21st century Inspirations
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This document provides guidance on researching and writing a paper about an inspirational person. It discusses choosing a topic about someone who has inspired or contributed significantly. Research methods are outlined, including using the internet, books, newspapers/magazines, and documentaries. Key information to gather is identified as who the person is, their contribution, birthplace, current location, reasons for inspiring/accomplishing goals. Taking thorough notes in one's own words from research sources is emphasized to have sufficient information for a complete paper.
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Power of Questions
Think about this: When you make a statement, you will not know whether the intended audience received it or not. Whereas when you ask a question and the audience respond, you are sure it has reached – it’s a closed loop system.
More importantly when you make a statement, it belongs to you; it does not belong to the listener. On the contrary, when you ask a question and the other person responds, that response belong to him/her. Asking question is a very powerful way of building ownership in the other person.
Questions are a powerful leadership tool through which one can master more then 20 soft skills.
Recommended
Power of Questions
Think about this: When you make a statement, you will not know whether the intended audience received it or not. Whereas when you ask a question and the audience respond, you are sure it has reached – it’s a closed loop system.
More importantly when you make a statement, it belongs to you; it does not belong to the listener. On the contrary, when you ask a question and the other person responds, that response belong to him/her. Asking question is a very powerful way of building ownership in the other person.
Questions are a powerful leadership tool through which one can master more then 20 soft skills.
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RESEARCH IN THE WORKPLACE Research in the workplace solves a.docx
RESEARCH IN THE WORKPLACE
Research in the workplace solves a problem. Tasked with a problem in the workplace,
you may be asked to gather the information necessary to fully understand the issue at
hand, solve that problem (or offer potential solutions), prove that your solutions are
viable, and/or test your solution(s).
Because research in the workplace focuses on addressing specific problems or issues,
finding the information you need may be a mixture of different avenues. Often, this
research will need to go beyond simply querying a library database or using Google. You
often will need to speak directly to target populations and audiences, and directly
contact resources and experts in different professions and in the community. You also
may need information in addition to or instead of scholarly resources. Local and national
journalism may add context and perspective. Professional experts, government agencies,
state, and local authorities all may be relevant sources. Additionally, asking your
individuals in target populations directly, for example through a survey, can also be a
valuable source of information. Essentially, research in the workplace requires you to
think critically and creatively about
• The type of information you need; and
• The best way to get that information.
Your job as a researcher is to address, explain, and/or solve a problem using the most
relevant and applicable methods and resources. If a resource can supply information you
need, then it is the right resource for the job.
It’s also important when thinking about a problem you’re researching to keep in mind
that you probably aren’t the first person or organization to deal with this issue. Look at
other organizations, groups, or communities negotiating the same or similar issue.
Research how those groups describe and deal with the problem. The perspective of
experience is invaluable to your work.
ASSIGNMENT
This project asks you to do workplace research into a local problem impacting USF or
the surrounding community. Your goal for this project is to describe a local problem in
detail using as much information as you can gather from as many different sources as are
useful. That means you are looking at research gathered by others (e.g., government
agencies, non-profit organizations, professional and academic experts, as well as local
sources from USF or the immediate community), but also you will gather your own data
by asking impacted population for their perspective by creating a survey. You will
produce a memo that reports your findings, giving readers a robust understanding of the
local problem you have researched.
To complete this project, you will choose a local problem occurring at USF or in the
community. You can select a problem from the list below or pick your own problem of a
similar nature.
Sample Problems:
• Mental health on campus
• Campus safety
• Impact of COVID on student performance
•.
Peer Review 1 Tool Summary Becoming A Reliable.docx
Peer Review 1 Tool: Summary
Becoming A Reliable Critic by Evaluating Writing
The ability to critique our own writing, to find mistakes and correct them, is developed over time as we read and evaluate the work of others, then apply what we have learned to our own work. To facilitate this process, I am providing some focused questions to help you learn to critique Paper 1 effectively. Particularly since your first paper is a summary, rather than the personal or analytical essays you might be used to writing, the criteria shifts to what the original author is saying, rather than any personal view of the the student summarizer.
You may also use these questions to critique your own work. For your Peer Review, please follow the numbered format of this sheet in answering the questions. For example, discuss thesis first, then main points, etc. Be sure to answer all applicable questions.
Evaluation Questions:
1. The ThesisFollowing summary conventions, is the thesis clearly indicated in the first few sentences, along with original author and title? Is the thesis accurate to the original?Is it expressed in the summarizer’s own words?
2. Main pointsHas the summarizer selected the appropriate main points? Is there a point that you need to hear about, or more about?Are the main points accurately expressed, in the summarizer’s own words? If a quote is used, is it an appropriate quote?If there are any details brought up, are they limited and significant to the main points?
3. Organization/CoherenceAre there appropriate paragraph breaks? (Remember that a summary should not be a series of detached, short paragraphs. Main points will be integrated into paragraphs together.)Does the summary flow well, both between sentences and between paragraphs? Where does the summary seem disjointed or choppy?
4. Paraphrasing/Style/MechanicsOverall, does the summarizer do a good job of using his/her own words? What sentences might seem awkward, choppy or inaccurate? What sentences are good examples of paraphrasing?Are there places where word choices are confusing?Are there places where grammar errors distract from meaning?
5. ToneDoes the summarizer remain consistently objective throughout the summary?
6. Opinion paragraphDoes the summarizer take a clear position on the original essay in this paragraph?Is the opinion well developed with specific support? Where would you like to hear more?
Scenario: Steve recently accepted an opportunity to travel to Venezuela for his American-owned company. This is his first opportunity to travel outside of the United States. Steve is an exemplary employee and takes his job very seriously. His job is to convince a Venezuelan company that they should become partners with his American company.
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Know Your Audience
How to tell story? How to write a good content? What do you want to say? To Whom? When? Here are some fundamentals to write a good story content.
You is about what you do, and why you do it. It’s the stuff that drives you, the stuff that makes you special. It’s where your story starts.
Your audience is about taking your identity and making it part of other people’s lives. It’s about who’s going to be part of your story with you.
Your content is how you make the connection between you and your audience - things you do to engage your audience.
This guide is designed to to help you ask the question everyone must ask
if they want to make a difference.
PSY 3140, Social Psychology 1 Course Learning Outc
PSY 3140, Social Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Evaluate the underlying principles in the field of social psychology.
2.1 Identify the differences between intuition and logic thinking systems.
2.2 Describe the roles and functions of biases and heuristics in the intuition thinking system.
6. Explain how social environments influence the understanding of individuals.
6.1 Apply theories and principles regarding self-knowledge to indicate how our self-concept is
socially determined.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit II Assessment
2.2
Unit Lesson
Chapter 4
Unit II Assessment
6.1
Unit Lesson
Chapter 3
Unit II Assessment
Reading Assignment
Chapter 3: The Social Self
Chapter 4: Social Cognition
UNIT II STUDY GUIDE
Perceiving Ourselves
and the World
PSY 3140, Social Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The Social Self
Who are you? How did you determine who you are? Do humans differ in this respect from other animals? The
concept of the self has been something that psychologists and laypeople alike have attempted to explain.
Early investigation into these questions led Gordon Gallup to place animals in front of a mirror with red dye on
part of their faces. Some animals, like great apes and dolphins, noticed that their image had changed when
placed in front of a mirror, indicating that they have self-recognition, or an understanding that one is a
separate entity from others and objects in the world (Heinzen & Goodfriend, 2019). When does self-
recognition occur in human
infants? Self-recognition develops
in human infants at around the
age of 2, and it continues to
develop across the lifespan. At
first, this concept is concrete and
focused on observable
characteristics (e.g., I have brown
hair) then becomes more abstract
(e.g., I consider myself religious)
and focused on psychological
characteristics (e.g., I am nice) in
childhood and adolescence. How
would you describe yourself right
now? Now think about how you
would have described yourself
when you were four. It might be
hard to remember, but at age 4,
many of you probably described
yourselves in terms of
observational characteristics.
How do you come to even know what descriptors fit you? This relates to the term self-concept, which is the
personal summary of who we believe we are, and it can be acquired through many sources as noted by
Heinzen and Goodfriend (2019). For example, you can rely on other people to provide self-knowledge. You
can come to know yourself by comparing yourself to others on abilities, traits, and attitudes. This is known as
social comparison theory. You make social comparisons when you have little information available, and you
typically compare yourself to others who are similar to you. However, you do not always do this. Some ...
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This session will dive into new Bloomerang-funded research from the Rogare Fundraising Think Tank at Plymouth University, which outlines for the first time what overarching factors may have a part to play in distinguishing genuinely outstanding fundraising events from merely ‘average’ ones.
Learning Outcomes:
Discover how your own efforts compare with an international focus group
Learn the critical success factors that lead to event success
Uncover key recommendations for creating memorable experiences
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RESEARCH IN THE WORKPLACE Research in the workplace solves a.docx
RESEARCH IN THE WORKPLACE
Research in the workplace solves a problem. Tasked with a problem in the workplace,
you may be asked to gather the information necessary to fully understand the issue at
hand, solve that problem (or offer potential solutions), prove that your solutions are
viable, and/or test your solution(s).
Because research in the workplace focuses on addressing specific problems or issues,
finding the information you need may be a mixture of different avenues. Often, this
research will need to go beyond simply querying a library database or using Google. You
often will need to speak directly to target populations and audiences, and directly
contact resources and experts in different professions and in the community. You also
may need information in addition to or instead of scholarly resources. Local and national
journalism may add context and perspective. Professional experts, government agencies,
state, and local authorities all may be relevant sources. Additionally, asking your
individuals in target populations directly, for example through a survey, can also be a
valuable source of information. Essentially, research in the workplace requires you to
think critically and creatively about
• The type of information you need; and
• The best way to get that information.
Your job as a researcher is to address, explain, and/or solve a problem using the most
relevant and applicable methods and resources. If a resource can supply information you
need, then it is the right resource for the job.
It’s also important when thinking about a problem you’re researching to keep in mind
that you probably aren’t the first person or organization to deal with this issue. Look at
other organizations, groups, or communities negotiating the same or similar issue.
Research how those groups describe and deal with the problem. The perspective of
experience is invaluable to your work.
ASSIGNMENT
This project asks you to do workplace research into a local problem impacting USF or
the surrounding community. Your goal for this project is to describe a local problem in
detail using as much information as you can gather from as many different sources as are
useful. That means you are looking at research gathered by others (e.g., government
agencies, non-profit organizations, professional and academic experts, as well as local
sources from USF or the immediate community), but also you will gather your own data
by asking impacted population for their perspective by creating a survey. You will
produce a memo that reports your findings, giving readers a robust understanding of the
local problem you have researched.
To complete this project, you will choose a local problem occurring at USF or in the
community. You can select a problem from the list below or pick your own problem of a
similar nature.
Sample Problems:
• Mental health on campus
• Campus safety
• Impact of COVID on student performance
•.
Peer Review 1 Tool Summary Becoming A Reliable.docx
Peer Review 1 Tool: Summary
Becoming A Reliable Critic by Evaluating Writing
The ability to critique our own writing, to find mistakes and correct them, is developed over time as we read and evaluate the work of others, then apply what we have learned to our own work. To facilitate this process, I am providing some focused questions to help you learn to critique Paper 1 effectively. Particularly since your first paper is a summary, rather than the personal or analytical essays you might be used to writing, the criteria shifts to what the original author is saying, rather than any personal view of the the student summarizer.
You may also use these questions to critique your own work. For your Peer Review, please follow the numbered format of this sheet in answering the questions. For example, discuss thesis first, then main points, etc. Be sure to answer all applicable questions.
Evaluation Questions:
1. The ThesisFollowing summary conventions, is the thesis clearly indicated in the first few sentences, along with original author and title? Is the thesis accurate to the original?Is it expressed in the summarizer’s own words?
2. Main pointsHas the summarizer selected the appropriate main points? Is there a point that you need to hear about, or more about?Are the main points accurately expressed, in the summarizer’s own words? If a quote is used, is it an appropriate quote?If there are any details brought up, are they limited and significant to the main points?
3. Organization/CoherenceAre there appropriate paragraph breaks? (Remember that a summary should not be a series of detached, short paragraphs. Main points will be integrated into paragraphs together.)Does the summary flow well, both between sentences and between paragraphs? Where does the summary seem disjointed or choppy?
4. Paraphrasing/Style/MechanicsOverall, does the summarizer do a good job of using his/her own words? What sentences might seem awkward, choppy or inaccurate? What sentences are good examples of paraphrasing?Are there places where word choices are confusing?Are there places where grammar errors distract from meaning?
5. ToneDoes the summarizer remain consistently objective throughout the summary?
6. Opinion paragraphDoes the summarizer take a clear position on the original essay in this paragraph?Is the opinion well developed with specific support? Where would you like to hear more?
Scenario: Steve recently accepted an opportunity to travel to Venezuela for his American-owned company. This is his first opportunity to travel outside of the United States. Steve is an exemplary employee and takes his job very seriously. His job is to convince a Venezuelan company that they should become partners with his American company.
On his first visit, Steve is upset that no one shows up on time for his important visit. In fact, he almost has to wait an hour for everyone to show up for a scheduled meeting. To top it all off, no one wants to talk business. ...
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Professional Writing Service
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Know Your Audience
How to tell story? How to write a good content? What do you want to say? To Whom? When? Here are some fundamentals to write a good story content.
You is about what you do, and why you do it. It’s the stuff that drives you, the stuff that makes you special. It’s where your story starts.
Your audience is about taking your identity and making it part of other people’s lives. It’s about who’s going to be part of your story with you.
Your content is how you make the connection between you and your audience - things you do to engage your audience.
This guide is designed to to help you ask the question everyone must ask
if they want to make a difference.
PSY 3140, Social Psychology 1 Course Learning Outc
PSY 3140, Social Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Evaluate the underlying principles in the field of social psychology.
2.1 Identify the differences between intuition and logic thinking systems.
2.2 Describe the roles and functions of biases and heuristics in the intuition thinking system.
6. Explain how social environments influence the understanding of individuals.
6.1 Apply theories and principles regarding self-knowledge to indicate how our self-concept is
socially determined.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit II Assessment
2.2
Unit Lesson
Chapter 4
Unit II Assessment
6.1
Unit Lesson
Chapter 3
Unit II Assessment
Reading Assignment
Chapter 3: The Social Self
Chapter 4: Social Cognition
UNIT II STUDY GUIDE
Perceiving Ourselves
and the World
PSY 3140, Social Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The Social Self
Who are you? How did you determine who you are? Do humans differ in this respect from other animals? The
concept of the self has been something that psychologists and laypeople alike have attempted to explain.
Early investigation into these questions led Gordon Gallup to place animals in front of a mirror with red dye on
part of their faces. Some animals, like great apes and dolphins, noticed that their image had changed when
placed in front of a mirror, indicating that they have self-recognition, or an understanding that one is a
separate entity from others and objects in the world (Heinzen & Goodfriend, 2019). When does self-
recognition occur in human
infants? Self-recognition develops
in human infants at around the
age of 2, and it continues to
develop across the lifespan. At
first, this concept is concrete and
focused on observable
characteristics (e.g., I have brown
hair) then becomes more abstract
(e.g., I consider myself religious)
and focused on psychological
characteristics (e.g., I am nice) in
childhood and adolescence. How
would you describe yourself right
now? Now think about how you
would have described yourself
when you were four. It might be
hard to remember, but at age 4,
many of you probably described
yourselves in terms of
observational characteristics.
How do you come to even know what descriptors fit you? This relates to the term self-concept, which is the
personal summary of who we believe we are, and it can be acquired through many sources as noted by
Heinzen and Goodfriend (2019). For example, you can rely on other people to provide self-knowledge. You
can come to know yourself by comparing yourself to others on abilities, traits, and attitudes. This is known as
social comparison theory. You make social comparisons when you have little information available, and you
typically compare yourself to others who are similar to you. However, you do not always do this. Some ...
How To Be a 21st Century Science Communicator - First Steps
Why should scientists Tweet and Blog? What can it mean for your career?
Great Fundraising Events - AFP ICON 2017
Fundraising events have become an increasingly important and ubiquitous tool for nonprofit organizations.
But what is it that ultimately makes an event “successful?” and how can events provide new and potentially exciting forms of value for participants?
This session will dive into new Bloomerang-funded research from the Rogare Fundraising Think Tank at Plymouth University, which outlines for the first time what overarching factors may have a part to play in distinguishing genuinely outstanding fundraising events from merely ‘average’ ones.
Learning Outcomes:
Discover how your own efforts compare with an international focus group
Learn the critical success factors that lead to event success
Uncover key recommendations for creating memorable experiences
Audience Analysis Building Information About Your Readers .docx
Audience Analysis: Building Information About Your Readers
Brought to you by the Purdue Online Writing Lab (owl.english.purdue.edu)
By H. Allen Brizee and Kety A. Schmaling
“Audience Analysis: Building Information About Your Readers” discusses your
communication’s complex audience and provides key questions you can ask to determine
readers’ needs, values, and attitudes. This section also provides useful charts to help you with
your audience analysis.
Audience Analysis Overview
In order to compose persuasive, user-centered communication, you should gather as much
information as possible about the people reading your document. Your audience may consist of
different people who may have different needs and expectations. In other words, you may have a
complex audience in all the stages of your document’s lifecycle—the development stage, the
reading stage, and the action stage:
Development Stage
• Primary author (you)
• Secondary author (a technical expert within your organization)
• Secondary author (a budget expert within your organization)
• Gatekeeper (your supervisor)
Reading Stage
• Primary audience (decision maker, primary point of contact, project lead, etc.)
• Secondary audience (technical expert within audience’s organization)
• Shadow audience (others who may read your communication)
Action Stage
• Stakeholders (people who may read your communication, but more importantly, those
who will be affected by the decisions based on the information you provide)
Keep in mind that documents may not go through a clear, three-step process. Instead, the
lifecycle of your communication may consist of overlapping stages of evolution. User-centered
writing calls for close cooperation between those who are composing the documents, those who
will read and act upon the documents, and those who will be affected by the actions.
Section 2: Development Stage
Audience Analysis
A helpful way of gathering information about your readers is to conduct an audience analysis.
Depending on the purpose and needs of your documents, you may perform a brief audience
profile or an in-depth audience analysis (or something in between). You may expand or contract
the following process to match your situation, but remember that the more you know about your
potential readers, the more persuasive and user-centered your documents may be.
Some key questions (adapted from Johnson-Sheehan’s Technical Communication Today) to ask
about your readers are:
• Who are they?
• What do they need?
• Where will they be reading?
• When will they be reading?
• Why will they be reading?
• How will they be reading?
Meeting frequently (in person and/or virtually) with members of your audience to discuss their
needs and expectations will also help you compose your documents. The following reader
analysis chart (adapted from Johnson-Sheehan) is effective for in ...
CONTENTS Cover Page T.docx
CONTENTS
Cover Page
Title Page
Introduction
1. HE MINDSETSWhy Do People Differ?What Does All This Mean for You? The Two
MindsetsA View from the Two MindsetsSo, What’s New?Self-Insight: Who Has Accurate Views
of Their Assets and Limitations?What’s in Store
2. NSIDE THE MINDSETSIs Success About Learning—Or Proving You’re
Smart?Mindsets Change the Meaning of FailureMindsets Change the Meaning of
EffortQuestions and Answers
3. HE TRUTH ABOUT ABILITY AND ACCOMPLISHMENT Mindset and School
AchievementIs Artistic Ability a Gift?The Danger of Praise and Positive LabelsNegative Labels
and How They Work
4. PORTS: THE MINDSET OF A CHAMPION The Idea of the
Natural“Character”What Is Success?What Is Failure?Taking Charge of SuccessWhat Does It
Mean to Be a Star?Hearing the Mindsets
5. BUSINESS: MINDSET AND LEADERSHIPEnron and the Talent
MindsetOrganizations That GrowA Study of Mindset and Management DecisionsLeadership and
the Fixed MindsetFixed-Mindset Leaders in ActionGrowth-Mindset Leaders in ActionA Study of
Group ProcessesGroupthink Versus We ThinkAre Leaders Born or Made?
6. RELATIONSHIPS: MINDSETS IN LOVE (OR NOT) Relationships Are
DifferentMindsets Falling in LoveThe Partner as EnemyCompetition: Who’s the
Greatest?Developing in RelationshipsFriendshipShynessBullies and Victims: Revenge Revisited
7. PARENTS, TEACHERS, AND COACHES: WHERE DO MINDSETS COME
FROM?Parents (and Teachers): Messages About Success and FailureTeachers (and Parents):
What Makes a Great Teacher (or Parent)?Coaches: Winning Through MindsetOur Legacy
8. CHANGING MINDSETS: A WORKSHOP The Nature of ChangeThe Mindset
LecturesA Mindset WorkshopBrainologyMore About ChangeTaking the First Step: A Workshop
for YouPeople Who Don’t Want to ChangeChanging Your Child’s MindsetMindset and
WillpowerMaintaining ChangeThe Road Ahead
NotesRecommended BooksAbout the AuthorCopyright
INTRODUCTION
One day, my students sat me down and ordered me to write this book. They wanted
people to be able to use our work to make their lives better. It was something I’d wanted to do
for a long time, but it became my number one priority.
My work is part of a tradition in psychology that shows the power of people’s beliefs.
These may be beliefs we’re aware of or unaware of, but they strongly affect what we want and
whether we succeed in getting it. This tradition also shows how changing people’s beliefs—even
the simplest beliefs—can have profound effects.
In this book, you’ll learn how a simple belief about yourself—a belief we discovered in
our research—guides a large part of your life. In fact, it permeates every part of your life. Much
of what you think of as your personality actually grows out of this “mindset.” Much of what may
be preventing you from fulfilling your potential grows out of it.
No book has ever explained this mindset and shown people how to make use of it in their
lives. You’ll suddenly understand the gre.
The Interview Discovering Difference and Working Towa.docx
The Interview
Discovering
Difference: and
Working Toward
Understanding
T
In this interview you work to understand another human
being by developing a receptive and welcoming attitude toward your interviewee. You
will review the principles of CMM as you understand them, keeping in mind that this
interview is designed to help you create a positive social world with another person who is
different from you. Two things to keep in mind from CMM are to listen in a way that makes
others want to speak to you, and to speak in a way that makes others want to listen to
you.
You will also make use of Politeness Theory as you speak and listen in such a way as to
maintain the “face” of another human being, that is, the self-respect that person has for
him or herself and treating that person with dignity. Recognize that we all want to be
liked, admired, appreciated and approved. Respond to the other with empathy and
compassion.
Work toward having that “authentic dialog” mentioned by Paolo Freire. This means
regarding the other person as a genuine subject. Finally, you will complete the “praxis” as
Freire defines it, by not only acting through the interview, but by reflecting upon it at the
conclusion.
Finding Commonality
Introduction
2 lorem ipsum :: [Date]
Action/Reflection
You do not have to ask all of these questions. These are
just to prompt you to go forward. These, however, are
good questions and should elicit some deep and
meaningful dialog. Here are some sample questions you
might ask your interviewee:
Key Scenes
1. Please describe a scene, episode, or moment in
your life that stands out as a really positive
experience.
2. In reviewing your life, is it possible to find key
moments that stand out as turning points for you.
These are episodes that you see as a turning point
in your entire life.
3. Could you detail a positive childhood memory
from your early years as a child. Please describe
this in detail. What happened, where and when
did it happen, who was involved, and what were
you thinking and feeling? What does this memory
say about your life?
4. Vivid adult memory. Please identify one memory
that you have had as an adult, something
memorable or vivid that happened to you in your
adult years. Please describe this in detail.
5. Wisdom event. Find an event in your life where you
displayed wisdom. This could be a time in which
you acted or interacted in an especially wise way
or provided wise counsel, or advice, made a wide
decision or otherwise behaved in a wise manner.
What happened, where and when, who was
involved, and what were you thinking and feeling.
What does this memory say about you and your
life?
6. Religious spiritual or mystical experience. Whether
you are religious or not, some people report they
have felt a transcendent sense of something
sacred at one time or another in their lives., some
feeling of oneness with nature or the ...
Sociology Topics For Essay. How to Write a Sociology Essay
Essay on Sociology Topics | Sociology Topics Essay for Students and .... Sample essay on sociology for the 21st century. 350+ Sociology Essay Titles to find out how humanity, as a whole, works. Sociology Essay | Essay on Sociology for Students and Children in .... Analytical Essay: Sociology essays topics. Sociology Essay Topics. 11 Smart Sociology Research Topics - Owlcation.
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PSY 3140, Social Psychology 1 Course Learning Outc
PSY 3140, Social Psychology 1 Course Learning Outc
How To Be a 21st Century Science Communicator - First Steps
How To Be a 21st Century Science Communicator - First Steps
Audience Analysis Building Information About Your Readers .docx
Audience Analysis Building Information About Your Readers .docx
The Interview Discovering Difference and Working Towa.docx
The Interview Discovering Difference and Working Towa.docx
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Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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21st century Inspirations
- 2. What do we need to know? Topic – What are we going to research? 21st Century Inspirations A person who has inspired you Someone you admire A person who has made a contribution to their field, their craft, society, or the world A person who has done something unique or different A person who has achieved great fame due to their talent
- 3. What does inspired mean? Someone who affects others in a positive way Makes others feel determined or confident so they feel they too can achieve their goals Someone who makes us want to be better or learn more because of their accomplishments
- 4. What does contribute mean? Help make something better by adding to _______ Help make their field better Added to in a positive manner
- 5. Research How do we find our information? How do we conduct our research?
- 6. Use the BIG 6 http://www.youtube.com/watch?v=JVEiNZuYgjQ http://www.youtube.com/watch?v=2bwUkDXH0gc
- 7. Research We can use the internet Remember that not all sites are correct. Not all sites are appropriate for children. Not all information is relevant. Conduct your internet searches carefully and thoughtfully.
- 8. Research We can use books Books can be found at the school or public libraries. Be sure to choose relevant books.
- 9. Research We can use the newspapers of magazines Search through a newspaper carefully. These sources may not be useful because the information in them is daily or monthly and may not have information about the person you have chosen to research. Using this source could be time consuming.
- 10. Research We can use documentaries, T.V., news reports, movies These sources can help you learn about the person and their life in a visual way. Remember that sometimes movies can change reality and not always represent the person accurately.
- 11. Think… Can you think of other ways to conduct your research?
- 12. What kind of information are we looking for? Who is this person What is their special contribution or ability When were they born Where do they live Why did they do this Why do they inspire you How did they accomplish their goal
- 13. How do we gather our information? After reading, summarize what you have read Takes notes in your own words Be sure to take enough note to be able to answer who, what, when, where, why, and how in detail If you do not take relevant, rich notes, you will not have enough information to write a complete research paper
- 14. What next… When you have chosen your topic and you have found enough relevant information about this person you will start to write your paper.