ARTS 1110 Study Guide - Final Guide: Note-Taking

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taupellama687

23 Jan 2018

School

University of Manitoba

Department

Arts Interdisciplinary

Course

ARTS 1110

Professor

Lisa K.Soiferman

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Document Summary

Learning how to learn: cornell notes as an example. Cornell note-taking is about taking purposeful class notes to become an active learner (soiferman, 2014). While using cornell note-taking paper is broken into three sections: questions, main ideas and summary. It improves retention of information because it is an aid in learning, an organized way of assembling information and teaches students" to use the time efficiently. Cornell note-taking is a biggest key to students" success. It is a way of remembering a long lecture. The information from a lecture must be remembered or recorded, or it is forgotten (kiewra, 1991). This system helps to identify questions which help students to test themselves. The second part in this is to jot down main points. These main points are answers to questions which they have written previously in one part of the paper. The third section is the summary part which covers the whole lecture, topic or chapter into couple of sentences.

Related Questions

You are a managing partner of a prestigious investmentcounseling firm that specializes in individual rather thaninstitutional accounts. The firm has developed a nationalreputation for its ability to blend modern portfolio theory andtraditional portfolio methods. You have written a number ofarticles on portfolio management and you are considered anauthority on the subject of establishing investment policies andprograms for individual clients tailored to their particularcircumstances and needs.

Dr. and Mrs. A.J. Mason have been referred to your firm and toyou in particular. At your first meeting on August 1, 2012, Dr.Mason explained that he is an electrical engineer and long-timeprofessor at a local university. He is also an inventor and, after30 years of teaching, the right to one of his patented inventionshas just been acquired by a new electronics company, ACS, Inc.

In anticipation of the potential value of his invention, Dr.Mason has followed his accountantâs advice and established aprivate corporation, wholly owned by the Masons to hold the titleto the patented invention. It was this privatecorporation that sold the right to Dr. Masonâs invention to ACS,Inc. ACS, Inc. has agreed to pay $1 million in cash, payable at theclosing on September 30, 2012, for the right to Dr. Masonâsinvention. In addition, ACS, Inc. has agreed to pay royalties toDr. Masonâs private corporation on its sales of systems thatutilize the invention.

While all parties are optimistic about prospects for success,they are also mindful of the risks associated with any new firm,especially those exposed to the technological obsolescence of theelectronics industry. The management of ACS, Inc. has indicated toDr. Mason that he might expect royalties of as much as $100,000 inthe first year of production and maximum royalties of as much as$500,000 annually thereafter.

During your counseling meeting Mrs. Mason expressed concern forthe proper investment of the $1 million initial payment. Shepointed out that Dr. Mason has invested all of their savings intohis inventions. Thus, they will have only their Social Securityretirement benefits and a small pension from the local universityto provide for their retirement. Dr. Mason will be 65 at September30, 2013. His salary from the local university is currently $55,000per year and he does not expect this amount to change between nowand his planned retirement on his 65th birthday. After retirementDr. Mason expects to continue earning $10,000 - $25,000 annuallyfrom consulting and speaking engagements. The expectedSocial Security benefits are expected to be $1,800 per monthbeginning in October, 2013 and the annual pension from the localuniversity is expected to be $15,000 per year beginning at the sametime.

Assuming the royalty payments from ACS, Inc. are equal to$100,000 in the first year and an average of $300,000 per yearthereafter, the Masons are planning to help with the education oftheir six grandchildren. The grandchildren range in age from 8 to12 years old. In addition, the Masons wish to establish ascholarship fund in the name of Dr. Mason at the local universitythat would provide $5,000 per year to one selected electricalengineering student. This scholarship should be self- sustainingwith its own investments.

Both Dr. and Mrs. Mason have strongly indicated during the firstappointment that they are conservative investors and want a minimumrisk of any losses.

Requirements

You and your fellow partners are to present a proposal thatspecifically meets the retirement investment objectives of theMasons listed below. Your proposal should be from 4 â 6 pagesdouble spaces, Times Roman 12 pt. In addition, your team shouldinclude a cover page listing each member of your team and aseparate list of any references used in preparing the proposal. Theproposal must follow APA rules in structure and presentation.

Dr. & Mrs. Masonâs Retirement InvestmentObjectives

*Provide $65,000 of withdrawals from the investment account eachyear. This amount will be in addition to the university pension andSocial Security received each year.

*Minimize income tax.

*Include at least three types of investments.

*Provide for active management of the portfolio with an annualfee of 1% - 1 Â½% of value in the investment portfolio.

*Provide an annual growth after all withdrawals and fees of 4% -5%.

*Provide funding for the six grandchildrenâs education that willtotal $40,000 each when they reach the age of 18.

*Provide for a continuing scholarship at the local university inthe amount of $5,000 per year.

This is not plagiarism

Item 6

Original Source Material

Student Version

The philosophical position known as constructivism viewsknowledge as a human construction. The various perspectives withinconstructivism are based on the premise that knowledge is not partof an objective, external reality that is separate from theindividual. Instead, human knowledge, whether the bodies of contentin public disciplines (such as mathematics or sociology) orknowledge of the individual learner, is a human construction.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Does knowledge exist outside of, or separate from, theindividual who knows? Constructivists hold that human knowledge,whether the bodies of content in public disciplines (such asmathematics or sociology) or knowledge of the individual learner,is a human construction (Gredler, 2001).

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 7

Original Source Material

Student Version (written in 2002)

The technological tools available today for creatingcomputer-based learning materials are incredibly more powerful thanthose introduced just a few years ago. We can make our own movieswith camcorders in our homes; we can publish our own books. Soonteachers and students will be able to use computer-video technologyto produce their own learning materials. All it takes is time,know-how, and some funds.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Frick (1991) suggested that teachers and students would becapable of using computer-video technology to make learningresources. Furthermore, Frick's observation regarding tools forcreating learning materials that leverage computers that are a lotmore powerful than technology used just a few years back remainstrue over a decade later.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 8

Original Source Material

Student Version

No matter how kindly voters treat the panderer in the votingbooth, the public overwhelmingly believes that candidates will sayone thing to get elected and then ignore their pledges once inoffice. This lack of sincerity, to the extent that happens, reducespublic confidence in government. Candidates should say what theybelieve. At the same time, the public should demand that candidatesspeak frankly and truthfully about issues of concern, and it mustunderstand that once a person is elected and looks at the fact inmuch greater detail, changes in attitude do and should occur.

References:
Simon, P. (2003). Our culture of pandering.Carbondale, IL:Southern Illinois University Press.

The relationship between voters and candidates is a complicatedone. For example, the vast majority of the public is convinced thatcandidates will promise anything to be elected and then pay noattention to their promises once elected (Simon, 2003). Such astate of affairs sets low expectations for those running foroffice.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 9

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Overall findings revealed that the technology skills ofpreservice teachers participating in this study were relativelylow, while providing a basis upon which to identify prerequisiteskills and instructional objectives for teaching technology skillsand integration practices. In planning experiences fortechnology-rich teacher education programs, curriculum designerscould consider some skills as prerequisite, such as wordprocessing, basic computer operation skills, e-mail, and skillsassociated with the World Wide Web.

Reference 1
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Developmentof an instrument to measure preservice teachers' technology skills,technology beliefs, and technology barriers. Computers in theSchools, 25(1), 112-125.

Original Source Material 2
With regard to factors that contribute to the teachersâ readiness,computer proficiency took priority. Basically, if teacher computerproficiency increases, the teachersâ feeling to be more ready tointegrate technology into instruction alsoincreases.

Reference 2
Inan, F. A., & Lowther, D. L. (2010). Factors affectingtechnology integration in K-12 classrooms: A path model.Educational Technology Research and Development,58(2), 137-154.

Low computer proficiency may negatively affect the use oftechnology in schools (Inan & Lowther, 2010) To addresspotentially low technology skills among preservice teachers,teacher educators could consider some skills as prerequisite, suchas word processing, basic computer operation skills, e-mail, andskills associated with the World Wide Web. However, this approachwould require instructional options for students who lack suchskills.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 10

Original Source Material

Student Version

Educational processes and systems are complex, and any attemptto measure them, especially at this level of aggregation, can onlylead to broad and general discussions. However, we contend thatthis discussion is necessary. Further, attempting to measure globalprocesses in education may provide another puzzle piece totheoreticians as well as national and local policy-makers, who areworking at understanding and, in the latter case, steeringeducational systems.

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

In attempting to study and direct the future of complexeducational systems, theoreticians and policy-makers may findaggregated measures of global processes in education useful despitelimitations that may be associated with these measures (Rutkowski& Rutkowski, 2009).

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

pucehamster827

For many of us, smartphones have become indispensable, but they have also come under fire
for their impact on the way we think and behave, especially among children. Two of the largest
investors in Apple Inc. are urging the iPhone maker to take action against smartphone addiction
among children over growing concerns about the negative effects of technology. An open letter
to Apple on January 6, 2018 from New York-based JANA Partners and the California State
Teachers’ Retirement System (CalSTRS) stated that the firm must do more to help children
fight smartphone addiction. These two shareholders together control about $2 billion in Apple
stock. The investors’ letter urged Apple to offer tools to prevent smartphone addiction and to
provide more parental options for monitoring children’s smartphone usage. The iOS operating
system for Apple smartphones and tablets already has limited parental controls for restricting
Examiners: Dr. Emmanuel Awuni and Dr. Acheampong Owusu Page 2 of 4
apps, features such as location sharing, and access to certain types of content. The investors
felt Apple needs to do more—for example, enable parents to specify the age of the user of the
phone during setup, establish limits on screen time, select hours of the day the phone can be
used, and block social media services.
The average American teenager who uses a smartphone receives his or her first phone at age
10 and spends over 4.5 hours a day on it (excluding texting and talking). Seventy-eight percent
of teens check their phones at least hourly and 50 percent report feeling “addicted” to their
phones. The investors’ letter cited a number of studies on the negative effects of heavy
smartphone and social media use on the mental and physical health of children whose brains
are still developing. These range from distractions in the classroom to a higher risk of suicide
and depression. A recent survey of over 2,300 teachers by them Center on Media and Child
Health and the University of Alberta found that 67 percent of the teachers reported that the
number of students who are negatively distracted by digital technologies in the classroom is
growing. Seventy-five percent of these teachers think students’ ability to focus on educational
tasks has decreased. Research by psychology professor Jean Twenge of San Diego State
University found that U.S. teenagers who spend 3 hours a day or more on electronic devices
are 35 percent more likely, and those who spend 5 hours, or more are 71 percent more likely,
to have a risk factor for suicide than those who spend less than 1 hour. This research also
showed that eighth-graders who are heavy users of social media have a 27 percent higher risk
of depression. Those who spend more than the average time playing sports, hanging out with
friends in person, or doing homework have a significantly lower risk. Additionally, teens who
spend 5 or more hours a day on electronic devices are 51 percent more likely to get less than 7
hours of sleep per night (versus the recommended 9).
Nicholas Carr, who has studied the impact of technology on business and culture, shares these
concerns. He has been highly critical of the Internet’s effect on cognition, and these cognitive
effects extend to smartphone use. Carr worries that excessive use of mobile devices diminishes
the capacity for concentration and contemplation. Carr recognizes that smartphones provide
many useful functions in a very handy form. However, this extraordinary usefulness gives them
too much influence on our attention, thinking, and behaviour. Smartphones shape our thoughts
in deep and complicated ways, and their effects persist even when we aren’t using the devices.
Research suggests that the intellect weakens as the brain grows dependent on the technology.
Carr points to the work of Adrian Ward, a cognitive psychologist and marketing professor at
the University of Texas at Austin, who for a decade has been studying how smartphones and
the Internet affect people’s thoughts and judgment. Ward has observed that using a smartphone,
or even hearing one ring or vibrate, produces distractions that make it harder to concentrate on
a difficult problem or job. Divided attention impedes reasoning and performance.
A study published in Applied Cognitive Psychology in April 2017 examined how smartphones
affected learning in a lecture class with 160 students at the University of Arkansas at
Monticello. It found that students who didn’t bring their phones to the classroom scored a full
letter-grade higher on a test of the material presented than those who brought their phones. It
didn’t matter whether students who brought their phones used them or not. A study of 91 U.K.
secondary schools, published in 2016 in the journal Labour Economics, found that when
schools ban smartphones, students’ examination scores go up substantially, and the weakest
students benefit the most. Carr also observes that using smartphones extensively can be
detrimental to social skills and relationships. Connecting with “friends” electronically via
smartphones is not a substitute for genuine person-to-person relationships and face-to-face
conversations.

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ARTS 1110 Study Guide - Final Guide: Note-Taking

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