What are four study techniques I can try to help learn course content?
1. CHUNCKING Chucking is the process of breaking information down into small chunks and committing each chunk to memory before attempting the next chuck. -Think Roy G Biv - the colors of the rainbow - Red, Orange, Yellow, Green, Blue, Indigo, Violet -The colors are broken down into three (3) chunks - Roy (1) G(2) Biv (3) 2. FLASH CARDS Silly as it seems, flash cards use kinetic energy, making the brain learn both sides of the card and the imagery of flipping over the card over. This leaves a stronger impression. -Read the cards and quiz yourself out loud for the most effective result -Try using FREE sites like "StudyBlue.com" to help build your flash card decks. Also can create quizzes and study sheets based on your flashcards 3. ORGANIZATION AND FLOW CHARTS These are methods of categorizing information in a clear visual format. -This method includes graphs, pie charts, boxed charts, flow charts, outlines, mind maps, etc. -The tools are useful in understanding several concepts: (how information is connected, how information is compared/contrasted, transitions or elements of change within data, values of information, etc.) 4. SELF and GROUP QUIZZING/teaching This is the Ideal method for ensuring comprehension of facts, as well as clarifying any missing information. "You know it, if you can teach it" (Try teaching your classmates the material, having them help you clarifying missing connections if any arise.)
Define the terms MODE, MEANS, AND RELATIONS OF PRODUCTION as supported by Karl Marx
Simply put, Marx used the term MODE of production to refer to the specific organization of economic production in a given society. A mode of production includes the MEANS of production used by a given society, such as factories and other facilities, machines, and raw materials. It also includes labor and the organization of the labor force. The term RELATIONS OF PRODUCTION refers to the relationship between those who own the means of production (the capitalists or bourgeoisie) and those who do not (the workers or the proletariat). According to Marx, history evolves through the interaction between the mode of production and the relations of production. The mode of production constantly evolves toward a realization of its fullest productive capacity, but this evolution creates antagonisms between the classes of people defined by the relations of production—owners and workers.
Why were land-grant institutions created, what impact did they have on the U.S. higher education system?
Originally, the passage of the First Morrill Act (1862) reflected a growing demand for agricultural and technical education in the United States. While a number of institutions had begun to expand upon the traditional classical curriculum, higher education was still widely unavailable to many agricultural and industrial workers. The Morrill Act was intended to provide a broad segment of the population with a practical education that had direct relevance to their daily lives. Later, the second Morrill Act (1890) sought to extend access to higher education by providing additional endowments for all land-grants, but prohibiting distribution of money to states that made distinctions of race in admissions. However, states that provided a separate land-grant institution for blacks were eligible to receive the funds. The institutions that, as a result of this act, were founded or designated the land-grant for blacks in each of the then-segregated Southern states came to be known as “the 1890 land-grants.” A third land-grant act conferred land-grant statues to Native American tribal colleges in 1994. These colleges are sometimes called the “1994 land-grants,” in reference to the year they were granted land-grant status. The original mission of these institutions, as set forth in the first Morrill Act, was to teach agriculture, military tactics, and the mechanic arts as well as classical studies so members of the working classes could obtain a liberal, practical education. Over the years, land-grant status has implied several types of federal support. The first Morrill Act provided grants in the form of federal lands to each state. The states used the proceeds from selling those federal lands to establish a public institution to fulfill the act’s provisions. At different times money was appropriated through legislation such as the second Morrill Act and the Bankhead-Jones Act, although the funding provisions of these acts are no longer in effect.