Take Lecture Notes

Taking great notes is becoming a lost art. Here's how to get the most out of a lecture, and have amazing notes to show for it.

Before the Lecture Begins

Prepare for the lecture so that you will be more likely to predict the organization of the lecture. Check the course outline to see if the lecturer has listed the topic or key ideas in the upcoming lecture. If so, convert this information into questions to be answered in
Sit as near to the front of the room as possible to eliminate distractions. And don't forget to turn off your cell-phone.
Have a proper attitude. Listening well is a matter of paying close attention. Be prepared to be open-minded about what the lecturer may be saying, even though you may disagree with it.

During the Lecture

Keep extra pencils sharpened and ready, or extra lead for mechanical pencils in case a pencil breaks during the lecture.
Write down the title of the lecture, the name of the course and the date.
Listen carefully to the introduction (if there is one). By knowing this outline, you will be better prepared to anticipate what notes you will need to take. Decipher this outline by listening for:

A topic for each section.
Supporting points or examples for the topic.

Copy what's written on the whiteboard and transparencies, especially the outline. To make sure that you get everything, get in the habit of skipping words like "the" and "a" and make use of shorthand and abbreviations. Summarize your notes in your own words, not the instructor's. Remember: your goal is to understand what the professor is saying, not to try to record exactly everything he or she says.
Recognize main ideas by signal words that indicate something important is to follow. See the tip on signals below.
Jot down details or examples that support the main ideas. Take down examples and sketches which the lecturer presents. Indicate examples with "e.g." Give special attention to details not covered in the textbook.
If there is a summary at the end of the lecture, pay close attention to it. You can use it to check the organization of your notes. If your notes seem disorganized, copy down the main points that are covered in the summary. It will help in revising your notes later.
At the end of the lecture, ask questions about points that you did not understand.

After the Lecture

Revise your notes as quickly as possible, preferably immediately after the lecture, since at that time you will still remember a good deal of the lecture. Also it is a good idea to reread your notes within 24 hours of the lecture.
During the first review period after the lecture, coordinate reading and lecture notes.
Review your lecture notes at least once a week. Also, review the lecture notes before the next lecture.
Remember that taking notes is not the primary reason for attending a lecture, trying to make your notes too perfect is a pitfall.
Collect notes for each course in one place, in a separate notebook or section of a notebook.
Write notes on one side of the paper only. Use a pen -- pencil will smear eventually, which is bad if the final test is cumulative or if you want to save your notes.
Use a loose-leaf notebook rather than a notebook with a permanent binding. See the pattern of a lecture by spreading out the pages.
Use two pieces of paper, one as a draft, and one as your final notes or use the Cornell Notetaking Method to organize the revision and review of your notes.
Enter your notes legibly because it saves time. Make them clear.
Box assignments and suggested books so you can identify them quickly.
Mark ideas which the lecture emphasizes with an arrow or some special symbol.
When the teacher looks at his/her notes, pay attention to what they say next.
Trade your "draft" notes with a classmate after each lecture. A scanner and email works great for passing these notes.
Incorporate different colors of ink, diagrams, drawings of your own. Make your notes your notes. Take advantage of how you learn (visually, orally, or actively) and write/draw your notes according to that style.
Watch for signal words. Your instructor is not going to send up a rocket when He/she states an important new idea or gives an example, but she will use signals to telegraph what she is doing. Every good speaker does it, and you should expect to receive these signals. For example, she may introduce an example with "for example" as done here. Other common signals:

o "There are three reasons why...." (Here they come!)
o "First...Second... Third...." (There they are!)
o "And most important,...." (A main idea!)
o "A major development...." (A main idea again!)
He/She may signal support material with:

o "On the other hand...."
o "On the contrary...."
o "For example...."
o "Similarly...."
o "In contrast...."
o "Also...."
o "Further...."
o "Furthermore...."
o "As an example...."
o "For instance...."
He may signal conclusion or summary with:

o "Therefore...."
o "In conclusion...."
o "As a result...."
o "Finally...."
o "In summary...."
o "From this we see...."
He/She may signal very loudly with:

o "Now this is important...."
o "Remember that...."
o "The important idea is that...."
o "The basic concept here is...."
Consider splitting the page into two columns -- keep lecture notes on one side, and write questions that come up during the lecture on the other side. This will ensure that you don't forget any unclear points or questions that come up during the lecture, and will enable you to associate the answer with the relevant material when you find it later. Also, if you go to office hours, your professor will notice that you were paying attention in class, which will pay off in the long run.
Consider buying a cheap tape recorder. Take in consideration the recording range of the hardware (on the package), the length of tape and the lecture, how big the lecture hall is, and how far away you will be from the lecturer.

Remember to ask permission before taping your professor (or anyone!) Most teachers are delighted to have a student who takes that much interest in their subject. But, they still may say no (possibly because they don't want to get sued), and that you have to accept that.

Most newer micro recorders will record to internal memory in a PC-friendly audio format (like MP3, WMA, etc). You can be the class hero by transferring these to your PC and then uploading them to your personal web page or MySpace page. Use a descriptive title when naming the files to stay organized (include date of class, professor and class subject code).
If you have an MP3 player, see if it has a built-in microphone and recording capabilities. Most iPods don't, but many other brands do (e.g. Creative Zen Micro). Like a digital micro recorder, you can transfer files easily to your computer or a web page.
If feasible, consider using a laptop computer (even an old one) and a note-taking program such as OneNote or BasKet or an online wiki to take outline-style notes. This doesn't work for every student or every course, but has many advantages: faster typing means more complete ideas are recorded, it will always be legible, and it is easier to edit and share your notes. It does not work so well for courses in which the notes include many pictures or diagrams, but you still may find it worthwhile. Be sure to backup your notes regularly if you do this!
You don't have to be too much of a perfectionist with note-taking. Some people are so careful at taking notes that often they cannot finish them during the lecture, and need to get them from someone else afterwards. Or, if they make a mistake, they must throw out the entire page. This is not a very efficient or productive way to take notes!
Do not perform manual activities which will detract from taking notes. Do not doodle or play with your pen. These activities break eye contact and concentration. Although some people learn best while fidgeting (an active learning style), it is distracting to others. Therefore, if you learn best while doodling or tapping your foot, sit near people who do the same or who don't keep glaring in your direction.
If you are gathering together your personal belongings when you should be listening, you're bound to miss an important point--perhaps an announcement about the next exam--or, at the least, insult the professor.

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How to Lead a Discussion

Tradition tells us again and again that the best way to learn (and teach) is to sit with a small group and thoughtfully converse about a specific subject. If you find yourself needing to lead a class in college or high school, or if you are simply interested in alternative ways of learning, you can use these steps to start learning how to lead a great discussion.

Decide the topic and scope of your discussion. Are you discussing a book, a movie, a shared experience? What main theme do you want to discuss? This topic is based on your weekly instructional goal and terminal objective.
Narrow it down. Once you know the broad topic, decide a smaller scope. If you are reading Romeo & Juliet, for instance, do you want to discuss the benefits/detriments of young love? The theme of haste vs. moderation? The older man/younger man mentoring relationship as seen in Romeo & Juliet?

A small group discussion
A small group discussion
Pick a starting question. The best questions are neither too open-ended nor too limited. "Yes or No" questions halt discussion, and broad "What do you think about young people getting married?" questions are also big demotivaters. The best questions are open enough to have a few possible right answers, yet closed enough that people know to approach it, and feel motivated to start talking. A great question might be, "In what ways does the Friar err in his advice to Romeo? In what ways does he succeed?"
Be prepared. As the discussion leader, come into the meeting with several "big" questions. Be prepared to ask the next one when discussion dies down, when people need more food for thought. In a 2 hour discussion, 2-5 good questions should suffice. It is also good to have 2 or 3 smaller sub-questions for each main question.
Make arguments. Don't just share your feelings. Nor just share your opinions without backing them up. If someone asserts "The Friar shouldn't have given Romeo any advice!" ask them why that is so, and discuss possible support or objections to their claim. Use the "Pros and Cons" model; argue for a position, and then argue against it. Which conclusion would hold up better in a court of law?
Move from the known to the unknown. Good discussions depend on the ignorance of the participants. If you already know, how can you learn? If you feel you have answered a question, press deeper, to find another puzzle you don't yet understand, or move to the next area of interest. For instance, you might say, "We know that the Friar gives advice to Romeo, and we agree that this is a bad idea. We also know he gives advice to Juliet as well... Is this a bad idea too, or is there something different with her that changes things?
Manage personalities. Specifically ask the quieter members what they think of the topic; and, as kindly as possible, rein in the unrelentingly verbal members who don't let others speak. Make sure every participant has an opportunity to be heard.
Summarize as you go. After discussing, for instance, the ways in which the Friar messed up as a mentor for 20 minutes, stop and ask the group, "OK, what have we said so far?" Recap and allow time to breathe, to regather thoughts, and start thinking again.
Tie it all together. When the alloted time for the discussion is up (or when people are tired or ready to go), do a full summary of what you covered. "We said the Friar erred in giving advice to Romeo that wasn't for Romeo's sake, but had the good of the whole city in mind. We agreed that his advice to Juliet, which isn't as politically motivated, is acceptable. We said that advice should be given on a person-by-person basis and people shouldn't exercise their political schemes through individuals. But some of us disagreed with this and said that the good of the city was more important than just Romeo's good, so they said..." etc. etc. If you can't remember everything, that's OK.
Leave 'em hungry. Close with a related question, a "suggestion for further research." This will give all involved something to think about for next time.

Good group conversations don't normally happen in less than an hour, even for pros. Give yourself at least 1 hour.
Great discussions take 3 hours or so to develop and mature. Be patient!
Many people feel that open discussions between willing participants become vague, high-falootin' nonsense. If you or the group begins to feel this, a good question to ask yourselves is, "Why does this matter?" Spend some time deciding which projects are worth pursuing, which aren't, then dive back in.
Keep a positive attitude. If discussing becomes difficult, remember anybody who can speak can learn in discussion and enjoy doing it. There are many classical middle schools, and even kindergartens, as well as discussion-based special education programs! Questions are motivating, and conversing is as natural as breathing, so if it gets hard, keep going!
Socrates was the master discussion leader. Learn from those who have gone before you.
The great discussions are not necessarily conclusive. They may not end in agreement. They may end in clarity of differences and hence agreement to differ!
The excellant discussions often generate new questions, thus opening new vistas of knowledge.
Many people become emotional when their assumptions are questioned or their beliefs are refuted. You can expect some people to become angry, others to become hurt and withdrawn. Others, however, will see that the benefits of learning are worth the costs.
Discussions tend to be wide-ranging, and feel like we're all wandering around. This is normal. Tradition, experience, and the latest research tells us that a lecture, which appears to be more organized, is a neither as lasting nor as effective a way to learn. Stay with the process!
o There are roughly two kinds of discussion: Theoretical and Practical. Distinguish between dialogue that leads to discovery of truth, and dialogue that leads to consensus and action, and be clear with everyone about which one this is!
Is theoretical conversation practical? That's a tough question. Sometimes the most important question is the one that is the hardest to answer. "What is a human being?" Though there is no satisfactory, end-all scientific answer to the question. I may not know the answer, but I know it's relevant -- I am one! Let yourself and the group explore issues that captivate your interest, even if you can't yet articulate the "practical value." Trust your gut.

5 Fattest Jobs for Men

Sure, your diet and exercise habits can contribute to your weight. But who knew that your job could, too? One survey conducted by the American Journal of Public Health showed that certain workers are more likely to be overweight or obese—and it varies by gender. Work-related factors—job type, position, overtime, work conditions, and job stress—could actually promote weight gain.

Ever-improving technology has replaced manual labor at many American jobs, making sedentary lifestyles commonplace. A whopping 60 percent of the population is overweight or obese, and occupations that require little or no movement certainly haven't helped. Here, the five fattest jobs for men.

Public administration (38 percent obese). This job includes more than just the elected officials; public administrators are anyone involved with government—whether it is at the local, state, or national level. Although the positions are important to keep our democracy humming, the job itself often involves sitting behind a desk and does not allow for a lot of movement outside of the office.
Private household occupations (37.7 percent obese). Telecommuting and working from home have been on the upswing due to exceedingly high gas prices. Those who work from home may be saving money on gas, but the truth is these jobs often involve little more than sitting in front of a computer screen. It probably doesn't help much that the fridge is no more than a few rooms away.
Motor vehicle operators (35.9 percent obese). They may help us get from point A to point B, but the fact remains, motor vehicle operators are stationary throughout their work day. In fact, one study of bus drivers in the Philadelphia area found that male bus drivers had higher body mass indexes (BMI) than the national average in all age demographics.
Computer equipment operators (33.1 percent obese). This should come as no surprise. If your job revolves around computer equipment, it also revolves around inactivity. What's more, a study conducted by Statistics Canada found that adults who spend over three hours a day sitting in front of a computer are more likely to be obese.
Health assessment/treating occupations (31.2 percent obese). The clean, sterile surroundings in which health assessment employees work give off the perception of a healthy environment. The truth is your MRI technicians, pharmacy aides, medical assistants, and lab analyzers aren't doing much as far as healthy movement goes. These positions require long, odd hours that can make evening or weekend workouts difficult.

Sell Products and Services

Selling products and services is easier than people think. Actually, it may be better to run a home-based business than an office-based one.

Choose a product or service that you are interested in. Investigate and research the time and amount of work involved with the product or service. Your passion comes across in everything you do, so come across with the enthusiasm or excitement that will interest others.
Research how much money it would cost you to sell or provide the service that you choose. Think about how much money you would make and if it would be enough to live on. If not, just try something else.
Organize your time and see how it interferes with your life. Arrange plans and organize your business. This will be helpful in the long run.
Figure out what problems that your product or service solves. Said another way, people buy to a large extent to eliminate pain. For example, people in New York City will tend to buy comfortable walking shoes during a transit strike; the shoes will prevent or eliminate the pain caused by walking a long way. For what you plan to sell, list all of the "pains" that your product/service can eliminate.
Identify the people or groups of people who might have the pain that you've identified. How can you get to them? Face-to-face, on the phone, through e-mail or a Web site? Identify those people and get to them!
Create a script to use with prospects. Introduce yourself, tell them what types of customers you work with (or want to work with). Ask the kinds of questions that potential buyers would ask: "You know, several of our customers ask if we have shoes that eliminate the pain of long walks....But enough about them, are you concerned about the pain associated with long walks? Do you anticipate having some long walks coming up?"
Recognize that most people won't have a need for something that you sell. In the case that we're using, most people already have decent "walking shoes." So if they say "no" to your offer, that means that they don't have a need right now! That's it. Their lack of interest has nothing to do with you; they don't hate you, dislike you or reject you. They just don't need what you're selling right now. Don't get your ego "bent out of shape."
Buy a computer and set up every kind of computer program that is made for business. There are even packages that are specially made for small businesses.
Selling things on the Internet is also helpful for starting a small business. Be sure to search the Internet often. It helps to ask for help and tips, and to get feedback.
Get into advertising. Create slideshows and ads to attract customers based on their pain, and what your product or service will do to eliminate that pain. Don't focus on YOU, focus on your prospective customer.
Once you have enough customers, you can raise or lower prices, depending how much money you expect to get out of the business and how many customers you have.

Microsoft Access is one of the best organization programs for running a small business. Other computer programs are extremely helpful in organization, running reports and similar tasks. Also check on ACT!, a program that can manage your contacts very effectively. For example, ACT! makes it very easy to get back to a potential customer every 30 days. In the end, you want to continually make your presence know to you're "top of mind" when that person needs what you're selling
Advertising on the internet is also helpful, because of how the high traffic can get.

Never let people into your home. It is better to have an Internet-run business where people don't have direct contact with you. It may seem hard running an Internet business, but when you get going, it is definitely worth all of the work.
If are selling or marketing a product make sure you avoid Inventoris.