Humanities Homework Help
Ashford University W3 Memory Technique and Mnemonic Devices Discussion
Part 1
CHAPTER 3 Discussion Board Assignment
Food for Thought …
There are three things a human brain cannot resist noticing – food, attractive people, and danger.
A human brain has a capacity to store 5 times as much information as Wikipedia.
Our brain uses the same amount of power as a 10-watt light bulb!
PART 1: Rebus Rally – 5 Questions
Have you heard of Rebus Rally? See if you can solve these Six (6) Rebus Rally queries and then write your guesses in your Discussion Board (DB) thread to complete Pt 1’s DB assignment.
(1) FAREDCE
(2) J
‘You U Me’
S
T
(3) Wear
____________
Long
(4) LE VEL
(5) TOUKEEPCH
Do you see the patterns of thought of Rebus Rally? Or are you still stumped?
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PART 2 — 1 Question
MNEMONICS — This is a beautiful memory technique that not only helps us in college studies but also in the workplace. The beauty with Mnemonics is that you can use its memory technique with ANY DISCIPLINE and ANY WORKPLACE.
VIDEO: Listen and watch this 1 minute titled, “Mnemonics, Why?” video clip:
Let’s start understanding and/or refreshing Mnemonics by using your first name and last name. Think of an adjective or adverb that describes you best, BUT, the first letter MUST be the same letter of your first and your last name. Here’s an example: John Smith’s Mnemonic names will be Joyful John & Smart Smith; another example: Stephanie Adams Mnemonic names will be Stupendous Stephanie & Artsy Adams. See the Mnemonic pattern? See how the mnemonic device is being used? Mnemonics is a fantastic memory tool, and in this case helping remember names rather than just faces!
ASSIGNMENT (1 question to answer, below):Decide your signature mnemonic’s name using an adjective that describes you, but remember that the adjective has to start with the first letter of your first and last name. So, you’ll have TWO (2) Mnemonic names for this assignment. FYI: It is amazing how the adjective sticks in our memory towards helping us remember names and even the person’s persona. Have fun with this!!
1 Question to answer:
- Your FIRST name using Mnemonic’s: _______________ ________________
PART 3 — 1 Question, but needs 3 answers
List 3 THREE Mnemonic devices. For this answer you need to list the Mnemonic “DEVICES.” Please be sure you read what DEVICES are to answer this question correctly. You will find the name of the DEVICES in the BMS text–please look first and then answer the question’s 1-2-3. Again, name a THREE (3) DEVICES of Mnemonics.
1
2
3
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PART 4 — 2 Questions
After you read the Memory Jungle, describe one (1) of the four (4) visualizations meanings. You only need to describe one (1) visualization and its meaning.
1) Name 2 Memory Jungle visualizations.
2) Now list the one you prefer and explain why.
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PART 5 — 1 Question
RUAAEC? If I say those letters out loud I will say it like this. ‘Are (R) you (U) AAEC???!!’ It sounds as if I am saying “Are(R) you (U) Ccraaazzzzy (AAEC)?!’ because the AAEC can also sound like “ccraazzyy.” What in the world am I trying to convey to you using this “crazy” saying? Is it a memory technique?
Look at page 117 and read about Bloom’s Taxonomy (again, pages can vary in e-book, softbound or loose-leaf of Becoming A Master Student (BMS) texts, so look at the headers in your textbook, too) . This taxonomy and its image, appears in every chapter. The image is a purple pyramid. That shape is symbolically (the pyramid) describing Bloom’s Taxonomy’s 6 Levels of Thinking. It is AMAZING how many institutions utilize Bloom’s taxonomy. In the education world we write our curriculum using this taxonomy. As importantly, Bloom’s taxonomy is the linear way we think. You can see how very important this taxonomy can be in the workplace, too.
Now go back to the, “(R) are (U) you in that RUAAEC statement and notice that I was using the Mnemonic device called an “acronym” and if I say it as, ‘Are you crazy’ it helps to easily remember the levels used in Bloom’s Taxonomy being: RUAAEC. Do you see what I am doing? Do you see how this tool can help us remember things quickly and easily — and even make memorizing fun?
Question:
1) What do the letters RUAAEC stand for?
Look at Bloom’s Taxonomy’s 6 levels — What does each level represent in Bloom’s Taxonomy? That will be the answer to this question!!!
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VIDEO: Listen and watch this 4-minute Mnemonics video:
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PART 6 — 6 Questions
I am going to end our Chapter 3 Discussion Board by reiterating that Mnemonics is a beautiful memory technique. There are a good many Mnemonic devices. Mnemonics help with memory processes. Please solve the 5 question using Mnemonics to help answer them. The last question ask that you share a Mnemonic’s you use or have used.
1) SOLVE: Name the 8 planets in our solar system? HINT: Here is a helpful hint using the Mnemonic device of an acrostic: My Very Educated Mom Just Served Us Noodles (the first letter of this goofy sentence is the first letter of a planet)
2) SOLVE: Name the color spectrums of the rainbow? HINT: Here is a helpful hint using the Mnemonic device of an acronym: ROY G. BIV
3) SOLVE: Name the five Great Lakes? HINT: Here is a helpful hint using the Mnemonic device of an acrostic: Super Man Helps Every One (or) HOMES – and as an acronym: HOMES. Each device denotes the first letter of each of the 5 Great Lakes.
4) SOLVE: Name the 5 Phases of Mitosis? HINT: Here is a helpful hint using the Mnemonic device of an acrostic: I Propose Men are Toads – and as an acronym: IPMAT
5) SOLVE: Name the Order of Taxonomy of living things? HINT: Here is a helpful hint using the Mnemonic device of an acrostic: Phillip Cried Out for Good Soup!!
6) SHARE a Mnemonic you use and/or used before.
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Do you see how goofy words, sentences, phrases can help with our memorization needs?
In Summary: There are so many Mnemonic devices. Most of how we learn is actually by way of mnemonics!!
BTW: The different colors being used … yep, you got it right, … it is another MNEMONICS device! HIGHLIGHTING, is a form of memory recollection by using color imagery 🙂
Part 2
CHAPTER 4 Discussion Board Assignment
Food for Thought …
If part of your body “falls asleep” you can almost always “wake it up” by shaking your head.
Right-handed people tend to chew food on their right side.
Please watch this VIDEO link:
https://www.youtube.com/watch?v=VnTPv9PtOoo
Watch this one, too:
https://www.youtube.com/watch?v=fmuAB5MqP0Y
And one more:
WHAT PLAGIARISM CAN COST YOU – Lawyers.com Legal Beat
https://www.youtube.com/watch?v=5oQVk9KwkdQ
What constitute plagiarism? When studying chapters of 4, 5 and 6 you’ll read a little bit about plagiarism and there is a paragraph written about it in the Course Syllabus, too, but I always wonder if students read it in the Syllabus and if they do do they really understand the actions and risks of plagiarizing. I have come to realize that there are some students who are innocent with acts of plagiarism because they were not fully aware what constitutes plagiarism. With all this said, I decided to post that link for each of you to watch. I know it is a goofy video clip about plagiarism, but highly effective and is to imprint in your memory forever. I want you to be aware — always aware. Please read the questions below and then answer your ASSIGNMENTs.
Ask yourself this: Have you ever plagiarized? Have you ever been tempted to plagiarize? Do you know of anyone that has plagiarized? What is your opinion when you hear of someone plagiarizing others work? Is it stealing? After you’ve mulled over those questions, please answer the 7 questions below tagged “ASSIGNMENT #1”:
ASSIGNMENT #1 — 7 QUESTIONS
1) Do you think people plagiarize — just answer “YES” or “NO”; then give your opinion how much you think it is done as “A LITTLE” or “JUST AVERAGE,” or “A LOT!”
2) Do you think there are “levels” of plagiarism offenses? (In other words, if a friend plagiarizes your work or you plagiarize from a friend or classmate, do you think it’s okay because they “allowed” copying an assignment or paper, and vice-versa, making it okay to sign your name to it as your own work).
3) Do you think the act of plagiarism is committed more in the past or more now days? Why do you believe that?
4) Do you believe plagiarism really needs to be be taken seriously — in other words, is it really that big a deal?
5) Give an example of a plagiarism you’ve encountered or heard about (heard in the news or own situation, etc).
6) What would you do if someone plagiarized YOUR work whether an English essay, Research paper, or a work idea/manifesto that you authored, perhaps even an important work proposal?
7) What would you do if you knew who plagiarized your work or plagiarized someone else’s work? Would you ignore it or confront it? Why would you or else would not confront?
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Introduce yourself to the most simplistic reading tips!
Chapters 4 and 5, and even 6, are connective learning. I mention this for good reason and that reason is so you are “eased” into remembering a simplistic but highly efficient reading system called MUSCLE READING; another reason is to ease you in to two (2) highly effective study methods called Mind Mapping and Cornell Format, to which I want you to know those two study methods exceptionally well to realize their awesome utility. Both study methods are organized formatting and allows executive troubleshooting & superior problem solving processing when aided by slick reading applications and, lastly, lessened anxiety, namely with tests — our chapter 6 delves into that realm. So you can see why these three chapters connect well. This is the reason why both Chapters 4 & 5 are open together this week; and chapter 6 will open the following week on its own since the Midterm Exam is also opened then.
Personally, I think excelled simplicity is the key to cognitive acuity. That sounds contradictory, doesn’t it? What excelled simplicity means is that we need to understand content via its particular context rather than only rely on basic short-term or “rote” memory. So let’s begin our 1st lesson of simplistic cognitive acuity by using the art of Muscle Reading.
Have you ever heard of SQ3R or SQ4R? Muscle Reading is similar, except it is streamlined even more. SQ3R & SQ4R = is to Survey, Question, and then use the 3 R’s of Review, Repeat (recite) and Refresh.
Here’s Muscle Reading’s 3 QUICK SLICK PHASES:
1) Phase 1 — STRETCH — It is BEFORE you actually read– you are previewing (looking at headers, sub-headers, graphs, charts, diagrams, etc) and forming questions as you look at what you are previewing, skimming, and glancing over. It is the STRETCHING/PREVIEWING PHASE
2) Phase 2 — EXERCISE — This is DURING and is the actual ACTIVE READING time — You are actually reading all of the material while constantly questioning what you read. It is the EXERCISE/ACTIVE READING PHASE.
3) Phase 3 — RELAX — This is AFTER you read and now can finally relax because you have skimmed, and then read, and now know, the contents and therefore the concepts of what you have read. Now you can kick-back and relax because you read the material, you questioned the material, understand the material, and you are now able to explain it. If you miss a few specifics in the material you already read, no problem because you are now able to simply scan through the material again by refreshing its context easily because you already had it Velcro to your brain’s neuron powers! It is the RELAXING PHASE.
WATCH THIS VIDEO, PLEASE!!
Chapter 3’s text talks about Muscle Reading starting with the Power Process (on page 125) and continues walking you through its processes to page 133 (Remember: page numbers may vary a few pages if loose-leaf, soft-bound or e-book formats).
ASSIGNMENT #2 – 3 Questions
1) What are the 3 names of the 3 phases in each of the three steps of Muscle Reading?
2) What will you do in Phase I, Phase 2 and Phase 3?
3) What do you think of this reading method? Write a few sentences to a paragraph telling your thoughts about this reading method.
TO REFRESH:
Can you see a taxonomy at use here, too? We were introduced to it in Chapter 2 (Memory). To refresh: Bloom’s taxonomy will pop-up in every chapter of Becoming A Master Student.] Bloom’s goofy verbiage I used in helping remember the Levels of Thinking via taxonomy. I used the Mnemonics of “R U crazzzyyyy!!!” — with the Mnemonic device being an acronym as RUAAEC (acronym is the “Mnemonic Device”) and the crazzyyy sounds like the aaec.
Each of those letters in RUAAEC are hints to help us remember the “Six (6) levels of Bloom’s Taxonomy or “6 levels of thinking” being:
R = Level 1) Remembering
U = Level 2) Understanding
A = Level 3) Analyzing
A = Level 4) Applying
E = Level 5) Evaluating
C = Level 6) Creating
MUSCLE READING’s 3 phases also use Bloom’s taxonomy!
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ASSIGNMENT #3 — 1 Question (view video first, then answer the 1 question)
WATCH THIS VIDEO …
I am going to post below a video hyperlink. It is titled, “How to Read Better @ a College Level” (It is 12 minutes long) Please watch this EXCELLENT video in how to read best, especially at college level.
https://www.youtube.com/watch?v=WgbG5lo5Usg
This is an outstanding reading video with great pointers.
1 QUESTION
1) List at least 4 reading tips you found most beneficial that the author provided in this “better reading tips” clip?
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ASSIGNMENT #4 — write 7 Headers (H) & 8 Sub-headers (SH):
Let’s dive even deeper in Muscle Reading’s advantages. Please read PARAGRAPH #1 below which is cited from the Tribune Content Agency and first published by Bloomberg Opinion. First Published March 28, 2021. Article titled: Why do some rich families feel so middle class? Author, Pete Saunders. MAR 28, 2021
INSTRUCTIONS: After reading that short Paragraph #1, please write a Header (H) and a Sub-header (SH). Remember that both the Header and Sub-header supports the major and minor points of view; both Header and Sub-header are BRIEF. One can also look at the major and minor premises as the cause and the effect (consecutively), whereby one is the result of the other. One can also expand to a Sub-sub-header, showing the affect.
PARAGRAPH #1
Back in 1972, New Yorker film critic Pauline Kael was incorrectly quoted as saying she couldn’t understand how Richard Nixon had won a 49-state landslide since she didn’t know anyone who’d voted for him. The anecdote is often trotted out as an example of liberal snobbery and indifference to “ordinary” Americans. Kael’s actual quote was more self-aware: “I live in a rather special world. I only know one person who voted for Nixon. Where they are I don’t know. They’re outside my ken. But sometimes when I’m in a theater I can feel them.”
Header (H):
Sub-header (SH):
For PARAGRAPH #1 did you get something like this as your Header (H) and Sub-header (SH)?
Header (H): Lack of awareness
Sub-header (SH): False narrative
Very good! Now, let’s finish our Discussion Board’s ASSIGNMENT #4 and write eight (7) more Headers and Sub-headers from the rest of the article that I dissected into short paragraphs. See below. Each paragraph follows that same article, Why do some rich families feel so middle class? Write a header (H) and a sub-header (SH) for each paragraph below (#2 through #8). NOTE: Refer back to my PARAGRAPH #1 to example if you need to refresh how to create a “brief “Header (H) and Sub-header (SH). Remember that Headers and Sub-headers are brief, but also packed with a punch when explaining the gist of the paragraph’s intent.
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ARTICLE:
Why do some rich families fee so middle class?
Authored by Pete Saunders. Bloomberg Press. 2021. March 28.
Source is edited but not paraphrased, for use of IDS 109 chapter assignment: H/SH.
Disclaimer: Could be considered to have mature content; see Syllabus Addendum for specifics
PARAGRAPH #2
Nevertheless, the debate over President Joe Biden’s American Rescue Plan certainly appears to have exposed a pronounced cluelessness among some urban elites. As Congress haggled for weeks over who exactly should be eligible for assistance, some high-earning households argued that they, too, should qualify as “middle class” and receive full stimulus checks.
H:
SH:
PARAGRAPH #3
In its initial version of the bill, the House of Representatives proposed to send $1,400 stimulus checks to individuals earning up to $100,000 annually and households making up to $200,000. The Senate lowered those thresholds to around $80,000 and $160,000, respectively. That led to pushback: On social media many people, presumably living in households cut off by the lower limits, were aghast that they might not be as firmly entrenched in the middle class as they believed.
H:
SH:
PARAGRAPH #4
Such confusion is understandable. According to the U.S. Census Bureau’s 2019 American Community Survey, more than two-thirds of all U.S. households (68.6%) earn less than $100,000 a year. Those who make between $100,000-$149,999 annually account for another 15.7%, while those earning $150,000-$199,999 comprise 7.2% of households. Only 8.5% bring home more than $200,000 annually. In other words, fewer than 16% of U.S. households earn more than $150,000 per year. That would certainly seem to put those families in the country’s elite.
H:
SH:
PARAGRAPH #5
Still, it’s easy to see why some of them might not feel terribly rich. Given widely varying costs of living, one city’s middle class is another’s affluent class. In the New York metro area, 42.9% of all households earn more than $100,000 a year, with nearly 1 in 6 (16.1%) earning more than $200,000 a year. In the Washington, D.C. metro area, more than half (53%) of all households earn more than $100,000 a year, while 20.3% earn at least $200,000 annually. Contrast those figures with, say, Indianapolis. There, less than 30% of households make more than $100,000 a year and only 7.2% make more than $200,000 a year, putting the city slightly behind the national average. The same goes for St. Louis, which comes in at 31.1% and 7.5%, respectively. If Indianapolis and St. Louis are “middle-class” metros, then New York and Washington, D.C., would be “upper-middle class” metros. Median income is what matters to a household struggling to make ends meet in an expensive city, not raw salary data.
H:
SH:
PARAGRAPH #6
The question this debate raises is whether there should be a national definition of what constitutes the middle class in the U.S. Most politicians have sought to avoid one, preferring to define the middle class by a mix of social mores and markers of class status, such as being a suburban homeowner in a metropolitan area. This works in a “we’re all in this together” sense but includes many people who meet the right social or class standards yet earn much more than many others in the same cohort.
H:
SH:
PARAGRAPH #7
Perhaps “middle class” should have a narrower definition — say, those within the middle 60% of the nation’s household income spectrum. Households in the bottom 20% would be considered low-income, while those in the top 20% would be considered wealthy. Nationally, that would mean all households with incomes in the range of approximately $35,000-$125,000 a year, using the American Community Survey figures, would fall into the middle class. Those figures could be adjusted for cost of living in metro areas across the country, in order to account for what “feels” middle class in different cities. For example, the range in metro San Jose, which includes Silicon Valley, would be something more like $50,000-$200,000 a year — closer to the middle-class lived experience in Silicon Valley, even if unfathomable in much of the nation.
H:
SH:
PARAGRAPH #8
The decision not to lower the stimulus thresholds too far has quieted the controversy for now. But just wait until Congress takes up Mr. Biden’s plans to raise taxes on households earning over $400,000 a year. It would be hard for anyone in that income bracket to insist that they count as middle class. But, until we come to some consensus on what that term includes, some of them surely will.
H:
SH:
Pete Saunders is the community and economic development director for the village of Richton Park, Illinois, and an urban planning consultant. Distributed by Tribune Content Agency and first published by Bloomberg Opinion
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