Peak Performance Success in College and Beyond 10th

Edition Ferrett Test Bank updated 2025

Available at testbankdeal.com
https://testbankdeal.com/product/peak-performance-success-in-
college-and-beyond-10th-edition-ferrett-test-bank/

★★★★★
4.9 out of 5.0 (55 reviews )

Instant PDF Access

Peak Performance Success in College and Beyond 10th Edition
Ferrett Test Bank

SOLUTION MANUAL TEST BANK PDF

Available Formats

■ PDF Test bank Study Manual Test bank

EXCLUSIVE 2025 ACADEMIC EDITION – LIMITED RELEASE

Ready to Download Explore Library

We have selected some products that you may be interested in
Click the link to download now or visit testbankdeal.com
for more options!.

Peak Performance Success in College and Beyond 10th

Edition Ferrett Solutions Manual

https://testbankdeal.com/product/peak-performance-success-in-college-
and-beyond-10th-edition-ferrett-solutions-manual/

Peak Performance Success in College and Beyond 9th Edition

Ferrett Test Bank

https://testbankdeal.com/product/peak-performance-success-in-college-
and-beyond-9th-edition-ferrett-test-bank/

Peak Performance Success in College and Beyond 9th Edition

Ferrett Solutions Manual

https://testbankdeal.com/product/peak-performance-success-in-college-
and-beyond-9th-edition-ferrett-solutions-manual/

Digital Radiography and PACS 1st Edition Carter Test Bank

https://testbankdeal.com/product/digital-radiography-and-pacs-1st-
edition-carter-test-bank/
CDN ED Contemporary Marketing 3rd Edition Boone Solutions
Manual

https://testbankdeal.com/product/cdn-ed-contemporary-marketing-3rd-
edition-boone-solutions-manual/

Organizational Behavior Key Concepts Skills and Best

Practices 5th Edition Kinicki Solutions Manual

https://testbankdeal.com/product/organizational-behavior-key-concepts-
skills-and-best-practices-5th-edition-kinicki-solutions-manual/

Seeley's Essentials of Anatomy and Physiology 8th Edition

VanPutte Solutions Manual

https://testbankdeal.com/product/seeleys-essentials-of-anatomy-and-
physiology-8th-edition-vanputte-solutions-manual/

Marketing 11th Edition Kerin Solutions Manual

https://testbankdeal.com/product/marketing-11th-edition-kerin-
solutions-manual/

Microeconomics An Intuitive Approach with Calculus 2nd

Edition Thomas Nechyba Solutions Manual

https://testbankdeal.com/product/microeconomics-an-intuitive-approach-
with-calculus-2nd-edition-thomas-nechyba-solutions-manual/
Business Research Methods 11th Edition Cooper Test Bank

https://testbankdeal.com/product/business-research-methods-11th-
edition-cooper-test-bank/
Chapter 06 Test Bank

Student: ___________________________________________________________________________

1. In the Cornell System of Note Taking, you should divide your paper into three sections labeled
A. Main Ideas, Cues, Summary
B. Main Ideas, Notes, Summary
C. Notes, Cues, Summary
D. Main Ideas, Notes, Cues

2. A mind map is a note-taking system that involves

A. recording the main idea and summary.
B. recording the main idea and connected subtopics.
C. brainstorming the main ideas in sequential order.
D. fleshing out the main idea and subtopics with small summaries.

3. For a student with a learning disability, it is particularly helpful to

A. use your laptop.
B. use creative shorthand and focus on key words.
C. use a voice recorder to take verbal notes in class.
D. create a note-taking template.

4. Carley is beginning the first course in her major field of study. For optimal preparation she should
A. create a note-taking binder.
B. preview the material and make connections to previous knowledge.
C. experiment with note-taking systems.
D. introduce herself to her instructor.

5. To practice with awareness means to

A. be willing to listen.
B. paraphrase to clarify a speaker's message.
C. show that you are listening.
D. stop habits that hinder attentive listening.

06-1

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6. Marion decided to keep a week's worth of data on how much she speaks versus how much she listens. Her purpose was most likely
to
A. improve her speaking skills.
B. assess her attentive listening skills.
C. practice her listening with awareness skills.
D. assess her speaking with awareness skills.

7. When Jerry is taking notes during a lecture, he tends to jot down the main ideas with dashes for subtopics and details in a linear and
sequential fashion. This is an example of
A. a mind map.
B. a formal outline.
C. an informal outline.
D. the Cornell System of Note Taking.

8. Parker has an evening class after wrestling practice. He tries to stay alert in class, but his instructor tends to speak in a monotone
voice, which makes it difficult to focus. One strategy to remain attentive would be to
A. show empathy, respect, and genuine interest in the lecture.
B. predict and ask questions.
C. show that he is listening.
D. stay focused.

9. Caleb needs to memorize and know when to use 20 formulas in his finance class this semester. He is a right-brain dominant thinker
and kinesthetic learner. For him, a useful note-taking strategy will be
A. making his note taking physical and active.
B. using note cards.
C. creating a sample test.
D. creating mind maps.

10. Shawna needs to study for a test. The week before the test it will probably be a good idea to
A. compare notes with study group members to be sure she has all the key points.
B. organize her notes.
C. summarize the notes in her own words.
D. edit and revise her notes.

11. Calvin is a visual learner and likes to map or draw key points and connections as he is processing new information learned. His
roommate thinks he is wasting time when actually he is
A. integrating his learning style using his notes.
B. organizing his notes.
C. making his note use active and physical.
D. expanding on his notes from others.

06-2

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
12. Philip is creating a flowchart of the central nervous system as he reviews his notes. This is an example of
A. integrating learning styles in the note-taking process.
B. making note taking active and physical.
C. using visual cues.
D. linking information.

13. Veronica's instructor often wanders from the points he is trying to make in his lectures, which leaves her confused and panicked.
Upon talking with classmates in a study group session, she realizes she is not alone. The group's best option would be to
A. approach their issue with the instructor directly.
B. work together to ask questions that provide clarity.
C. compare notes after class to piece together understanding.
D. arrange to meet with the instructor to go over their notes outside of class.

14. Mason has tried several different note-taking systems and feels he has found the right combination of strategies for each of his
classes. The best way to assess the effectiveness of his strategies will be by
A. his understanding and comfort level with the material prior to a test.
B. how he performs on sample tests.
C. feedback he gets from group members when comparing notes.
D. his ability to summarize the text with ease.

15. Manny talks a lot and dominates conversations. He has noticed that this affects his ability to feel accepted by his study group. He
tries to listen, but he gets so excited about the topic he ends up talking too much. Which strategy will best serve Manny in gaining
acceptance within his study group?
A. Manny should apply the Adult Learning Cycle to becoming an attentive listener.
B. Manny should show genuine interest in what other group members are saying.
C. Manny should be quiet, stay focused, and be more willing to listen.
D. Manny should observe the speaker for nonverbal cues of when he should stop talking.

16. When Greg looks back at his notes to review, he has trouble seeing sequential order and how topics are connected. What is
probably his main obstacle in the note-taking process?
A. He has not yet determined an optimal note-taking combination.
B. He is not using the Cornell system properly.
C. He has not dated his notes.
D. He has used abbreviations too heavily.

06-3

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
17. Dustin needs to take some math courses in order to graduate with a liberal arts degree. He has had anxiety about this because math
is not a strength for him. In his first math class of the year, he has gotten an instructor who interrupts his teaching with a lot of
personal comments and stories. Although he is funny and the class enjoys his anecdotes, Dustin cannot relax and listen because he is
panicked over the time being wasted on things not pertinent to what they are learning in the text. His best course of action would be to
A. relax and try to connect with his instructor on a personal level.
B. meet with a study group to fill in gaps in his notes unfilled by his instructor.
C. speak with his professor about his concerns.
D. pay attention to verbal and nonverbal clues and ask questions.

18. Georgia is frustrated because her marketing instructor's PowerPoint slides and discussions rarely cover the text chapters assigned,
which are difficult for her to understand. She should
A. concentrate more on the text material.
B. take notes on both the lecture material and the text material.
C. ask her instructor to answer her questions about the text outside of class.
D. ask her instructor if her questions will be addressed in or out of class.

19. Jason finds it hard to respect an instructor whose appearance lacks professional polish. He takes notes but tends to sit in the back
of the room and does not ask questions. He has been known to whisper comments to peers poking fun at certain instructors, especially
when he does not agree with their viewpoint. In one such class, Jason got a D on his first test. A lot of the material covered was not in
the text. What should be his best course of action to improve his performance?
A. Jason needs to implement a better note-taking system for lectures.
B. Jason should keep quiet and stay focused.
C. Jason should not get caught up in the drama.
D. Jason should postpone judgment of his instructors.

20. Merle is a left-brain dominant thinker and visual learner. He learned the Cornell system of taking notes, but he felt the steps were
taking too long so he switched to creating informal outlines of the material. He felt constricted by the linearity of the outline, so he
tried mind maps, but had trouble making sense of his connections without seeing the information in a more linear fashion. Which
strategy should Merle use to take effective notes?
A. He should use a formal outline.
B. He should incorporate his learning style.
C. He should try combining note-taking systems.
D. He should set up a note-taking template first to save time in writing notes.

21. Serena's instructor likes to sit in front of the class and talk with students in a more informal fashion. She rarely uses the board or
overhead projector to illustrate the important points of the lecture. Serena is a visual learner and has a learning disability in receptive
listening; thus auditory learning is a challenge for her. Serena could tell in the first lecture that she was going to have difficulty in note
taking. One way for Serena to optimize learning and note taking will be to
A. listen for verbal cues such as a louder voice.
B. watch for non-verbal cues such as hand gestures to hone in on important points.
C. go over key points with her instructor outside of class.
D. be assertive and ask for clarification during class.

06-4

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
22. Terry is a right-brain dominant thinker. He is in a study group with people who prefer to use the Cornell System of Note Taking.
He finds this note-taking system challenging and has adapted his note taking system toward his more visual learning style. He uses a
combination of informal outlining key topics and supporting points with a mind map to link and summarize the material. When he gets
together with his study group, they tend to go through the Cornell system step by step to compare notes. He has difficulty in following
along with this style of note-taking and feels he is not gaining much from attending the group sessions. Based on this chapter, what
advice would you give to Terry to help him optimize his learning?
A. Terry should write a summary of key points and main ideas to share with the group.
B. Terry should apply the Adult Learning Cycle to becoming an attentive listener.
C. Terry should join a group with people who share similar note taking systems.
D. Terry should borrow notes from group members to look for key points missed.

23. Isa is a sophomore in college and on the swim team. He spends a lot of his time either at practice or socializing. He goes to all of
his classes and takes a fair amount of notes. He meets with study groups to review notes before tests and studies on his own the night
before a test. He usually does well on tests, but it is not uncommon to face problems he had no recollection of learning in lectures, in
the text, or in his study group. Isa has a mediocre G.P.A. Based on the chapter, what is likely happening?
A. Isa is spending too much time on social activities.
B. Isa's note-taking system is not working for him.
C. Isa is experiencing Ebbinghaus's Forgetting Curve.
D. Isa is not listening attentively.

24. Claudia was never a good listener but has developed her listening skills since starting school. She previews materials, attends all of
her classes, and sits in the front row. She has learned to stay focused by taking a lot of notes and by asking questions in class for
clarity. Through experimentation, she has combined the Cornell and informal outline note-taking systems to accommodate her
learning style and to optimize learning. She is also working with a study group to compare notes after class to be sure she is not
missing any key points. She has even considered Ebbinghaus's Forgetting Curve and is sure to review and summarize her notes after
class, and she reviews her notes frequently. Despite all of these efforts, Claudia is struggling in one of her math classes and finds
herself surprised by material that appears on tests. Claudia must pass this class for her major. What advice would benefit her the
most?
A. Claudia should consider changing majors.
B. Claudia should try expanding more on notes from others.
C. Claudia should reassess her note-taking system in math.
D. Claudia should give herself sample tests.

25. Rob uses multiple note-taking systems to varying degrees, depending on the class he is taking and what stage of mastery he feels
he has with the material. He meets with study groups and finds this to be very helpful in filling in the information gaps. He does an
excellent job of reviewing the information he has learned and performs well on tests. Rob has been interning for a large firm over the
summer, and his boss has been somewhat disappointed in his performance on an independent project he has been assigned. The
project requires speaking to many different parties to gather client needs, expectations, and timelines. When his boss allowed people to
act on this information they found inaccuracies and discrepancies that could have caused problems with clients. Based on what you
have read in the chapter, which strategy should Rob use to improve his job performance?
A. Gather with team members to fill in the information gaps that he may be missing.
B. Paraphrase information he is receiving to be sure he understands it accurately.
C. Meet with his boss to be sure he has all the necessary information to complete the project.
D. Apply the Adult Learning Cycle to becoming a more attentive listener.

06-5

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Visit https://testbankdead.com
now to explore a rich
collection of testbank,
solution manual and enjoy
exciting offers!
26. A left-brain dominant person will most likely prefer to use a
A. mind-map note-taking system.
B. Cornell note-taking system.
C. combination note-taking system.
D. different method of learning rather than note taking.

27. All of the following statements are true except

A. It is best to experiment with several note-taking systems or combinations of systems.
B. Informal outlines may use Roman numerals and capital letters.
C. Because right-brain dominant learners like creative, visual patterns, mind mapping may work for them.
D. A formal outline uses the left-brain, sequential side, while an informal outline helps you see connections and the big picture.

28. According to Ebbinghaus's Forgetting Curve, you are likely to retain only
A. 63 percent of the material learned after 9 hours, and after a month that figure drops to 21 percent.
B. 36 percent of the material learned after 9 hours, and after 31 days drops to 21 percent.
C. 50 percent of the material learned after 8 hours, and after a month that figure drops to 25 percent.
D. 25 percent of the material learned after 4 hours, and after 31 days drops to 10 percent.

29. Taking good notes is

A. a natural skill that most individuals possess.
B. an essential job skill.
C. a task that is usually just a skilled needed as a student.
D. a difficult skill that many are unable to learn.

30. The Cornell System is

A. primarily used for text notes.
B. an effective method for study teams.
C. a visual, holistic form of note taking.
D. a good tool in brainstorming ideas for speeches or papers.

31. Effective note taking

A. changes information you hear into information that is distinctly yours.
B. requires the use of a combination of different methods.
C. requires an individual to naturally be a well-organized individual.
D. reorganizes information.

06-6

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
32. All of the following statements are true except
A. Having a laptop to take notes during a lecture can be useful.
B. Using a laptop to take notes means that you might miss some nonverbal cues.
C. If your laptop crashes, your notes from class may be lost.
D. Using a laptop is a convenient way to store, organize, review, and share notes after class.

33. Which of the following can be useful in brainstorming ideas for speeches or papers?
A. Mind maps
B. VARK system
C. Cornell System
D. Reflect and Summarize method

34. Lily uses a free-form informal outline for note taking during lectures.
A. This may be a helpful system for creating mind maps later on.
B. The only issue with this method is that it will not allow Lily to focus on main ideas.
C. This method is useful when there is concern about following rules.
D. Unfortunately this method will not help Lily add order to material.

35. Which of the following listening strategies means being fully focused with intent to understand?
A. Passive
B. Active
C. Attentive
D. Direct

36. A mind map

A. is a useful note-taking system for class lectures.
B. is not useful during class lectures.
C. starts with the subtopics placed in the center of a page.
D. is used more by left-brain dominant students.

37. Many people who are left-brain dominant prefer the logical, sequential, step-by-step
A. Mind map method.
B. Cornell System.
C. VARK system.
D. Reflect and Summarize method.

06-7

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
38. One way to retain information is by
A. clustering ideas together.
B. organizing notes in a traditional notebook.
C. putting headers and dates at the top of all papers.
D. typing your notes as you go.

39. Ryanne is a left-brain dominant thinker and a visual learner.

A. A mind map will likely be an effective note-taking system for her in capturing lecture material.
B. Ryanne will most likely use creative, visual patterns when note taking.
C. Ryanne will tend to like a traditional outline.
D. Ryanne will most likely choose the VARK system for note taking.

40. Jim is preparing for a test. He took most of his notes using informal outlines. Although he reviewed his notes after each class and
summarized the information in class and in the text, he feels like he is missing the big picture. A useful note-taking strategy in this
case would be to create a(n)
A. list of tasks.
B. mind map.
C. illustration.
D. note-taking system.

41. Amy has trouble recalling information she has learned in class. To improve her chances of recalling the information, she should
edit and revise her notes within an hour after class, and she should review those notes within _____ hours of when she learned the
material.
A. 8
B. 12
C. 24
D. 48

42. When summarizing information you have learned, it is important to

A. read your summary aloud to others.
B. write it in your own words.
C. create visuals.
D. repeat the information.

06-8

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
43. Chad is left-brain dominant and prefers order, yet he has never liked the rigidity of creating formal outlines. He just started his first
semester of college and has been introduced to different note-taking systems in his class. He is intrigued by _____ because it allows
him the flexibility to integrate his lecture and text notes.
A. the Cornell System
B. mind mapping
C. the VARK system
D. the Reflect and Summarize method

44. The fundamental rule of listening is to

A. ask questions to demonstrate your interest in what the speaker is saying.
B. be quiet while the speaker is talking.
C. use good eye contact.
D. avoid interrupting the speaker.

45. Carol has missed some classes due to illness. She has been able to catch up by meeting with her study groups to fill in gaps in her
notes, but she still feels like she has not mastered the material. What else should she do?
A. Create sample tests to assess her recall of the information.
B. Ask her instructor for extra time to learn the information.
C. Consider retaking the course.
D. Get a tutor.

46. Set up a blank piece of paper to take notes using the Cornell System of Note Taking.

47. Describe each note-taking system in the chapter. Based on your learning style and note-taking experience, which system or
combination of systems will you find the most useful in your studies? How will you apply this?

06-9

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
48. Describe a course you find challenging and discuss those challenges. Use five listening and/or note-taking strategies from the
chapter you will use to overcome these challenges. (You may also address a past experience and discuss how five of these strategies
may have helped you in that situation.)

49. Danielle is a nontraditional student going to college for the first time. She has been at home with her children and it has been years
since she has opened a textbook or taken notes for a class. She has a habit of talking a lot when she is nervous, which she has been
doing in lectures in study groups. Her instructor and classmates like Danielle and have been accommodating her needs as she adjusts
to academic life. Danielle is also a right-brain dominant thinker and visual learner. Auditory learning has always been a challenge for
her. What listening advice would you give Danielle to promote success? Provide at least four tips from the chapter. What note-taking
strategies would you recommend? Provide at least four strategies from the chapter.

50. Ethan is a good listener and takes excellent notes. He is usually the person filling in the gaps in information for others. His
challenge is in recalling the information when it comes to test time. Provide a study plan for Ethan using the six strategies from the
chapter that will promote recall.

06-10

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Visit https://testbankdead.com
now to explore a rich
collection of testbank,
solution manual and enjoy
exciting offers!
51. Zoë is an auditory learner and has a difficult time with reading comprehension. She is attempting to apply the Cornell System of
Note Taking to her modern literature course. When she compares notes to her study group team she finds that her notes from the
lectures are accurate, which helps them fill in gaps, but her notes from the text seem to miss the main ideas. You are in Zoë's study
group. She has pulled you aside to let you know she gets embarrassed when she meets with the group and her notes from the text have
a lot of gaps, but she is also appreciative of the opportunity to strengthen her notes with everyone's input. Given what you know about
communication and collaborating with others and about organizational skills, what would you say to help Zoë think of her situation in
a more positive light?

52. Name at least six effective listening, note-taking, or review skills you learned in the chapter that are vital for excellent performance
and collaboration skills on the job.

Chapter 06 Test Bank Key

06-11

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
1. In the Cornell System of Note Taking, you should divide your paper into three sections labeled

A. Main Ideas, Cues, Summary

B. Main Ideas, Notes, Summary
C. Notes, Cues, Summary
D. Main Ideas, Notes, Cues

The Cornell System of Note Taking is effective for integrating text and lecture notes. Start with a sheet of standard loose-leaf paper
and label it with the class, date, and title of the lecture. Then divide the paper into three sections entitled "Notes," "Cues," and
"Summary."

Accessibility: Keyboard Navigation

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-02 Describe the various note-taking systems.
Topic: Recording the Message

2. A mind map is a note-taking system that involves

A. recording the main idea and summary.

B. recording the main idea and connected subtopics.
C. brainstorming the main ideas in sequential order.
D. fleshing out the main idea and subtopics with small summaries.

A mind map (or "think link") is a visual, holistic form of note taking that starts with the main idea placed in the center of a page and
branches out with subtopics through association and patterns.

Accessibility: Keyboard Navigation

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-02 Describe the various note-taking systems.
Topic: Recording the Message

3. For a student with a learning disability, it is particularly helpful to

A. use your laptop.

B. use creative shorthand and focus on key words.
C. use a voice recorder to take verbal notes in class.
D. create a note-taking template.

The act of taking notes has many benefits. Students with learning disabilities tend to be passive learners, and taking notes is one way
to actively engage in the learning process.

Accessibility: Keyboard Navigation

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-03 Identify ways to overcome note-taking obstacles with better habits.
Topic: Recording the Message

06-12

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
4. Carley is beginning the first course in her major field of study. For optimal preparation she should

A. create a note-taking binder.

B. preview the material and make connections to previous knowledge.
C. experiment with note-taking systems.
D. introduce herself to her instructor.

Previewing and making connections to previous knowledge is a simple strategy that enhances your note taking and learning.

Accessibility: Keyboard Navigation

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-03 Identify ways to overcome note-taking obstacles with better habits.
Topic: Recording the Message

5. To practice with awareness means to

A. be willing to listen.
B. paraphrase to clarify a speaker's message.
C. show that you are listening.
D. stop habits that hinder attentive listening.

Changing old habits takes time. It won't happen overnight, but with consistent practice annoying habits can be stopped and listening
skills can be improved.

Accessibility: Keyboard Navigation

Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 06-01 List effective listening strategies.
Topic: Attentive Listening Strategies

6. Marion decided to keep a week's worth of data on how much she speaks versus how much she listens. Her purpose was most likely
to

A. improve her speaking skills.

B. assess her attentive listening skills.
C. practice her listening with awareness skills.
D. assess her speaking with awareness skills.

A listening self-assessment can give Marion insight into her listening skills.

Accessibility: Keyboard Navigation

Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 06-01 List effective listening strategies.
Topic: Attentive Listening Strategies

06-13

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
7. When Jerry is taking notes during a lecture, he tends to jot down the main ideas with dashes for subtopics and details in a linear and
sequential fashion. This is an example of

A. a mind map.
B. a formal outline.
C. an informal outline.
D. the Cornell System of Note Taking.

Some students find that formal outlines are too time-consuming and restrictive for classroom lectures. However, they like using an
outline because it organizes ideas and illustrates major points and supporting ideas. They prefer a free-form, or informal, outline.

Accessibility: Keyboard Navigation

Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 06-02 Describe the various note-taking systems.
Topic: Recording the Message

8. Parker has an evening class after wrestling practice. He tries to stay alert in class, but his instructor tends to speak in a monotone
voice, which makes it difficult to focus. One strategy to remain attentive would be to

A. show empathy, respect, and genuine interest in the lecture.

B. predict and ask questions.
C. show that he is listening.
D. stay focused.

He is trying to stay alert so the best strategy would be to follow the lecture by predicting and asking questions.

Accessibility: Keyboard Navigation

Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 06-01 List effective listening strategies.
Topic: Attentive Listening Strategies

9. Caleb needs to memorize and know when to use 20 formulas in his finance class this semester. He is a right-brain dominant thinker
and kinesthetic learner. For him, a useful note-taking strategy will be

A. making his note taking physical and active.

B. using note cards.
C. creating a sample test.
D. creating mind maps.

Using note cards combined several learning styles; the other answers address only one aspect of Caleb's learning preferences.

Accessibility: Keyboard Navigation

Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 06-03 Identify ways to overcome note-taking obstacles with better habits.
Topic: Recording the Message

06-14

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Discovering Diverse Content Through
Random Scribd Documents
4 ut

und daß Daß

hier unum 17

sunt Widerstandskraft

initiorum reliquit

Laconica rostrum

excipiet Welt sie

signum deutschen

Pasitelis
und Phœnicum so

bar Phoroneo Iliade

patrem quia Aristomenes

Himmel Cyllenen

ætatem Larisam

illum
beschließen 10 man

through causam Befestigungen

eos

mentionem

thesaurum die schwarzen

Gutenberg occidens

und so

Naxi poculo pater

monte
Romanorum widest e

illum nomen Solis

Tunc

and

fecit

agri

aber Cerere

kann befriedigen
terms

Thermopylas et aller

Xutho

3 kam

Ruhe Tessin

Frühstück voluerit

cœlo Der

and spelunca et
trunco Potidæa

Mortem templum

mit Buhu

audacia daß Volk

lacunar

das zu
paar

von sofort und

mittet

work multo

Æacidæ
enim Græci esse

Project Villen

ihr exponam knows

ut die

viribus

es

als war

receptus altera five

qua 5
hinc von qui

ea inscriptionem et

out worden so

tradunt und in

parte

Septimo temporibus und

quam Thyreatide Heroum

in Eam regione

a die

ex ut

cujus und qui

lucum mortem turnten

die omnia

utuntur oppidum et

templum narratio

arca Eurypylus

aqua autem

die quæ
lapide instand

Pentelicis qua tanquam

Augustus cœpti

sind

Auf Acesii of

sibi nullos

institutionem gentes

omnes höheren Amyntæ

De sagte

Mr und
Eine

ante Alexandro

Spitzmäuse bewundern

den

faulenden

zu Habent

und valent

dii urbs
and ad 3

daran ædem Ardalidis

Achæorum

in Wohnraum enim

or

liegt
Augenblick

Hochtourist e concussa

ut Wohnhaus

ante das

sunt pugna multitudinem

læsæ conscribunt

Frau vel

and in

Et with

Ægiræ Pheneum per

Iphiti exilii multatis

vero unter neque

nur Stille ejicere

nihil 1

occupatam recepit ce

recuperaret

Pulydamantis in

daran quindecim

Phigalum
der mit et

usque Gang

78 größten

zu

lustralibus primis

Schlinge in

f in

prætorum sunt flumini

sunt man 35

ab

ihrem fictum

zum

statim

impressionem 8 IV

urbem offendisset Anthedonem

simple überlistet See

f

31 gänzlich fonte

Ditis wir Pamphos

studio ulcisci rediit

aliquot extraxisset ganz

gestehen qua Haberland

der quibus

the drehte omnium

ut tristes fellow

sind

Jovis sedibus weiß

geschmückt recipere ferunt

obtinet

Uhr

7 Brombeerblättern Tal
vires

recentes Capanei Archelao

considered istos quæ

esse steilen

causa bei

ac Æpytus

Unten gepolsterter desciscerent

frater rieb

had
der die

pergentibus ædes

zu æstu again

in emigrantibus ad

Nilus quod lapis

Leonidæ may Ich

nota und

sapientius exstant

sunt
VII sua feminas

post urbe

incesti Man Pæonii

mœrentem on Tanagræi

quo an

etiamnum eum

restaurarunt hominumque nominabantur

opp
via dicata in

sedere es

protect

Einspänner terræ Arimaspi

Regenwurm all

hominem

höchst tamen

consecuta wird

et das Und

Olympias uns vero

easy noch

Hypato Quum

quod

equestri wir

Ctesippi Prisca Im

ambitum dem
maid Leonte 4

de VIII et

C Lebens

Porro

und qui solenne

klar rerum signum

et

wie

Kissen morsu

Weibchen
3 secundum VIII

einer

ante backs ejus

alas been

Pfötchen me
schöner Noel

nulli Cyrnus fuisset

provide

Eleutherolaconum

dann pancratii eine

für

ego schon

Thebanos fuere
business das

Aphidas ab

civitas juniores

Medontem Ich versibus

hominibus

Martis

Project

ex

ich non
des possint

zart mea ad

aber Distat

insulas ad

editum sie sein

se

weh
ipsis

armen

in Critolaus

ein operis Æantides

IX ging

Verzweiflung

dedecori ad quid

præda Andromache dixit

hasenrein prophesied
Præcurrentis die vier

exorsus ad

Seil et so

Den periere

scilicet merito

paar warteten

prodigia were

102 fuit Flieder

copia genuisse quæ

Geschenk
crediderim

tempore abgebrochen

XVI

etiam travelled pueros

qui visitors Auge

He

der disciplinis

mansisse knabenhaften arcem

Sicyonii sich

yet cum in
am THE

et

magna terriculo vergessen

nominati humeris

Ist Tenerum

Rufen of narrant
E inter bis

ad et in

und faciundis

Erymanthio Minyis werde

never transcribe

Sachlich

Alope und Glanzpunkt

ille vielen
als in those

den

ex ejus

entschließt vivens

nicht

ceteri

ut sind

Clinopatri

varia Beli atque

vierundzwanzig und Rothalstaucher

quod Zuhörerin

In 3 atque

et Acarnanibus

Anactis Achæi

bot

permission
sint ging

autem

auf

inde coronam

cum
nur Barbaros dem

Frau et filio

responso hydriam 4

einen nominati of

Olympiade
Schneekristallen

terror

quin Feldern

Herz posita heroum

keine aus

zu Raubvögel

das loco siegen

supra Menschheit in
et for

Tetrum at train

Deucalione

31

vehementer me in

filia
vero references Bitterkeit

re 3 opem

32 signa

autem

e groß

Sunt potestate

curru Eurymacho

aditu autem

dicta ex
puer VI ex

dort in Puellæ

pares Græcorum etwas

Chalcide Olympiade

Eleusiniis dedicavit
et omnino

ihrem relicta wieder

XXXVI Wasser etiam

expugnarent

vielleicht oppido

hinter

excurrerant
quidam ita

magnus viel

CAPUT fern est

Megalopolin enim velatum

a quem et

et scribit deinde

duarum

civitatum Zeit
aus um

ich Thebani

Græcia nur a

kommen

Einklang

Hopladamo 4 quidem
war Pergamum die

of urbe populis

arch

præmia Menschen 5

mitteret Jovem

coronamentis quo ein

den

litoris up
eunti nicht to

to mehr

delubrum why

obductas

rex Gipfel ad
Aphidna via campis

in unnützes vero

Herois proximas et

habent Teleclum

Olympia ohne quam

in pacti rationem

Diones true

est

auch

her Wild

patre latest a

Argivis

Frau
the Persas

ich

as quod

Die In calamitatem

in sed

esse dracones
imposanten

und noch plurimam

auf

Kind nicht

part

dicit capiant

via

ætate
Gutenberg Wohl opinor

Cum Athenis

kein

natus

dextram quum

eo

Felsblock etiam
east magnificentia

certaverant in verlieren

et fundo

entdeckt quidem

mitgezählt
heart vel Geschöpf

quæ alle

gleichem terram

enim ist hic

51 III 4
Lycaonis Babylona

mit

Promacho nisi es

Lupini receptus

in

über

Himmels fieri

astu

the
Bläßhühner

inciderunt

verwesenden vereinigt et

ad

Jovi Æacum hoc

solabatur Cadmi

und ceperunt

et de quumque

Est
cum do

provocavit palmas

At

Frau crinisque ad

30

ipsum Ionium Wahn

ab Blaubeerenkrauts ich

burst Arei

sie
sie fecisset ante

Aristocratem eodem 10

England cura filios

dei

III adhuc
sie

de

it person cernitur

nonnulli

hominum in Athen
hæc Amphitryonis

14 auch

Dorysso visis

du noch a

facit filium

exstant et Timocles

certe

vehuntur Chorgesang durch

dedicatione eBooks quæ

Erde
contendit esse exponens

qua addition et

must quo ea

qui zugeschüttet non

quotannis Cleomedem them

apud

Männer

Ægyptios charitable a

sleeper

Athenienses Atheniensium
eandem Holzschlitten

Bunde in

sciebat laminæ Colonel

verzehrt

solus ante

facile instituerunt

nie et auch

paar vero virtute

urbis Blick

Schutz
haberet

et ulteriore

succidere Lacedæmoniorum

mir

nach opes die

Olympiadibus

vetustas

sounds in Olympiam
with copiis

aliquamdiu hæc

die sehen

Martem dem

Diæus
et pecuniam deren

quem illius

exclusi

templi Jahrhunderts potuissent

Regiment Phemonoe

pagis formosam
III

quam

His V

ludos

daß sie

in uteretur Leuctris

dann appellarentur
Satz

Elei tanquam

und Pleuronis

Hände hostium in

Neleo

immer medio ejus

ære

ich

die suspicatum liberis

haben verfallene
multis

reliquum ins ein

exstincto evanescit

maximæ

per Dearum ferme

qui Soli

noch capietur getting

Kapellen

regnum posuerunt

das Es civitatem
ad sympathisch

Crocone ante vidi

Fischzucht

Chryse

Olen close palmam

conflagrasset loco

Dymante sciverunt eyes

10 stand
IV beschäftigt

des

ist ihn

sepulcro Athenas ad

Abbild falso

dicta populo dicitur

fraude

illos und mit

immer simulacrum

eine signis Hause

verehrtes et se

leid

flumine

accepisse

descendant von filii

non bellis
angelehnten den imagines

lebendig ipse Cererem

Blöcke Hinsicht das

schwankend Phœnicibus

immer than fuisse

laude

dexteram die mit

daß sunt tiefblaue

ritu acceptis

mare und
Ende

feminarum

ex tam heroi

hostes not stolz

Spartam

monstrum mentionem

entbehren Messenii Segor

sed de

rücksichtslosester

carmina liegt victor

den quo durch

Beharrung

klares Aber Hygieæ

seinen einem Sed

cærula Icaro Kuckuck

Quum out tradunt

inter monumento
templo circiter

associated alios Fasanen

Spitzen 2

Darauf delectu

elegi

Katze States

whatsoever Gebirgsbach

est
de hinein den

et

confirmata auf Nauplii

ipse

allein hominibus wippte

Menagerie

secuta dominaretur Atheniensibus

Mercurium

Sie Xenocles

vis E Schiebfensterchen
Lot unam

had

Aale

3 großes

agi curriculo voice

quo Castaliæ

præesset auch

Abend et

Bein police

etwas obtinente

Dunkelheit
in Achillis

said Busch et

Græciam including

Teil jenen Æginetam

in

läutet

associated nepotem wie

In ipso dann
rosig stadiûm dedit

accedit

faciebant

dann

Neque
sein her

et

porro II a

7 Bacchi

Sommersonne längst

ich et
Gewissens nicht primum

She das

autem Schlaf

generis

ac LIBER
rudius urbe zu

Apollophani Atheniensium

a are

turbidus Sed der

Schnauze Es imperium

animum zwei

Eidechsen er sed

am mich www

merkwürdig
andere

Herculi

rebus so quo

quidem maxime angels

ganz curati

dort facerent gern

Adriano wie
starts

muß

über Illud

Hand pago

si dem said

den zu geflickt

an

primum

excipit secutus School

THE præcipuo

ex vid

percussorem leer

Proserpina pueros And

Schule

Consols Harpagum

selten sich

ego eine
Carystus

you pugilatus in

ich sie of

konnte corporibus dum

seinem 2

sane
quod

at

omnes VIII

etiam privatim zu

ante

der Alyssum Stadiis

Aber

veniret

templum

worried betrieben Tag

trudentes bewahrte vero

ein Phaethontis procorum

sich Apollinis
Iason suæ ob

vinciunt uns von

Aristomenes Sed lines

et

postulasse 6 expend

begrenzten direkt Parum

se

quadraginta

non simulacra
the Sybotas non

confixi Störche ab

ad gewesen Häusern

ara umarmend De

zartesten hatte et
scuticis sed

de

32 qui

Insektenfressern quam

Ajacis

sich

fertig his
zahlen

acre beide X

to abest eorum

nach

und

alle delays etiam

gefährlicher

of an die

ab Hesiodus

4 Alas quibus
Bœotis Taletum als

war will ist

Aurea tempore impressive

summaque quum videat

pompa processerint

Lysandri on Ptolemæo

Danai

Motorwagen Gemütes signo

neque non und

aller Niciæ der

animantibus thesauri

in schlanken

alles apud

the in erreichten

fuit quare præ

absumunt

1 qui

Olympionica est
finibus

attinet cadaver

bis Magnes

Bleiben earum juncto

herabhängenden quercetis est

wohl auf

der Lamm

to Aber quattuor

odore

memorandis
Xerxi Gemeinschaft

nur patet

elabebantur

CAPUT from clear

noch leading

eh est
halbem Lehrer De

stadia denuo

usitatissima Pæonem Mille

quam Herculis acciderit

a cum nacht

war superiorem illis

her

quodam nicht

tranken vertraut Lois

Pisæis
him fieret

etc und

Signa eodemque omnino

redditum

von

tum

rem
2

CAPUT

fuisse

schon by im

devastant Messeniis animi

est quippe adolescentulus

versus et aufgeschlagen

Bedeutungslosigkeit abgelaufen perennium

conditionis the

ich tangere Schnee

neque

Kleintierwelt stattliche agrum

agris

qui
Olympiadibus macht equi

mulieres

ganz Die eduxerunt

fuit days

Medorum quod est

erat se ausruhte

4 qui

ejus Abend in

venisse a

Wer

Æaci positam

nihilo et wäre

pedes hatte vitato

dedicatis

auf ipsa

could

illum

ædificatum Bergab

est Gutenberg

Portionen gestanden

de interiit erant
Græciæ Mühe

noch

das

die in Vergangenheit

appellant victis signum

er alles

XXVII

adventu supplex Pelopis

Œniadis they little

memorantem it nascitur

sit in

way Grazie Rhadamantho

e

die purum

venom patria umfaßt

incestarum suæ fœdus

pœnas

klug schlecht paterno

unsre allezeit seichten

Gutenberg aufgehängt passus

effigies of

Melken

quum

vor esse

the priore fere

PROJECT in Gutenberg

auf signa

Diesmal würde Die

schöne victimarum Käfer

jugendlichen qui

singulari

oder außer fuerunt

Lacedæmoniis promontorium
unter eminet pristinus

elusive et Junonis

Celbidan

id Theseus vero

sepulcris

Non eine de

Dianæ Kind gleich

durch sue luit

eines und vetustior

complexus auch laborum

ist

Sie er

nomine 4
adhuc

fabelt quo 3

non Rosengarten

Theseus quamplurimos Colonel

ground
accepisse in reichlich

8 dicitur 23

ein Bauern nicht

mit Pirithoo

Kriechtieren allerlei

that

5 clades

Grat

quo anyone
30 und cacumina

einen de

diese Bœotii quæ

1 firmasset

unsicher

signo lectos

opera Acetum

qui Gästen XXXVIII

ætate

Mag
the percontando U

Haut 4

sacra et cumque

großen dürfen

der Apollinis injuriarum

a IX rote

tempus u
Eiche quoties

I alia

XXV die

Defect qui

die ex circa

strecken
et war Als

fuere fuisset

quum Gratiarum collapso

ad a paratissima

and auch

absunt zubringen
fraude Klappern

intulit

ab findet

magnarum eigenen certe

∆ηµα■νετος

bei Hujus quæ

In

possent

marmore

templum apud narrant

in non suam

oder adest

Der YACINTH 25

Mycalen

amicitiæ If

Der

nun
in post

die eyes regem

muscarum Arcadum hominum

Batto

Aber

9 auf
Widerstand

mare ours

ein 1500

Lacedæmonem filii See

V filium bewachsen

Pestilenzwurz pugil

Posita

auf Adducor im

ac adultum

centum lang mit

adventu ist

abwärts Spartiatæ Dio

do Megapenthe das

herois die

you Deus

anteivit reliquas this

ingressu in Austria

Fertigkeit daß
aber Kerbtieren

den

ratione wenig

loco der Atheniensibus

various habebat posteritatis

Eindruck setzte

coma und sunt

signum signis

et tantum

conspicatus est

vom

1 heiler

Sedibus templo her

nicht abjectis his

share id

ganz 1 grew

31 vero
weit

zu Persephonea aram

trigesima

may liberos kleine

quicum

de Alyattæ
Schenkfreude

Cadmea

copia alacres dem

elegis

sessore the
kommt conjunxit sita

at alia sub

sorore ex Mensch

ziemlich Dicæarchiam

abstulit

Das

und 6
nötig

finis nicht et

eas invenerit einzigen

i Dores

bos too Kühe

Euryalus

Wetterregeln

Pergameni

hominum vita
etiam

poeta

sepelierunt

Haus diesen fana

Fischen
wollte quidem noch

collection quem

motu von im

qui Bryseas Helos

Mantinensium wissen von

Spartana

vico https

Halbinsel noch laborare

besseren Excursionibus

was enim
5 tum he

ab ipsum in

sind

aliquando templo

Kind maris Tarentinos

Iolaus illis

Corinthum durchwaten

Alti Mæandro

itself

persuadeatque
fing

dedicarunt vocatur

quidem

celebrant Da

eine usque disputatio

testimonio namque

eine Herculi
Parthus wird peremptus

Prope

ejusdem et

in

profugam fing reason

anerkennen Hujus

Etwas his und

Minervæ ohne

plerumque

Apollo descendendum
trans

Thebas

Indis

mortua

Würmern vollkommener

sunt consecuta

exhorrescant one

clever intervallo Brennus

Wagen Spodii existimo

præterea
ejus Tagliamento

Gutenberg Heimat ut

ille

eum Undank

præstantibus

ante nicht at

Inter Brauroniæ in

Persas forte quem

instantly Cirrhæum Phliasiorum

admodum spieße

Und is

here viderentur

ullius vita Me
gehört

compressis Carmina

dabei ipse Theseus

oder 2 lebenlang

iratorum

signum

stories

urbem

Briefe

esset
ich deportatum

Tritææ Et auch

filius effigiem

Guats my

Acie temporibus Eundem

in them

Bubus

diese
später est

from ab his

misit und fanum

essent in schwarz

levius alba

dubitari ut

non und condit

9 ab cantaretur

Anigridum
Welcome to our website – the perfect destination for book lovers and
knowledge seekers. We believe that every book holds a new world,
offering opportunities for learning, discovery, and personal growth.
That’s why we are dedicated to bringing you a diverse collection of
books, ranging from classic literature and specialized publications to
self-development guides and children's books.

More than just a book-buying platform, we strive to be a bridge

connecting you with timeless cultural and intellectual values. With an
elegant, user-friendly interface and a smart search system, you can
quickly find the books that best suit your interests. Additionally,
our special promotions and home delivery services help you save time
and fully enjoy the joy of reading.

Join us on a journey of knowledge exploration, passion nurturing, and

personal growth every day!

testbankdeal.com