Required ResourcesArticlesArditi, B. (2004). From globalism to.docx

Required Resources
Articles
Arditi, B. (2004). From globalism to globalization: The politics
of resistance 1. New Political Science, 26(1), 5-22.
doi:10.1080/0739314042000185102
· The full-text version of this article is available through the
EBSCOhost database in the Ashford University Library. This
article discusses the differences between globalization and
globalism. Globalism is seen as imposing a new order of things
across the globe and is feared by elements within Western
societies. Those actors seek a resistance of “radical and viral
direction action” (abstract) against what they see as a threat to
their way of life. This article will assist you with your APA
“Find the Errors” Task assignment this week.
Austin, M. W. (2011, April 13). The value of general
education (Links to an external site.)Links to an external site.
[Blog post]. Retrieved from
https://www.psychologytoday.com/blog/ethics-
everyone/201104/the-value-general-education
· In this article, the author gives some reasons that support the
importance of general education courses. The reasons for
general education courses include helping a student become a
better citizen, increasing critical thinking skills, and providing
you with a broad and deep education. This blog post will assist
you with your Post Your Introduction/General Education
Outcomes discussion this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)Links to an external
site.
Dowd, M. (n.d.). What is the purpose of taking general classes
for a college degree? (Links to an external site.)Links to an
external site. Retrieved from
http://education.seattlepi.com/purpose-taking-general-classes-
college-degree-1876.html

· In this article, the author explains the importance of breadth of
learning. General education courses encompass several areas of
study (social sciences, math, science, humanities, and nature),
which will help prepare you to think more analytically, consider
many views on a topic, and value cultural differences when they
begin their advanced study courses. This article will assist you
with your Post Your Introduction/General Education Outcomes
discussion this week.
site.
Papastephanou, M. (2005). Globalisation, globalism and
cosmopolitanism as an educational ideal. Educational
Philosophy and Theory, 37(4), 533-551. doi:10.1111/j.1469-
5812.2005.00139.x
EBSCOhost database in the Ashford University Library.
Globalisation discussed as “a complex relation to its discourse.”
In the Abstract, Papastephanous writes, “failure to grasp
distinctions between globalisation and globalism leads to naïve
and ethnocentric glorifications of the potentialities of
globalization…. The antagonistic impulses cultivated by
globalization and globalist discourse are singled out and
targeted…. The final suggestion of the article concerns the
vision of a more cosmopolitically sensitive education.” This
article will assist you with your APA “Find the Errors” Task
assignment this week.
Reysen, S., & Katzarska-Miller, I. (2013). A model of global
citizenship: Antecedents and outcomes. International Journal of
Psychology, 48(5), 858-870.
doi:10.1080/00207594.2012.701749
· The full-text version of this article can be accessed through
the EBSCOhost database in the Ashford University Library.
This article provides information concerning the idea of the
global citizen. The authors explain the outcomes of identifying
with a superordinate identity (global citizen) from two different

studies. The relationship between global awareness and social
values was evaluated. This article will allow the reader to assess
their level of global citizenship and how it can impact their own
identity and psychological well-being. This article will assist
you with your APA “Find the Errors” Task assignment this
week.
Seraphin, C. (n.d.). General education requirements: What’s the
point? (Links to an external site.)Links to an external site.
Retrieved from http://www.collegexpress.com/articles-and-
advice/majors-and-academics/articles/college-
academics/general-education-requirements-whats-point/
· In this article, the author explains what general education
requirements are and some of the reasons why colleges include
them in degree requirements. The author suggests that one of
the biggest problems with general education courses is the fact
that students do not think they are important. The author then
supports the fact that general education courses increase a
student’s critical thinking skills, communication skills, and
problem-solving skills before they start taking more advanced
courses in their field of study. This article will assist you with
your Post Your Introduction/General Education Outcomes
site.
Voelz, J. (2017). Transnationalism and anti-globalism. College
Literature, 44(4), 521-526. doi:10.1353/lit.2017.0032
Project Muse database in the Ashford University Library.
Discusses the differences between globalization as an economic
trend and globalism, where globalism is seen as a cultural
phenomenon feared as a prioritization of racial and cultural
otherness. As a cultural tool, globalism is seen as a threat to
Western values, with anti-globalism occurs in the setting of
extreme nationalist tendencies. This article will assist you with
your Importance of Becoming a Global Citizen assignment this

week.
Wehlburg, C. M. (2010). Integrated general education: A brief
look back. New Directions for Teaching and Learning,
2010(121), 3-11. doi:10.1002/tl.383
the EBSCOhost database in the Ashford University Library.
This article addresses the assessment practices that take place in
order to measure the course learning outcomes in higher
education programs. Assessing general education has been a
difficult task compared to assessing different majors based on
content and skills. The goals of critical thinking, problem
solving, and communication may be more difficult to measure.
Assessment procedures tend to be more qualitative when it
comes to general education curriculum. This article will allow
the reader to fully understand the assessment procedures that
have been able to measure their core general education
requirements. This article will assist you with your Post Your
Introduction/General Education Outcomes discussion this week.
Multimedia
Ashford University Writing Center. (2018). Integrating
research (Links to an external site.)Links to an external site.
[Tutorial file]. Retrieved from
https://content.bridgepointeducation.com/curriculum/file/5408ee
9b-e793-44d5-8a4d-
e54bc6e72f74/1/Integrating%20Research.zip/story_html5.html
· This tutorial from the Ashford University Writing Center
introduces the appropriate ways to integrate research when
writing a college essay or formal assignment. It goes over
examples of the ICE method when it comes to paragraph
development and supporting the information found from an
outside source. This article assist you in addressing the prompts
in the Post Your Introduction/General Education Outcomes
Ashford University Library. (2017, November). What is
CRAAP? (Links to an external site.)Links to an external site.
[PDF file]. Retrieved from

https://content.bridgepointeducation.com/curriculum/file/f8a1ef
48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf
· This infographic covers several elements of determining when
a web resource is credible. CRAAP is an acronym for currency,
relevancy, authority, accuracy, and purpose. The infographic
provides questions to ask oneself when looking at resources to
use as credible support for their research paper. This
infographic will assist you in addressing prompts in the Post
Your Introduction/General Education Outcomes discussion this
week.
Burke, A., Duckett, K. Dorafshar, D., Mathews, M., Groth, J.
E., Orphanides, A., … Garrett, J. (2013, August). Picking your
topic is research! (Links to an external site.)Links to an external
site. [Video file]. Retrieved from
http://www.lib.ncsu.edu/tutorials/picking_topic/
· This video tutorial illustrates the importance of picking a topic
that can be easily tested through finding and reading sources on
that topic. The point made is that the topic isn’t written in stone
unless the topic is specifically assigned by the instructor. The
research that is found can guide how the topic can be revised,
such as make it more specific if the topic is too broad. This
video will assist you in completing the Post Your
Accessibility Statement (Links to an external site.)Links to an
external site.Privacy Policy (Links to an external site.)Links to
an external site.
Romin, J., Arnstad, H., Lennartsson, J., & Lilja, V. (Directors &
Producers). (2009). What is globalization? (Links to an external
site.)Links to an external site. [Video segment]. In J. Romin
(Executive Producer), Open borders: Globalization-a real-world
view. Retrieved from
https://fod.infobase.com/OnDemandEmbed.aspx?token=47499&
wID=100753&loid=144239&plt=FOD&w=640&h=360&fWidth=
660&fHeight=410
· The full version of this video is available through the Films on
Demand database in the Ashford University Library. This first

video segment discusses the meaning behind globalization and
the encouragement of openness to diversity and other cultures.
A few knowledgeable speakers provide suggestions on how
people can become more confident in their ability to deal with
emotions and thoughts that are tied to the pressures of becoming
a global citizen. This video will assist you with your Importance
of Becoming a Global Citizen assignment this week.
an external site.
Stucke, K. (Writer). (2009). Globalization at a
crossroads (Links to an external site.)Links to an external site..
[Series episode]. In M. Stucke & Claudin, C. (Executive
Producers), Global issues. Retrieved from
wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&
fHeight=530
· The full version of this video is available through the Films
On Demand database in the Ashford University Library. To
some, the term “globalization” means ruthless exploitation by
corporations; to others, it means bringing economic
development to all the peoples of the world. This program
explains key principles at the core of global economics and
takes a historical look at their effects, focusing on market
liberalization and the failed “East Asian miracle;” privatization
of basic resources in Bolivia and the severe backlash against it;
Russia’s rapid transition to capitalism and the oligarchism and
kleptocracy that came to characterize it; and China’s
incremental implementation of capitalism under communism.
The video also takes stock of the seismic shift in the U.S.
economy and its probable effect on the rest of the world. This
video will assist you with your Importance of Becoming a
Global Citizen assignment this week.
an external site.

Recommended Resources
Articles
AnthroNice. (n.d.). How to critically analyze information
sources (Links to an external site.)Links to an external site..
Retrieved from
http://anthroniche.com/media/pdfs/how_to_critically_analyze_i
nformation_sources.pdf
· This article explains how to analyze information sources for
research purposes. There are several elements to look at when
first evaluating a source: the author’s credentials, date of
publication, whether the source is in its first edition, the
publisher name and the title of the journal, which help one
determine if it is a scholarly or popular journal. This article
may assist you with your Final Paper Topic discussion this
week.
Privacy Policy does not exist.
White, J. (2009). Why general education? Peters, Hirst and
history. Journal of Philosophy of Education, 43(S1), 123-141.
doi:10.1111/j.1467-9752.2009.00718.x
the Academic Search Complete database in the Ashford
University Library. The author of this article provides historical
background information concerning the opposing views of the
purpose of general education from Richard Peters and Paul
Hirst. This article will allow the reader to use critical thinking
skills to assess whether there must be some good intrinsic
reason for an academic curriculum as we see it today. This
article may assist you with your APA “Find the Errors” Task
assignment.
Required Resources

Articles
Arditi, B. (2004).
From globalism to globalization: The politics of resistance
1
.
New Political
Science
,
26
(1), 5
-
22. doi:10.1080/0739314042000185102
·
The full
-
text version of this article is available through the EBSCOhost
database in the
Ashford University Library. This article discusses the
differences between globalization
and gl
obalism. Globalism is seen as imposing a new order of things
across the globe and
is feared by elements within Western societies. Those actors
seek a resistance of “radical
and viral direction action” (abstract) against what they see as a
threat to their w
ay of life.
This article will assist you with your APA “Find the Errors”
Task assignment this week.
Austin, M. W. (2011, April 13).
The valu

e of general education
(Links to an external site.)Links
to an external site.
[Blog post]. Retrieved from
https://www.psychologytoday.com/blog/ethics
-
everyone/201104/the
-
value
-
general
-
education
·
In this article, the author gives some reasons that support th
e importance of general
education courses. The reasons for general education courses
include helping a student
become a better citizen, increasing critical thinking skills, and
providing you with a broad
and deep education. This blog post will assist you w
ith your Post Your
Privacy Policy
(Links to an external site.)Links to an exter
nal site.

Dowd, M. (n.d.).
What is the purpose of taking general classes for a college
degree?
(Links to an
external site.)Links to an exter
nal site.
Retrieved from http://education.seattlepi.com/purpose
-
taking
-
general
-
classes
-
college
-
degree
-
1876.html
·
In this article, the author explains the importance of breadth of
learning. General
education courses encompass several areas of study (social s
ciences, math, science,
humanities, and nature), which will help prepare you to think
more analytically, consider
begin their advanced
study courses. This article will assist you with your Pos
t Your Introduction/General
Education Outcomes discussion this week.

Privacy Policy
(Links to an external site.)Links to an external site.
Papastephanou, M. (2005).
Globalisation, globalism a
nd cosmopolitanism as an educational
ideal
.
Educational Philosophy and Theory
,
37
(4), 533
-
551. doi:10.1111/j.1469
-
5812.2005.00139.x
·
The full
-
text version of this article is available through the EBSCOhost
database in the
Ashford University Library. Globali
sation discussed as “a complex relation to its
discourse.” In the Abstract, Papastephanous writes, “failure to
grasp distinctions between
Required Resources
Articles
Arditi, B. (2004). From globalism to globalization: The politics
of resistance 1. New Political
Science, 26(1), 5-22. doi:10.1080/0739314042000185102

-text version of this article is available through the
EBSCOhost database in the
Ashford University Library. This article discusses the
differences between globalization
and globalism. Globalism is seen as imposing a new order of
things across the globe and
is feared by elements within Western societies. Those actors
seek a resistance of “radical
and viral direction action” (abstract) against what they see as a
threat to their way of life.
This article will assist you with your APA “Find the Errors”
Task assignment this week.
Austin, M. W. (2011, April 13). The value of general education
(Links to an external site.)Links
to an external site. [Blog post]. Retrieved from
https://www.psychologytoday.com/blog/ethics-
everyone/201104/the-value-general-education
sons that support the
importance of general
education courses. The reasons for general education courses
include helping a student
become a better citizen, increasing critical thinking skills, and
providing you with a broad
and deep education. This blog post will assist you with your
Post Your
site.
Dowd, M. (n.d.). What is the purpose of taking general classes
for a college degree? (Links to an
external site.)Links to an external site. Retrieved from
http://education.seattlepi.com/purpose-
taking-general-classes-college-degree-1876.html
tance of breadth
of learning. General

education courses encompass several areas of study (social
sciences, math, science,
humanities, and nature), which will help prepare you to think
more analytically, consider
begin their advanced
study courses. This article will assist you with your Post Your
Introduction/General
Education Outcomes discussion this week.
site.
Papastephanou, M. (2005). Globalisation, globalism and
cosmopolitanism as an educational
ideal. Educational Philosophy and Theory, 37(4), 533-551.
doi:10.1111/j.1469-
5812.2005.00139.x
-text version of this article is available through the
EBSCOhost database in the
Ashford University Library. Globalisation discussed as “a
complex relation to its
discourse.” In the Abstract, Papastephanous writes, “failure to
grasp distinctions between
GEN499 Week 4 Guidance
Introduction
During Week Four, you will continue to reflect on your progress
of the Final Research Project; however, the main focus will be
on developing an understanding of critical thinking skills and
how they are developed through general education courses. In
order to demonstrate critical thinking in the discussion forums
and assignments, students must be able to interpret evidence
used to support various positions. They must also demonstrate
their ability to compare and contrast various positions or
arguments on a specific topic. When thinking about the final

research project, these are some areas that must be considered
in order to exhibit good critical thinking skills.
Video
wID=100753&loid=184734&plt=FOD&w=560&h=315#
Critical Thinking
In the first discussion, you will describe the core critical
thinking principles based on the readings for the week and give
some examples of good critical thinking skills and examples
that lack critical thinking skills. In the second discussion, you
will provide your own evaluation on the research topic you
chose for the Final Research Project and discuss any struggles
you may have encountered in the process.
Being able to think critically (carefully) is necessary in order to
come to conclusions that are more likely than not. The object is
to cut back on the many mistakes that we all make throughout
our lives. Thinking carefully (critically) helps us to evaluate the
positions taken by other people; helps us to evaluate our own
positions (analyzing arguments); helps us in solving problems
(look before you leap); and helps us connect the dots between
information, ideas, beliefs, and conclusions.
Guess what? People make mistakes!
Rather than make statements and proclamations, rather than
simply accepting what he/she is told, the critical thinker begins
by asking questions. The critical thinker seldom (if ever) simply
accepts an argument, conclusion, solution, or fact claim. Simply
accepting what someone else says means accepting whatever
mistakes he/she has made. What if that person is wrong and not
just wrong, but wrong in a very bad way? Maybe you haven’t
made enough mistakes and are willing to add someone else’s
pile to your own, but I have made quite a few mistakes in my
time and don’t want to add that many more.

Asking Questions*
The important questions for a critical thinker can be put under
just a few categories, according to Browne and Keeley (2006).
You probably won’t remember all of these (I had to look them
up myself), but if you can remember just a few of the categories
or their questions you will be less likely to set foot in a bear
trap. Try to keep these in mind for those occasions when
someone tries to sell you something, whether he/she is trying to
sell you a product, belief, idea, proposition, or statement.
Remember, not everybody is as honest and open as you are.
The first question to ask is whether or not you should accept
what the person is saying. Always ask for proof before
accepting any statement.
· Logic: Is there evidence, data, information, or other proof to
support the claim? Is the evidence cold, hard, objective, testable
fact or is it someone’s opinions or beliefs?
· Complete: Is all the information there, or have key facts been
left out?
· Relevant: Is the evidence actually relevant? Is it clearly
related to the topic or issue?
If there is no proof, or if the proof does not stand up to
questioning, then reject the claim.
If the person does offer proof, then question the evidence
offered as proof (Elder & Paul, 2010):
· Accurate: Are the facts really facts? Can the information be
corroborated or verified?
· Breadth: Does the evidence cover the details of the issue, or
does it only speak to part of the issue (see “complete” above)?
· Smoke & Mirrors:
· Depth: There are very few issues, problems, or situations that
are simple as they may appear to be. Does the argument (claim
and evidence) take a simplistic approach or does it demonstrate
the depth and complexity of the issue?
· Clarity: Is the argument (claim and evidence) presented
clearly, or is it presented in a vague, general, or confusing way?
· Bias: Is the argument (claim or evidence) biased in any way?

· Significant: Is the issue, topic, or argument really all that
important? Are we making a mountain out of a molehill?
VIDEO
wID=100753&loid=184734&plt=FOD&w=560&h=315#
POINTS TO PONDER
· Why are critical thinking skills important for everyone?
· Why is it imporatnt for you to know how to be a critical
thinker?
· how can you help others become critical thinkers?
Introduction
of the Final Research Project;
however, the main fo
cus will be on developing an understanding of critical thinking
skills and
order to demonstrate critical
thinking in the discussion forums and assignments, students
must be able to interpret evid
ence
their ability to compare and
contrast various positions or arguments on a specific topic.
When thinking about the final
in ord
er to exhibit good

critical
thinking skills
.
Video
wID=100753&loid=18
4734&pl
t=FOD&w=560&h=315#
Critical Thinking
thinking principles based on the
readings for the week and give some examples of good critical
thinking skills and examples that
lack critical thinking skills. In the second discussion, you will
provide your own evaluation on
the research topic you chose for the Final Research Project and
discuss any struggles you may
have encountered in the process
.
come to conclusions that are
more likely than not. The object is to cut back on the many
mistakes that we all make throughout
our lives. Thinking carefully (critically) helps us to evalu
ate the positions taken by other people;
helps us to evaluate our own positions (analyzing arguments);
helps us in solving problems (look
Introduction

of the Final Research Project;
however, the main focus will be on developing an understanding
of critical thinking skills and
order to demonstrate critical
thinking in the discussion forums and assignments, students
must be able to interpret evidence
their ability to compare and
contrast various positions or arguments on a specific topic.
When thinking about the final
in order to exhibit good critical
thinking skills.
Video
wID=100753&loid=184734&pl
t=FOD&w=560&h=315#
Critical Thinking
thinking principles based on the
readings for the week and give some examples of good critical
thinking skills and examples that
lack critical thinking skills. In the second discussion, you will
provide your own evaluation on
the research topic you chose for the Final Research Project and
discuss any struggles you may
have encountered in the process.
come to conclusions that are
more likely than not. The object is to cut back on the many
mistakes that we all make throughout
our lives. Thinking carefully (critically) helps us to evaluate the
positions taken by other people;

helps us to evaluate our own positions (analyzing arguments);
helps us in solving problems (look

Required ResourcesArticlesArditi, B. (2004). From globalism to.docx

Recommended

Recommended

More Related Content

Similar to Required ResourcesArticlesArditi, B. (2004). From globalism to.docx

Similar to Required ResourcesArticlesArditi, B. (2004). From globalism to.docx (20)

More from kellet1

More from kellet1 (20)

Recently uploaded

Recently uploaded (20)

Required ResourcesArticlesArditi, B. (2004). From globalism to.docx