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This document lists 6 prompts for responses that analyze and discuss various ideas from different thinkers and their works. The prompts include discussing John Gatto's "Seven Lessons", summarizing and commenting on Sir Ken Robinson's TED Talk, discussing who is responsible for redeeming poverty-stricken schools with reference to Nadia Lopez's TED Talk, summarizing and commenting on Stephen Marche's argument about Facebook and loneliness, discussing Kevin Kelly's view on technology from an interview with him, and discussing Jean Kilbourne's views on advertising images from a YouTube video.
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Recommended
Bridging the Divide
This presentation contains two separate sets of slides for the training module series: Bridging the Divide. This training is a part of the Bonner Foundation's Dialogue Across Diversity and Inclusion 4x4 model. The rest of the trainings may be found on this Bonner wiki page: http://bonner.pbworks.com/w/page/119404902/Dialogue%20Across%20Diversity%20and%20Inclusion%20Trainings.
Slides 1-13 are in conjunction with Session 1: Political Discourse for Civic Action.
Slides 14-22 are in conjunction with Session 2: Maintaining Discourse in the Modern Digital Age
Edutech2015v2 150705224119-lva1-app6891
www.presportal.ru publishes great presentations and thanks its creators. presportal.ru is the Russian mass media about presentations
Edutech 2015 v2
This document discusses cultivating curiosity and deep learning in education. It provides quotes and graphics that emphasize critical thinking, collaboration, communication, creativity, character, citizenship, inspiration, and questioning. The document encourages activating, cultivating, and initiating wonder in students. It also discusses visible change through peer learning and using student responses as learning experiences for the entire school.
Film discussion guide
The document provides guidance for hosting a virtual film discussion on "The Social Dilemma" documentary. It outlines steps to plan the event, including choosing a date and platform, creating invite lists, sending invites, and hosting the discussion. Sample discussion questions are provided to kick off conversations on how social media has impacted lives, what changes people would like to see, and next steps for individuals and communities. The guide recommends sending a follow up email after the event to continue the momentum of discussions.
Human Growth & Development HHG4MFinal ExamAll questions carr.docx
Human Growth & Development HHG4M
Final Exam
All questions carry equal marks
Use examples to illustrate your answers
Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer.
Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love--staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer.
Q3. Agents of socialization provide critical information for children to function as members of
society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer.
Q4. Write short notes on any five of the following (use examples to illustrate your answers):
i. neuroscience
ii. brain wiring
iii. pruning
iv. Pituitary Gland
v. Community Supports
vi. Morality
vii. active rebellion
viii. Environmental Pollutants
ix. Maternal Nutrition
x. Toxoplasmosis
xi. The Role of the Unconscious
Human Growth & Development – an Overview
Unit 1 Test
Attempt all questions. Use examples to illustrate your answer.
1. What is the difference between human growth and development?
2. What are the characteristics of development?
3. What is a family?
4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development.
5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development.
6. Four major theorists have been discussed in this unit -- Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer.
Human Growth & Development – Brain Development in the Early Years
Unit 2 test
Attempt all questions. Use examples to illustrate your answer.
Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn't get the things it needs?
Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5)
· Rubella
· Environmental Pollutants
· STDs
· Toxoplasmosis
· Medical Care
· Stress
· Alcohol or drugs
· Smoking
· Prescription Drugs
Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following:
· attachment & bonding,
· social interaction,
· play,
· roper healthy nutrition,
· regular exposure to language
· verbal communication.
For each type of deprivation mentioned, identify a minimum of two potential negative consequences on a ...
Transformational Teaching
This presentation was created by Tony Ryan for the Learning@schools conference, Rotorua, New Zealand 2009
February 2011 Vol. 32 no. 1 www.learningforward.org JsD 57
February 2011 | Vol. 32 no. 1 www.learningforward.org | JsD 57
g
eoffrey Canada said in a recent
presentation, “Education is the
only business I know of where
you can change anything you want, as
long as you change nothing” (2010).
After so much debate and so many
policies, why is our education system
still failing so many of our children?
What are we either missing or
pretending not to know?
Reforms only work when people
who implement them are on board,
engaged, and valued. What gets talked
about from the boardroom to the
classroom, how it gets talked about, and
who is invited to join the conversation
determines what will happen or won’t.
Are the driving conversations
dividing or connecting stakeholders?
Are they catalysts for change and
accountability, or are they further
entrenching people in fear and blame?
Is mandating accountability preventing
us from hearing and seeing the
competing truths that exist about our
students, classrooms, and schools?
Amid the spinning wheels of
education reform, an essential
component seems to be missing:
conversations that speak directly to the
heart of the issue, engage people’s
curiosity to uncover the truth, galvanize
people, and create collective
responsibility.
Leadership that attempts to create
accountability with top-down
mandates, rather than by engaging and
connecting people, leads to or
exacerbates a culture of blame and
excuses. Mandating accountability,
while it may sound effective, simply
doesn’t work. Why? Because most often
in practice this approach is fueled by
the same thing victimhood is fueled by
— blame. And as long as that’s the case,
there’s no time, energy, or vision left to
create real solutions.
A NeW VIeW OF AccOuNTABILITY
The long-term benefits of
accountability have enormous
implications for the quality of our lives
and of our education system. There is a
direct correlation between any
organization’s health and the degree of
accountability displayed by its
employees, top to bottom.
Accountability is an attitude, a
personal, private, and nonnegotiable
choice about how to live one’s life. It’s a
desire to take responsibility for results,
and for that reason, it cannot be
mandated. It requires a personal bias
toward solutions, toward action.
Rather than hold people
accountable, hold them
“able.” Rather than equate
the word accountability
with culpability, begin with
yourself and model the kind
of accountability that is
empowering. Accountability
has to come from within.
Model it and show people how
accountability benefits them. When it’s
clear how accountability benefits
someone, accountability becomes an
internal drive.
While we don’t always have a choice
about the situation in which we find
ourselves, we do have a choice about
how we view or judge it. Consider
shifting your perspective from ‘Since
this is a tough situation, I can’t do it,
I’m not willing to muster the courage,
will, skill, energy, focus, needed to do
or say what needs doing,’ to taking the
stance that ...
Essay and short answers1. What is communication apprehension What.docx
Essay and short answers
1. What is communication apprehension? What are some of the ways the book suggests to deal with this apprehension? Do you agree or disagree that preparation is one of the most significant factors in reducing communication apprehension? Why? (10 points)
Communication apprehension is one kind of fear of speaking in public. There are two most fundamental principles in combating communication apprehension: addressing substantive issues to which you are committed and being well prepared. In addition, there are some other ways to deal with it: Develop a positive attitude, practice your speech, anticipate the speech situation, practice active listening, and exercise fro relaxation. I would like to agree with that. Because of the face that there is no better psychological defense for dealing with communication apprehension than honestly being able to say to yourself that you are well prepared. Reminding yourself of your careful preparation can be reassuring and even liberating as you grapple with feelings of anxiety.
2. Name at least five problems that audience members experience when listening to a public speech. Give an example of each (10 points)
(1) Passivity syndrome. Perhaps we feel that we already know all there is to know about listening. Or maybe we feel that the primary responsibility for good listening rests with the speakers. But if we listen passively, we give up control.
(2) Mental games. On political talk shows, we frequently see speakers interrupt or shout down those who disagree with their views, apparently thinking this is how you “win” a debate. Although these sorts of “debates” may be entertaining to some, they are hardly models of effective and constructive listening.
(3) Short attention span. Modern technology has significantly changed the way we listen and what we listen to. In the classroom, teachers may accommodate our shorter attention spans by stopping for discussion, show video clips, or staging a group exercise. During a public speech, however, we would be surprised if a speaker were to stop in the middle of the take to ask us question or to break us into small groups for discussion.
(4) Stereotyping. Stereotyping can greatly interfere with our ability to listen effectively. For example, white television viewers who watch a stereotyped comic portrayal of black people are later more
likely to judge a black defendant guilty of an assault.
(5) Distractions. In some cases, visual images may function as powerful influences on our ideas and behaviors without our even being aware of their impact. When Dr. Martin Luther King Jr. delivered his famous “I have a dream” speech in August 1963, the distractions were many.
.
Recommended
Bridging the Divide
This presentation contains two separate sets of slides for the training module series: Bridging the Divide. This training is a part of the Bonner Foundation's Dialogue Across Diversity and Inclusion 4x4 model. The rest of the trainings may be found on this Bonner wiki page: http://bonner.pbworks.com/w/page/119404902/Dialogue%20Across%20Diversity%20and%20Inclusion%20Trainings.
Slides 1-13 are in conjunction with Session 1: Political Discourse for Civic Action.
Slides 14-22 are in conjunction with Session 2: Maintaining Discourse in the Modern Digital Age
Edutech2015v2 150705224119-lva1-app6891
www.presportal.ru publishes great presentations and thanks its creators. presportal.ru is the Russian mass media about presentations
Edutech 2015 v2
This document discusses cultivating curiosity and deep learning in education. It provides quotes and graphics that emphasize critical thinking, collaboration, communication, creativity, character, citizenship, inspiration, and questioning. The document encourages activating, cultivating, and initiating wonder in students. It also discusses visible change through peer learning and using student responses as learning experiences for the entire school.
Film discussion guide
The document provides guidance for hosting a virtual film discussion on "The Social Dilemma" documentary. It outlines steps to plan the event, including choosing a date and platform, creating invite lists, sending invites, and hosting the discussion. Sample discussion questions are provided to kick off conversations on how social media has impacted lives, what changes people would like to see, and next steps for individuals and communities. The guide recommends sending a follow up email after the event to continue the momentum of discussions.
Human Growth & Development HHG4MFinal ExamAll questions carr.docx
Human Growth & Development HHG4M
Final Exam
All questions carry equal marks
Use examples to illustrate your answers
Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer.
Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love--staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer.
Q3. Agents of socialization provide critical information for children to function as members of
society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer.
Q4. Write short notes on any five of the following (use examples to illustrate your answers):
i. neuroscience
ii. brain wiring
iii. pruning
iv. Pituitary Gland
v. Community Supports
vi. Morality
vii. active rebellion
viii. Environmental Pollutants
ix. Maternal Nutrition
x. Toxoplasmosis
xi. The Role of the Unconscious
Human Growth & Development – an Overview
Unit 1 Test
Attempt all questions. Use examples to illustrate your answer.
1. What is the difference between human growth and development?
2. What are the characteristics of development?
3. What is a family?
4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development.
5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development.
6. Four major theorists have been discussed in this unit -- Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer.
Human Growth & Development – Brain Development in the Early Years
Unit 2 test
Attempt all questions. Use examples to illustrate your answer.
Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn't get the things it needs?
Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5)
· Rubella
· Environmental Pollutants
· STDs
· Toxoplasmosis
· Medical Care
· Stress
· Alcohol or drugs
· Smoking
· Prescription Drugs
Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following:
· attachment & bonding,
· social interaction,
· play,
· roper healthy nutrition,
· regular exposure to language
· verbal communication.
For each type of deprivation mentioned, identify a minimum of two potential negative consequences on a ...
Transformational Teaching
This presentation was created by Tony Ryan for the Learning@schools conference, Rotorua, New Zealand 2009
February 2011 Vol. 32 no. 1 www.learningforward.org JsD 57
February 2011 | Vol. 32 no. 1 www.learningforward.org | JsD 57
g
eoffrey Canada said in a recent
presentation, “Education is the
only business I know of where
you can change anything you want, as
long as you change nothing” (2010).
After so much debate and so many
policies, why is our education system
still failing so many of our children?
What are we either missing or
pretending not to know?
Reforms only work when people
who implement them are on board,
engaged, and valued. What gets talked
about from the boardroom to the
classroom, how it gets talked about, and
who is invited to join the conversation
determines what will happen or won’t.
Are the driving conversations
dividing or connecting stakeholders?
Are they catalysts for change and
accountability, or are they further
entrenching people in fear and blame?
Is mandating accountability preventing
us from hearing and seeing the
competing truths that exist about our
students, classrooms, and schools?
Amid the spinning wheels of
education reform, an essential
component seems to be missing:
conversations that speak directly to the
heart of the issue, engage people’s
curiosity to uncover the truth, galvanize
people, and create collective
responsibility.
Leadership that attempts to create
accountability with top-down
mandates, rather than by engaging and
connecting people, leads to or
exacerbates a culture of blame and
excuses. Mandating accountability,
while it may sound effective, simply
doesn’t work. Why? Because most often
in practice this approach is fueled by
the same thing victimhood is fueled by
— blame. And as long as that’s the case,
there’s no time, energy, or vision left to
create real solutions.
A NeW VIeW OF AccOuNTABILITY
The long-term benefits of
accountability have enormous
implications for the quality of our lives
and of our education system. There is a
direct correlation between any
organization’s health and the degree of
accountability displayed by its
employees, top to bottom.
Accountability is an attitude, a
personal, private, and nonnegotiable
choice about how to live one’s life. It’s a
desire to take responsibility for results,
and for that reason, it cannot be
mandated. It requires a personal bias
toward solutions, toward action.
Rather than hold people
accountable, hold them
“able.” Rather than equate
the word accountability
with culpability, begin with
yourself and model the kind
of accountability that is
empowering. Accountability
has to come from within.
Model it and show people how
accountability benefits them. When it’s
clear how accountability benefits
someone, accountability becomes an
internal drive.
While we don’t always have a choice
about the situation in which we find
ourselves, we do have a choice about
how we view or judge it. Consider
shifting your perspective from ‘Since
this is a tough situation, I can’t do it,
I’m not willing to muster the courage,
will, skill, energy, focus, needed to do
or say what needs doing,’ to taking the
stance that ...
Essay and short answers1. What is communication apprehension What.docx
Essay and short answers
1. What is communication apprehension? What are some of the ways the book suggests to deal with this apprehension? Do you agree or disagree that preparation is one of the most significant factors in reducing communication apprehension? Why? (10 points)
Communication apprehension is one kind of fear of speaking in public. There are two most fundamental principles in combating communication apprehension: addressing substantive issues to which you are committed and being well prepared. In addition, there are some other ways to deal with it: Develop a positive attitude, practice your speech, anticipate the speech situation, practice active listening, and exercise fro relaxation. I would like to agree with that. Because of the face that there is no better psychological defense for dealing with communication apprehension than honestly being able to say to yourself that you are well prepared. Reminding yourself of your careful preparation can be reassuring and even liberating as you grapple with feelings of anxiety.
2. Name at least five problems that audience members experience when listening to a public speech. Give an example of each (10 points)
(1) Passivity syndrome. Perhaps we feel that we already know all there is to know about listening. Or maybe we feel that the primary responsibility for good listening rests with the speakers. But if we listen passively, we give up control.
(2) Mental games. On political talk shows, we frequently see speakers interrupt or shout down those who disagree with their views, apparently thinking this is how you “win” a debate. Although these sorts of “debates” may be entertaining to some, they are hardly models of effective and constructive listening.
(3) Short attention span. Modern technology has significantly changed the way we listen and what we listen to. In the classroom, teachers may accommodate our shorter attention spans by stopping for discussion, show video clips, or staging a group exercise. During a public speech, however, we would be surprised if a speaker were to stop in the middle of the take to ask us question or to break us into small groups for discussion.
(4) Stereotyping. Stereotyping can greatly interfere with our ability to listen effectively. For example, white television viewers who watch a stereotyped comic portrayal of black people are later more
likely to judge a black defendant guilty of an assault.
(5) Distractions. In some cases, visual images may function as powerful influences on our ideas and behaviors without our even being aware of their impact. When Dr. Martin Luther King Jr. delivered his famous “I have a dream” speech in August 1963, the distractions were many.
.
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2. Talk privately with your older brother as well. Explain what happened but do not accuse your sister. Suggest keeping a closer eye on his wallet instead of physically punishing your sister.
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Assignment 2: Discussion
During
Module 5
, we have studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this module, please respond to all parts of the discussion by
Sunday, June 14, 2015
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What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social-conflict approach best explains social stratification? Why?
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When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? What and who are some examples? Has this changed over time? Do you think it will change in the future? Why or why not?
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, post your response to the appropriate
Discussion Area
. Review and comment on your peers’ responses. Complete your participation for this assignment by
Tuesday, June 16, 2015
.
.
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4 enhancement17th may
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Ppt div.workplace wkshp
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Here are some suggestions on what you should do in this situation:
1. Talk privately with your younger sister. Explain to her that stealing is wrong and will get her into serious trouble. Help her understand why she should not do it again.
2. Talk privately with your older brother as well. Explain what happened but do not accuse your sister. Suggest keeping a closer eye on his wallet instead of physically punishing your sister.
3. Involve your parents to help resolve the issue. Explain the situation to them and let them handle disciplining your sister appropriately without harming her. Their guidance can help prevent future stealing and resolve the conflict in a peaceful manner.
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Psy 312 Massive Success / snaptutorial.com
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Assignment 2 DiscussionDuring Module 5, we have studied socia.docx
Assignment 2: Discussion
During
Module 5
, we have studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this module, please respond to all parts of the discussion by
Sunday, June 14, 2015
:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social-conflict approach best explains social stratification? Why?
Is it possible for members of a minority group to be racist? Why or why not?
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? What and who are some examples? Has this changed over time? Do you think it will change in the future? Why or why not?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments. Remember to respond to the posts of at least two other students in this class
By
Sunday, June 14, 2015
, post your response to the appropriate
Discussion Area
. Review and comment on your peers’ responses. Complete your participation for this assignment by
Tuesday, June 16, 2015
.
.
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