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 Pearson MyStudentSuccessLab
Faculty Advisor Network

What is F.A.N.?
The Faculty Advisor Network is Pearson’s peer-to-peer mentoring program in which we ask experienced
MyStudentSuccessLab users to share their best practices and expertise with current and potential customers.

How do they help?

Our Faculty Advisors are experienced in supporting new and potential MyStudentSuccessLab users in a
variety of ways such as:

(




oaching

(
ebinars and presentations

(
ve workshops and training sessions

Learn More
Contact your Pearson representative to connect with a Faculty Advisor or learn more about the
FacultyAdvisory Network.

MyStudentSuccessLab™
 MyStudentSuccessLab
Start Strong. Finish Stronger.
www.MyStudentSuccessLab.com

MyStudentSuccessLab is an online solution designed to help students acquire the skills they need to
succeed for ongoing personal and professional development. They will have access to peer-led video
interviews and develop core skills through interactive practice exercises and activities that provide academic,
life, and professionalism skills that will transfer to ANY course.

How can “skills” be measured – and what can you do with the data?
Measurement Matters – and is ongoing in nature. No one is ever an “expert” in ‘soft skills’ - something students learn once and
never think about again. They take these skills with them for life.

Learning Path Diagnostic

- For the course, 65 Pre-Course questions (Levels I & II Bloom’s) and 65 Post-Course
questions (Levels III & IV Bloom’s) that link to key learning objectives in each topic.

- For each topic, 20 Pre-Test questions (Levels I & II Bloom’s) and 20 Post-Test
questions (Levels III & IV Bloom’s) that link to all learning objectives in the topic.

What gets your attention?

It’s about engagement. Everyone likes videos.
Good videos, conveniently organized by topic.

FinishStrong247 YouTube channel

- Best of ‘how to’ for use as a practical reference
(i.e. - manage your priorities using a smart phone)

- Save time finding good video.

- All videos have been approved by members of our student

advisory board and peer reviewed.

How can everyone get trained?

We all want a ‘shortcut to implementation’.
Instructors want to save time on course prep.
Students want to know how to register, log in, and know ‘what’s due, and when’.
We can make it easy.

Implementation Guide
- Organized by topic, provides time on task, grading rubrics,
suggestions for video use, and more.

- Additional videos and user guides, registration and log in guides,

and technical support for instructors and students at www.mystudentsuccesslab.com
 MyStudentSuccessLab
Start Strong. Finish Stronger.
www.MyStudentSuccessLab.com

MyStudentSuccessLab Feature set:

Learning Path provides:
- 65 Pre-Course (Levels I & II Bloom’s) and 65 Post-Course (Levels III & IV Bloom’s)
- 20 Pre-Test (Levels I & II Bloom’s) and 20 Post-Test (Levels III & IV Bloom’s)
- Overview (ie. – Learning Outcomes)
- Student Video Interviews (with Reflection questions)
- Practices and Activities Tied to Learning Path
- FinishStronger247 YouTube channel with student vetted supporting videos

Student Inventories:
1. Golden Personality—Similar to Meyers Briggs–it offers a personality assessment and robust reporting for students to
get actionable insights on personal style. www. talentlens.com/en/employee-assessments/golden.php
2. ACES (Academic Competence Evaluation Scales)—Strength inventory which identifies and screens students to help
educators prioritize skills and provides an overview of how students see themselves as learners. Identifies at-risk.
www.pearsonassessments.com/HAIWEB/Cultures/en-us/ Productdetail.htm?Pid=015-8005-805
3. (Watson-Glaser) Thinking Styles—Helps students understand their thought process and how they tend to approach
situations. Shows how you make decisions. www.thinkwatson.com/mythinkingstyles

Student Resources:
Pearson Students Facebook page, FinishStrong247 YouTube channel, MySearchLab, Online Dictionary, Plagiarism
Guide, Student Planner, MyProfessionalismKit resources including video cases, job search documents, and interview
FAQ’s. GPA, Savings, Budgeting, and Retirement Calculators.

Instructor Resources:
Instructor Implementation Guide supports course prep with Overview, Time on Task, Grading rubric, etc.

MyStudentSuccessLab Topic List:

A First Step: Goal Setting Memory and Studying

Communication Problem Solving
Critical Thinking Reading and Annotating
Financial Literacy Stress Management
Information Literacy Teamwork
Interviewing Test Taking
Job Search Strategies Time Management
Learning Preferences Workplace Communication (formerly ‘Professionalism’)
Listening and Taking Notes in Class Workplace Etiquette
Majors/Careers and Resumes

MyLabsPlus Available upon request for MyStudentSuccessLab

MyLabsPlus service is a dynamic online teaching and learning environment designed to support online
instruction programs with rich, engaging customized content. With powerful administrator tools and
dedicated support, MyLabsPlus is designed to support growing online instruction programs with an
advanced suite of management tools. Working in conjunction with MyLabs and Mastering content and
technology, schools can quickly and easily integrate MyLabsPlus into their curriculum.
 Custom Publishing
As the industry leader in custom publishing, we are committed to meeting
your instructional needs by offering flexible and creative choices for course
materials that will maximize learning and engagement of students.

The Pearson Custom Library

Using our online book-building system, www.pearsoncustomlibrary.com, create a
custom book by selecting content from our course-specific collections which consist of
chapters from Pearson Student Success and Career Development titles and carefully
selected, copyright cleared, third-party content, and pedagogy.
www.pearsonlearningsolutions.com/custom-library/pearson-custom-student-success-
and-career-development

Custom Publications
In partnership with your Custom Field Editor, modify, adapt and combine existing
Pearson books by choosing content from across the curriculum and organize it
around your learning outcomes. As an alternative, work with them to develop your
original material and create a textbook that meets your course goals.
www.pearsonlearningsolutions.com/custom-publications

Custom Technology Solutions

Work with Pearson’s trained professionals, in a truly consultative process, to create
engaging learning solutions. From interactive learning tools to eTexts, to custom
websites and portals we’ll help you simplify your life as an instructor.
www.pearsonlearningsolutions.com/higher-education/customizable-technology-
resources.php

Online Education
Offers online course content for online learning classes, hybrid courses, and enhances
the traditional classroom. Our award-winning product CourseConnect includes a fully
developed syllabus, media-rich lecture presentations, audio lectures, a wide variety of
assessments, discussion board questions, and a strong instructor resource package.
www.pearsonlearningsolutions.com/higher-education/customizable-online-
courseware.php

For more information on how Pearson Custom Student Success can work for you,
please visit www.pearsonlearningsolutions.com or call 800-777-6872
 Student Success CourseConnect

Student Success CourseConnect (http://www.pearsonlearningsolutions.com/courseconnect) is one of many

award-winning CourseConnect customizable online courses designed by subject matter experts and credentialed
instructional designers, and helps students ‘Start strong, Finish stronger’ by building skills for ongoing personal and
professional development.

Topic-based interactive modules follow a consistent learning path, from Introduction, to Presentation, to Activity, then
Review. Student Success CourseConnect is available in your school’s learning management system (LMS) and includes
relevant video, audio, and activities. Syllabi, discussion forum topics and questions, assignments, and quizzes are easily
accessible and it accommodates various term lengths as well as self-paced study.

Course Outline (ie ‘Lesson Plans’)

1. Goal setting, Values, and Motivation
2. Time Management
3. Financial Literacy
4. Creative Thinking, Critical Thinking, and Problem Solving
5. Learning Preferences
6. Listening and Note-Taking in Class
7. Reading and Annotating
8. Studying, Memory, and Test-Taking
9. Communicating and Teamwork
10. Information Literacy
11. Staying Balanced: Stress Management
12. Career Exploration

“What makes my CourseConnect course so successful is all the engagement that is built-in for students. My students really
benefit from the videos, and all the interactivity that goes along with the classes that I’ve designed for them.”
—Kelly Kirk, Director of Distance Education, Randolph Community College

“It’s truly great that Pearson is invested in using the latest technologies to reach me in ways beside the traditional educational
model. This innovative approach is one of the best ways to facilitate the education of students of my generation.”
—Zach Gonzales, Student, University of Denver
 Resources for Online Learning or Hybrid

Power Up: A Practical Student’s Guide

PART I BEFORE CLASS
to Online Learning, 2/e
Chapter 1 Becoming an Online Learner 1 Barrett / Poe / Spagnola-Doyle
Chapter 2 Know Thyself: Self-Discovery for the Online Learner 9
Chapter 3 Motivation and Goal Setting: Overcoming Obstacles 15 ©2012 • ISBN-10: 0132788195 • ISBN-13: 9780132788199
Chapter 4 The Commitments of an Online Student:
Managing Your Priorities 23
Serves as a textbook for students of all backgrounds who are new to
PART II ABOUT CLASS
online learning and as a reference book for instructors who are also
Chapter 5 The Online Classroom and Community 31 novices in the area, or who need insight into the perspective of such
Chapter 6 Navigating Learning Management Systems 37
students. Provides readers with the knowledge and practice they
Chapter 7 The Hybrid Balance 49
need to be successful online learners.
PART III IN CLASS
Chapter 8 Communicating Online: Who, What, When, How, and Why 55
Chapter 9 Working in the Online Classroom 63
Chapter 10 Thinking and Researching Online 69
Chapter 11 Strategies for Successful Online Learning 79 “We have used this excellent text with all
Chapter 12 The Evolution of Learning 87
cohorts of the last two years, as the text
PART IV TOOLS AND WORKSPACE
Chapter 13 Computer Concerns 95 is an integral part of the first course in our
Chapter 14 E-Books: The Evolution of the Textbook 103
Chapter 15 Creating the Ideal Personalized Study Environment 109 graduate online program. Students love that
PART V EMPOWER YOU
its user-friendly and practical. Instructors see
Chapter 16 Preparing for the First Day of Class 117
Chapter 17 Maintaining Your Online Success 123 this text as a powerful learning tool that is
Appendix A
Appendix B
Financing Your Education
Understanding the Importance of Accreditation
129
131
concise yet is able to be comprehensive in
its coverage of critical skills and knowledge
that support online student success.”
—Dr. William Prado
Associate Professor & Director,
Business Program, Green Mountain College

Introducing CourseSmart, The world’s largest online

marketplace for digital texts and course materials.

A Smarter Way for Students

CourseSmart is convenient. Students have instant access to exactly the
materials their instructor assigns.

CourseSmart offers choice. With CourseSmart, students have a high-

quality alternative to the print textbook.

CourseSmart is CourseSmart saves money. CourseSmart digital solutions can be

purchased for up to 50% less than traditional print textbooks.
the Smarter Way
To learn for yourself, visit CourseSmart offers education value. Students receive the same
www.coursesmart.com content offered in the print textbook enhanced by the search, notetaking,
and printing tools of a web application.
 Resources

Online Instructor’s Manual – This manual is intended to give instructors a framework or blueprint of ideas and
suggestions that may assist them in providing their students with activities, journal writing, thought-provoking situations,
and group activities.

Online PowerPoint Presentation – A comprehensive set of PowerPoint slides that can be used by instructors for
class presentations and also by students for lecture preview or review. The PowerPoint Presentation includes bullet
point slides with overview information for each chapter. These slides help students understand and review concepts
within each chapter.

Assessment via MyStudentSuccessLab – It is an online solution—and powerful assessment tool—designed

to help students build the skills they need to succeed for ongoing personal and professional development at
www.mystudentsuccesslab.com

Create tests using a secure testing engine within MyStudentSuccessLab (similar to Pearson MyTest) to print or deliver
online. The high quality and volume of test questions allows for data comparison and measurement which is highly
sought after and frequently required from institutions.
D

Quickly create a test within MyStudentSuccessLab for use online or to save to Word or PDF format and print
D

Draws from a rich library of question test banks that complement course learning outcomes
D

Like the option in former test managers (MyTest and TestGen), test questions
in MyStudentSuccessLab are organized by learning outcome
D

On National average, Student Success materials are customized by 78% of instructors—in both sequence and
depth of materials, so organizing by learning outcomes (as opposed to ‘chapter’) saves customers time
D

Questions that test specific learning outcomes in a text chapter are easy to find by
using the ACTIVITIES/ASSESSMENTS MANAGER in MyStudentSuccessLab
D

MyStudentSuccessLab allows for personalization with the ability to edit individual
questions or entire tests to accommodate specific teaching needs
D

Because MyStudentSuccessLab is written to learning outcomes, this technology
has breadth across any course where ‘soft skills’ are being addressed

LASSI – The LASSI is a 10-scale, 80-item assessment of students’ awareness about and use of learning and study
strategies. Addressing skill, will and self-regulation, the focus is on both covert and overt thoughts, behaviors, attitudes
and beliefs that relate to successful learning and that can be altered through educational interventions.

Noel Levitz/RMS – This retention tool measures Academic Motivation, General Coping Ability, Receptivity to
Support Services, PLUS Social Motivation. It helps identify at-risk students, the areas with which they struggle, and their
receptiveness to support.

Premier Annual Planner – This specially designed, annual 4-color collegiate planner includes an academic planning/
resources section, monthly planning section (2 pages/month), and weekly planning section (48 weeks; July start
date). The Premier Annual Planner facilitates short-term as well as long-term planning. This text is spiral bound and
convenient to carry with a 6x9 inch trim size.
 IDentity Series—which will you choose?

Our consumer flavored “IDentity” Series booklets are written by national subject matter experts, and offer strategies and
activities for immediate application. These essential supplements can be packaged with any text or purchased individually.
Additional information is available at www.pearsonhighered.com/educator/series/IDentity-Series/12561.page

Now Featuring: IDentity Series: Ownership

Do you remember how you learned to ride a bike? It probably went something like, ‘put on the
training wheels, learn to brake/steer; remove training wheels, try to ride with a strong hand on the back to keep you
balanced, try on your own as you wobbled along; then fell a few times before you...rode away and never looked back’.

If you teach students ownership of concepts in class, they are more likely to take responsibility for their successes and
failures and “own” their learning. First, we offer a multimedia professional development course on Ownership in an easy-
to-use online format that walks through teaching methods and includes ready-to-use activities, coaching tips, assessments,
animations, and video on a topic. Second, we provide a short, affordable student booklet covering ownership essentials
and the topic that can be used independently or as part of your course.

Instructors will learn how to use this groundbreaking four-step process to teach ownership to any student in any class.
Students will learn how to take ownership over their education and ultimately their life path.

Complete list of current and forthcoming IDentity Series publications:

TOPIC SKILLS ISBN TITLE AUTHOR (S)

CAREER Key Cognitive 0132819678 Now You’re Thinking About Your Career Chartrand et. al.
COLLEGE Key Cognitive 0132825740 Now You’re Thinking About College Chartrand et. al.
CRITICAL THINKING Key Cognitive 013286908X Ownership: Critical Thinking Stone
Contextual Skills
FINANCES (brief) 0132819694 Financial Literacy Torabi
& Awareness
FINANCES Contextual Skills Clearpoint Financial
0132819651 Financial Responsibility
(comprehensive) & Awareness Solutions, Inc.
Contextual Skills
IDENTITY 0321883330 Identity: Passport to Success Graham
& Awareness
Contextual Skills
VETERANS 0132886952 Finding Success as a Military Student McNair/Stielow
& Awareness
GOAL SETTING Academic Behaviors 0132868792 Ownership: Effective Planning Stone
TEST TAKING Academic Behaviors 0132869063 Ownership: Study Strategies Stone
TIME MANAGEMENT Academic Behaviors 0132869500 Ownership: Accountability Stone
 Pearson Success Tips
Which will you choose for your students?

Success Tips provides information 1-page highlights on critical topics, available in three formats:

#
Success Tips (6-panel laminate) includes: MyStudentSuccessLab, Time Management, Resources All Around You,
Now You’re Thinking, Maintaining Your Financial Sanity, Building Your Professional Image

#
Success Tips for Professionalism (6-panel laminate) includes: Create Your Personal Brand, Civility Paves the
Way Toward Success, Succeeding in Your Diverse World, Building Your Professional Image, Get Things Done with
Virtual Teams, Get Ready for Workplace Success

?

Choose pages from the list below to insert into a custom text via Pearson Custom Library.

Blackboard 0132853159 Success Tips: Welcome to Blackboard!

to
Brand U 0132850788 Success Tips: Create Your Personal Brand
Blackboard is the name of your online course management system.
Most everything you need for your course is found in Blackboard. This includes any information posted

“
by your instructor, discussion threads, a way to check your grades, and a means to submit assignments.
One of
Be warned—since one of Blackboard’s strengths is the ability for edit your personal information, such as your
your instructors to customize the platform to better match their
course, you may see several different course arrangements.
Once you adapt to these variations, you will easily navigate and
password.
My Announcements will display general
announcements from your college. My
Blackboard’s strengths
is the ability for your
Campus Resources 0132850605 Success Tips: Resources All Around You
master each course entry. Calendar will display any information you have
The basic Blackboard entry page is divided into two areas: entered or linked to it. It is a good place to post instructors to customize
3 The main page with: reminders of upcoming assignments in any
the platform.
1. The Tools panel on the left
2. My Announcements and My Calendar in the center
3. My Courses on the right
3 Icons at the top, such as Home, Help, and Logout, which
course.
On the right, you will see a list of all courses for
which you are registered in Blackboard. This is where
you will choose the specific course to enter. Let's exam-
” Civility 0132853140 Success Tips: Civility Paves the Way Toward Success
allow for quick movement in Blackboard. ine what you see when you click on the appropriate course.
This should take you to the home page. Remember, the home
The Tools panel provides general access to tools available for all
page may be customized, so some of the information below may
your courses. It is here that you can send e-mail to classmates in
be different.
any course for which you are registered, view your grades, and

Once you choose the appropriate

course from the My Courses
Critical Thinking 0132850729 Success Tips: Now You’re Thinking
section, you will see:

1. Home Page
3 Announcements When you first log on, you will see a list of
2. Left-Hand Panel
announcements. Review these every time you log on to
ensure you receive important information from your
instructor.
3 Home Page This navigation tool will bring you directly back
to the home page from wherever you may be within
Diversity 0132850753 Success Tips: Succeeding in Your Diverse World
3 What's New This feature will help you keep track of what Blackboard. This is useful if you have gone through several
has been added to the course since you last logged on. It will layers—for example, homework submissions within assign-
help you keep track of any new content to the course. ments within folders within modules.
3 To Do, My Tasks, My Calendar, Alerts, and Needs 3 Information This may contain relevant information to your
Attention These various sections of the home page enable course that does not belong to a specific unit or module. For
you to quickly keep track of upcoming assignments as deter-
mined by your instructor.
3 Left Hand Panel This panel provides the means by which
example, instructors often place the syllabus and contact
information in this section.
3 Content This is where you should find most of the material
you will need for the course. Within Content, you may find
eCollege 0132850664 Success Tips: Welcome to eCollege!
you will navigate though your course in Blackboard.
Although your course may have additional options, the folders listed by dates or topics. Within each folder, there
next section describes the most common tools. may be documents to read, assignments to complete and
upload, assessments, external links, or other instructional
materials.
3 Discussions This is where threaded discussions can be
I Need Help!
Do not despair. You have plenty of support if you have questions
found. These may be begun by the instructor or by a desig-
nated student. You can read and reply to these discussions.
3 Groups This tool allows the instructor to set up groups with-
Finances 0132850710 Success Tips: Maintaining Your Financial Sanity
about the Blackboard platform. If you encounter difficulties, let your in the class. Once enrolled, only the members of a group can
instructor know. While all Blackboard courses share some common share information and e-mails here.
characteristics, each school and each instructor is able to customize the look and 3 Tools This is the most complex of the navigation tools.
feel of Blackboard. Therefore, if you have specific questions about where to find Within this section, you will find helpful items made avail-
able by your instructor, such as e-mail, grades, blogs, jour-
content, ask your instructor first.

If your instructor is unable to help, contact your school’s IT help desk with the
nals, private messages, or collaboration tools.
3 Help The user manual for Blackboard can be found here.
You can choose the table of contents, or do a search for what
Goal Setting 0132850702 Success Tips: Set and Achieve Your Goals
number or e-mail provided to you.
you need to know.

Copyright © 2012 by Pearson Education, Inc. All rights reserved.

Information Literacy 0132850613 Success Tips: Information Literacy is Essential to Success

Moodle 013285077X Success Tips: Welcome to Moodle!

MyStudentSuccessLab 0132850745 Success Tips: MyStudentSuccessLab

Strategy and Tactics
for Note Taking 0132850672 Success Tips: Good Notes Are Your Best Study Tool

Online Learning 013298153X Success Tips: Power Up for Online Learning

GET FINANCIAL AID
ACTIVE DUTY SERVICE MEMBERS
“ Succeeding in
college is like a military
You are eligible for tuition assistance
(TA) through your branch of service.
campaign. Plan well and
Searching for a military-friendly school? Find an accredited
Visit your base education
leverage your military
center or your branch of
service Web portal for
more information, such skills to reach your
school and rate these key areas:
The school…
Understands my lifestyle and
NEVER ALWAYS Privacy 0132850796 Success Tips: Protect Your Personal Data
as www.GoArmyEd.com. challenges. 1 2 3 4 5
VETERANS AND
ELIGIBLE ACTIVE DUTY
SERVICE MEMBERS The
Post 9/11 GI Bill and previous
educational goals.
” Maximizes credit transfer to/from
other schools AND gives credit
for military training and experience.
Allows for unexpected absences,
1 2 3 4 5

versions are a key source of tuition aid for those who

qualify: See http://www.gibill.va.gov/. Some schools
supplement the GI Bill with money through the Yellow Ribbon program. Visit your school’s
such as giving extra time to submit
work when military duty interferes.
Offers many support services.
1 2
1 2
3
3
4
4
5
5
Professional Image 0132850826 Success Tips: Building Your Professional Image
website to find out more. Offers the degree program I want. 1 2 3 4 5
NATIONAL GUARD Search the National Guard website for your state for financial aid help. The higher the rating, the friendlier the school.
Some states even offer free in-state tuition.
ROTC An ROTC scholarship will pay for tuition, books, and fees. Even if you’re not on
scholarship, you may still be able to receive money if you participate in
ROTC programs.
OTHER SCHOLARSHIPS Search for other scholarships from sources
such as Officer’s Wives clubs and the American Legion.
CLASSROOM TACTICS
The tactics of hard work and discipline
HINT: For online courses, you
should also find out what classroom
login requirements are. Asynchronous
log in (no requirement to be in class
Service Learning 0132886316 Success Tips: Service Learning What You Learn Helps Others
will help you succeed. Put them to use by at a specific time) is best if you
expect absences.
approaching college as you would a military
GET AS MUCH CREDIT AS YOU CAN operation:

You probably have more credit hours than you think, even if you’ve THE MISSION Understand course and program requirements, and know
never been to college. Military training and experience is often worth
academic credit.
3 Find out the school policy on credit for military training or
what success looks like.
3 Read the syllabus to familiarize yourself with upcoming assign-
ments, grading policies, and deadlines.
Stress Management 0132852071 Success Tips: Stay Well and Manage Stress
experience. 3 Know what the learning objectives are for each course, and how
your learning will be assessed.
3 Provide school officials a copy of your military training/education
record; the American Council on Education (ACE) can help you THE COMMANDER Follow the orders of your instructors and
get your transcript: give them what they want.
www.acenet.edu/AM/Template.cfm?Section=Military_Programs
3 Consider taking tests for credit: CLEP and DANTES are two good
sources.
3 Complete your assignments on time and do them exactly as
directed.
3 Participate actively in class, whether online or face to face. Show the
Test Taking 0132850680 Success Tips: Prepare for Test Success
3 Research your school's prior learning assessment policy on receiving instructor you want to be a good student; it will help at grading time.
credit for knowledge you've gained through volunteer work, hobbies,
ALLIES Create support groups to share intelligence and get help.
home businesses, and other activities.
3 Find other military students, especially those who are in your classes or
academic program.
3 Use veterans groups, social networks, clubs, and organizations to your
BEWARE: Not all credits you've
earned will transfer. Talk to your advisor
early to find out which ones will.
advantage.
3 Don’t ignore the library; librarians love to help with research and can be
the link to support services.
Time Management 0132850842 Success Tips: Time Management
LEADERSHIP: Chances are, you have some leadership experience. Use your skills to take a
lead role with projects, run for office in the student government, or volunteer to lead campus
activities (even online!). You will get from your school experience what you put into it.

Copyright © 2012 by Pearson Education, Inc. All rights reserved. Veterans 013285080X Success Tips: Veterans/Military Returning Students

Virtual Teams 0132850761 Success Tips: Get Things Done with Virtual Teams

Workplace Success 0132850834 Success Tips: Get Ready for Workplace Success
BRIEF CONTENTS
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xvi
 CONTENTS
■ FROM ORDINARY TO EXTRAORDINARY: Derwin
BEGIN
YYJJJ Wallace 46
THE GOAL OF CORNERSTONES ■ CHANGING IDEAS TO REALITY 48
FOR COMMUNITY COLLEGE ■ KNOWLEDGE IN BLOOM 49
SUCCESS AND OUR
COMMITMENT TO YOU
chapter 3

chapter 1
PERSIST 
UNDERSTANDING THE
CHANGE  CULTURE OF YOUR
CREATING SUCCESS, GUIDING COMMUNITY COLLEGE
CHANGE, AND SETTING GOALS ■ WHY READ THIS CHAPTER? 52
■ WHY READ THIS CHAPTER? 2 ■ SCAN AND QUESTION 52
■ SCAN AND QUESTION 2 ■ HOW COMMUNITY COLLEGE CHANGED
MY LIFE 53
■ HOW COMMUNITY COLLEGE CHANGED MY LIFE 3
To Be Successful, You Have to Last 54
The Times . . . They Are a Changin’ 4
I Want a Degree! . . . I Think 54
Building Lasting Success 8
Let Me Give You a Piece of Advice 56
Your Education and You 9
Moving On! 57
Creating Success Through Positive Change 10
Where Is It Written? 59
The M & M Theory 11
Your Roadmap to a Community College
Community College Versus University Studies 12
Degree 60
The Culture of Community College 13
Knowing the Rules Up Front 62
Building a New You 19
Great Expectations 62
One Last, Important Word About Your Goals 22
I Can’t Believe You Gave Me an “F” 64
■ FROM ORDINARY TO EXTRAORDINARY: Bill Clayton 23
Classroom Challenges 64
■ CHANGING IDEAS TO REALITY 25
The Golden Rule—Or Just a Crock 65
■ KNOWLEDGE IN BLOOM 25
Self-Management, Ethics, and Your Future 66
Making Mature Decisions 67
chapter 2 Cheating 68
The Dangers of Using Someone Else’s Work as Your
ENGAGE 30 Own 68
DEVELOPING YOUR Student Services at Your College 69
PERSONAL AND ACADEMIC Developmental/Remedial Classes 70
MOTIVATION How to Calculate Your Grade Point
■ WHY READ THIS CHAPTER? 31 Average 71
■ SCAN AND QUESTION 31 Going Back to College as an Adult Student 71
■ HOW COMMUNITY COLLEGE CHANGED The Second Term and Beyond 73
MY LIFE 32 Persisting for Your Future 74
The Power and Passion of Motivation 33 ■ FROM ORDINARY TO EXTRAORDINARY: Lydia
The Need to Be More 35 Hausler Lebovic 76
Conquering the Generation Gap 36 ■ CHANGING IDEAS TO REALITY 76
Achieving Your Potential and Increasing Motivation 37 ■ KNOWLEDGE IN BLOOM 78

xvii
xviii CONTENTS

chapter 4 ■ FROM ORDINARY TO EXTRAORDINARY: Dino J.

Gonzalez, M.D. 130
CONNECT 80 ■ CHANGING IDEAS TO REALITY 133
CONNECTING WITH ■ KNOWLEDGE IN BLOOM 134
TECHNOLOGY, RESEARCH, AND
INFORMATION LITERACY
chapter 6
■ WHY READ THIS CHAPTER? 81
■ SCAN AND QUESTION 81 PRIORITIZE 
■ HOW COMMUNITY COLLEGE CHANGED PLANNING YOUR
MY LIFE 82 TIME AND REDUCING
The Fast, Ever-Changing Face of Technology 83 STRESS
Spending Time Online 83 ■ WHY READ THIS CHAPTER? 139
Evaluating Your Technology Skills 85 ■ SCAN AND QUESTION 139
Learning the Language of Technology 85 ■ HOW COMMUNITY COLLEGE CHANGED
Useful Internet Sites and Searches 88 MY LIFE 140
OR! AND! NOT! 89 Time—You Have All There Is 141
Social Media for Educational Purposes 91 Priority Management and Self-Discipline 142
Maximizing The Use of Technology 93 I’ll Do IT When I Have a Little Free Time 143
Privacy and Security Issues 94 Planning, Doodling, or Begging 144
Ridin’ High On The Information Super Highway 95 Absolutely No . . . Well, Maybe 145
On The Go and Going Online—Where It All Comes Beginning Your Day with Peace 146
Together 96 The Dreaded “P” Word 148
Practicing Information Literacy In The Age Getting the Most Out of this Moment 150
of Technology 97
Evaluating How You Spend Your Time 152
The Information Literacy Process 98
Focusing on and Eliminating Distractions and
Using Information Literacy to Develop a Research Interruptions 153
Project 103
Planning and Preparing 153
■ FROM ORDINARY TO EXTRAORDINARY: Luke
Bryan 104 Stress? I Don’t Have Enough Time for
Stress! 155
■ CHANGING IDEAS TO REALITY 108
■ FROM ORDINARY TO EXTRAORDINARY: Odette
■ KNOWLEDGE IN BLOOM 108 Smith–Ransome 156
I Don’t Think I Feel So Well 157

chapter 5 ■ CHANGING IDEAS TO REALITY 161

■ KNOWLEDGE IN BLOOM 161
THINK 
BUILDING CRITICAL THINKING,
EMOTIONAL INTELLIGENCE,
chapter 7
AND PROBLEM SOLVING SKILLS LEARN 
■ WHY READ THIS CHAPTER? 112 DISCOVERING YOUR LEARNING
■ SCAN AND QUESTION 112 STYLE, DOMINANT INTELLIGENCE,
■ HOW COMMUNITY COLLEGE CHANGED AND PERSONALITY TYPE
MY LIFE 113
■ WHY READ THIS CHAPTER? 165
The Importance of Critical Thinking 114
■ SCAN AND QUESTION 165
An Eight-Point Plan for Critical Thinking 115
■ HOW COMMUNITY COLLEGE CHANGED
Sharpening your Emotional Intelligence Skills 116 MY LIFE 166
Tolerating Uncertainty 121 We Hope You Learned Your Lesson! 167
 CONTENTS xix

■ FROM ORDINARY TO EXTRAORDINARY: ■ HOW COMMUNITY COLLEGE CHANGED

H.P Rama 170 MY LIFE 214
Give Your Brain a Workout 170 The Importance of Listening 215
The Learning Process 171 I Think I Heard You Listening 216
Understanding Your Strengths 173 Listening Defined 216
Understanding Multiple Intelligences 173 Four Listening Styles Defined 218
Understanding Learning Styles Theory 175 Listening Can Be So Hard 219
Wanted: A Visual Learner with Tactile Skills 179 Listening for Key Words, Phrases, and Hints 221
Understanding Personality Type 181 Taking Effective Notes 222
■ CHANGING IDEAS TO REALITY 185 Tips For Effective Note-Taking 222
■ KNOWLEDGE IN BLOOM 186 You’ll Be Seeing Stars 223
Three Common Note-Taking Systems 225
The Outline Technique 225
chapter 8
The Cornell System 226
READ  The Mapping System 228
BUILDING SUCCESSFUL READING TMI! TMI! (Too Much Information) 229
STRATEGIES FOR PRINT AND ■ FROM ORDINARY TO EXTRAORDINARY: Vivian
DIGITAL MATERIAL Wong 230
■ WHY READ THIS CHAPTER? 190 ■ CHANGING IDEAS TO REALITY 231
■ SCAN AND QUESTION 190 ■ KNOWLEDGE IN BLOOM 231
■ HOW COMMUNITY COLLEGE CHANGED
MY LIFE 191
Discovering Your Reading Style 192 chapter 10
I Feel The Need . . . The Need for Speed! 193
STUDY 
You Don’t Have to be a Logodaedalian to Enjoy
DEVELOPING YOUR
Words 195
MEMORY, STUDY, AND
Learning to Read Faster and Smarter 196
TEST-TAKING SKILLS
Reading Online Material 197
■ WHY READ THIS CHAPTER? 236
Finding The Main Idea 198
■ SCAN AND QUESTION 236
SQ3R to the Rescue 200
■ HOW COMMUNITY COLLEGE CHANGED
It's Not Over Until It’s Over 204
MY LIFE 237
■ FROM ORDINARY TO EXTRAORDINARY: Sylvia
The Three Types of Memory 238
Eberhardt 205
Powerful Visualization Techniques 239
■ CHANGING IDEAS TO REALITY 206
The Capability of Your Memory 241
■ KNOWLEDGE IN BLOOM 207
Using Mnemonic Devices 241
Hakuna Matata 246
chapter 9 Studying in a Crunch 247
RECORD  Using Study Groups 250
Preparing for the Test 251
CULTIVATING YOUR LISTENING SKILLS
AND DEVELOPING A NOTE-TAKING Test-Taking Strategies and Hints for Success 251
SYSTEM THAT WORKS FOR YOU ■ FROM ORDINARY TO EXTRAORDINARY: Matthew
L. Karres 253
■ WHY READ THIS CHAPTER? 213
■ CHANGING IDEAS TO REALITY 256
■ SCAN AND QUESTION 213
■ KNOWLEDGE IN BLOOM 257
xx CONTENTS

Conflict in Relationships Is Inevitable 298

chapter 11 The Faces of Conflict 299
PROSPER  ■ FROM ORDINARY TO EXTRAORDINARY: Maureen
Riopelle 303
MANAGING YOUR
Becoming a Great Team Member 304
MONEY AND DEBTS
WISELY ■ CHANGING IDEAS TO REALITY 306
■ KNOWLEDGE IN BLOOM 306
■ WHY READ THIS CHAPTER? 260
■ SCAN AND QUESTION 260
■ HOW COMMUNITY COLLEGE CHANGED chapter 13
MY LIFE 261
Taking Control of Your Finances 262 PLAN 
Practicing Discipline at The Right Time 263 FOCUSING ON YOUR
FUTURE AND PROFESSIONAL
Financial Aid 264
CAREER
Student Loans 267
Your Credit History 268
B Is for Budgeting 270 ■ WHY READ THIS CHAPTER? 310

Credit Cards 273 ■ SCAN AND QUESTION 310

The Pitfalls of Payday Loans, Car Title Loans, ■ HOW COMMUNITY COLLEGE CHANGED
and Rent-to-Own Contracts 274 MY LIFE 311

Small Costs Add Up! 276 Planning for the Future 312

Protect Yourself from Identity Theft 277 Strategies to Successfully Prepare for Your Future 312
Battling The Big “IFs” 279 The Successful Transition Plan For First-Year Students 314
■ FROM ORDINARY TO EXTRAORDINARY: Leo G. Developing Your Career Self-Study Plan 316
Borges 280 Help Me: I’m Undeclared 319
■ CHANGING IDEAS TO REALITY 282 The Futurist 320
■ KNOWLEDGE IN BLOOM 283 The Job Search Package 321
Write a Powerful and Concise Cover Letter 321
chapter 12 Understand The Do’s and Don’ts of Memorable
Resumes 323
COMMUNICATE  Building Your Resumes 326
COMMUNICATING Online Applications 327
INTERPERSONALLY, APPRECIATING Networking 328
DIVERSITY, AND MANAGING The Interview 335
CONFLICT
Anticipating the Interviewer’s Questions 338
■ WHY READ THIS CHAPTER? 286 ■ FROM ORDINARY TO EXTRAORDINARY: Mark
■ SCAN AND QUESTION 286 Jones 340
■ HOW COMMUNITY COLLEGE CHANGED Ask Informed Questions 341
MY LIFE 287 Rough, Tough, Hard Questions 342
The Communication Process 288 Win, Lose, or Draw, Always Say “Thank You” in
The Story of One Wild Boy 290 Writing 343
The Role of Nonverbal Behaviors in Interpersonal ■ CHANGING IDEAS TO REALITY 345
Communication 291 ■ KNOWLEDGE IN BLOOM 345
OMGUROTT (Oh My God, You Are Over The Top) 292
Self-Disclosure and Interpersonal Communication 294
REFERENCES 349
Relationships with Friends 295
CREDITS 351
Appreciating Diversity 296
INDEX 352
 CONTENTS xxi

Cornerstones Speaks to Where You Are

Why?
You and Your Students Have Unique Needs.
Cornerstones recognizes how student and instructor needs have evolved, and have made the
change from editions that catered to all institutions to specific programs (four year, two year, and
blended and online). In learning environments, it is important to get relevant information—at
the time you need it. Now you can select course materials from Cornerstones that reinforce your
institution’s culture (four year, two year, or blended and online) and speak directly to your specific
needs.

Choice is Yours.
Cornerstones is known for concrete and practical strategies that students can apply to all college
classes, the world of work, and life in general, and addresses the "why" of learning and the power
of positive change. It offers coverage of Bloom's taxonomy, SQ3R integration, and information
and financial literacy. Defining topics include first generation students, adult learners, making
successful transitions, and planning for success in the second year and beyond. The ancillary
materials are designed to assist instructors in delivering a top-level student success course.
Choose the version of Cornerstones that aligns best with your institution and student popu-
lation, all while getting the hallmark features and content you’ve come to expect.

Four Year
Cornerstones for College Success 7e (formerly Cornerstone: Creating Success
Through Positive Change 6e, and Cornerstone: Creating Success Through Posi-
tive Change Concise 6e). Written specifically for students attending four-year
programs, it addresses today's college students.

Two Year
Cornerstones for Community College Success 2e (formerly Cornerstones for Com-
munity College Success). Written specifically for students attending two-year
programs, it addresses students in community and technical colleges.

Blended and Online

Cornerstones for College Success Compact (new offering). Written specifically
for blended and online environments, it addresses students as digital learners
and aligns with learning outcomes from MyStudentSuccessLab (http://www
.mystudentsuccesslab.com), and Student Success CourseConnect (http://www
.pearsonlearningsolutions.com/courseconnect). This makes it ideal as a print
companion paired with one of these technologies to actively augment learning
with activities, assessments, and critical thinking exercises to apply concepts.
P R E FA C E
NEW TO THE SECOND EDITION OF
CORNERSTONES FOR COMMUNITY
COLLEGE SUCCESS
How Community College Changed My Life showcases stellar graduates who used their chal-
lenges and strengths as motivational forces in obtaining degrees and entering their professions.
These engaging stories help students understand the importance of their own college experience
and how to apply skills gained during their college experience to their professional and personal
lives. See these features at the beginning of every chapter.

CONNECT Chapter on Technology helps students master the ever-changing skills of informa-
tion literacy, understand today’s technology “language,” conduct effective online searches, and
monitor their online behavior and actions. This chapter also introduces the basics of the most
popular computer programs and social media platforms used in education today. To explore
further, see Chapter 4.

The D.A.R.T.S. Information Literacy System developed specifically for the Cornerstones fran-
chise introduces students to an effective, useful, and easy-to-remember formula for conducting
online research and evaluating sources. The D.A.R.T.S. Information Literacy System involves
Determining the information needed, Accessing the appropriate information, Reading and evalu-
ating the information carefully, Transforming the information into a dynamic project, and Se-
lecting appropriate documentation styles. To learn more see Chapter 4.

Writing a Research Paper using D.A.R.T.S. Information Literacy System makes dreaded
research projects easier for students. This system walks students through the research process to
narrow the topics, develop an effective thesis, conduct meaningful and useful research, test
the validity of sources, and use proper documentation styles. To review this new coverage, see
Chapter 4.

Higher Education and the Adult Learner helps students who are returning to college after
an extended absence. Tips and advice are provided to help returning students make the most of
college services and relationships. See Chapter 3 for this new coverage.

Conquering the First Generation Student Gap helps students who are first generation col-
lege students understand more about college life and how to adjust to their changing world. See
Chapter 3 for this new coverage.

Developmental and Remedial Classes coverage is included to reflect the importance of hav-
ing a firm foundation in English, reading and mathematics, this section stresses the importance
of registering for and completing developmental classes that may have been identified as neces-
sary based on placement testing. See Chapter 3 for this new coverage.

Working in Teams and Studying in Groups shows students the importance of establishing,
working in, and maintaining effective study, learning, and working teams. Coverage includes
strategies to use in creating effective virtual teams. See Chapters 10 and 12 to learn more.

xxii
BEG I N
THE GOAL OF CORNERSTONES
FOR COMMUNITY COLLEGE SUCCESS
AND OUR COMMITMENT TO YOU

“ Talent alone won’t make you a success. Neither

will being in the right place at the right time,
unless you are ready. The most important
question is: ‘Are you ready? ’” —Johnny Carson
xxiv BEGIN

If you look at the figure printed here you will see the Chi-
nese symbol meaning to change. It is made up of two sym-
bols—the first means to transform or to be flexible. The sec-
ond means to do or to deliver. In its purest form, the symbol
means to deliver transformation. That is what Cornerstones is
all about: helping you deliver or bring about transformation,
positive change if you will, to your life. It is about helping you discover ways to change your
thoughts, change your performance, and change your life.
Our goals in writing Cornerstones are to help you discover your academic, social, and per-
sonal strengths so that you can build on them, and to provide concrete and useful tools that will
help you make the changes necessary for your success. We believe that in helping you identify
and transform areas that have challenged you in the past, you can discover your true potential,
learn more actively, and have the career you want and deserve.
Cornerstones for Community College Success is written with three major areas of self-
development in mind. These three areas will help you create positive change that can help you
become the individual you would like to be. These areas are:

CHANGING YOUR addresses a broad spectrum of topics that begins with a focus on change as it relates to be-
THOUGHTS coming a college student in a different culture and setting than you may have known before.
In this section, you will be introduced to tools of self-management as they relate to your
academic success. You will be exposed to a variety of new terms, ideas, and thoughts—all
of which begin your journey of change. You will learn to enhance your communication skills,
improve your self-concept, and manage conflict, all valuable tools on the road to change. You
will become more adept at critical thinking and problem solving. When you have mastered
these areas, you should notice a difference in the way you approach tasks and think about
subjects, challenges, and people.

CHANGING YOUR focuses on you and how you physically and mentally manage yourself. You will begin this
PERFORMANCE part of the journey to change by learning to manage your time while controlling the inher-
ent stress that accompanies being a student. You will realize that you have a dominant intel-
ligence, learning style, and personality type, and learn how to use them to your advantage.
Even though you have been reading for some time, you will be shown strategies to improve
both your speed and comprehension because reading is a major part of your studies. You will
be shown several note-taking systems designed to improve your ability to record what your
instructors are teaching. Finally, you will be taught strategies for empowering your memory,
learning to study more effectively, and taking tests with confidence. When you master these
areas, you should be able to perform most tasks more effectively and confidently.

CHANGING YOUR is designed to round out your total personal profile and springboard you to success as you
LIFE move into a different realm. To be a completely successful student, you need to address all
these areas because they are significant to the changes you need to embrace. You will learn to
manage your money and your debts wisely. So many students are burdened with astronomical
financial debts when they graduate; our desire is for you to have accumulated as little debt
as possible, while at the same time taking advantage of all that your college has to offer. On
this important journey to change, you will learn how to immerse yourself in many categories
of diversity while you celebrate all kinds of people. You will be taught to be responsible for
your own wellness and how to exercise personal responsibility. Finally, you will be introduced
to techniques for planning your professional career in the face of dramatic global changes.
When you master these areas, you should be prepared to move through the next few years of
school and beyond with confidence and optimism.
Another Random Scribd Document
with Unrelated Content
 CHAPTER XXII.
LEAF-BUDS.

Leaves come from buds just as flowers do. If you look at the buds
in the spring on a tree you see that they are beginning to swell.
They grow larger and larger, like the buds that turn into blossoms.
After a while they unfold, and the green leaves are spread out.
How is it, you will want to know, that these leaves are made?
They are very different from the leaves of the blossoms; but, like
them, they are made out of the sap. The sap comes constantly to
the leaf-bud, just as it does to the flower-bud, through the fine pipes
in the stem. And so this sap is made into leaves.
There are, then, leaf-buds and flower-buds. You
can tell them apart by their shapes. The flower- Difference
between leaf-buds
buds are round and short; the leaf-buds are long and flower-buds.
and pointed. You can see this difference very
plainly on a peach-tree in the spring.
On some trees the flower-buds open before the leaf-buds. This is
the case with some of the maples. The red color that makes them
look so beautiful in the spring, before they have put out their leaves,
is owing to the blossoms with which they are covered. These are
quite small, and they are very rich, if you examine them with a
microscope. The flower-buds of the peach-trees also open before the
leaf-buds, and some of them are very splendid with their multitudes
of pink blossoms.
There is sometimes another kind of buds. There
are buds from which both leaves and flowers are Leaves and
flowers from the
formed. You see this in the lilac. The leaves first same buds.
spread out from the bud, and then in the midst of
the leaves comes out a cluster of flowers. When we
see all these leaves and blossoms, and remember the bud, we
wonder that so much can come out of so little a bud as this was.
This seems very wonderful when we see it
in the horse-chestnut. I have often watched Buds of the
horse-chestnut
from day to day the buds of this tree as they and grape-vine.
were opening. You see at first a small bud
covered with brown scales. It grows larger and
larger day after day, and after a while appears as you see it here.
Soon you see it open and the leaves push out. But they are all
folded up. You see them unfold more and more every day. After a
while there is a tall stalk with leaves having long stems. Then comes
a large cluster of blossoms at the top of this stalk.
You can see the same thing in the grape-vine. The grape-stalk
looks in winter as if it were a dead stick. It does not look as if any
thing living could come out from it. But in the spring you see little
buds starting out here and there. Watch one of these buds. You will
see it swell, and after a while leaves will unfold from it. And you will
see that what comes from the bud is not leaves alone. It is a branch
with leaves on it. After a while clusters of blossoms appear among
the leaves, filling the air with their fragrance. Then grapes form. The
branch goes on to grow, and gets to be many feet long by the time
the grapes are ripe. All this comes from the little bud, and is made
out of the sap.
Now suppose you could see all this happen while
you stand looking at the vine. Suppose you could The unfolding of
plants from buds.
see the bud swell, then the leaves push out, then
the flowers form, then the grapes, and then see
the whole grow while the grapes are growing and ripening. You
would think this very wonderful. But it is just as wonderful to have
all this done slowly. The great wonder is that it is done at all. No one
but God could make all this come from a bud. And he could do it in
an hour as well as in several weeks if he thought it was best.
This unfolding of plants is very beautiful and interesting. I have
often watched it in the rock-saxifrage, one of the wild flowers of
 spring. I have, for this purpose, taken
it up with a little earth around it, when Rock-saxifrage.
it was nothing but a small bud peeping
up out of the ground, and have put it into a saucer. As I
watched it from day to day the bud spread out into
leaves. Then came up a little stalk out of the midst of
the cluster of leaves, and on the end of the stalk appeared a great
many little white flowers.
You see the same thing in the English cowslip,
which is represented at the bottom of the opposite English cowslip.
page. All this came from a little bud, just as it is
with the rock-saxifrage. That curious but elegant
The crown of the
plant, the crown-imperial, unfolds in a little crown-imperial.
different way. A stalk comes up in the midst of the
leaves; but as it grows up leaves come out from
the stalk. When it is fully grown, and in blossom, the whole plant
presents a singular but splendid appearance. The long pointed
leaves stand out around the tall, straight stalk for some way up.
Then the stalk is naked for as much as the length of two fingers, and
on the top is a crown of leaves and flowers, the flowers hanging
down. It is very well named the crown-imperial.
But there are jewels in this crown that most people do not see.
They are to be seen only by looking up into the flower. In each leaf
of the flower where it joins on to the stem there is a beautiful little
shallow cup which is very white. From this cup hangs a shining drop,
like a tear. The whiteness of the cup gives the drop a rich pearly
color. It seems, as you look up into the flower, as if there were six
splendid pearls fastened there.
Each cup always has this drop hanging from it. If you put up
something which will soak it up, there will soon be another one
formed there. These drops are the honey of the flower.
Questions.—What do leaves come from? What are they
made of? How can you tell the difference between flower-
buds and leaf-buds? Mention some trees on which the
flower-buds open before the leaf-buds. What is said about
another kind of buds? Tell about the lilac—the horse-
chestnut—the grape-vine. Would it be any more wonderful
if the unfolding of the buds of the grape-vine were done in
a shorter time? Tell about the rock-saxifrage—the English
cowslip—the crown-imperial. What is very curious and
beautiful in the crown-imperial?
 CHAPTER XXIII.
THE COVERINGS OF THE BUDS.

You remember that I mentioned to you the

brown scales on the buds of the horse-chestnut. I Scales of the
horse-chestnut
will tell you what these scales are for: they cover bud.
up the tender bud from the cold of winter and early
spring. These scales are quite thick, as you can
see. They are glued together, too, quite tightly by a sticky substance.
They make in this way a close little case for the bud, to keep it snug
from the cold air. When the weather gets warm enough the swelling
bud pushes the scales apart. And when the leaves are out these
scales drop off, because there is no more use for them.
In cold climates the buds are always protected in this way by a
covering. The buds that you see in the spring do not begin in the
spring. They are formed the year before, a little while before the
leaves begin to fall. And as they form they loosen the leaves, and
soon push them off.
Now in these little buds are locked up all the
leaves and flowers that are to come out the next Treasures in the
buds in winter.
spring. The precious treasures of another year are
in these buds. They must be kept safe, then,
through the cold winter. And so they have tight coverings to guard
them from the cold. They are all this time quite small, but they are
ready to grow whenever the warm weather comes. If you should
pick off the covering of one of these buds in the winter the cold air
would freeze it, and it would die.
These coverings have been called by some one the “winter-
cradles” of the buds. It is a very good name for them. The little buds
in these cradles rock back and forth in the cold winds of winter, and
are as secure from harm as the little baby in its cradle in its nice
warm home, shut in from the wintry blasts.
 And notice another thing. The inside of these cradles is lined with
a soft down. This is the bud’s little blanket to keep it warm in its
cradle.
In warm climates the buds do not have these “winter-cradles,” for
there is no need of them. The buds of the orange-tree and lemon-
tree have no coverings.
It is thus that God takes care of the tender bud.
He always gives it a covering when it needs one to The care which
the Creator takes
keep it from the cold. But in the sunny south he of buds in the
leaves the bud naked to the pleasant warm air. To winter.
put a thick covering over it there would do it harm.
It would be like a man’s putting on a heavy overcoat in mid-summer.
Questions.—What is said of the scales of the horse-
chestnut bud? What is said of the buds in cold climates?
Why is it very necessary to have the buds kept safe
through the winter? What very good name has been given
to the coverings of buds? How is it with the buds in warm
climates? What is said of the care which God takes of
buds?
 CHAPTER XXIV.
WHAT ROOTS ARE FOR.

When a seed sprouts, the root, I have told you,

goes down into the ground, while the stalk goes The business of
roots.
upward into the air. The root goes down because
the food of the plant is in the ground. It is the
business of the root to suck up this food, so that the plant may be
nourished and grow. The root is, then, a sort of stomach to the
plant. If it had no root it would not grow, any more than you would
if you had no stomach to put your food in.
The root has little mouths in its branches every
where. It is by these that the food of the plant is Mouths in their
fibres.
sucked up. They are so small that you can not see
them without a powerful microscope. They are in
the fine parts or fibres of the root that you see hanging to the main
branches of it when you take up a root. We are very careful not to
break off these fibres when we take up a plant or tree to set it out
again in another place; for the more of these little mouths there are,
the more likely will it be to live. If all the fibres be broken off from
the root the plant can not live, because there are no mouths to suck
up the food. It will die just as you would if you should stop eating.
As there are little mouths all over the fibres of a root, there must
be a multitude of them. You can not count them any more than you
can count the sands on the sea-shore. These mouths drink up a fluid
from the ground. This fluid is the sap that goes up in the stalk to
nourish the plant. Every thing in the plant—the leaves, the flowers,
the fruit—is made, as I have told you before, from the sap that the
root sucks up.
These mouths do not suck up exactly the same
thing in all roots. The sap of one plant differs Mouths in roots
choose what they
somewhat from that of another plant. What the
root of a pepper-plant sucks up is not the same will suck up.
that is sucked up by the root of a strawberry-plant.
The root of the pepper-plant sucks up such sap that the biting
peppers can be made out of it. And the root of the strawberry-plant
sucks up sap that is fitted to make its pleasant fruit.
The pepper-plant and the strawberry-plant are so different from
each other, that we should hardly suppose that they could grow out
of the same earth side by side. But they can. How is this? Do the
little mouths in the roots choose their food? They do. The strawberry
mouths choose what will make strawberries, and the pepper mouths
choose what will make peppers. But they do not choose in the same
way that we choose. They do not think about it as we do. But they
choose just as well as if they did think. Perhaps they choose better
than we do. We sometimes make mistakes about our food. But they
always choose just right. How this is we do not know. God has made
them in such a way that they suck up the right kind of food from the
earth. This is all that we know about it.
Very commonly different kinds of plants will grow in the same kind
of earth. What a variety of plants and trees you often see in the
same garden! But sometimes one plant requires a different soil from
other plants. You see this in the asparagus. This vegetable does best
in a soil that has considerable salt in it; that is, it thrives on salt
food, as we may say. For this reason we sprinkle salt over an
asparagus-bed in the spring.
But while salt makes the asparagus grow so well,
it will kill other plants. It will kill all the weeds and Asparagus roots
like salted food.
grass that happen to be in the asparagus-bed. If
you put on a good deal of salt no weeds will come
up till after all the salt is sucked up by the asparagus. I had a chance
last spring to see how bad salt is for grass. The man who put the
salt on my asparagus-bed spilled some of it on a grassplot close by.
In every spot where it fell it killed the grass. So you see that what is
poison to grass is food to asparagus.
 We find some kinds of flowers only in swamps.
These will not grow well in the high grounds where Flowers in
swamps.
the soil is different. The reason is, that the little
mouths in the roots do not find the right kind of
food there.
Questions.—How is the root a sort of stomach to a
plant? Where are the little mouths of the root? What is
said about care in moving plants or trees? What is said of
the number of mouths in a root, and of their size? Do the
roots of the pepper-plant and the strawberry-plant suck
up the same kind of food? What is said of the mouths of
roots choosing their food from the ground? Tell about the
asparagus. What is said of plants growing in swamps?
 CHAPTER XXV.
MORE ABOUT ROOTS.

The root, besides being a sort of stomach to the

plant, is its support. The plant is fastened by it Branching roots.
firmly in the ground. For this reason a
large tree has a large and deep root.
Fibrous roots.
Its root branches out very much as the
tree does above. It is shaped as you
see here. But when the plant is quite small, and there is not much to
be supported, the root is different. It is perhaps made up of fibres as
seen in this figure. This is the case with the roots of grass, as you
can see by pulling up some of it. In a piece of turf there are a great
many spears of grass, and so it is full of these fibrous roots mingled
together.
Some roots are made for still another purpose. Besides
nourishing the plant and supporting it, the root sometimes
answers for food. When a root is intended for this use it is
large. Look at the root of the beet. Here is a figure of it.
The plant does not need so large a root as this to nourish and
support it. The plant is nothing but a bunch of leaves, and with a
very small root it would stand up in the ground. A small root, too,
would answer to suck up all the sap that it needs. So small a plant
could get along with a very small stomach.
You remember that in the chapter on seeds I told you that
the seed-holder is sometimes larger than it need be to hold the
seeds. The pear is a seed-holder, but it is larger than it need be
if it were meant to be only a seed-holder. It is meant to be
something else. It is fruit to be eaten as well as a seed-holder. It
answers two purposes. So, too, when a root is larger than it need be
to nourish the plant, it answers two purposes. Besides sucking up
food for the plant, it answers as food for animals.
 In these large roots the mouths that suck up the
sap are not in the body of the root. They are in the Beets and turnips.
little fibres that are joined on to the main root, as
you see in the beet. In the root of the turnip, as seen in this
figure, there is a sort of tail going down into the ground from
the bottom of it. The fibres, where the mouths are, make a
part of this tail.
In some plants roots are
formed very curiously. Runners.
Shoots start out and run
along on the ground. After a little while these runners, as
they are called, send down roots into the ground, as is
here represented. The strawberry, you know, spreads in
this way. So do the verbenas. When a runner gets fairly
rooted it can live by itself, for it has a root, that is, a stomach of its
own. You can separate it now from the main plant if you choose, and
set it out somewhere else. This is done whenever we plant a new
strawberry-bed.
This is a singular kind of root. It is
spread out like a hand. Each of these Roots of dahlias.
fingers can be separated from the rest,
and will grow by itself. The roots of the dahlias are of this
kind.
Some roots are bulbs, as they are called. The
onion is a bulbous root. Below is one cut open. You Bulbs.
see that it is all made up of coats, one inside of
another, which you can peel off. The roots of hyacinths, lilies, blue-
bells, and crocuses, are bulbs. These lie in the earth very still
through all the winter. The life in them is asleep, just as it is in the
buds. But it wakes up in the spring, and down go the roots from the
bottom of the bulbs, and up come the plants from their tops. It is
sometimes said that a bulb is really a bud, only it is in the ground,
instead of being in the air as most buds are. Thus the onion is a
bud, and the real roots of the plant are what you see branching
down from the bottom of the bulb.
You have heard people talk about setting out
slips. A slip is a branch of a plant. Some plants will Slips of plants.
grow from slips. Geraniums will. If you put a slip of
geranium into the ground and keep it well watered, a root will shoot
down into the earth from the end of the stem. And so the branch cut
off becomes a growing plant. Before it was cut off it got its food with
the other branches from the root of the plant to which it belonged.
After it was cut off it could not live unless it could get a root of its
own to suck up its food from the ground.
Most plants get their food from
the ground. But some do not. Some Duck-meat.
get their food from water. This is
the case with a plant called duck-meat, that is found
in ponds and ditches where the water is still. You see little leaves on
the surface of the water, and the roots hang like threads from the
leaves. This is represented in this figure. Now there is something in
the water in these places which is sucked up by these roots and
makes the leaves grow. Sea-weed has no roots extending down into
the ground, but it gets its nourishment from the water.
There are some plants that live on other plants.
The mosses that you see on trees are plants of this Hanging moss.
kind. At the South there is a kind of gray moss that
hangs down from the branches of trees, sometimes to a great
length. It makes the land look as if it were hung in mourning. The
sap that nourishes this plant it gets from the bark of the trees. There
are mouths in the moss where it hangs from the tree that suck in
the sap which they find there.
The dodder, or love-vine, is a curious plant. It
lives on other plants. It comes up out of the Dodder, or love-
vine.
ground and clings to any plant that happens to be
near it. After it is well fastened, and has grown
considerably, its root in the ground dies. The little vine does not
need it any longer, for it clings by real roots to the plant up which it
runs. This is the reason that it is called love-vine; for, like love, it
lives on that to which it clings. This vine has no leaves, and it is of a
bright-yellow color. So it is sometimes called gold-thread vine.
Questions.—What is said about the root as a support for
a tree? How is it with the roots of grass? What is said
about roots that are for food? Tell about the root of the
beet. Give the comparison made between roots and seed-
holders. What is said of the root of the turnip? What of
the roots of strawberries and verbenas? What of the roots
of dahlias? What is said of bulbs? How do plants grow
from slips? What is said about the duck-meat? What is
said of mosses? Tell about the dodder.
 CHAPTER XXVI.
STALKS AND TRUNKS.

We speak of plants as having stalks, and of trees

as having trunks. A tree has a stout firm trunk, Trunks of trees.
because its top is so large and heavy. Its branches
spread out so much, that the tree would be broken down by the
wind if it did not have a strong trunk.
It is the woody part of the trunk that is so strong. The stalks of
plants have no wood in them, because they do not need it. They are
strong enough to support the branches without having any wood in
them.
Some plants have their stalks made strong in a
singular way. There is a flinty earth in them. This is Stalks of grain
and grass have
the case with wheat, and rye, and most kinds of flint in them.
grass. See how tall the stalk of rye or wheat is. And
it is very slender. But as the wind bends it over it
does not break, because the flint in it makes it so strong.
It is this flint in different kinds of straws that fits them to be used
in making hats and bonnets. They would not be firm enough for this
use if there was no flint in them.
You can not see or feel the flint in the straw. The reason is, that
the particles of the flint are so fine, and are so well mixed up with
the fibres or threads of the straw. It is this fine flint in straw that
makes its ashes so useful in polishing marble. In some plants you
can feel the roughness that is made by the flint. You can feel it in
the scouring-rush, which is sometimes used by house-keepers in
scouring. In this there is more of the stony substance than there is
in the straw of your hat, and it is not as fine.
But you will ask how stone or flint gets into these plants. It is
sucked up from the ground by the mouths in the roots, and it goes
up in the sap to where it is wanted. It is wanted in
the stalk of the grain, and so it stops there. It How flint gets into
stalks.
never makes a mistake by going into the kernels of
the grain. If it did, the flour that is made from
them would be gritty, as we should find out when we came to eat
the bread.
All plants that have no wood in their stalks die
down to the ground in the autumn, though the Shrubs.
roots of some of them live through the winter. But
trees, you know, remain from year to year. So do shrubs and bushes.
These may be considered as little trees. Some shrubs are so small
that they do not need to have their stalks woody merely to support
the branches. Thus the currant-bush could have its branches well
supported if the stalks were not woody. In such cases the stalks are
made woody so that they may last over the winter.
Stalks and trunks commonly stand up of
themselves. But there are some that can not. Vines.
When this is so we call the plant a vine. Vines are
supported in various ways. Some are held up by merely winding
around something. This is true of the bean-vine. It winds itself, as it
grows, around the pole that is put up for it. The hop-vine is
supported in the same way. It is, you know, quite rough, and so it
can cling firmly even to quite a smooth pole.
Pea-vines are held up in a different way. Little
tendrils are put forth which wind around the Tendrils.
branches of the bushes that are set for the vines to
run up on. These tendrils clasp very tightly. You see them on many
kinds of vines. You see them on grape-vines, and on the vine of the
passion-flower. Sometimes the tendrils go out from the ends of the
leaves. You see a leaf of this kind on page 68.
A vine called thunbergia is held up in a very
queer manner. If a leaf happens to come near a Thunbergia.
twig or a string it twists its stem around it. So the
stems of the leaves act as tendrils to support the vine.
 The vine of the trumpet-creeper is supported in
a singular way. Whenever it touches any thing Trumpet-creeper.
there come out at the joints of the stalks some
sprawling things like the feet of a spider. These feet fasten
themselves very strongly to whatever the vine is running on. If it
runs up the side of a board fence, these feet mix up their fibres very
tightly with the fibres of the wood. It is curious to observe that
where any part of the vine is not against any thing these feet do not
appear. They are made only where they can be used. The plant acts
just as if it knew where it could use them.
Questions.—What is the difference between stalks and
trunks? Why does a tree need so strong a trunk? Why do
the stalks of plants have no wood in them? What is said of
the flinty earth that is in some of them? In what ways is
the flint in straws of use? What is said of the scouring-
rush? How does flint get into any plant? Why does it not
go into the kernels of grain as well as into the stalks?
What becomes of stalks that are not woody in the winter?
What is said of the woody stalks of shrubs? What are
vines? How is the bean-vine supported? Tell about
tendrils. What is said of the thunbergia? Describe the way
in which the trumpet-creeper is supported.
 CHAPTER XXVII.
THE BARK OF TREES AND SHRUBS.

In the trunk of a tree or the stalk of a shrub there are three parts.
They are the bark, the wood, and the pith.
The bark is not all one thing. It is made up of
two parts; or rather, we should say, there are two The outer bark of
a tree its coat.
barks. There is an outer bark and an inner one.
The outer bark has no life in it. It is this outer bark
that gives such a roughness to the trunks of some trees, as the elm
and the oak. In the birch, you can peel off this bark in strips right
around the trunk of the tree. Indians make very pretty boxes of
these strips of birch-bark.
The outer bark is a coat for the tree. It covers up the living parts
so that they shall not be injured. It does for the tree what our
clothes do for our bodies. It is not a perfectly tight coat. It has little
openings every where in it. It would be bad for the tree to have this
coat on it tight, just as it would be bad for our bodies to have an
India-rubber covering close to the skin.
This outer bark is a great protection to the tree through the cold
winter. It keeps the cold from killing the trunk and the branches.
This coat of the tree covers it all, even out to the end of the smallest
twig. The tree looks as if it was dead in winter without its green
leaves. But there is life locked up there, just as I told you there is in
the seed that is kept through the winter. The life in the tree is asleep
as it is in the seed. It is ready to be waked up when the warm
weather of the spring shall come. During this winter’s sleep of the
tree, the living inner bark and wood are safe, covered up by the
tree’s rough coat.
If you peel off the outer bark, as you can very
easily in the birch, you come to the fresh and juicy The inner bark.
inner bark. This I have told you is alive. It is full of sap. It has a
great deal to do with the growth of the tree. It is by this bark that
the wood inside of it is made.
You have sometimes seen small trees covered in
the winter with straw tied nicely all around them. Trees sometimes
covered with
This is because they are tender trees that are not straw in winter.
used to our cold weather. They belong to a warmer
climate, and God gave them just such a coat as
they needed there. And when we undertake to have such trees here
at the north, the coat that God has given them is not enough to
keep them from freezing in our long, cold winters. So we have to put
another coat over it.
Questions.—What are the parts of the trunk of a tree?
Tell about the bark. What is the outside bark for? How
much of the tree does it cover and protect? What is said
of the life asleep in the trees in the winter? What is said of
the inner bark? Why is straw tied around some trees in
winter?
 CHAPTER XXVIII.
THE WOOD IN TREES AND SHRUBS.

Perhaps it seemed strange to you when I said in

the last chapter that bark makes wood. But so it is. How wood is
made.
Every year the living inner bark goes to work and
makes a layer of wood out of the sap that is in it.
This work is done in the warm weather. In the winter there is no
wood made. The tree is asleep then.
It is what the bark does that makes the tree larger every year. A
new layer of wood is formed by it all up the trunk, and along out to
the end of all the branches.
The different layers of wood made in
the different years are often very Its layers.
distinct from each other. You can see
them in a log that has been cut or sawn across.
Sometimes they are so distinct that you can count them, and so tell
just how many years old the tree is. Here is a representation of the
sawn end of the trunk of a tree. You see that the rings of the wood
are very plain.
The wood part of the trunk and branches is full
of small pipes. It is through these pipes that the Pipes in the wood
for the sap.
sap goes up from the roots and gets to the leaves.
It is in this way that it goes to the very ends of the
topmost boughs of the tallest trees. This is very wonderful. How the
sap is made to go up such a great distance through these pipes in
the wood we do not know. There is only one way that man can
make water go so high through pipes. He can do it by a forcing-
pump. But we can see nothing like forcing-pumps in the trees. We
find nothing but these pipes going from the roots up to the leaves.
And the sap is flowing up through them very quietly all the time.
 In a large tree there is a multitude of these pipes
in the wood. And when you look at the huge trunk, Sap-pipes
numerous.
think what a quantity of sap there is going up
through it all the time to keep all those leaves fresh
and green. If you could see it all in one pipe it would be quite a
stream.
If you look at the end of a log you will see that
there are two kinds of wood. The wood in the Heart-wood.
centre is different from that which is around it. It is
called the heart-wood. The pipes in it are stopped up, and no sap
can go up through it. The pipes for the sap are clear only in the
newest part of the wood.
The use of the pith of trees and plants we do not
understand. The pith is very small in trees, but it is Pith.
quite large in some plants and shrubs. All boys
know that it is very large in the elder. It is also large in the stalks of
corn, and of the sugar-cane.
Questions.—How is the wood in a tree made? What is
said of the different layers of wood? What is said of the
small pipes in the wood? Do we know how the sap is
made to go up in them? What is said of the quantity of
sap that goes up in the trunk of a large tree? What is said
of the two kinds of wood that you see in looking at the
end of a log? What do we know about the pith of trees
and plants?
 CHAPTER XXIX.
WHAT IS MADE FROM SAP.

Every thing that you see in a tree or a plant is made from the sap.
The bark, the wood, the leaves, the flowers, the fruit, are all made
from it. Even the root that sucks up the sap from the ground is
made from the sap itself.
It is strange that so many different things can be
made out of the same thing. It is strange that a The great
difference in
rough bark and hard wood can be made from the things made from
same thing as the beautiful flower and the delicious sap.
fruit. Look at an apple-blossom, and then look at
the bark of the tree, and think of them as being made from the
same sap. You can hardly believe that it is so. How strange it is to
think of the sharp thorns on a rose-bush as being made from the
same sap that makes the soft, and smooth, and beautiful leaves of
the roses!
If any man should tell you that he could make a brick and a piece
of cloth, with beautifully colored figures on it, from the same thing,
you would say he was crazy. But there is not as much difference
between the brick and the cloth as there is between rude bark and a
flower made from the same sap. The Creator does, in the most
common plants and trees, what man can not equal in any way.
There are some things made from sap that I have said nothing
about as yet. There are many bitter, and sweet, and sour things
made from sap. Sometimes sweet and bitter things are made at the
same time from the same sap. You see this in the orange. From the
same sap that comes to the orange through the stem are made the
sweet juice and the sharp and bitter peel.
Almost all our sugar comes from the sugar-cane.
This is shaped like the stalks of corn. The sugar is The sugar-cane.
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