewers

Welfare system created/expanded—mass media portrayed Black individuals as lazy and irresponsible

    

          Presence of ethnic minorities in the media has increased

 

Summary: Mass media conveys and sustains ethnic stereotypes. In the 1950s and 1960s, minorities were cast in    roles; networks and sponsors didn't offer roles to Black individuals to avoid outrage, especially in the South. As    grew during the mid-1960s, media depicted Black individuals as    and irresponsible. As a result, people continued to make inaccurate assumptions about people who receive welfare. Although    minorities have been seen in the media over the last 40 years, media continues to support ethnic stereotypes.

 

You can record a study question in the left column that you can use as a memory prompt. What is a good study question for the left column?

          How many minorities were there in the film industry in the 1950s?

          How did early television portray ethnic minorities?

          How are women portrayed in the mass media?

 

Internet Filters: A Protective Measure That Backfires

1.        Most American public and private schools today enjoy the privilege of Internet access. The Internet provides teachers with invaluable teaching tools, students with unprecedented access to research materials, and educational communities with a way to communicate and collaborate. Many schools purchase web filtering devices to protect students and teachers from "inappropriate" online content. However, this expensive plan often backfires in a wide range of ways.

2.        Web filtering can deny students equal access to education. In many regions of the United States, students may want to learn about points of view on religion, sexuality, or politics that are different from the norms in their communities. For example, if the Internet were carefully filtered, a student might be unable to access diverse perspectives on important issues such as reproductive health. Furthermore, many families cannot afford the Internet; students whose families cannot afford the Internet do not have the opportunity to explore issues that their schools prevent them from viewing. Filtering the Internet at school puts certain students at a personal and educational disadvantage.

3.        Schools must teach children to interact with all information responsibly. Some may say that web filtration systems protect children from exposure to material that may be violent, sexual, or controversial. On the other hand, if we don't teach children to make good choices about how to use the Internet in school, what will they do when they are faced with the overload of information that will confront them in the real world? Teachers, librarians, and parents working together to educate students about the appropriate use of the Internet will ultimately teach children more than a website blocked by a filtration system will.

Source: Mitch Wagner, “How Internet Censorship Harms Schools,” in Computer World (March 26, 2010), http://blogs.computerworld.com/15823/how_internet_censorship_harms_schools.

 

Complete the Cornell notes that follow using the information from the passage. Select key terms from the dropdown menus in the left column, and then select key points about the terms from the dropdown menus in the right column. Last, select the correct words to complete the summary.

Course: Communications

Date: May 13, 2010

          In response to increasing levels of Internet access

    

Can do more harm than good

          Can limit diversity of perspectives

Some students rely on schools for Internet access

    

          To protect or to educate?

    

Prepare students for the real world

 

Summary: The use of    in schools can harm students more than it can help them. Although they’re often positioned as beneficial, in actuality, they can hurt students by denying them equal access to information. Many students depend on schools to    . Preventing access to certain types of information can    . Rather than censoring information on the Internet, schools should be teaching students    

 

You can record a study question in the left column that you can use as a memory prompt. What is a good study question for the left column?

          What do students think about web filters?

          Why does the author not treat public and private schools separately?

          What are some arguments against using web filters in schools?

 

3. Note-taking strategy - Mind maps

DISCOVER THE CONCEPT

When taking notes, it’s important to listen closely and think critically about what your instructor is saying. Mind maps were developed by Tony Buzan and can be used alone or in conjunction with other methods of note taking. Whereas outlines organize information in a more linear (or even chronological) way, a mind map helps you to create a picture of the information and see how different ideas or concepts relate.

APPLY YOUR KNOWLEDGE

   Watch this video

Imagine that you are a student in this instructor’s class.

Transcript

(From: Thomas Bradbury, Psychology M176:, Communication and Conflict in Families and Couples ( Los Angeles: University of California, Apr. 17, 2009), http://freevideolectures.com/Course/103/Psychology-M176-Communication-and-Conflict-in-Families-and-Couples/6. © 2009. The Regents of the University of California. All Rights Reserved. Thomas Bradbury, PhD, Professor of Psychology, UCLA.)

 

Based on the video that you just watched, complete the mind map. In the dropdown lists that follow, select the main topic for C, which appears in the center oval, and select the minor, or supporting, topics for A, B, and D, which appear in the rectangles.

A            

B            

C            

D            

 

4. Turning PowerPoints into powerful notes

DISCOVER THE CONCEPT

PowerPoint ® presentations are an interesting way to share information, but they can sometimes become a stumbling block for students who see them as an excuse to stop taking notes. Think of a PowerPoint as a guide, rather than something that will replace your notes. Watch this lecture and listen carefully for important information not included in the slide presentation that you would want to write in your notes.

APPLY YOUR KNOWLEDGE

Transcript

 

The lecturer mentioned something important that was not in the PowerPoint presentation. What was it?

          President Polk confirmed discovery of gold in a message to Congress in 1848.

          Gold was discovered at a mill owned by John Sutter.

          Prospectors worked alone at first but later worked in groups and used tools like the Long Tom.

 

Many times, a presentation will include only the surface information. Teach yourself to go beyond the slides. Think about the presentation and select the question that inspires you to learn more.

          Did California become a meeting ground for prospectors from all over the world?

          Where did the miners and prospectors live, and what were these living conditions like?

          When and where was gold first discovered in California?

 

While taking notes, you need to make fast and informed decisions about where to write down important information. Identify which phrase belongs as a subheading under Gold Rush.

WORKING OUTLINE

I.        American Western Expansion

A.       Gold Rush

i.        

B.       Travel by land

C.       Travel by sea

 

Imagine you had a lot of loose information you wanted to reformat into an outline. The following sentence is a piece of information from your notes. Identify which subheading of the working outline it belongs under.

By the mid-1850s, roughly 20% of the miners in California were Chinese.

WORKING OUTLINE

I.        Why people traveled westward

A.       The Gold Rush of 1849

B.       Spread of religion

C.       Free land available out West

 

Would you place the given information as a supporting detail under subheading A, B, or C in the outline above?

          B. Spread of religion

          A. The Gold Rush of 1849

          C. Free land available out West

 

The lecturer mentioned something important that was not in the PowerPoint presentation. What was it?

          The United States didn’t recognize the communist government in Russia until the 1930s.

          Communism limited freedom of speech and freedom of religion.

          The lack of a second front during WWII until 1944 was not forgotten.

 

Many times, a presentation will include only the surface information. Teach yourself to go beyond the slides. Think about the presentation and select the question that inspires you to learn more.

          Did Joseph Stalin build the Iron Curtain?

          Did millions of Russians die during WWII because the United States failed to intervene and start a second front?

          Where could I find more evidence of conflict between the United States and the USSR during the Cold War?

 

While taking notes, you need to make fast and informed decisions about where to write down important information. Identify which phrase belongs as a subheading under The Cold War.

WORKING OUTLINE

I.        Post–World War II

A.       The Cold War

i.        

B.       The Truman Doctrine

C.       The Marshall Plan

 

Imagine you had a lot of loose information you wanted to reformat into an outline. The following sentence is a piece of information from your notes. Identify which subheading of the working outline it belongs under.

United States refuses to let USSR influence reconstruction of Japan after the war.

WORKING OUTLINE

I.        Causes of the Cold War

A.       Stalin builds the Iron Curtain

B.       Post-war reconstruction

C.       Ideological differences

 

Would you place the given information as a supporting detail under subheading A, B, or C in the outline above?

          A. Stalin builds the Iron Curtain

          B. Post-war reconstruction

          C. Ideological differences

 

The lecturer mentioned something important that was not in the PowerPoint presentation. What was it?

          The sit-ins and pray-ins occurred in one of the most segregated cities in the United States.

          John F. Kennedy didn’t initially push civil rights as an issue.

          Nonviolent protestors were attacked.

 

Many times, a presentation will include only the surface information. Teach yourself to go beyond the slides. Think about the presentation and select the question that inspires you to learn more.

          Was Birmingham, Alabama, a segregated city?

          Was John F. Kennedy’s approach to civil rights legislation affected by public opinion and the sit-in movement?

          How did Congress address the issue of civil rights after John F. Kennedy’s death?

 

While taking notes, you need to make fast and informed decisions about where to write down important information. Identify which phrase belongs as a subheading under Civil Rights Movement.

WORKING OUTLINE

I.        U.S. History 1960s

A.       Civil Rights Movement

i.        

B.       The Great Society program

C.       Black Power Movement

 

Imagine you had a lot of loose information you wanted to reformat into an outline. The following sentence is a piece of information from your notes. Identify which subheading of the working outline it belongs under.

Attacks on protestors were shown on TV, and this changed attitudes about civil rights.

WORKING OUTLINE

I.        Civil Rights

A.       L.B.J. & the Civil Rights Act of 1964

B.       National Organization for Women

C.       Sit-ins and Pray-ins

 

Would you place the given information as a supporting detail under subheading A, B, or C in the outline above?

          B. National Organization for Women

          A. L.B.J. & the Civil Rights Act of 1964

          C. Sit-ins and Pray-ins

 

5. After taking notes - Review your notes

DISCOVER THE CONCEPT

The final step in the note-taking process is to review your notes. Learning when to review and how to review can help you make the most of the process.

After one or two classes, you will also have noticed if your instructor’s presentation style is fast, and there are strategies you can employ to ensure that this doesn’t cause you to miss important information.

Explore the strategies by clicking on the terms in the box and then answer the questions that follow.

What To Do After You Take Notes

To learn more about a specific concept, select the relevant tab.

Review within twenty-four hours

Most students can remember what they just heard, but this kind of short-term memory deteriorates quickly. Take a moment after class to review your notes. This helps move the information from your short-term to your long-term memory.

APPLY YOUR KNOWLEDGE

 

What can you do if, while reviewing your notes, you come upon a section of bad handwriting that you cannot read?

          You can try to remember what was discussed immediately before or after the messy passage. Then ask one of your classmates what he wrote down.

          You can photocopy that passage of your notes and give it to your instructor to see if she can read it.

          You can stare at the notes for a long time and try to compare the letters from each word to letters in passages that you can read.

 

What is the benefit of exchanging photocopied notes with classmates?

          You can see what you missed or failed to note down during the lecture and fill in the gaps.

          You can see what your friend forgot to write in his or her notes.

          You can get the answers to the test so you don’t have to study as hard.

 

Why is it so important to review your notes within twenty-four hours after class?

          Reviewing within twenty-four hours frees up your mind to do other things later in the week.

          Reviewing within twenty-four hours moves the information from your short-term to your long-term memory.

          Reviewing within twenty-four hours works because studies suggest that we stop caring after two days have passed.

 

You have prepared before class and you’re using shorthand, but you still can’t seem to keep up. It feels awkward to ask the instructor to slow down, so what else can you do?

          Ask your instructor to slow down after class is over.

          Ask a specific question about something you know you missed.

          Ask your classmate what the instructor just said.

 

Choosing to type your notes will help you to condense and think critically about what was covered in the lecture. While doing this, why would it be helpful to consider what the instructor might ask about each key term?

          Thinking about each key term as a possible test question will allow you to remember more in less time.

          Thinking critically about the instructor while reviewing your notes will keep you from daydreaming about why you disagreed with him in class.

          Thinking about what the instructor might ask as you retype your notes causes you to create notes that will help you study for the test.

 

Why would you bring your notes with you to a meeting with your instructor during office hours?

          Having your notes will tell the instructor that you listen when he is talking.

          Having your notes will give you a place to look if you feel shy or nervous.

          Having your notes to refer to will help you remember what you want to ask.