Cornell Notes Quotes

Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments.” This is the famous study by David Dunning and Justin Kruger of Cornell University in New York mentioned a few chapters ago that launched the new science of what we might call Stupidology. It

researchers have discovered that adolescents do not walk around with a defect that prevents them from properly assessing risk. B. J. Casey, a neuroscientist at Weill Medical College of Cornell University, notes that it’s just the opposite: adolescents overestimate risk, at least when it comes to situations involving their own mortality. The real problem is that they assign a greater value to the reward they will get from taking that risk than adults do. It turns out that dopamine, the hormone that signals pleasure, is never so explosively active in human beings as it is during puberty. Never over the course of our lives will we feel anything quite so intensely, or quite so exultantly, again.

The sun goes down and it's night-time in New Orleans. The moon rises, midnight chimes from St. Louis cathedral, and hardly has the last note died away than a gruesome swampland whistle sounds outside the deathly still house. A fat Negress, basket on arm, comes trudging up the stairs a moment later, opens the door, goes in to the papaloi, closes it again, traces an invisible mark on it with her forefinger and kisses it. Then she turns and her eyes widen with surprise. Papa Benjamin is in bed, covered up to the neck with filthy rags. The familiar candles are all lit, the bowl for the blood, the sacrificial knife, the magic powders, all the paraphernalia of the ritual are laid out in readiness, but they are ranged about the bed instead of at the opposite end of the room as usual. The old man's head, however, is held high above the encumbering rags, his beady eyes gaze back at her unflinchingly, the familiar semicircle of white wool rings his crown, his ceremonial mask is at his side. 'I am a little tired, my daughter,' he tells her. His eyes stray to the tiny wax image of Eddie Bloch under the candles, hairy with pins, and hers follow them. 'A doomed one, nearing his end, came here last night thinking I could be killed like other men. He shot a bullet from a gun at me. I blew my breath at it, it stopped in the air, turned around, and went back in the gun again. But it tired me to blow so hard, strained my voice a little.' A revengeful gleam lights up the woman's broad face. 'And he'll die soon, papaloi?' 'Soon,' cackles the weazened figure in the bed. The woman gnashes her teeth and hugs herself delightedly. ("Papa Benjamin" aka "Dark Melody Of Madness")

This book is fiction and all the characters are my own, but it was inspired by the story of the Dozier School for Boys in Marianna, Florida. I first heard of the place in the summer of 2014 and discovered Ben Montgomery’s exhaustive reporting in the Tampa Bay Times. Check out the newspaper’s archive for a firsthand look. Mr. Montgomery’s articles led me to Dr. Erin Kimmerle and her archaeology students at the University of South Florida. Their forensic studies of the grave sites were invaluable and are collected in their Report on the Investigation into the Deaths and Burials at the Former Arthur G. Dozier School for Boys in Marianna, Florida. It is available at the university’s website. When Elwood reads the school pamphlet in the infirmary, I quote from their report on the school’s day-to-day functions. Officialwhitehouseboys.org is the website of Dozier survivors, and you can go there for the stories of former students in their own words. I quote White House Boy Jack Townsley in chapter four, when Spencer is describing his attitude toward discipline. Roger Dean Kiser’s memoir, The White House Boys: An American Tragedy, and Robin Gaby Fisher’s The Boys of the Dark: A Story of Betrayal and Redemption in the Deep South (written with Michael O’McCarthy and Robert W. Straley) are excellent accounts. Nathaniel Penn’s GQ article “Buried Alive: Stories From Inside Solitary Confinement” contains an interview with an inmate named Danny Johnson in which he says, “The worst thing that’s ever happened to me in solitary confinement happens to me every day. It’s when I wake up.” Mr. Johnson spent twenty-seven years in solitary confinement; I have recast that quote in chapter sixteen. Former prison warden Tom Murton wrote about the Arkansas prison system in his book with Joe Hyams called Accomplices to the Crime: The Arkansas Prison Scandal. It provides a ground’s-eye view of prison corruption and was the basis of the movie Brubaker, which you should see if you haven’t. Julianne Hare’s Historic Frenchtown: Heart and Heritage in Tallahassee is a wonderful history of that African-American community over the years. I quote the Reverend Martin Luther King Jr. a bunch; it was energizing to hear his voice in my head. Elwood cites his “Speech Before the Youth March for Integrated Schools” (1959); the 1962 LP Martin Luther King at Zion Hill, specifically the “Fun Town” section; his “Letter from Birmingham Jail”; and his 1962 speech at Cornell College. The “Negroes are Americans” James Baldwin quote is from “Many Thousands Gone” in Notes of a Native Son. I was trying to see what was on TV on July 3, 1975. The New York Times archive has the TV listings for that night, and I found a good nugget.

Hymn to Mercury : Continued 71. Sudden he changed his plan, and with strange skill Subdued the strong Latonian, by the might Of winning music, to his mightier will; His left hand held the lyre, and in his right The plectrum struck the chords—unconquerable Up from beneath his hand in circling flight The gathering music rose—and sweet as Love The penetrating notes did live and move 72. Within the heart of great Apollo—he Listened with all his soul, and laughed for pleasure. Close to his side stood harping fearlessly The unabashed boy; and to the measure Of the sweet lyre, there followed loud and free His joyous voice; for he unlocked the treasure Of his deep song, illustrating the birth Of the bright Gods, and the dark desert Earth: 73. And how to the Immortals every one A portion was assigned of all that is; But chief Mnemosyne did Maia's son Clothe in the light of his loud melodies;— And, as each God was born or had begun, He in their order due and fit degrees Sung of his birth and being—and did move Apollo to unutterable love. 74. These words were winged with his swift delight: 'You heifer-stealing schemer, well do you Deserve that fifty oxen should requite Such minstrelsies as I have heard even now. Comrade of feasts, little contriving wight, One of your secrets I would gladly know, Whether the glorious power you now show forth Was folded up within you at your birth, 75. 'Or whether mortal taught or God inspired The power of unpremeditated song? Many divinest sounds have I admired, The Olympian Gods and mortal men among; But such a strain of wondrous, strange, untired, And soul-awakening music, sweet and strong, Yet did I never hear except from thee, Offspring of May, impostor Mercury! 76. 'What Muse, what skill, what unimagined use, What exercise of subtlest art, has given Thy songs such power?—for those who hear may choose From three, the choicest of the gifts of Heaven, Delight, and love, and sleep,—sweet sleep, whose dews Are sweeter than the balmy tears of even:— And I, who speak this praise, am that Apollo Whom the Olympian Muses ever follow: 77. 'And their delight is dance, and the blithe noise Of song and overflowing poesy; And sweet, even as desire, the liquid voice Of pipes, that fills the clear air thrillingly; But never did my inmost soul rejoice In this dear work of youthful revelry As now. I wonder at thee, son of Jove; Thy harpings and thy song are soft as love. 78. 'Now since thou hast, although so very small, Science of arts so glorious, thus I swear,— And let this cornel javelin, keen and tall, Witness between us what I promise here,— That I will lead thee to the Olympian Hall, Honoured and mighty, with thy mother dear, And many glorious gifts in joy will give thee, And even at the end will ne'er deceive thee.' 79. To whom thus Mercury with prudent speech:— 'Wisely hast thou inquired of my skill: I envy thee no thing I know to teach Even this day:—for both in word and will I would be gentle with thee; thou canst reach All things in thy wise spirit, and thy sill Is highest in Heaven among the sons of Jove, Who loves thee in the fulness of his love. 80. 'The Counsellor Supreme has given to thee Divinest gifts, out of the amplitude Of his profuse exhaustless treasury; By thee, 'tis said, the depths are understood Of his far voice; by thee the mystery Of all oracular fates,—and the dread mood Of the diviner is breathed up; even I— A child—perceive thy might and majesty.

Randolph Bourne … one of the towering public intellectual figures between 1907 and 1918 … wrote a famous essay called ‘The War and the Intellectuals’ … and he says, ‘Idealism should be kept for what is ideal.’ Think about that. Idealism should be kept for what is ideal! It seems to me that what Randolph Bourne is getting at … is that idealism is not boosterism, just as critique is not castigation. But idealism is a bold and defiant highlighting of hypocrisy …. It is a self-critical and self-correcting procedure. Hypocrisy can be found in high places of the powerful as well as in places of the powerless. … It cuts both ways. I think this is precisely what Malcolm X had in mind when he provided his technical definition of what a nigger was. Do you recall what he said? He said, ‘a nigger is a victim of American democracy.’ And note the oxymoronic character and self-contradictory character of this formulation. How could there be a victim of American democracy? Because you point out the hypocrisy and how hypocrisy becomes institutionalized and legalized and you end up with a kind of herrenvolk democracy which, of course, in many ways was the case in the USA until the 1950s.

Baldwin wrote in Notes of a Native Son that because he loved America “more than any other country in the world,” he insisted on the right “to criticize her perpetually.”49 Our love for black America demands no less.

a frozen pizza cooking in the oven, filling the kitchen with the tantalizing smell of melted cheese and sizzling pepperoni. Six beers cool in the fridge. A map of Glacier National Park is spread on the table, accompanied by sheets of paper filled with scribbled notes and calculations. Sitting around all day is not healthy for any human, but it is certainly not healthy for thru-hikers. After spending the day brainstorming possibilities, sharing ideas, and speaking our desire to finish the hike, Koozie and I decide to get all logistics down on paper. During our most recent conversation, we were both moved to tears expressing how important hiking this trail is and what it means for us. Working for 5 months toward this goal, only to be halted 75 miles from the finish, is an insult to the previous 2,460 miles hiked and every sacrifice made to get to this point. Our determination is not to be doubted, but our finish-vision can easily get us into trouble that would be better to avoid.

Second is Cornell notes. Use them. Cornell notes split your note-taking into three parts: taking notes, writing cues, and summarizing. In this way, you create your own study guide, with the ability to go into as much detail as you want on command. The fact that you’ve gone through the information three times also doesn’t hurt. Finally, self-explanation. Do it. When we are forced to try to explain concepts through self-inquiry, we will quickly discover what we do know and what we don’t know at all. These are called blind spots, and they are far more common than you might like to think. Can

Second is Cornell notes. Use them. Cornell notes split your note-taking into three parts: taking notes, writing cues, and summarizing. In this way, you create your own study guide,

Before taking notes, it is important to understand how to create a written summary of a text or selection. First, read the text with understanding. Second, break the text down into sections. Third, identify the key points in each section. Fourth, write down the key points and explain them. Finally, check the summary against the original text. The summary provides the content of the notes. The various learning styles lead to the following note-taking methods: outlining, mind mapping, charting, sentence, and the Cornell method. We shall focus on them in the succeeding chapters.

The Cornell Method The Cornell method is probably the best-known and most widely used note taking method out there. It is a brilliantly simple method that is characterized by how it divides the page you use. To use the Cornell method, first take a page of lined paper. There will usually be a margin on the left of the page. From this margin, measure roughly 6cm in and then draw a line down the page from top to bottom. Next, draw a line across the page six lines up from the bottom of the sheet. (The measurements are not set in stone, so feel free to modify them to your own taste.) This will divide the page into three areas: the section across the bottom, the now extended margin on the left of the page, and a section on the right. The right of the page will be where you will make your “normal notes.” The reduced area will have the effect of encouraging you to take fewer notes as there is simply less space to do so. The section along the bottom of the page is where you write a summary of everything on the page. This will be no more than a couple of sentences, and depending on how you prefer to work, this summary can be written perhaps at the end of the class, later that evening, or on another day. Writing this summary will solidify your understanding of your notes and help cut them down further. The section on the left of the page can be used in a few different ways. You may choose to use this area to write down the most important words, like names, dates, and essential ideas. Another way to use the left side of the page is to record your own reactions to the notes you are taking. This is a brilliant way to encourage active listening, as writing down your personal reactions ensures that you engage fully with the lesson. Don’t worry about writing anything smart or insightful in these reactions. Perhaps comment on how something relates back to another topic, how you find something interesting, or maybe you write a few question marks to denote that you find it confusing. Using the Cornell method is a straightforward technique for note taking, and can be adapted in various ways to fit your own preferences. It can be helpful for studying and testing yourself later on, too. One way to do this is to use the left hand area to write questions that correspond to the right side of the page. You can then test yourself by covering the right side of the page and attempting to answer the questions, slowly revealing the notes and “answers” on the right as you go. You can also test yourself by attempting to recite the summary at the bottom of the page.

In the year following the 1991 publication of Final Exit, Derek Humphry’s best-selling book, which presented in detail a variety of ways to commit suicide (including, prominently, suffocation by plastic bag), suicidal asphyxiations involving plastic bags increased by 31 percent. Peter Marzuk and his colleagues at Cornell University Medical College in New York noted that although the total number of suicides did not increase, the publicity surrounding this particularly lethal method may have had a deadly impact on impulsive and ambivalent individuals. They suggest, “with good cause, that clinicians include in their assessments of suicide risk questions not only about actions of potential concern, such as writing suicide notes or drawing up wills, but whether patients have obtained and read literature about euthanasia or assisted suicide.