Analysis of ted talk, lies, damned lies and statistics by sebastian wernicke
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Sebastian Wernicke analyzed successful and unsuccessful TED talks to identify key factors. He found that the combination of topic, delivery style, and visuals used best correlates with success. Specifically, talks on popular topics like happiness were more successful, while talks on unpopular topics like oxygen were less so. He also notes that talks averaging 18 minutes are most popular, and that an engaging delivery style is important for TED audiences.
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This presentation reports the statistical analysis of TED Talks. It reports various parameters which define the success of a TED Talk and similary failure of a TED Talk. It is the summary of the TED Talk "Lies, Damned Lies and Statistics" by Sebastian Wernicke
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DISCUSSION 1
What did you learn that you did not already know?
This has been like some of the other material that we have covered. I have had exposure to many of the concepts in my master’s program but with this material I am provided both reinforcement of those concept understandings and present new perspectives on them. The from Management Information Systems: Managing the Digital Firm was particularly helpful. Material such as this can often require several iterations of review to begin to develop an understanding of how it can be applied. I have had exposure to similar material but being able to understand how to apply these concepts benefits considerably form exposure to new sources. This material is not abstract but at times being able to apply it in a practice manner almost does seem abstract. Being able to read this material helps me solidify thoughts and ideas on how to concretely implement them in real life situations, this type of process for me is something that requires deeper understanding of the “theory of operations”, for a lack of better words. In course I have gotten a lot of that.
What are some problems that are apparent in the field?
I am going to inject some major bias at this point as my masters was in software engineering and focused on enterprise architecture, IT systems research, software project management, and object-oriented paradigm. To me one of the biggest problems in the industries I have been in is shear negligence in researching the concepts of what software engineering is and how to manage information systems or information technology. The decision-making process is often left to those who have no technical background, two who’s motivations are at best questionable, and three have no concept of the magnitude or time line of projects. There is an abundant source of research, magazines, and various other forms of literature explicitly addressing these things in a practical manner oriented strictly towards helping organizations undertake such endeavors. I by no means consider myself to be an expert but I often find myself in a situation where I ask what should be some basic questions about projects and in return I receive an answer akin to “what are you talking about” or “I have never heard of that” or “I don’t know I never thought about that”.
What are might be some opportunities for research on the topics covered and how might you perform the appropriate research?
The above rant was a segue into this section because I feel that big data is becoming more prevalent and both the elements of software engineering and systems for big data could become victim to similar issues as stated before. Some issues for research in software engineer ...
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A. Write a brief research report of at least 200 words on the topic with at least twocitations. 45 points
B. Create a visual presentation (PowerPoint, Prezi, Video, Photograph, Art Work, Audio (if music), etc. 45 points
MGF 1107 Project and Presentation Information and Rubric
Project/Presentation:100 points
C. Pick one of the following topics.
1. Create your own ciphered number system; Show how to add and subtract in your number system. (Section 4.1)
2. A topic generally associated with sequences is series. Research series and explain what a series is and how it differs from a sequence. Also write a formal definition of series. Give examples of different kinds of series. (Section 5.7)
3. Facebook FriendsRead the Recreational Mathematics box onpage 855. Belinda, Dennis, Jeff, Kristie, Lucy, and Mike are all on Facebook. The following pairs of people are friends: Belinda and Dennis, Belinda and Kristie, Belinda and Lucy, Dennis and Kristie, Dennis and Lucy, Dennis and Mike, Jeff and Lucy, Kristie and Lucy, and Kristie and Mike. Represent the friendships with a graph. (Section
14.1)
4. Awards’ Methods Research how voting is conducted on the following events (Chp 15) :
a) Academy Awards
b) Grammy Awards
c) Heisman Trophy Award
d) Nobel Prizes
e) Pulitzer Prize
5. Buying a home with a mortgage (Section 11.5)
6. Saving for Retirement (Section 11.6)
7. Tessellations of M. C. Escher (Section 9.5)
8. Make a doughnut out of clay/Play dough. Reform into the topologically equivalent figure, a cup with a handle. (Section 9.6)
9. Create an original piece of art or music using fractal geometry (iteration) (Section 9.7)
10. Read the Recreational Mathematics box on pg. 855 in your textbook. The following people are on Facebook: Belinda, Dennis, Jeff, Kristie, Lucy, and Mike. The following pairs are friends: Belinda and Dennis, Belinda and Kristie, Belinda and Lucy, Dennis and Kristie, Dennis and Lucy, Dennis and Mike, Jeff and Lucy, Kristie and Lucy, and Kristie and Mike. Represent the friendships with a graph (Section 4.1)
11. Art using the Golden Ratio/Golden Rectangle/Fibonacci sequences. (Chp 5, 9)
D. Write a brief research report of at least 200 words on the topic with at least twocitations. 45 points
E. Create a visual presentation (PowerPoint, Prezi, Video, Photograph, Art Work, Audio (if music), etc. 45 points
F. Post report on the Discussion Board.
G. Post the presentation as an attachment to the Discussion Board in Blackboard.
H. Respond to at least 5 classmates’ presentations. 10 points Do not plagiarize!
See Blackboard under Resources for links to help you with writing assistance, in-text reference citing,reference formatting, grammar, etc.
Criteria
Exceed Expectations
Meets Expectations
Developing
Beginning
Not Acceptable
Content
18-20 points points
Response to the assigned topic thorough, well written, and well presented; opinions always sup ...
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Project One: Personal Discourse Description and Analysis
We’ve read James Paul Gee’s theories on discourse and literacy, and we’ve read and watched a few essays, articles, and videos that discuss how identity interacts with discourse. Now it’s your turn to write an exploration of how discourse interacts with your own identity.
In this 3 – 5 pageessay, you will use Gee as a lens to describe your literacy in one of your secondary discourses, the features of this particular discourse, and how it serves to shape your identity. Since this paper will focus on a secondary discourse, you should not write about your native tongue, but, rather, about a discourse that you have learned and/or acquired beyond your home language. This discourse could be a second language that you have learned, the slang you use with your friends, the jargon you use while playing a sport, the specific terminology related to your job, the specialized vocabulary of your favorite sci-fi/fantasy fandom, or any number of alternatives. While I want you to detail aspects of this discourse, you should not simply provide a list of definitions for the pertinent terminology: you need to focus on showing the reader how you learned or acquired that terminology and how it pertains to your identity specifically.
You must incorporate at least two sources into your essay: Gee’s “Literacy, Discourse, and Linguistics: Introduction” and one of the other discourse-related readings/multimodal texts we have done/will do together in class: Gloria Anzaldua’s “How to Tame a Wild Tongue,” Andrew Lam’s “The Language of Violence,” Chimamanda Ngozi Adichie’s TED Talk “The Danger of a Single Story,” Amy Tan’s “The Language of Discretion,” Jamila Lyiscott’s “Three Ways of Speaking English,” and Erin Dietel-McLaughlin’s video literacy narrative “An Army Wife’s Tale: What the Military Taught Me About Literacy and Community,” or you may choose a piece from the Digital Archive of Literacy Narratives.
DUE DATES:
Friday, October 14th
Rough Draft DUE, In-Class Workshop
Wednesday, October 19th
Final Draft DUE
Point Breakdown for Project One: 100 points, 10% of Final Grade
Author’s Note: 10 points
The Author’s Note is something we complete in class on the day of the in-class workshop on Friday, October 14th. Specific instructions will be available in class that day and then available in the Assignments & Resources folder after that.
Anecdote: 20 points
The Anecdote is a key part of this paper. An anecdote is a story, and an effective anecdote includes details that draw the reader into the story. This section will be graded based on the effectiveness of your anecdote: Do you describe the scene well? Do you establish characters and setting? Do you bring in specific details? Your goal here is to vividly describe your experience.
Analysis: 20 points
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Ms. Battle, Principal with Cincinnati Public Schools, and Ms. Savage, a Mental Health Professional from Cincinnati Children’s Hospital begin a conversation today regarding Childhood Trauma and how it affects a child’s education. Together, they shared that without question, no matter what neighborhood you teach in, you will work with children who have experienced trauma and who have had high Adverse Childhood Experiences (ACE’s).
Unfortunately, there was only so much time and this was just the beginning of the conversation. What was the most important thread to take-away from this experience is the awareness you must embrace regarding the power a teacher has to develop a positive relationship with each student you serve. One that allows you to hold hope and belief in your students, and the willingness you must have to walk through these struggles with them.
In the video (link below), Whole People: Childhood Trauma, Resmaa Menaken shares that we may not have all of the answers, but maybe if we approach children who have experienced trauma, with a calm and settled response to their unsettled and reactive nervous system, we can help them find some calmness so they can recognize their need and ask for help.
In her TEDTalk (link below), Dr. Allison Jackson states, “We’re not powerful enough to know who has trauma and who doesn’t, we’re not powerful enough to know who makes it and who doesn’t. But we are powerful enough to do 2 things: 1-Teach someone else about childhood trauma as a health issue, and 2-Make that risk of connection. So, the next time someone gives you the honor of walking their trauma, their pain story, in front of you, answer that call with connection.”
For this extra credit assignment, please use the listed resources and articles to discuss:
1- What you have learned about Childhood Trauma and the effects of ACE’s
2 – Explore ideas about how you, as a teacher, will support the children in your classroom and school community who may have hidden trauma that is showing as difficult, inappropriate, and/or scary behaviors,
3 - What are things you can do to create a relationship of kindness and trust while supporting the child to get help.
2 typed pages: Times New Roman, 12 pt font, 1” margins, double spaced (appx. 600 words), cite and list your references 20 points (see rubric)
RESOURCES:TEDxRVA: A Call to Connection: Making Childhood Trauma Personal | Dr. Allison Jackson
https://www.youtube.com/watch?v=-HG8H4n2j9I
Whole People: Childhood Trauma
https://www.pbs.org/video/whole-people-101-childhood-trauma-3swqgb/
How to Help a Traumatized Child in the Classroom
https://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms
10 Things about Childhood Trauma Every Teacher Needs to Know
https://www.weareteachers.com/10-things-about-childhood-trauma-every-teacher-needs-to-know/
Trauma can make it hard for kids to learn. Here’s how teachers learn to deal with that
https://www.chalkbeat.org/posts/chicago/201.
Ms. Battle, Principal with Cincinnati Public Schools, and Ms. Sav.docx
Ms. Battle, Principal with Cincinnati Public Schools, and Ms. Savage, a Mental Health Professional from Cincinnati Children’s Hospital begin a conversation today regarding Childhood Trauma and how it affects a child’s education. Together, they shared that without question, no matter what neighborhood you teach in, you will work with children who have experienced trauma and who have had high Adverse Childhood Experiences (ACE’s).
Unfortunately, there was only so much time and this was just the beginning of the conversation. What was the most important thread to take-away from this experience is the awareness you must embrace regarding the power a teacher has to develop a positive relationship with each student you serve. One that allows you to hold hope and belief in your students, and the willingness you must have to walk through these struggles with them.
In the video (link below), Whole People: Childhood Trauma, Resmaa Menaken shares that we may not have all of the answers, but maybe if we approach children who have experienced trauma, with a calm and settled response to their unsettled and reactive nervous system, we can help them find some calmness so they can recognize their need and ask for help.
In her TEDTalk (link below), Dr. Allison Jackson states, “We’re not powerful enough to know who has trauma and who doesn’t, we’re not powerful enough to know who makes it and who doesn’t. But we are powerful enough to do 2 things: 1-Teach someone else about childhood trauma as a health issue, and 2-Make that risk of connection. So, the next time someone gives you the honor of walking their trauma, their pain story, in front of you, answer that call with connection.”
For this extra credit assignment, please use the listed resources and articles to discuss:
1- What you have learned about Childhood Trauma and the effects of ACE’s
2 – Explore ideas about how you, as a teacher, will support the children in your classroom and school community who may have hidden trauma that is showing as difficult, inappropriate, and/or scary behaviors,
3 - What are things you can do to create a relationship of kindness and trust while supporting the child to get help.
2 typed pages: Times New Roman, 12 pt font, 1” margins, double spaced (appx. 600 words), cite and list your references 20 points (see rubric)
RESOURCES:TEDxRVA: A Call to Connection: Making Childhood Trauma Personal | Dr. Allison Jackson
https://www.youtube.com/watch?v=-HG8H4n2j9I
Whole People: Childhood Trauma
https://www.pbs.org/video/whole-people-101-childhood-trauma-3swqgb/
How to Help a Traumatized Child in the Classroom
https://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms
10 Things about Childhood Trauma Every Teacher Needs to Know
https://www.weareteachers.com/10-things-about-childhood-trauma-every-teacher-needs-to-know/
Trauma can make it hard for kids to learn. Here’s how teachers learn to deal with that
https://www.chalkbeat.org/posts/chicago/201 ...
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DISCUSSION 1
What did you learn that you did not already know?
This has been like some of the other material that we have covered. I have had exposure to many of the concepts in my master’s program but with this material I am provided both reinforcement of those concept understandings and present new perspectives on them. The from Management Information Systems: Managing the Digital Firm was particularly helpful. Material such as this can often require several iterations of review to begin to develop an understanding of how it can be applied. I have had exposure to similar material but being able to understand how to apply these concepts benefits considerably form exposure to new sources. This material is not abstract but at times being able to apply it in a practice manner almost does seem abstract. Being able to read this material helps me solidify thoughts and ideas on how to concretely implement them in real life situations, this type of process for me is something that requires deeper understanding of the “theory of operations”, for a lack of better words. In course I have gotten a lot of that.
What are some problems that are apparent in the field?
I am going to inject some major bias at this point as my masters was in software engineering and focused on enterprise architecture, IT systems research, software project management, and object-oriented paradigm. To me one of the biggest problems in the industries I have been in is shear negligence in researching the concepts of what software engineering is and how to manage information systems or information technology. The decision-making process is often left to those who have no technical background, two who’s motivations are at best questionable, and three have no concept of the magnitude or time line of projects. There is an abundant source of research, magazines, and various other forms of literature explicitly addressing these things in a practical manner oriented strictly towards helping organizations undertake such endeavors. I by no means consider myself to be an expert but I often find myself in a situation where I ask what should be some basic questions about projects and in return I receive an answer akin to “what are you talking about” or “I have never heard of that” or “I don’t know I never thought about that”.
What are might be some opportunities for research on the topics covered and how might you perform the appropriate research?
The above rant was a segue into this section because I feel that big data is becoming more prevalent and both the elements of software engineering and systems for big data could become victim to similar issues as stated before. Some issues for research in software engineer ...
Communication Skills in Science: Research in 4 minutes (Rin4)
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Aurelio Ruiz, Department of Information and Communication Technologies, Unit of Excellence María de Maeztu
Handout for "Proven Presentation Techniques", an InfoComm approved workshop b...
This workshop will show you how you can transform your ideas into convincing interactive presentations. The most important elements of successful presentations, training sessions and meetings are straightforward to name, but not always quite so easy to implement. It's essential for the presenter to capture and maintain the attention of the audience, to present effectively, create interest, encourage excitement and to captivate the participants. In this training session we will explore how you can increase understanding and retention in a presentation. You will receive background information based on scientific research, about improving communication techniques and about the workings of the brain. You will also see examples of best practices, effective communication, and presentation designs, all of which contribute to the creation of long-lasting impressions.
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A. Write a brief research report of at least 200 words on the topic with at least twocitations. 45 points
B. Create a visual presentation (PowerPoint, Prezi, Video, Photograph, Art Work, Audio (if music), etc. 45 points
MGF 1107 Project and Presentation Information and Rubric
Project/Presentation:100 points
C. Pick one of the following topics.
1. Create your own ciphered number system; Show how to add and subtract in your number system. (Section 4.1)
2. A topic generally associated with sequences is series. Research series and explain what a series is and how it differs from a sequence. Also write a formal definition of series. Give examples of different kinds of series. (Section 5.7)
3. Facebook FriendsRead the Recreational Mathematics box onpage 855. Belinda, Dennis, Jeff, Kristie, Lucy, and Mike are all on Facebook. The following pairs of people are friends: Belinda and Dennis, Belinda and Kristie, Belinda and Lucy, Dennis and Kristie, Dennis and Lucy, Dennis and Mike, Jeff and Lucy, Kristie and Lucy, and Kristie and Mike. Represent the friendships with a graph. (Section
14.1)
4. Awards’ Methods Research how voting is conducted on the following events (Chp 15) :
a) Academy Awards
b) Grammy Awards
c) Heisman Trophy Award
d) Nobel Prizes
e) Pulitzer Prize
5. Buying a home with a mortgage (Section 11.5)
6. Saving for Retirement (Section 11.6)
7. Tessellations of M. C. Escher (Section 9.5)
8. Make a doughnut out of clay/Play dough. Reform into the topologically equivalent figure, a cup with a handle. (Section 9.6)
9. Create an original piece of art or music using fractal geometry (iteration) (Section 9.7)
10. Read the Recreational Mathematics box on pg. 855 in your textbook. The following people are on Facebook: Belinda, Dennis, Jeff, Kristie, Lucy, and Mike. The following pairs are friends: Belinda and Dennis, Belinda and Kristie, Belinda and Lucy, Dennis and Kristie, Dennis and Lucy, Dennis and Mike, Jeff and Lucy, Kristie and Lucy, and Kristie and Mike. Represent the friendships with a graph (Section 4.1)
11. Art using the Golden Ratio/Golden Rectangle/Fibonacci sequences. (Chp 5, 9)
D. Write a brief research report of at least 200 words on the topic with at least twocitations. 45 points
E. Create a visual presentation (PowerPoint, Prezi, Video, Photograph, Art Work, Audio (if music), etc. 45 points
F. Post report on the Discussion Board.
G. Post the presentation as an attachment to the Discussion Board in Blackboard.
H. Respond to at least 5 classmates’ presentations. 10 points Do not plagiarize!
See Blackboard under Resources for links to help you with writing assistance, in-text reference citing,reference formatting, grammar, etc.
Criteria
Exceed Expectations
Meets Expectations
Developing
Beginning
Not Acceptable
Content
18-20 points points
Response to the assigned topic thorough, well written, and well presented; opinions always sup ...
Project One Personal Discourse Description and AnalysisWe’ve.docx
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We’ve read James Paul Gee’s theories on discourse and literacy, and we’ve read and watched a few essays, articles, and videos that discuss how identity interacts with discourse. Now it’s your turn to write an exploration of how discourse interacts with your own identity.
In this 3 – 5 pageessay, you will use Gee as a lens to describe your literacy in one of your secondary discourses, the features of this particular discourse, and how it serves to shape your identity. Since this paper will focus on a secondary discourse, you should not write about your native tongue, but, rather, about a discourse that you have learned and/or acquired beyond your home language. This discourse could be a second language that you have learned, the slang you use with your friends, the jargon you use while playing a sport, the specific terminology related to your job, the specialized vocabulary of your favorite sci-fi/fantasy fandom, or any number of alternatives. While I want you to detail aspects of this discourse, you should not simply provide a list of definitions for the pertinent terminology: you need to focus on showing the reader how you learned or acquired that terminology and how it pertains to your identity specifically.
You must incorporate at least two sources into your essay: Gee’s “Literacy, Discourse, and Linguistics: Introduction” and one of the other discourse-related readings/multimodal texts we have done/will do together in class: Gloria Anzaldua’s “How to Tame a Wild Tongue,” Andrew Lam’s “The Language of Violence,” Chimamanda Ngozi Adichie’s TED Talk “The Danger of a Single Story,” Amy Tan’s “The Language of Discretion,” Jamila Lyiscott’s “Three Ways of Speaking English,” and Erin Dietel-McLaughlin’s video literacy narrative “An Army Wife’s Tale: What the Military Taught Me About Literacy and Community,” or you may choose a piece from the Digital Archive of Literacy Narratives.
DUE DATES:
Friday, October 14th
Rough Draft DUE, In-Class Workshop
Wednesday, October 19th
Final Draft DUE
Point Breakdown for Project One: 100 points, 10% of Final Grade
Author’s Note: 10 points
The Author’s Note is something we complete in class on the day of the in-class workshop on Friday, October 14th. Specific instructions will be available in class that day and then available in the Assignments & Resources folder after that.
Anecdote: 20 points
The Anecdote is a key part of this paper. An anecdote is a story, and an effective anecdote includes details that draw the reader into the story. This section will be graded based on the effectiveness of your anecdote: Do you describe the scene well? Do you establish characters and setting? Do you bring in specific details? Your goal here is to vividly describe your experience.
Analysis: 20 points
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Evaluation of Sebastian Wernicke's "Lies, Damned Lies, and Statistics (About TED Talks)".
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Ms. Battle, Principal with Cincinnati Public Schools, and Ms. Savage, a Mental Health Professional from Cincinnati Children’s Hospital begin a conversation today regarding Childhood Trauma and how it affects a child’s education. Together, they shared that without question, no matter what neighborhood you teach in, you will work with children who have experienced trauma and who have had high Adverse Childhood Experiences (ACE’s).
Unfortunately, there was only so much time and this was just the beginning of the conversation. What was the most important thread to take-away from this experience is the awareness you must embrace regarding the power a teacher has to develop a positive relationship with each student you serve. One that allows you to hold hope and belief in your students, and the willingness you must have to walk through these struggles with them.
In the video (link below), Whole People: Childhood Trauma, Resmaa Menaken shares that we may not have all of the answers, but maybe if we approach children who have experienced trauma, with a calm and settled response to their unsettled and reactive nervous system, we can help them find some calmness so they can recognize their need and ask for help.
In her TEDTalk (link below), Dr. Allison Jackson states, “We’re not powerful enough to know who has trauma and who doesn’t, we’re not powerful enough to know who makes it and who doesn’t. But we are powerful enough to do 2 things: 1-Teach someone else about childhood trauma as a health issue, and 2-Make that risk of connection. So, the next time someone gives you the honor of walking their trauma, their pain story, in front of you, answer that call with connection.”
For this extra credit assignment, please use the listed resources and articles to discuss:
1- What you have learned about Childhood Trauma and the effects of ACE’s
2 – Explore ideas about how you, as a teacher, will support the children in your classroom and school community who may have hidden trauma that is showing as difficult, inappropriate, and/or scary behaviors,
3 - What are things you can do to create a relationship of kindness and trust while supporting the child to get help.
2 typed pages: Times New Roman, 12 pt font, 1” margins, double spaced (appx. 600 words), cite and list your references 20 points (see rubric)
RESOURCES:TEDxRVA: A Call to Connection: Making Childhood Trauma Personal | Dr. Allison Jackson
https://www.youtube.com/watch?v=-HG8H4n2j9I
Whole People: Childhood Trauma
https://www.pbs.org/video/whole-people-101-childhood-trauma-3swqgb/
How to Help a Traumatized Child in the Classroom
https://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms
10 Things about Childhood Trauma Every Teacher Needs to Know
https://www.weareteachers.com/10-things-about-childhood-trauma-every-teacher-needs-to-know/
Trauma can make it hard for kids to learn. Here’s how teachers learn to deal with that
https://www.chalkbeat.org/posts/chicago/201.
Ms. Battle, Principal with Cincinnati Public Schools, and Ms. Sav.docx
Ms. Battle, Principal with Cincinnati Public Schools, and Ms. Savage, a Mental Health Professional from Cincinnati Children’s Hospital begin a conversation today regarding Childhood Trauma and how it affects a child’s education. Together, they shared that without question, no matter what neighborhood you teach in, you will work with children who have experienced trauma and who have had high Adverse Childhood Experiences (ACE’s).
Unfortunately, there was only so much time and this was just the beginning of the conversation. What was the most important thread to take-away from this experience is the awareness you must embrace regarding the power a teacher has to develop a positive relationship with each student you serve. One that allows you to hold hope and belief in your students, and the willingness you must have to walk through these struggles with them.
In the video (link below), Whole People: Childhood Trauma, Resmaa Menaken shares that we may not have all of the answers, but maybe if we approach children who have experienced trauma, with a calm and settled response to their unsettled and reactive nervous system, we can help them find some calmness so they can recognize their need and ask for help.
In her TEDTalk (link below), Dr. Allison Jackson states, “We’re not powerful enough to know who has trauma and who doesn’t, we’re not powerful enough to know who makes it and who doesn’t. But we are powerful enough to do 2 things: 1-Teach someone else about childhood trauma as a health issue, and 2-Make that risk of connection. So, the next time someone gives you the honor of walking their trauma, their pain story, in front of you, answer that call with connection.”
For this extra credit assignment, please use the listed resources and articles to discuss:
1- What you have learned about Childhood Trauma and the effects of ACE’s
2 – Explore ideas about how you, as a teacher, will support the children in your classroom and school community who may have hidden trauma that is showing as difficult, inappropriate, and/or scary behaviors,
3 - What are things you can do to create a relationship of kindness and trust while supporting the child to get help.
2 typed pages: Times New Roman, 12 pt font, 1” margins, double spaced (appx. 600 words), cite and list your references 20 points (see rubric)
RESOURCES:TEDxRVA: A Call to Connection: Making Childhood Trauma Personal | Dr. Allison Jackson
https://www.youtube.com/watch?v=-HG8H4n2j9I
Whole People: Childhood Trauma
https://www.pbs.org/video/whole-people-101-childhood-trauma-3swqgb/
How to Help a Traumatized Child in the Classroom
https://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms
10 Things about Childhood Trauma Every Teacher Needs to Know
https://www.weareteachers.com/10-things-about-childhood-trauma-every-teacher-needs-to-know/
Trauma can make it hard for kids to learn. Here’s how teachers learn to deal with that
https://www.chalkbeat.org/posts/chicago/201 ...
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- 1. Analysis of ted talk, Lies, Damned Lies and Statistics by Sebastian Wernicke By Darpanraj Deoghare
- 2. Who is he? Currently an Engagement Manager at Oliver Wyman, Sebastian Wernicke originally studied bioinformatics at Friedrich-Schiller-Universität Jena. During his time in academia, he devised an algorithm for analyzing biological networks that now aids researchers in dealing with their innate complexity.
- 3. Insights
- 4. Insight – No.1 Combination of 3 key ingredients correlates with the probability of success of a TED talk
- 5. Insight – No 1 Contd Topic Components of A Good Ted Talk Delivery Visuals used
- 6. Insight – No 2 get-tedpad.com is the tool. Browsing it gives information about the best and worst TEDTalks ever!!
- 7. Conclusions
- 9. Relevance No 1 Topic Sebastian first looked at the list of top ten words that make a successful talk and an unsuccessful talk. For example if you came to TED to talk about how French coffee will spread happiness in our brains than it will be a successful talk. Whereas, if you wanted to talk about your project involving oxygen, girls, aircraft than the statistics say the talk would not be successful.
- 10. Relevance No 2 Conducting Complex Analysis Conduct & Study complex analyses Identify the market trends Collect data on customer needs Develop plans to target the demanding service Implement required business process
- 12. Relevance No 2 Delivery Most Favourite talks = 50% + Least Favourite talks This is true for most of the cases
- 13. Summary Wernicke looked at a statistical model to see if the was a way to make a really good, or a really bad Ted talk. What three things did he look at? He gives the example of four things that are good to talk about, and four things that are not so good. What are his examples? Ted talks that are long are more, or less, popular than short ones? At a conference in most disciplines it would never do to say “etcetera, etcetera.” What does Wernicke say about that in Ted talks? What does he say about appearance on stage? Although Wernicke uses humor in this talk, in the overall message what is he implying about evaluating talks by popularity?
- 14. Submitted for Internship "Data Analytics " under Professor Sameer Mathur , IIML By, Darpanraj Deoghare
- 15. Thank You