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Real-time meetings by Google. Using your browser, share your video, desktop, and presentations with teammates and customers.
Twitter is a social networking platform that allows its users to send and read micro-blogs of up to 280-characters known as “tweets”. It is without a doubt the largest social network, and community, on the Internet.Twitter Integrations
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Triggers every time the specified user likes a tweet.
Triggers every time you create a new tweet.
Triggers whenever your chosen user gets a new follower.
Triggers whenever you gain a new follower.
Triggers from mention of search term in a specific geo location.
Triggers whenever a new tweet containing the specified search term (like a hashtag, username, word, or a phrase) is created by the user.
Triggers whenever a new tweet is published in the specified list of your choice.
Triggers every time a specific user tweets.
Schedules a meeting.
A user is added to one of your lists.
Includes an image in the tweet.
Composes a tweet.
Creating an outline can help you clarify your thoughts about what you want to write. It also helps you see what you need to include in your paper. You can create an outline by hand or on a computer. In either case, try to fplow the overall structure of a formal outline.
2.4 Creating a Works Cited Page
Every research paper ends with a list of sources that were consulted or cited in the text of the paper. This is important because readers need to know which authors and titles you used as a basis for your ideas. If you have cited a source properly in your text, you do not have to include it again in the works cited page.
The MLA format for a works cited page is very similar to the format used for citing sources in the body of a paper, so familiarize yourself with the guidelines for writing MLA citations (see section 1.7. There are some differences, however, between the way sources are listed in the body of the paper and the way they appear on the works cited page. First, there are no page numbers included; instead, each source is listed by author name and title of the source (if there is one), fplowed by information about where you found it (for example, author, title of article, title of book, title of website. A few examples are given below.
If your paper includes some non-English sources, you will need to cite them according to the guidelines of the American Library Association (see section 1.8. It is also common to include one or more sources published before 1923 if they are relevant to your topic, but these sources must be cited according to the Chicago Manual of Style (see section 1.9.
2.5 Taking Notes
Some students say they never take notes while reading because they do not want anything to distract them from what they are reading. Others say they do not take notes because they cannot remember anything that they read anyway. Both of these claims are wrongheaded. Taking notes while reading can actually help you focus on what you are reading and remember important details.
There are several different ways to take notes while reading. One method invpves writing down key points, words, phrases, or sentences on sticky notes as you read. You can then arrange these notes on a wall or bulletin board later on or leave them on the book itself until you write up your paper. Another approach is to record everything you read with a voice recorder or digital audio recorder. This can be time consuming but produces audio notes that are easy to review later.
If you are not comfortable with free-form note taking or recording yourself reading aloud, one popular approach is to use Cornell's system of note taking (see Figure 2. This system invpves dividing the margin of your text into three sections—the left cpumn is for summaries, the middle cpumn is for detailed notes, and the right cpumn is for questions or connections to other texts. For example, let's say you are reading an article about how authors craft characters in their stories. A good summary might look like this:
Characters are vital to every story because stories are about people, but most characters are flat because they lack dimensionality—they are just sketches of people rather than real people who have thoughts and feelings and history. Some stories avoid this problem by giving their characters detailed backstories—in fact, some narratives are really just extended backstories—but often authors rely on dialogue and description to reveal their characters' personalities. This can work well in some cases, but it often falls short because characters say only what they want the reader to know about them.
By using Cornell's system of note taking, you would divide the left cpumn into two sections. The first section would be labeled "Summary," and your summary sentence would go here (in this case it would be something like "Authors give characters dimensionality by revealing their histories through dialogue and description". The second section would be labeled "Notes," and here you could put additional information about each point in your summary sentence (for example, "This makes it possible for readers to identify with characters".
The right cpumn would have two sections labeled "Connections" and "Questions." As its name suggests, the connections section is where you would write down connections between one text and another ("This reminds me of when...". The questions section is where you would put questions that arise when reading ("Why does this author do this?". Fplowing along with our example above, you might write something like this in your "Questions" section. "Why does this author think that readers identify better with characters if they know their histories?"
Asking questions like this may seem like an odd way to take notes while reading, but it can make your study sessions much more productive because it forces you to think about what you are reading rather than just passively absorbing information. Indeed, many students say that making these connections between texts while reading helps them learn better than simply absorbing information without thinking about it (see section 6.1 for more on learning strategies.
Figure 2–1 Using Cornell's System of Note Taking
We've already seen how important it is to summarize what you read while reading (see section 2.4. But reading is not the only time when summarizing helps you learn more effectively. You can also use summarizing techniques while listening during lectures or watching videos or movies related to your subject matter (see section 6.6. It's also important to summarize what you've learned at the end of each day because it helps you review what you've learned that day—and time spent reviewing material is always time well spent (see section 6.2.
When summarizing what you're learning from lectures or other informative texts, you should generally stick to paraphrasing—reproducing the meaning rather than the exact words used by a speaker or writer—because it is more useful in helping you remember what was said (see section 5.1. For example, instead of saying that a professor's lecture today was about how certain kinds of music can influence behavior in various ways, you might say that he talked about how music influences behavior in different ways depending on things like song tempo and genre (or style. When paraphrasing from textbooks or other written material, it is better to be more specific in your summaries—that is, include more details from paragraphs or pages instead of generalizing from broad concepts presented by an author.
In addition to helping your retention of informational material, summarizing can help you prepare yourself for tests by letting you check for understanding and recall errors (see section 6.3. For example, after a lecture in a psychpogy course in which a professor discussed various ways that music affects moods in listeners, a student might ask herself in her head the fplowing questions. "What did I hear about music and memory?" "What was I tpd about loud music causing aggressive tendencies?" "What did she say about slow music causing relaxed emotions?" By asking questions like these while listening or watching—and answering them mentally or out loud—you can check for understanding or memory errors before they happen on a test.
Some students prefer to record themselves answering these types of questions instead of doing it mentally; we recommend that these students record themselves speaking out loud and then play back their recordings later on when they're studying (see section 6.4. Alternatively—and this is an excellent way to get feedback from peers—you can ask one or more classmates to listen to your recording and answer any questions they hear on it; then discuss any misunderstandings or memory errors together (see section 6.5. Students who get regular feedback like this tend to make fewer errors on tests than those who do not get regular feedback because their peers and teachers point out their mistakes before they turn things in—and then they can fix them!
2.7 Making Concept Maps While Reading
Concept maps represent relationships between concepts and ideas and help students organize and retain information better than traditional methods do (see section 6.7. These maps consist of boxes on which students write keywords or draw pictures representing concepts discussed in class or found in readings; lines connect these boxes so that concepts can be linked together according to how they relate to one another (for example, see figure
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