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CONTENTS
Preface xiii
Acknowledgments xvi
Supplemental Resources xxi
Quick Start to College: Helpful Information and Advice as You Begin xxv
chapter 1 Welcome to chapter 2 Values, Goals,

College: Growing Toward and Time: Managing
Success 1 Yourself 28
What Would You Do? 1 What Would You Do? 29
STATUS CHECK 3 How Prepared Are You STATUS CHECK 3 How Developed Are Your
for College? 2 Self-Management Skills? 30
WHERE ARE YOU NOW—AND WHERE CAN WHY IS IT IMPORTANT TO KNOW WHAT YOU
COLLEGE TAKE YOU? 2 VALUE? 30
STUDENT PROFILE 3 How Values Develop and Change 31
How Values Affect Your Life Experience 31
The Culture of College 4
Your Place in the World of Work 5 HOW DO YOU SET AND ACHIEVE GOALS? 31
HOW CAN SUCCESSFUL INTELLIGENCE HELP YOU GET ANALYTICAL Explore Your
ACHIEVE YOUR GOALS? 7 Values 32
The Three Thinking Skills 8
Establish Your Personal Mission 32
How Thinking Skills Move You Toward Your Goals 8
STUDENT PROFILE 34
GET ANALYTICAL Define Your
“College Self” 10 Set Long-Term Goals 34
Set Short-Term Goals 35
HOW CAN A “GROWTH MINDSET” MOTIVATE Set Up a SMART Goal-Achievement Plan 35
YOU TO PERSIST? 11
Build Self-Esteem with Responsible Actions 11 GET CREATIVE Find Ways to Get
Practice Academic Integrity 12 Unstuck 36
Face Your Fears 13
HOW CAN YOU EFFECTIVELY MANAGE
Learn from Failure 14 YOUR TIME? 38
Change the Conversation 14 Identify Your Time Profile and Preferences 38
Build a Schedule 39
GET CREATIVE Consider How Make To-Do Lists and Prioritize 41
to Connect 15 Plan and Track 42
WHY DO YOU NEED EMOTIONAL Confront Procrastination 43
INTELLIGENCE? 15
GET PRACTICAL Conquer Your
How Emotional Intelligence Promotes Success 16
Time Traps 44
The Abilities of Emotional Intelligence 16
HOW CAN THIS BOOK PREPARE YOU TO Change the Conversation 45
SUCCEED? 17 Be Flexible 46
GET PRACTICAL Use Emotional Manage Stress by Managing Time 47
Intelligence to Get Involved 18 ● Case Wrap-Up 48
● Case Wrap-Up 20 ● Successful Intelligence Wrap-Up 49
● Successful Intelligence Wrap-Up 21
Building Skills for College, Career,
Building Skills for College, and Life 50
Career, and Life 22
vii
chapter 3 Learning How chapter 4 Critical,
You Learn: Making the Most Creative, and Practical
of Your Abilities 56 Thinking: Solving Problems
and Making Decisions 84
What Would You Do? 57
STATUS CHECK 3 How Aware Are You What Would You Do? 85
of How You Learn? 58 STATUS CHECK 3 How Developed Are Your
WHY EXPLORE WHO YOU ARE AS A Thinking Skills? 86
LEARNER? 58 WHY IS IT IMPORTANT TO ASK AND ANSWER
Use Assessments to Learn About Yourself 58 QUESTIONS? 86
Use Assessments to Make Choices and to Grow 59
HOW CAN YOU IMPROVE YOUR ANALYTICAL
WHAT TOOLS CAN HELP YOU ASSESS HOW YOU THINKING SKILLS? 87
LEARN AND INTERACT WITH OTHERS? 60 Gather Information 88
Assess Your Multiple Intelligences with Pathways Break Information into Parts 88
to Learning 60 Examine and Evaluate 88
Assess Your Style of Interaction with the Personality Make Connections 91
Spectrum 62
HOW CAN YOU IMPROVE YOUR CREATIVE
HOW CAN YOU USE YOUR SELF-KNOWLEDGE? 66 THINKING SKILLS? 93
Classroom Choices 68 Brainstorm 93
STUDENT PROFILE 70 GET ANALYTICAL Analyze a
Statement 94
GET THINKING Maximize Your
Classroom Experience 71 Take a New and Different Look 95
Study Choices 71 GET CREATIVE Activate Your Creative
Technology Choices 73 Powers 96
Change the Conversation 74 Set the Stage for Creativity 96
Workplace Choices 74 Take Risks 97
HOW CAN YOU IDENTIFY AND MANAGE Change the Conversation 97
LEARNING DISABILITIES? 76
HOW CAN YOU IMPROVE YOUR PRACTICAL
Identifying a Learning Disability 76 THINKING SKILLS? 97
Managing a Learning Disability 76 Why Practical Thinking Is Important 98
● Case Wrap-Up 78 Through Experience, You Build Emotional
Intelligence 99
Practical Thinking Means Action 100
Building Skills for College, Career, GET PRACTICAL Take a Practical

and Life 80 Approach to Building Successful
Intelligence 101
HOW CAN YOU SOLVE PROBLEMS AND MAKE
DECISIONS EFFECTIVELY? 101
Solve a Problem 101
Make a Decision 103
STUDENT PROFILE 105

Keep Your Balance 105
● Case Wrap-Up 107


and Life 109
viii CONTENTS
chapter 5 Reading and chapter 6 Listening and
Information Literacy: Note Taking: Taking In and
Learning from Print Recording Information 148
and Online Materials 114
STATUS CHECK 3 How Developed Are Your
STATUS CHECK 3 How Developed Are Your Listening and Note-Taking Skills? 150
Reading and Information Literacy Skills? 116 HOW CAN YOU BECOME A BETTER
WHAT SETS YOU UP FOR READING LISTENER? 150
COMPREHENSION? 116 Know the Stages of Listening 150
Define Your Reading Purpose 117 Become an Active Listener 151
Take an Active and Positive Approach 117 STUDENT PROFILE 152
Choose the Right Setting 118
Manage Listening Challenges 153
Learn to Concentrate 118
Expand Your Vocabulary 119 GET ANALYTICAL Discover Yourself
HOW CAN SQ3R IMPROVE YOUR READING? 119 as a Listener 156
Step 1: Survey 120 HOW CAN YOU IMPROVE YOUR NOTE-TAKING
Step 2: Question 121 SKILLS? 156
GET ANALYTICAL Survey a Text 123 Prepare 157
Record Information Effectively During Class 157
Step 3: Read 125
Change the Conversation 128 GET PRACTICAL Face a Note-Taking
Step 4: Recite 128 Challenge 158
Step 5: Review 128 Review and Revise 159
GET PRACTICAL Mark Up a Page Taking Notes from a Text 160
to Learn a Page 129 Change the Conversation 160
WHAT STRATEGIES HELP WITH SPECIFIC WHAT NOTE-TAKING SYSTEMS CAN YOU
SUBJECTS AND FORMATS? 130 USE? 160
Math and Science 130 Outlines 160
GET CREATIVE Use SQ3R to Make Cornell T-Note System 161
a Connection 131 Multiple Intelligence Strategies 162
STUDENT PROFILE 132 Think Links 164

Charting Method 165
Social Sciences and Humanities 132
Other Visual Strategies 165
Literature 133
Visual Aids 133 HOW CAN YOU TAKE NOTES FASTER? 165
Multiple Intelligence Strategies 134 GET CREATIVE Craft Your Own
Online Materials 135 Shorthand 167
HOW CAN YOU BE AN INFORMATION LITERATE
READER AND RESEARCHER? 136
Map Out the Possibilities 136 ● Successful Intelligence Wrap-Up 169
Conduct an Information Search 137
Be a Critical Internet Searcher 137 Building Skills for College, Career,
HOW CAN YOU RESPOND CRITICALLY TO WHAT and Life 170
YOU READ? 139
Focus on Important Information 139
Ask Questions to Evaluate Arguments 140
Evaluate Every Source 140


and Life 144
CONTENTS ix
chapter 7 Memory chapter 8 Test Taking:
and Studying: Retaining Showing What You
What You Learn 174 Know 206
STATUS CHECK 3 How Developed Are Your STATUS CHECK 3 How Prepared Are You
Memory and Studying Skills? 176 for Taking Tests? 208
HOW DOES MEMORY WORK? 176 HOW CAN PREPARATION IMPROVE TEST
The Information Processing Model of Memory 176 PERFORMANCE? 208
Why You Forget 178 Identify Test Type and What You Will Be Expected
to Know 208
HOW CAN YOU REMEMBER WHAT YOU
Determine Where and How the Test Will Be
STUDY? 179
Given 209
GET ANALYTICAL Link Memory STUDENT PROFILE 210
and Analytical Thinking 180
Create a Study Schedule and Checklist 210
When, Where, and Who: Choosing Your Best
Use Reading and Studying Strategies 211
Setting 180
Make and Take a Pretest 211
GET PRACTICAL Answer Your Prepare for Final Exams 211
Journalists’ Questions 182
GET CREATIVE Write Your Own
What and Why: Evaluating Study Materials 183 Test 213
How: Using Study Strategies 184
Prepare Physically 213
Multiple Intelligence Strategies 186 Make the Most of Last-Minute Cramming 213
WHAT WILL HELP YOU REMEMBER MATH HOW CAN YOU WORK THROUGH TEST
AND SCIENCE MATERIAL? 191 ANXIETY? 214
Change the Conversation 191 Prepare Well and Have a Positive Attitude 214
Math Anxiety 215
HOW CAN MNEMONIC DEVICES BOOST
RECALL? 192 Change the Conversation 215
Test Time Strategies 216
GET CREATIVE Craft Your Own
Test Anxiety and the Returning Student 216
Mnemonic 193
WHAT GENERAL STRATEGIES CAN HELP YOU
Create Visual Images and Associations 193 SUCCEED ON TESTS? 216
Use Visual Images to Remember Items in a List 193 Test Day Strategies 216
Make Acronyms 194
Use Songs or Rhymes 196 GET PRACTICAL Assess Test Anxiety
with the Westside Test Anxiety Scale 217
WHAT STUDY STRATEGIES HELP YOU PUT IT
ALL TOGETHER? 196 Multiple Intelligence Strategies 218
STUDENT PROFILE 197 Maintain Academic Integrity 219
Create a Summary of Reading Material 197 HOW CAN YOU MASTER DIFFERENT TYPES OF
Combine Class and Reading Notes into a Master TEST QUESTIONS? 222
Set 198 Multiple-Choice Questions 224
True/False Questions 225
Matching Questions 225
● Successful Intelligence Wrap-Up 201 Fill-in-the-Blank Questions 225
Essay Questions 226
WHAT CAN YOU LEARN FROM TEST MISTAKES? 228
and Life 202
GET ANALYTICAL Write to the Verb 230


and Life 234
x CONTENTS
chapter 9 Diversity and chapter 10 Wellness
Communication: Making and Stress Management:
Relationships Work 238 Staying Healthy in Mind
and Body 266
STATUS CHECK 3 How Developed Are Your What Would You Do? 267
Cultural Competence and Communication STATUS CHECK 3 How Effectively Do You
Skills? 240 Maintain Your Personal Wellness? 268
HOW CAN YOU DEVELOP CULTURAL HOW CAN FOCUSING ON HEALTH HELP YOU
COMPETENCE? 240 MANAGE STRESS? 268
What Diversity Means 240 Eat Well 270
Action 1: Value Diversity 241 Get Exercise 271
Action 2: Identify and Evaluate Personal Perceptions
and Attitudes 242 STUDENT PROFILE 272
GET CREATIVE Expand Your Get Enough Sleep 273

Perception of Diversity 244 Stay Safe 274
Action 3: Be Aware of What Happens When Multiple Intelligence Strategies 275

Cultures Interact 244
GET PRACTICAL Find Health
Action 4: Build Cultural Knowledge 245
Resources 276
Action 5: Adapt to Diverse Cultures 245
Address Mental Health Issues 276
Change the Conversation 246
HOW CAN YOU MAKE EFFECTIVE DECISIONS
STUDENT PROFILE 247 ABOUT ALCOHOL, TOBACCO, AND DRUGS? 279
Alcohol 279
HOW CAN YOU COMMUNICATE
EFFECTIVELY? 247 Change the Conversation 279
Adjust to Communication Styles 247 Tobacco 279
Multiple Intelligence Strategies 250 GET ANALYTICAL Evaluate Your
Know How to Give and Take Criticism 251 Substance Use 281
Understand Body Language 252 Drugs 283
GET ANALYTICAL Give Constructive Facing Addiction 284
Criticism 253 HOW CAN YOU MAKE EFFECTIVE DECISIONS
ABOUT SEX? 284
HOW DO YOU MAKE THE MOST OF PERSONAL
RELATIONSHIPS? 253 GET CREATIVE Find More Fun 285
Use Positive Relationship Strategies 254 Birth Control 285
Plug into Communication Technology Without Sexually Transmitted Infections 285
Losing Touch 254
AIDS and HIV 285
Manage Conflict 256
GET PRACTICAL Conflict Prevention
Strategies 257 ● Successful Intelligence Wrap-Up 289
Manage Anger 257

Avoid Destructive Relationships 258
and Life 290

and Life 262
CONTENTS xi
chapter 11 Managing chapter 12 Careers and
Money: Living Within Your More: Building a Successful
Means 294 Future 322
STATUS CHECK 3 How Effectively Do You STATUS CHECK 3 How Prepared Are You
Manage Money? 296 for Workplace and Life Success? 324
WHAT DOES MONEY MEAN IN YOUR LIFE? 296 HOW CAN YOU PREPARE FOR CAREER
How You Perceive and Use Money 296 SUCCESS? 324
Needs Versus Wants 297 Consider Your Personality and Strengths 324
How Your Time Relates to Money 298 Be Strategic 325
Build Knowledge and Experience 327
HOW CAN YOU CREATE AND USE
A BUDGET? 299 Investigate Career Paths 328
Figure Out What You Earn 299 Know What Employers Want 328
Figure Out What You Spend 299 Expect Change 330
Evaluate the Difference 300 STUDENT PROFILE 331
Adjust Expenses or Earnings 301
HOW CAN YOU CONDUCT AN EFFECTIVE
GET PRACTICAL Map Out Your JOB SEARCH? 332
Budget 302 Use Available Resources 332
Use an Organized, Consistent Strategy 333
HOW CAN YOU INCREASE INCOME THROUGH
WORK AND FINANCIAL AID? 304 Your Resumé, Cover Letter, and Interview 334
Juggle Work and School 304 Change the Conversation 334
Explore and Apply for Financial Aid 305
HOW CAN YOU CONTINUE TO ACTIVATE YOUR
Change the Conversation 305 SUCCESSFUL INTELLIGENCE? 334
STUDENT PROFILE 307 GET PRACTICAL Find Useful

Keywords 335
GET CREATIVE Brainstorm Day-to-
Day Ways to Save Money 308 GET ANALYTICAL Evaluate Your
Development 336
WHAT WILL HELP YOU USE CREDIT CARDS
WISELY? 309 HOW WILL YOUR LEARNING IN THIS COURSE
How Credit Cards Work 310 BRING SUCCESS? 338
Watch for Problems 310 Lifelong Learning and the Growth Mindset 338
Manage Credit Card Debt 311 GET CREATIVE Think Fifty Positive
Build a Good Credit Score 312 Thoughts 340
GET ANALYTICAL Examine Credit Flexibility Helps You Adapt to Change 340
Card Use 314
HOW CAN YOU PLAN FOR A SOLID FINANCIAL ● Successful Intelligence Wrap-Up 343
FUTURE? 314
Save and Invest Your Money 314
Multiple Intelligence Strategies 315 and Life 344
Begin Saving for Retirement 316

APPENDIX A: The Writing Process 351
Building Skills for College, Career, APPENDIX B: Social Networking and Media 357
and Life 319 ENDNOTES 359
INDEX 363
xii CONTENTS
PREFACE
“It’s not just what you know;

it’s what you know how to do.”
Since its publication, Keys to Success has set the standard for helping students
understand how to be successful in College, Career, and Life. This Seventh
Edition presents Keys’ tried-and-true system, revised for even greater efficacy,
for building students’ ability to think analytically, creatively, and practically.
These three thinking skills increase students’ power to choose and to act as
they progress through college and the world of work.
■ Text-wide Theme of Successful Intelligence Focuses on Analytical, Creative, and

Practical Thinking Skills: Based on Robert Sternberg’s concept of using success-
ful intelligence to maximize learning and life success, the way to achieve Col-
lege, Career, and Life success is through building analytical, creative, and
practical thinking skills. Here’s what you’ll see:
1. Get Analytical, Get Creative, and Get Practical exer-

cises are geared toward building the specific skill.
2. SI Wrap-Up summarizes how students have built their Analyze a Statement
thinking skills in the context of the chapter top- Reread the case study that opens the chapter. Consider the statement below; then analyze it by answering the
questions that follow.
ics and exercises. There’s no point in pursuing a career area that you love
if it isn’t going to earn you a living.
3. Steps to Success: Boost Your Brain Power
exercises build all thinking skills at three levels Is this statement fact or opinion? Why?
Activate _________________________________________________________________________________________________________
Your Creative Powers
of challenge, starting with recall and moving to _________________________________________________________________________________________________________
_________________________________________________________________________________________________________
application and analysis, making it easy to First, think about the past month; then list three creative acts you performed.
1.
_________________________________________________________________________________________________________
To study, I _________________________________________________________________________________________
What examples can you think of that support or negate this statement?
accommodate students’ abilities. 2.
3.
In my personal life, I _______________________________________________________________________________
_________________________________________________________________________________________________________
At work or in the classroom, I _____________________________________________________________________
4. The theme, introduced in Chapter 1, has Now think of a problem or situation that is on your mind. Brainstorm one new idea for how to deal with it.
been retained and strengthened with the lat-

_________________________________________________________________________________________________________
TakeWrite
a down
Practical Approach
a second idea—but toaspect of creativity. What would be a risky way to
focus on the risk-taking
handle the situation? How do you hope it would pay off?
est research and a stronger link to motiva- Building Successful Intelligence

_________________________________________________________________________________________________________
Look back_________________________________________________________________________________________________________
at your Wheel of Successful Intelligence in Chapter 1 on page 26. Write here the skill area in which
tion, mindset, and future success. you most need to build strength:
Finally, sit with the question—write down one more idea only after you have been away from this page for at
least 24 hours.
_________________________________________________________________________________________________________
5. Pre- and Post-course assessments, found Write down two practical actions you can take that will improve your skills in that area. For example, someone
who wants to be more creative could take a course focused on creativity; someone who wants to be more
in Chapters 1 and 12, help students assess practical could work on paying attention to social cues; someone who wants to be more analytical could decide
to analyze one newspaper article every week.
1. _______________________________________________________________________________________________________
their progress in building these thinking _________________________________________________________________________________________________________
2. _______________________________________________________________________________________________________
skills and their motivation to persist in _________________________________________________________________________________________________________
achieving goals.
■ Emphasis on How Students Learn: This text gives the tools to
for Memory
Apply Different Intelligences to Remembering Material for Psychology
find out how students think and learn best and what to do to
apply that information usefully. Chapter 3’s Self-Assessments
APPLY MI MEMORY STRATEGIES
TO THE TOPIC OF
USE MI STRATEGIES TO MOTIVATION AND EMOTION
INTELLIGENCE REMEMBER MORE EFFECTIVELY FOR A PSYCHOLOGY COURSE
help explore learning strengths and weaknesses. Then, in Chap- Verbal-Linguistic • Develop a story line for a mnemonic first; then
work on the visual images.
• Answer learning objectives as though they
were essay questions: “What are three types
• Write out answers to practice essay questions. of needs?” “What are instinct approaches to
ters 5–12, Multiple Intelligence Strategies grids help find ways motivation?”*
to relate the chapter topic to learning preferences. In-chapter Logical-Mathematical • Create logical groupings that help you
memorize knowledge chunks.
• When you study material in the middle, link it
• Group and compare the theories of
emotion—the James-Lange theory, the
Cannon-Bard theory, the Schachter-Singer and
material (especially the Communication and Careers chapters)

to what comes before and after. cognitive arousal theory, the facial feedback
hypothesis, and Lazarus’s cognitive-
mediational theory.
shows how to apply how you learn to specific situations. Bodily-Kinesthetic • Reenact concepts physically if you can to solidify
them in memory.
• Record information onto a digital recorder and
• Model facial expressions with another student
and take turns guessing the emotion behind
the expression.
listen as you walk between classes.
■ Success Skills That Transfer to Today’s Global Workplace . . . Visual-Spatial • Focus on visual mnemonics such as mental • Create a colorful mnemonic to remember
walks. maladaptive eating problems such as obesity,
and to Life: Keys skills transfer to success in today’s global • Use markers to add color to the images you use
in your mnemonics.
anorexia nervosa, and bulimia.
marketplace. The Partnership for 21st Century Skills, an orga- Interpersonal • Do flash card drills with a study partner.
• Recite important material to a study partner.
• Working with a study partner, recite and
explain Maslow’s hierarchy of needs to each
nization founded by top educators and business leaders, devel-

other.
oped a framework to identify the core knowledge and skills

people need to learn to be effective in a global workplace. In
every chapter, Keys’ coverage builds the skills covered in that framework.
xiii
What’s New in this edition?
Annotated Instructor’s Edition
offers quick access to icebreakers,
What Think about this problem as you extra activities, “fast facts,”
Would read, and consider how you would
resource links to instructor

You
approach it. This chapter takes a
closer look at your personal values,
materials such as PowerPoints
D
Do? the goals you set reflecting those
values, and how you manage your time
to achieve those important goals. and MyStudentSuccessLab, coach-
ing tips, use of social networking,
evonne attended college as a part- through how to stop global warming, and I can’t
time student for the past year and even turn in a paper on time or stay awake and real-world benefits.
this term decided to take on a full when I study,” Devonne sighed.
load of courses. However, she is finding it hard “Listen, at the very least, you need a decent
to manage her responsibilities. In sociology class grade on this project,” Ms. Cordoza responded. Compelling case stories and activities
the instructor, Ms. Cordoza, has assigned a “But you might find out that world problems
group project focusing on the biggest problems have more to do with you than you think. Can open and are revisited throughout
the world is facing today. She has asked
Devonne to stay after class to talk about it.
you make your group’s next meeting this Friday
at 1 P.M.?” (To be continued . . . ) each chapter. Through others’ expe-
“Devonne, I know you haven’t been able to
make your group’s first two meetings,” she said,
Managing responsibilities is a challenge riences, students learn to question,
for almost every student. You’ll learn more
“and I want to make sure you don’t let this
project drop. How can I help?”
about Devonne, and revisit her situation,
within the chapter.
spot issues, solve problems, evalu-
“I’m just swamped,” Devonne replied. “I’ve
got four other classes and I work weekends; I
ate their own choices, and plan
take care of my nephew every morning, and my
schedule is just not working out.”
for similar situations in the future.
“Is that the little guy you brought to class
last week?” asked Ms. Cordoza.
7 Why is it important to know what Mid-chapter and end-of-chapter
you value? p. 30
“Yes, that’s him. I’m sorry I had to do that,” 7 How do you set and achieve
goals? p. 31
case activities (Change the Conver-
said Devonne.
Ms. Cordoza thought for a moment. “Look, 7 How can you effectively manage your
time? p. 38
sation and Case Wrap-up) encour-
you did keep him quiet so he didn’t disturb the
class. My issue is that you couldn’t be present for age critical, creative, and practical
naging Yourself the class while managing him. Class time is your
time to get what you need from your education.” thinking about personal, local, and
“You know, this project just doesn’t make
sense to me. We’re supposed to be thinking global issues.
Real-World Benefits to Jump-Starting
Career and Life Success: In addi-
tion to fully integrated coverage
of college–career–life connections in each chapter, here’s
CHAPTER 9 how Keys helps students connect.
1. Social Networking and Media is integrated in the

text, in an appendix and as a segment of the Career Port-
folio activity, where students use social media to build a
profile on an effective career and internship networking
site step-by-step.
2. 21st Century Skills, findings from a partnership of
ve taken
your pla
nned educators and business people who have discovered
y you ha
Make a Difference
BUILD BASIC SKILLS. Looking ck
again he re when
you ca
n hone
stly sa
he at the five actions for cultural competence earlier in this chapter,

skills that recent graduates lack but employers require
, do it. (C
Finally
reread the suggestions for Action 5: Adapt to Diverse Cultures on pages 245–246. For the three strategies
listed here, give a real-life version (something you’ve done or know someone else has done). For example,
by choosing to wear a blindfold for an entire day as part of a “Blind for a Day” experience, students are
and reward, are covered. Keys develops these skills—
putting themselves in other people’s shoes.
Look past external characteristics: __________________________________________________________________

including teamwork, communication, innovation, and
lution
s Toge
th er
__________________________________________________________________________________________________
.
personal accountability.
te So
Creashoes: E TO HO
ME
levant
problem
Put yourself in other people’s
PR OB LE
M SO
________________________________________________________________
LV IN G CL OS
as a gr oup on
so ng
lvi a real
and re
__________________________________________________________________________________________________
20 m in ut es as a
class
one gr
oup m
ember
to take
notes.
3. Student Profiles connect the skill in the chapter
To work a group; nt s. Assign people
to the world of work.
Go al: as de w
minutes five stu
Help others in need: _______________________________________________________________________________
two to regard
to ho
task: 10 oups of es with
Time on into gr a time: ity fac s on
Divide , one at
__________________________________________________________________________________________________ mmun rs, focu
uc tions: ng qu estions sc ho ol or co gr ou p prefe
str s your e
In e follo
wi
problem plans. Rewrite any (A int, if th
TAKE IT TO THE NEXT LEVEL. Disc uss th
Make these strategies gest personal
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e th e three lar ot he rs? e pr ob lems? ca lly about
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CONTROL YOUR COMMUNICATION name a person t with a state n in Key 9.7. program is amazing, and everyone workplace:
the ment that conv school for 20 years. I wanted to fin-
Many people these days are overwhelmed empvolume
by the loyer know of electronic communication incethat
s thecomes their
com pany that you s who told employe r to read on. ish my education, but as a single who needs financial aid should con- Living on a budget and sacrificing
readhelpful
in the than you to write You might
way each day. Make sure appl that ying
LinkedIn is more overwhelming or referhow
, and tell the newspap er or on theby establishing you
to som ething positive mom raising two kids, I couldn’t fig- sider work study. Though sometimes now for long-term goals later both
want to be contacted. Sign in to your account emp
and loyer that
proceed as follows: Internet. Iden about the
you are inter tify the position
Middle paragrap ested in work for which you ure out how to go back to school. I feel very busy, I keep my goal right involve a lot of discipline. I know
h: Sell your valu ing for the com are
• Click on “Editpany My Profile.”
in some way. e. Try to conv pany.
ince the emp My teenage daughter helped me gain in front of me: a good education is a from having been in the workforce
• Scroll to the bottom,
sible, tieand click onCent the er your
Edit button
“sale next
s efforto “Contact loyer that hirin
Settings.”
your qualifica t” on your expe g you will help the courage to get my GED through ticket to a better-paying job. Second, that discipline enables you to make
• Indicate what type of messages you tions to
would like
thetoneed
accept LinkedIn. rience in school the com-
s ofon the company and the work
• Indicate whatFina kindsl para graph: Close you are looking to receive
of opportunities with a call to from . Refe
the network
r indi you
rectl are
y to your encl
place. If pos- Hinds’ Dropout Recovery Initiative. I our family has to run on a tight bud- commitments to excellence even
building. expect your call action. Ask the osed resumé. discovered I had an interest in nurs- get. I did get married three years when the going gets tough. Disci-
to arrange an employer to
inter call
• If you choose, include
Exch ange advice to users contactingview you.. (For example, if you feel likeyou, or tell
it will takethe employe ing and was able to find a work- ago, so things aren’t as tight as they pline helps you weather some of the
your first draf r to
too much time
imp rovetoimp
accept InMail as t with
well as manage
a classmate your regular e-mail, you can instruct users
act and persuasi . Read each othe study program so I could continue at were, but we all keep our long-term temporary storms in the working
xiv PREFACE
to contactmakyou using your
e corrections. regular
Create a final
vene
e-mail account.)
ss, writing style
draft for your
, grammar, punc
portfolio.
r’s lette r and make mar
tuation, and ginal notes to
spelling. Disc
uss and then
Hinds, attending college classes. goals in view to resist spending world and in life.
Social Netw
orking
CON TRO L YOU
R COM MUN
Many people ICAT ION
these days are
way each day. overwhelmed
Make sure that by the volume
want to be cont LinkedIn is mor of electronic
acted. Sign in e helpful than communicati
to your acco overwhelmin on that comes
unt and p g by estab their
Updated and Expanded Coverage: All chapters have
What else has changed been updated, but these topics deserve special
in this edition? mention: chapter opening self-assessments (all

chapters), motivation (Chapter 1), emotional intel-
ligence (Chapter 1 and in every chapter’s end-of-
Stronger Study and Life Skills Organization: To chapter “emotional intelligence” journal activity),
reflect current educational best practices and bet- information literacy (Chapter 5), and brain-based
ter address student concerns, these five chapters learning (Chapter 7).
were reorganized.
MyStudentSuccessLab (www.mystudentsuccesslab
Revised! Chapter 5, Reading and Informa- .com): An online solution designed to help students
tion Literacy: This chapter now focuses on acquire the basic skills needed to succeed in col-
reading, text annotating and notes, and infor- lege and beyond. It is organized to support these
mation literacy. Studying, formerly a section in goals:
Chapter 5, is updated, expanded, and relocated
in Chapter 7. 1. Connect: Promote higher engagement &
Revised! Chapter 6, Listening and Note retention through real student video inter-
Taking: This is now a more streamlined chap- views on key issues.
ter that focuses on the listening process and 2. Practice: Facilitate skill-building with three
taking notes in class. Memory has been moved exercises per topic that provide interactive
to Chapter 7. experience and practice.
3. Personalize: Students apply what is learned
New! Chapter 7, Memory and Studying: and create personally relevant projects;
A brand-new chapter that includes the latest Instructors assess skill mastery.
information on brain-based learning, how to
lock information into memory, and how to Many of our best suggestions come from you.
study effectively. Please contact your Pearson representative with
Revised! Chapter 11, Managing Money: An questions or requests for resources or materi-
entire chapter is now devoted to financial lit- als. Send suggestions for ways to improve Keys to
eracy, a key issue for students living in today’s Success to Carol Carter at caroljcarter@lifebound
economy. Includes new information. It includes .com. We look forward to hearing from you!
new credit and student loan regulations.
Revised! Chapter 12, Careers and More:
Now a full chapter of coverage is provided on
this crucial topic.
PREFACE xv
ACKNOWLEDGMENTS
With the help of many, this stellar Seventh Edition has taken yet another leap
forward. We thank:
Seventh Edition Reviewers

Mary Adams, Northern Kentucky University
Shawn Bixler, The University of Akron
Julia Brown, South Plains College
Frederick Charles, Indiana University
Carrie Cokely, Curry College
Donna Dahlgren, Indiana University Southeast
Ann French, New Mexico State University
Lewis Grey, Middle Tennessese State University
Valerie Jefferson, Rock Valley College
Gary G. John, Richland College
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Kimberly O’Connor, Community College of Baltimore City
Tom Peterson, Grand View University
Jack E. Sallie, Jr., Montgomery College
Tia Short, Boise State University
Julie Stein, California State University
Rose Stewart-Fram, McLennan Community College
Karla Thompson, New Mexico State University
Susannah Waldrop, University of South Carolina, Upstate
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Kim Winford, Blinn College
Reviewers for Previous Editions

Peg Adams, Northern Kentucky University
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Veronica Allen, Texas Southern University
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Glenda Belote, Florida International University
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Ann Bingham-Newman, California State University–LA
Mary Bixby, University of Missouri–Columbia
Barbara Blandford, Education Enhancement Center at Lawrenceville, NJ
Jerry Bouchie, St. Cloud State University
D’Yonne Browder, Texas Southern University
Mary Carstens, Wayne State College
Mona Casady, SW Missouri State University
Christy Cheney, Valencia Community College–East Campus
Leslie Chilton, Arizona State University
Kobitta Chopra, Broward Community College
Jim Coleman, Baltimore City Community College
Sara Connolly, Florida State University
Kara Craig, University of Southern Mississippi
Jacqueline Crossen-Sills, Massasoit Community College
Janet Cutshall, Sussex County Community College
xvi
Carolyn Darin, California State University–Northridge
Deryl Davis-Fulmer, Milwaukee Area Technical College
Valerie DeAngelis, Miami-Dade Community College
Joyce Annette Deaton, Jackson State Community College
Rita Delude, NH Community Technical College
Marianne Edwards, Georgia College and State University
Judy Elsley, Weber State University in Utah
Ray Emett, Salt Lake Community College
Jacqueline Fleming, Texas Southern University
Patsy Frenchman, Santa Fe Community College
Rodolfo Frias, Santiago Canyon College
Ralph Gallo, Texas Southern University
Jean Gammon, Chattanooga State Technical Community College
Skye Gentile, California State University, Hayward
Bob Gibson, University of Nebraska–Omaha
Jennifer Guyer-Wood, Minnesota State University
Sue Halter, Delgado Community College
Suzy Hampton, University of Montana
Karen Hardin, Mesa Community College
Patricia Hart, California State University, Fresno
Maureen Hurley, University of Missouri–Kansas City
Karen Iversen, Heald Colleges
Valerie Jefferson, Rock Valley College
Cynthia Johnson, Palm Beach Community College–Lake Worth
S. Renee Jones, Florida Community College at Jacksonville–North Campus
Georgia Kariotis, Oakton Community College
Laura Kauffman, Indian River Community College
Kathryn K. Kelly, St. Cloud State University
Cathy Keyler, Palm Beach Community College–Palm Beach Gardens
Quentin Kidd, Christopher Newport University
Nancy Kosmicke, Mesa State College
Patsy Krech, University of Memphis
Dana Kuehn, Florida Community College at Jacksonville–Deerwood Center
Noreen Lace, California State University–Northridge
Charlene Latimer, Daytona Beach Community College–Deland
Paul Lede, Texas Southern University
Lanita Legan, Texas State University
Linda Lemkau, North Idaho College
Kristina Leonard, Daytona Beach Community College–Flagler/Palm Coast
Christine A. Lottman, University of Cincinnati
Frank T. Lyman, Jr., University of Maryland
Judith Lynch, Kansas State University
Patricia A. Malinowski, Finger Lakes Community College
Marvin Marshak, University of Minnesota
Kathy Masters, Arkansas State University
Howard Masuda, California State University–Los Angeles
Antoinette McConnell, Northeastern Illinois University
Caron Mellblom-Nishioka, California State University–Dominguez Hills
Jenny Middleton, Seminole Community College
Barnette Miller Moore, Indian River Community College
Gladys Montalvo, Palm Beach Community College
Rebecca Munro, Gonzaga University
Nanci C. Nielsen, University of New Mexico–Valencia Campus
Sue Palmer, Brevard Community College
Alan Pappas, Santa Fe Community College
Bobbie Parker, Alabama State University
Carolyn Patterson, Texas State Technical College–West Texas
Curtis Peters, Indiana University Southeast
Virginia Phares, DeVry of Atlanta
Brenda Prinzavalli, Beloit College
Margaret Quinn, University of Memphis
ACKNOWLEDGMENTS xvii
Corliss A. Rabb, Texas Southern University
Terry Rafter-Carles, Valencia Community College–Orlando
Jacqueline Robinson, Milwaukee Area Technical College
Eleanor Rosenfield, Rochester Institute of Technology
Robert Roth, California State University–Fullerton
Manuel Salgado, Elgin Community College
Rebecca Samberg, Housatonic Community College
Karyn L. Schulz, Community College of Baltimore County–Dundalk
Pamela Shaw, Broward Community County–South Campus
Jacqueline Simon, Education Enhancement Center at Lawrenceville, NJ
Carolyn Smith, University of Southern Indiana
Cheryl Spector, California State University–Northridge
Rose Stewart-Fram, McLennan Community College
Joan Stottlemyer, Carroll College
Jill R. Strand, University of Minnesota–Duluth
Tracy Stuck, Lake Sumter Community College–Leesburg Campus
Toni M. Stroud, Texas Southern University
Cheri Tillman, Valdosta State University
Ione Turpin, Broward Community College
Thomas Tyson, SUNY Stony Brook
Joy Vaughan-Brown, Broward Community College
Arturo Vazquez, Elgin Community College
Eve Walden, Valencia Community College
Marsha Walden, Valdosta State University
Debbie Warfield, Seminole Community College
Rose Wassman, DeAnza College
Ronald Weisberger, Bristol Community College
Angela Williams, The Citadel
Don Williams, Grand Valley State University
William Wilson, St. Cloud State University
Tania Wittgenfeld, Rock Valley College
Michelle G. Wolf, Florida Southern College
● Robert J. Sternberg, Dean of the School of Arts and Sciences at Tufts
University, for his groundbreaking work on successful intelligence and for his
gracious permission to use and adapt that work for this text.
● Those who generously contributed personal stories, exhibiting courage
in being open and honest about their life experiences: Charlotte Buckley, Hinds
Community College; Androuw Carrasco, University of Arizona; Kelly Carson,
Project Bridge; Louise Gaile Edrozo; Jad El-Adaimi, California Polytechnic State
University; Norton Ewart; Aneela Gonzales, Golden West College; Andrew Hill-
man, Queens College; Kevin Ix, Bergen Community College; Tomohito Kondo,
De Anza College; Joe A. Martin, Jr., Creator of Real World University website;
Gary Montrose; Zack Moore, University of Rhode Island; Kelly Thompson, Colo-
rado State University; Ming-Lun Wu, National Chengchi University, Taipei, Tai-
wan; Brad Zak, Boston College; Alexis Zendejas, Brigham Young University.
● Our Executive Editor Sande Johnson, Editorial Assistant Clara Ciminelli,
and Development Editor Charlotte Morrissey for their dedication, vision, and
efforts.
● Our production team for their patience, flexibility, and attention to
detail, especially Production Editor Greg Erb; Director of Production Elaine

Ober; interior book designer Carol Somberg; cover designer Linda Knowles;
and Diana Neatrour and the rest of the team at Omegatype.
● Mary Gumlia for her contribution to the instructor’s manual; Cynthia
Johnson for her work on the PowerPoint presentation; John Kowalczyk for
his work on the Test Item File; Martha Martin for creating the clicker ques-
tions; and Cheri Tillman for her work on the MyStudentSuccessLab Study Plan
Quizzes and Enrichment activities.
xviii ACKNOWLEDGMENTS
● Our marketing gurus, especially Amy Judd, Executive Marketing Man-
ager; Margaret Waples, Vice President, Director of Marketing; and our Sales
Director Team: Connie James, Director of Sales Programs; Deb Wilson, Senior
Sales Director; and Sean Wittmann, Missy Bittner, Lynda Sax, Chris Cardona,
and Hector Amaya, Sales Directors.
● Editor-in-Chief of Student Success and Career Development Jodi
McPherson; President of Pearson Teacher Education and Student Success

Nancy Forsyth; CEO of Teacher Education & Development Susan Badger;
and Prentice Hall President Tim Bozik, for their interest in the Keys series.
● The Pearson representatives and the management team led by Brian
Kibby, Senior Vice President Sales/Marketing.

● The staff at LifeBound for their hard work and dedication: Heather
Brown, Kelly Carson, and Cynthia Nordberg.

● Our families and friends, who have encouraged us and put up with our
commitments.
● Special thanks to Judy Block, who contributed research and writing to
this book.
Finally, for their ideas, opinions, and stories, we would like to thank all of
the students and professors with whom we work. Joyce, in particular, would
like to thank the thousands of students who have allowed her, as their profes-
sor, the privilege of sharing part of their journey through college. We appreci-
ate that, through reading this book, you give us the opportunity to learn and
discover with you—in your classroom, in your home, on the bus, and wherever
else learning takes place.
Chelsey Emmelhainz, Student

Developmental Manager,
began her work with Carol Carter’s
company, LifeBound, as a college
junior. As a developmental editing
intern, she was involved in a vari-
ety of projects including LifeBound
books Leadership for Teenagers, and
the revision of Majoring in the Rest
of Your Life. Based on these con-
tributions, Chelsey was hired as an
editorial assistant to work on this
revision of Keys to Success.
Initially responsible for con-
tributing ideas to make the book
student-centered, she also researched
and contributed ideas to update
chapter revisions, culled informa-
tion from other students, conducted
and coordinated interviews, and made recommendations for visuals and photo
research. Chelsey also assisted the authors with the instructor’s materials and
servicing program. In the final months of production, Chelsey researched pho-
tos and worked on Keys’ sister publications, Quick and Keys to College Studying.
ACKNOWLEDGMENTS xix
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Another random document with
no related content on Scribd:
Simeón Pólotski. (1629-1680.)
Simeón, whose father’s name was Emelyán Petróvski-
Sitniánovich, studied at Kíev, where the Western
scholasticism had found entrance through the Polish, and
where the Orthodox Church stood in less violent opposition to
the Catholic and Protestant Churches and the sacred and
profane learning which they disseminated. Simeón took the
tonsure as a monk in Pólotsk, and developed there his early
pedagogical activity,—hence his name Pólotski. When
Pólotsk was occupied by the Poles, Simeón went to Moscow,
where he attracted the attention of Alexis Mikháylovich by his
verses upon the birth of the Tsarévich Feódor. He became the
first Court poet, was employed as instructor of Alexis, Feódor,
and, later, Peter himself, and had great influence on the
education of their sister Sophia. He was also appointed a
teacher of Latin in the School of the Redeemer, where his first
pupils were scribes of the Secret Department, and where later
a new generation of men, among them Lomonósov, received
their earliest instruction in Western culture. Simeón developed
an untiring activity in literature, standing alone in his efforts to
engraft an antiquated scholasticism on the Russian
orthodoxy. He was a very learned man, but, like his spiritual
peer Tredyakóvski of the next century, devoid of poetic
genius. His poetry, collected in two large works, The Flowery
Pleasaunce and the Rhythmologion, is merely a paraphrase
of foreign models in forced rhymes and a syllabic versification
which is entirely unsuited to the Russian language. He wrote
two plays, in the manner of the old Mysteries, which were
among the first to be given at the newly established Court
theatre. He translated much from the Latin, and composed
more than two hundred sermons. In spite of the mediocrity of
his literary efforts, his influence on the next generation was
great; Lomonósov received his first impulse for writing verses
from a perusal of Pólotski’s works.
ON THE BIRTH OF PETER THE GREAT
A great gladness the month of May has brought us, for the
Tsarévich Peter was born in it. But yesterday the famous
Constantinople was captured by the Turks;—to-day the most
glorious salvation has appeared. The conqueror has come, and he
will avenge the insult, and will free the ruling city. O Constantine’s
city, mightily rejoice! And you, holy church of Sophia, rejoice! An
orthodox Tsarévich was born to us to-day, a Grand Prince of
Moscow, Peter Aleksyéevich: he will endeavour to adorn you in
honour, and to subdue the Moslem abomination. And you, ruling city
of Moscow, rejoice! For a great joy has taken up its abode within
you. He strengthened your stone-walls that surround you,
porphyrogenite, God-sent son of the Tsar! Peter is his name,—a firm
rock,[125] and being born to strengthen the gates he will be brave
and terrible to the enemy that opposes him. By a wondrous name a
rock of faith, an adornment and joy to the Tsar is born, and an
eternal glory to his parents.
The younger Joseph was beloved by his father, and thus is the
younger Tsarévich beloved by his father. The youngest Benjamin
was loved by his brothers; even thus the youngest Peter is beloved
by his two brothers. Peter is a rock of fortune and a precious stone,
endowed by God for the confirmation of the Church. You, planet
Ares and Zeus, rejoice, for the Tsarévich was born under your lustre!
The Tsarévich was born in the quadrant aspect, and he has come to
rule in his house. He announces the four-cornered token, as if to rule
the four corners of the earth. From God this being was given to this
planet, for this planet was found to be the best for his achievements:
bravery, wealth and glory reside upon it, to place a wreath upon the
head of the Tsar.
Rejoice to-day, orthodox Tsar! A glorious son has been born to
you! May your years and the years of the Tsarítsa be many, and may
you and your children prosper, and the new-born Tsarévich, Peter
Aleksyéevich, even now glorious! May you vanquish all foreign
mights, and unite all lands and kingdoms under your rule! May God
grant you to see the third and fourth generation, and your throne for
ever unshaken!
AN EVIL THOUGHT
A man found a snake stiff with cold and cast upon the path into the
snow; he took pity on it, and placed it in his bosom. When it was
revived, it began to creep, then bit the senseless man that had
warmed it. Even thus it happens to him who harbours evil thoughts:
they soon come to life, and give mortal stings to the thinker.
THE MAGNET
Iron with a magnet rubbed assumes the power of a magnet: it then

attracts needles, one after another, as long as its power lasts, which
God has placed in the ore. Even so the righteous do in this world:
the wisdom which is given them they give to others, that having been
made wise they may turn from the world, and may turn their hearts to
the living God, and may lead each other into the heavenly region
prepared by God for those who serve Him faithfully.
FOOTNOTES:
[125] That is, deriving Peter from Greek πέτρα, rock.
The Story of Misery Luckless-Plight, How That

Misery Luckless-Plight Caused a Youth to Turn
Monk. (XVII. or XVIII. century.)
This beautiful story was found in a manuscript collection of
the seventeenth and eighteenth centuries. It consists of two
parts: the first is an apocryphal account of the fall of man, with
the customary substitution of the grapevine for the apple-tree,
in order to inculcate abstinence from the bowl; the second
part, relating the pursuit of the young man by the demon
Misery Luckless-Plight, bears every evidence of popular
origin. The dramatic element of the story, the symbolic
account of the pursuit in the shape of animals, the parallelism
of phrases, are all devices which recur in the popular tales,
from the Word of Ígor’s Armament to the present time.
By the will of the Lord our God and Saviour, Jesus Christ, who
encompasses all, from the beginning of the human race.
In the beginning of this perishable world, God created heaven and
earth, God created Adam and Eve. He ordered them to live in holy
paradise, and gave them this divine command: He told them not to
eat the fruit of the grapevine, from the great tree of Eden. But the
human heart is unthinking and irresistible, and Adam and Eve were
tempted. They forgot God’s command, ate of the fruit of the
grapevine, from the great and wonderful tree, and for that great
transgression of theirs God was wroth with Adam and Eve and drove
them out of the holy Edenic paradise. He settled them upon the low
earth, blessed them to grow and multiply, and told them to appease
their hunger through their own labour from the fruits upon earth....
God gave them this commandment: there should be marriages, for
the propagation of the race of men and for beloved children.
But the human race was evil: from the very start it was not
submissive, looked with disdain at the father’s instruction, did not
obey the mother, was untrue to the advice of friends. Then there
came a weak and wretched race that turned to reckless deeds, and
began to live in turmoil and wrong, and discarded humility of spirit.
And God grew wroth with them, and sent great calamities down upon
them, and great misery, and immeasurable shame, evil plight,
fiendish visitations, a wretched nakedness, and endless poverty and
extreme want, in order to humble us, to punish us, to lead us on the
path of salvation. Such is the race of man from its father and mother.
The youth had reached the age of discretion and absence of
wantonness. His father and mother loved him much, and they began
to teach and instruct him, to prepare him for good deeds:
“Dear child of ours, listen to your parents’ words of instruction,
listen to their saws, the good and cunning and wise, and you will not
be in want, you will not be in great poverty. Go not, child, to feasts
and celebrations; do not seat yourself on a high place; drink not two
beakers at once; be not tempted by good, fair maidens, fathers’
daughters. Lie not down in the wilderness. Fear not the wise man,
fear the fool, lest the fools lay hands on you and take off your costly
garments, and cause you great shame and aggravation, and expose
you to the scorn and empty prattle of men. Go not, my child, to the
dice-players and innkeepers, and keep no company with the
frequenters of the tavern. Make no friends with the foolish and
simple. Steal not, rob not, nor deceive, nor tell a lie, nor do wrong.
Be not tempted by gold and silver; collect not unrighteous wealth. Be
not a witness to false swearing, and think no evil of father and
mother, or any other man,—that God may protect you from all evil.
Dishonour not, child, the rich and the poor, but regard them all alike.
Keep company with the wise and sensible, and make friends with
friends you may rely upon, who will not deliver you to evil.”
The youth was then young and foolish, not in his full senses and
imperfect in mind: he was ashamed to submit to his father and bow
before his mother, but wanted to live as he listed. If the youth earned
fifty roubles, he found easily fifty friends, and his honour flowed like a
river: the youth gained many friends for himself, and they accounted
themselves of his race.
And the youth had a trusted friend: he named himself his plighted
brother, and he tempted him with tempting words; he called him to
the tavern yard, led him into the hall of the inn, brought him a cup of
green wine, handed him a beaker of heady beer, and spoke to him
the following words:
“Drink, plighted brother of mine, to your joy, and happiness, and
health. Empty the cup of green wine, and follow it by a glass of
sweet mead. And if you drink, brother, until you be drunk, lie down to
sleep where you have drunk,—depend upon me, your plighted
brother. I shall sit down and keep watch over you: at your head, dear
friend, I shall place a beaker of sweet Ishem wine, by your side I
shall place green wine, and near you I shall place heady beer. I shall
watch well over you, dear friend, and shall take you back to your
father and mother.”
At that time the youth depended on his plighted brother; he did not
wish to disobey him. He settled himself near the heady drinks, and
emptied a cup of green wine, followed it by a glass of sweet mead,
and he drank also the heady beer. He drank until he lost his senses,
and where he had drunk, there he fell asleep: he depended upon his
plighted brother.
The day was inclining towards night, and the sun was in the west,
when the youth awoke from his sleep. The youth looked all around
him: all the costly garments had been taken away from him, his
shoes and stockings were all gone, his shirt even was taken from
him, and all his property was stolen. A brick was lying under his
unruly head; he was covered with a tavern sackcloth, and at his feet
lay ragged sandals; at his head his dear friend was no more. And the
youth stood up on his bare feet, and began to clothe himself: he put
on the ragged sandals, covered himself with the tavern sackcloth,
covered his white body, and washed his white face. Sorrow entered
the youth’s heart, and he spoke the following words:
“Though God has granted me a good life, I have now nothing to
eat or drink! Since my money is gone, even the last half-farthing, I
have not a friend, not even half a friend. They no longer account
themselves of my race, all my friends have disappeared!”
The youth felt ashamed to show himself before father and mother,
and his race and family, and to his former friends. He went into a
strange, distant, unknown land. He found a court, a town in size, and
a house in that court, a palace in height. In that house was given a
splendid feast: the guests drank, ate and made merry. The youth
came to the splendid feast, made the sign of the cross over his white
face, bowed before the wonderful images, made his obeisance to the
good people on all four sides. And when the good people saw the
youth, how well he made the sign of the cross, how he acted
according to the written rule, they took him by the hands, seated him
at the oaken table, not in a great place, nor in a small, they seated
him in a middle place, where the younger guests are seated. And the
feast was a merry one, and all the guests at the feast were drunk
and merry and boastful; but the youth sat, not merry at all, gloomy,
sorrowful, joyless, and neither ate, nor drank, nor made merry, nor
boasted of anything at the feast. Said the good people to the youth:
“Wherefore, O good youth, do you sit, not merry at the feast,
gloomy, sorrowful, joyless; you neither drink, nor make merry, nor
boast of anything at the feast? Or has the cup of green wine not
reached you, or is not your seat according to your father’s worth? Or
have small children insulted you? Or foolish and unwise people
made light of you, youth? Or are our children not kind to you?”
But the good youth remained sitting and said:
“Gentlemen and good people! I will tell you of my great misfortune,
of my disobedience to my parents, of my drinking at the inn the cup
of mead, the tempting drinking of heady wine. When I took to
drinking the heady wine, I disobeyed both father and mother: their
blessing departed from me; the Lord grew wroth with me, and to my
poverty were added many great and incurable sorrows and sadness
without comfort, want, and misery, and extreme wretchedness. Want
has tamed my flowery speech; sadness has dried up my white body.
For this my heart is not merry, and my white face is sad, and my
eyes dim. I have lost my paternal honour, and my youthful valour has
left me. Gentlemen and good people! Tell me and teach me how to
live in a strange land, among strange people, and how to find dear
friends!”
Said the good people to the youth:
“You are a sensible youth! Be not haughty in a strange land:
submit to friend and foe, bow to old and young, tell not of the affairs
of others, neither what you hear, nor see. Flatter not friends nor
enemies; have no tortuous fits, nor bend as a cunning snake; be
humble before all, but withal keep to truth and right,—and you will
have great honour and glory. When people will find you out, they will
respect and honour you for your great truth, your humility and
wisdom;—and you will have dear friends, who will call themselves
your plighted brothers.”
And the youth went hence into a strange land, and began to live
wisely, and through his great wisdom acquired greater wealth than
before. He looked out for a bride according to custom, for he wished
to marry. The youth prepared a splendid feast, according to his
father’s worth and as best he knew, and invited the honoured guests
and friends. But through his own sin, by God’s will and the devil’s
temptation, he boasted before his honoured guests and friends and
plighted brothers. A boastful word is always rotten, and self-praise
brings the destruction of man: “I, the youth, have gained more
possessions than ever!”
Misery Luckless-Plight heard the young man’s boasting, and
spoke the following words:
“Young man, boast not of your fortune, praise not your wealth! I,
Misery, have known people who were wiser and richer than you, but
I, Misery, have outwitted them. When a great misfortune befell them,
they struggled with me unto their death; they were worsted by their
luckless plight,—could not get away from me, Misery, until they took
their abode in the grave, and I covered them for ever with the earth.
Only then they were rid of nakedness, and I, Misery, left them,
though luckless plight remained upon their grave!” And again it
cawed ominously: “I, Misery, attached myself to others, for I, Misery
Luckless-Plight, cannot live empty-handed: I, Misery, wish to live
among people, from whom I cannot be driven away with a whip; but
my chief seat and paternal home is among the carousers!”
Spoke grey Misery the miserable:
“How am I to get at the youth?” and evil Misery devised cunningly
to appear to the youth in his dream:
“Young man, renounce your beloved bride, for you will be
poisoned by your bride; you will be strangled by that woman; you will
be killed for your gold and silver! Go, young man, to the Tsar’s
tavern: save nothing, but spend all your wealth in drink; doff your
costly dress, put on the tavern sackcloth. In the tavern Misery will
remain, and evil Luckless-Plight will stay,—for Misery will not gallop
after a naked one, nor will anyone annoy a naked man, nor has
assault any terrors for a bare-footed man.”
The young man did not believe his dream, but evil Misery again
devised a plan, and stuck once more to the youth for a new luckless
plight:
“Are you not, youth, acquainted with immeasurable nakedness,
and its great lightness and inexpensiveness? What you buy for
yourself is money spent, but you are a brave fellow, and can live
without expense! They do not beat, nor torture naked people, nor
drive them out of paradise, nor drag them down from the other world;
nor will anyone annoy a naked man, nor has assault any terrors for a
naked man!”
The young man believed that dream: he went and spent all his
wealth in drink; he doffed his costly dress, put on the tavern
sackcloth, covered his white body. The youth felt ashamed to show
himself to his dear friends. He went into a strange, distant, unknown
land. On his way he came to a swift river. On the other side were the
ferrymen, and they asked for money to ferry him across; but the
youth had none to give, and without money they would not take him
across. The youth sat a whole day, until evening, and all that day the
youth had nothing to eat, not even half a piece of bread. The young
man arose on his swift feet, and standing he fell to grieving, and he
spoke the following words:
“Woe to me, miserable Luckless-Plight! It has overtaken me,
young man, has starved me, young man, with a hungry death. Three
unlucky days have I passed, for I, young man, have not eaten half a
piece of bread! I, young man, will jump into the swift river: swallow
my body, swift river! And eat, O fish, my white body! And that will be
better than my shameful life, for I have fallen into the hands of
Misery Luckless-Plight.”
At that hour Misery leaped from behind a rock near the swift river:
Misery was bare-footed and naked, and there was not a thread upon
it, and it was girded with a bast thong, and it called out with a mighty
voice:
“Wait, young man, you will not escape from me, Misery! Jump not
into the swift river, nor be in your misery doleful! Though you live in
misery, you need not be doleful, but let your dolefulness die in
misery! Remember, young man, your former life: how your father
spoke to you, and your mother instructed you! Why did you not then
obey them? You would not submit to them, and were ashamed to
bow to them, but wanted to live as you listed! But he who will not
listen to the good teaching of his parents will learn from me, Misery
Luckless-Plight!”
Luckless-Plight spoke the following words:
“Submit to me, impure Misery; bow before me, Misery, to the damp
earth, for there is no one wiser in the whole world than I, Misery; and
you will be ferried across the swift river, and the good people will
give you to eat and drink.”
The young man saw his inevitable calamity, and he submitted to
impure Misery, bowed before Misery to the damp earth!
The good fellow went ahead with a light step over the beautiful fair
bank, over the yellow sand. He went happy, not at all doleful, for he
had appeased Misery Luckless-Plight. And as he went, he thought a
thought: Since I have nothing, I need not worry about anything! And
as the youth was not sorrowful, he started a fair song, a mighty,
sensible song it was:
“Sorrowless mother has borne me; with a comb she combed my
little locks, dressed me in costly garments, and stepping aside
shaded her eyes and looked at me: ‘Does my child look well in costly
garments? In costly garments my child is a priceless child!’ Thus my
mother always spoke of me! And then I learned and know it well that
a scarlet gown cannot be made without a master, nor a child be
comforted without a mother, nor a drunkard ever become rich, nor a
dice-player be in good renown; and I was taught by my parents to be
a well-dressed boy, who was born devoid of everything.”
The ferrymen heard the good fellow’s song, took the young man
across the swift river, and took nothing from him for the ferrying. The
good people gave him to drink and to eat, took off his tavern
sackcloth, gave him peasant’s clothes, and spoke to him:
“You are a good fellow, so go to your home, to your beloved,
respected parents, to your father and mother dear, greet your
parents, father and mother, and receive from them the parental
blessing!”
From there the youth went to his home. When he was in the open
field, evil Misery had gone before him; it met the youth in the open
field, and began to caw above the youth, like an ill-omened crow
above a falcon. Misery spoke the following words:
“Wait! you have not gone away from me, good fellow! Not merely
for a time have I, Misery Luckless-Plight, attached myself to you; I
shall labour with you to your very death! And not I, Misery, alone, but
all my family, and there is a goodly race of them: we are all gentle
and insinuating, and he who joins our family will end his days among
us! Such is the fate that awaits you with us. Even if you were to be a
bird of the air, or if you went into the blue sea as a fish, I would follow
you at your right hand.”
The youth flew as a clear falcon, and Misery after him as a white
gerfalcon; the youth flew as a steel-blue dove, and Misery after him
as a grey hawk; the youth went into the field as a grey wolf, and
Misery after him with hounds; the youth became the steppe-grass in
the field, and Misery came with a sharp scythe, and Luckless-Plight
railed at him:
“You, little grass, will be cut down; you, little grass, will lie on the
ground, and the boisterous winds will scatter you!”
The youth went as a fish into the sea, and Misery after him with
close-meshed nets, and Misery Luckless-Plight railed at him:
“You, little fish, will be caught at the shore, and you will be eaten
up and die a useless death!”
The youth went on foot along the road, and Misery at his right
hand. It taught the youth to live as a rich man, by killing and robbing,
so that they might hang the young man for it, or might put him with a
stone in the water. The youth bethought himself of the road of
salvation, and at once the youth went to a monastery to be shorn a
monk, and Misery stopped at the holy gates,—no longer clung to the
youth.
And this is the end of the story: Lord, preserve us from eternal
torment, and give us, O Lord, the light of paradise! For ever and
ever, amen!
THE FOLKLORE
Epic Songs.
The first collection of epic songs was published in 1804,
based on the collection made some years before by the
Siberian Cossack Kirshá Danílov. Since the fifties of the
eighteenth century large numbers of these songs have been
gathered in the extreme north-east, by Kiryéevski, Rýbnikov,
Gílferding, and others. They are generally divided into the
cycle of Kíev, with Vladímir and his druzhína, who defend the
country against external enemies, and the cycle of Nóvgorod,
in which is described the wealth and luxury of the once
famous commercial emporium. There is also a division into
the older heroes, of which Volkh Vseslávevich is one, and the
younger heroes, of which Ilyá of Múrom is the most noted.
Good accounts of the epic songs may be found in most of
the general works on Russian literature mentioned in the
Preface. The only work which gives a large number of these
epics, with notes, is The Epic Songs of Russia, by Isabel
Florence Hapgood, with an introductory note by Prof. Francis
J. Child, New York, 1886.
VOLKH VSESLÁVEVICH
In the heavens the bright moon did shine,

But in Kíev a mighty hero was born,
The young hero Volkh Vseslávevich:
The damp earth trembled,
Trembled the famous Indian realm,
And the blue sea also trembled
On account of the birth of the hero,
The young Volkh Vseslávevich:
The fish went into the depth of the sea,
The birds flew high into the clouds,
The aurochses and stags went beyond the mountains,
The hares and foxes into the woods,
The wolves and bears into the pine-forests,
The sables and martens upon the isles.
Volkh was old an hour and a half,
And Volkh spoke, like peals of thunder:
“Hail to thee, lady mother,
Young Márfa Vseslávevna!
Swathe me not in swaddling-clothes of bast,
Gird me not with bands of silk,—
Swathe me, my dear mother,
In strong mail of tempered steel;
On my grim head place a helmet of gold,
Into my right hand put a club,
A heavy club of lead,
In weight that club of thirty puds.”
Volkh was seven years old:
His mother gave him to be instructed;
As soon as he had learned to read,
She put him down to write with pen,
And he learned swiftly how to write.
When Volkh was ten years old:
Then Volkh learned all cunning arts:
The first of these cunning arts was
To change himself into a falcon clear;
The second cunning art that Volkh had learned
Was to change himself into a grey wolf;
The third cunning art that Volkh had learned
Was to change himself into a dun aurochs with horns of gold.
When Volkh was twelve years old,
He began to collect a druzhína for himself.
He got together a druzhína within three years,
His druzhína was seven thousand strong.
Volkh himself was fifteen years old,
And all his druzhína were fifteen years old.
All that famous host started out
For the capital, for Kíev town:
The Tsar of India was arming himself,
He was boasting and bragging to all
That he would take Kíev town by assault,
Would let God’s churches go up in smoke,
Would destroy the worshipful monasteries.
As soon as Volkh had found that out,
He started out with his druzhína brave
For the famous kingdom of India,
With his druzhína he at once started out.
The druzhína sleeps, but Volkh sleeps not:
He turns himself into a grey wolf,
Runs, races over dark forests and wolds,
And strikes down the antlered beasts;
Nor does he give quarter to wolf or bear,
And sables and panthers are his favourite morsel,
Nor does he disdain hares and foxes.
Volkh gave his brave druzhína to eat and drink,
Gave apparel and footwear to his valiant men:
His men all wore black sable furs,
And other coats of panthers.
The druzhína sleeps, but Volkh sleeps not:
He turns himself into a clear falcon,
And flies far away, beyond the blue sea,
And strikes down the geese, the white swans,
Nor does he give quarter to the grey-white ducks;
And he gave his druzhína to eat and drink:
And his viands were of many a kind,
Of many a kind, and sweetmeats too.
ILYÁ OF MÚROM AND NIGHTINGALE THE ROBBER
Young Ilyá of Múrom, Iván’s son, went to matins on Easter morn.

And as he stood there in the church, he vowed a great vow: “To sing
a high mass that same Easter day in Kíev town, and go thither by the
straight way.” And yet another vow he took: “As he fared to that royal
town by the straight way, not to stain his hand with blood, nor yet his
sharp sword with the blood of the accursed Tartars.”
His third vow he swore upon his mace of steel: “That though he
should go the straight way, he would not shoot his fiery darts.”
Then he departed from the cathedral church, entered the spacious
courtyard and began to saddle good Cloudfall, his shaggy bay steed,
to arm himself and prepare for his journey to the famous town of
Kíev, to the worshipful feast and the Fair Sun Prince Vladímir of royal
Kíev. Good Cloudfall’s mane was three ells in length, his tail three
fathoms, and his hair of three colours. Ilyá put on him first the plaited
bridle, next twelve saddle-cloths, twelve felts, and upon them a
metal-bound Circassian saddle. The silken girths were twelve in
number—not for youthful vanity but for heroic strength; the stirrups
were of damascened steel from beyond the seas, the buckles of
bronze which rusteth not, weareth not, the silk from Samarcand
which chafeth not, teareth not.
They saw the good youth as he mounted,—as he rode they saw
him not; so swift was his flight there seemed but a smoke-wreath on
the open plain, as when wild winds of winter whirl about the snow.
Good Cloudfall skimmed over the grass and above the waters; high
over the standing trees he soared, the primeval oaks, yet lower than
the drifting clouds. From mountain to mountain he sprang, from hill to
hill he galloped; little rivers and lakes dropped between his feet;
where his hoofs fell, founts of water gushed forth; in the open plain
smoke eddied and rose aloft in a pillar. At each leap Cloudfall
compassed a verst and a half.
In the open steppe young Ilyá hewed down a forest, and raised a
godly cross, and wrote thereon:
“Ilyá of Múrom, the Old Cossack, rideth to royal Kíev town on his
first heroic quest.”
When he drew near to Chernígov, there stood a great host of
Tartars,—three Tsaréviches, each with forty thousand men. The
cloud of steam from the horses was so great that the fair red sun
was not yet seen by day, nor the bright moon by night. The grey hare
could not course, nor the clear falcon fly about that host, so vast was
it.
When Ilyá saw that, he dismounted; flying down before good
Cloudfall’s right foot, he entreated him:
“Help me, my shaggy bay!” So Cloudfall soared like a falcon clear,
and Ilyá plucked up a damp, ringbarked oak from the damp earth,
from amid the stones and roots, and bound it to his left stirrup,
grasped another in his right hand, and began to brandish it: “Every
man may take a vow,” quoth he, “but not every man can fulfill it.”
Where he waved the damp oak a street appeared; where he drew
it back, a lane. Great as was the number that he slew, yet twice that
number did his good steed trample under foot. Not one was spared
to continue their race.
The gates of Chernígov were strongly barred, a great watch was
kept, and the stout and mighty hero stood in counsel. Therefore Ilyá
flew on his good steed over the city wall (the height of the wall was
twelve fathoms) and entered the church where all the people were
assembled, praying God, repenting and receiving the sacrament
against sure and approaching death. Ilyá crossed himself as
prescribed, did reverence as enjoined, and cried:
“Hail, ye merchants of Chernígov, warrior maidens, and mighty
heroes all! Why repent ye now and receive the sacrament? Why do
ye bid farewell thus to the white world?”
Then they told him how they were deceived by the accursed
Tartars, and Ilyá said: “Go ye upon the famous wall of your city, and
look towards the open plain.”
They did as he commanded, and lo! where had stood the many,
very many foreign standards, like a dark, dry forest, the accursed
Tartars were now cut down and heaped up like a field of grain which
hath been reaped.
Then the men of Chernígov did slowly reverence to the good
youth, and besought him that he would reveal his name and abide in
Chernígov to serve them as their Tsar, King, Voevóda,—what he
would; and that he would likewise accept at their hand a bowl of pure
red gold, a bowl of fair silver and one of fine seed pearls.
“These I will not take,” Ilyá made answer, “though I have earned
them: neither will I dwell with you either as Tsar or peasant. Live ye
as of old, my brothers, and show me the straight road to Kíev town.”
Then they told him: “By the straight road it is five hundred versts,
and by the way about, a thousand. Yet take not the straight road, for
therein lie three great barriers: the grey wolf trotteth not that way, the
black raven flieth not overhead. The first barrier is a lofty mountain;
the second is the Smoródina River, six versts in width, and the Black
Morass; and beside that river, the third barrier is Nightingale the
Robber.
“He hath built his nest on seven oaks, that magic bird. When he
whistleth like a nightingale, the dark forest boweth to the earth, the
green leaves wither, horse and rider fall as dead. For that cause the
road is lost, and no man hath travelled it for thirty years.”
When Ilyá, the Old Cossack, heard that, he mounted his good
steed, and rode forthwith that way. When he came to the lofty
mountain, his good steed rose from the damp earth, and soared as a
bright falcon over them and the tall, dreaming forest. When he came
to the Black Morass, he plucked the great oaks with one hand, and
flung them across the shaking bog for thirty versts, while he led good
Cloudfall with the other. When he came to Mother Smoródina, he
beat his steed’s fat sides, so that the horse cleared the river at a
bound.
There sat Nightingale the Robber (surnamed the Magic Bird), and
thrust his turbulent head out from his nest upon the seven oaks;
sparks and flame poured from his mouth and nostrils. Then he
began to pipe like a nightingale, to roar like an aurochs, and to hiss
like a dragon. Thereat good Cloudfall, that heroic steed, fell upon his
knees, and Ilyá began to beat him upon his flanks and between his
ears.
“Thou wolf’s food!” cried Ilyá, “thou grass bag! Hast never been in
the gloomy forest, nor heard the song of the nightingale, the roar of
wild beast, nor serpent’s hiss?”
Then Ilyá brake a twig from a willow that grew nearby, that he
might keep his vow not to stain his weapons with blood, fitted it to his
stout bow, and conjured it: “Fly, little dart! Enter the Nightingale’s left
eye; come out at his right ear!”
The good heroic steed rose to his feet, and the Robber Nightingale
fell to the damp earth like a rick of grain.
Then the Old Cossack raised up that mighty Robber, bound him to
his stirrup by his yellow curls, and went his way. Ere long they came
to the Nightingale’s house, built upon seven pillars over seven versts
of ground. About the courtyard there was an iron paling, upon each
stake thereof a spike, and on each spike the head of a hero. In the
centre was the strangers’ court, and there stood three towers with
golden crests, spire joined to spire, beam merged in beam, roof
wedded to roof. Green gardens were planted round about, all
blossoming and blooming with azure flowers, and the fair orchards
encircled all.
When the Magic Bird’s children looked from the latticed casements
and beheld the hero riding with one at his stirrup, they cried: “Ay,
lady mother! Our father cometh, and leadeth a man at his stirrup for
us to eat.”
But Eléna, the One-Eyed, Nightingale’s witch daughter, looked
forth and said: “Nay, it is the Old Cossack, Ilyá of Múrom, who rideth
and leadeth our father in bond.”
Then spoke Nightingale’s nine sons: “We will transform ourselves
into ravens, and rend that peasant with our iron beaks, and scatter
his white body over the plains.” But their father shouted to them that
they should not harm the hero.
Nevertheless Eléna the witch ran into the wide courtyard, tore a
steel beam of a hundred and fifty puds’ weight from the threshold,
and hurled it at Ilyá. The good youth wavered in his saddle, yet,
being nimble, he escaped the full force of the blow. Then he leaped
from his horse, took the witch on his foot: higher flew the witch then
than God’s temple, higher than the life-giving cross thereon, and fell
against the rear wall of the court, where her skin burst.

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Analytical Creative And Practical 7th

chapter 1 Welcome to chapter 2 Values, Goals,

Building Skills for College, Career, GET PRACTICAL Take a Practical

STUDENT PROFILE 105

● Case Wrap-Up 107

Building Skills for College, Career,

STUDENT PROFILE 132 Think Links 164

● Case Wrap-Up 142

Building Skills for College, Career,

● Case Wrap-Up 232

Building Skills for College, Career,

GET CREATIVE Expand Your Get Enough Sleep 273

Action 3: Be Aware of What Happens When Multiple Intelligence Strategies 275

Manage Anger 257

Building Skills for College, Career,

STUDENT PROFILE 307 GET PRACTICAL Find Useful

● Case Wrap-Up 317

“It’s not just what you know;

■ Text-wide Theme of Successful Intelligence Focuses on Analytical, Creative, and

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MyStudentSuccessLab is an online solution designed to help students acquire the

It can accompany any Student Success text, or be sold as a stand-alone course

How will MyStudentSuccessLab make a difference?

Is motivation a challenge, and if so, how do you deal with it?

How would better class preparation improve the learning experience?

What could you gain by building critical thinking and problem-solving

MyStudentSuccessLab Topic List –

Iron with a magnet rubbed assumes the power of a magnet: it then

[125] That is, deriving Peter from Greek πέτρα, rock.

The Story of Misery Luckless-Plight, How That

In the heavens the bright moon did shine,

ILYÁ OF MÚROM AND NIGHTINGALE THE ROBBER

Young Ilyá of Múrom, Iván’s son, went to matins on Easter morn.

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