CHAPTER
The Benefit and Manner of
Asking the Right Questions
THE NOISY, CONFUSED WORLD WE LIVE IN
This book encourages you to learn something we think can change your life
for the better. That something is "critical thinking." But there is an imaginary
world that some of us inhabit where there is no need at all for critical think-
ing. In this imaginary world several conditions prevail:
1. We are each allowed the independence to make decisions about reli-
gion, politics, and what we will and will not buy or believe. Advertisers,
marketers, public relations specialists, campaign managers, and advo-
cates of various worldviews will provide us only the information that we
need to make decisions that result in building a life that we choose.
2. Anyone trying to persuade us of anything will always explain the disad-
vantages of what he or she wants us to do.
3. Any time we are confused about one of life's important questions, we
can quickly find a dependable expert, authority, or wise person. Fur-
thermore, these voices of knowledge will all agree with one another. In
short, we need not be anxious about what to do or believe because the
wise ones will have the answer. Our task is simply to locate and listen to
them.
4. Our minds are calm, engaged, reflective, and curious whenever faced
with an important choice.
We hope you realize that the world we actually live in is nothing like the
Never-Never Land, we just described.
1
2 Chapter 1 • The Benefit and Manner of Asking the Right Questions
In the real world, we are assaulted on all sides by others who insist that
we must do what they tell us we should do. They know best. They know
what we should wear, eat, buy, and believe. They claim to possess a truth
that we must accept. They say they want to help us. They will not leave us
alone to form our own understanding of who we should become.
As an illustration, in a 5-minute Internet search we found the following
advice with respect to the relatively simple question: Should we use more tea?
These were all found on web sites urging you to buy more tea.
• Use green tea to ease itching and swelling.
• Use strong tea as a disinfectant on cuts and bruises.
• Use strong tea to treat athlete's foot. Bathe the foot twice a day for ten
minutes for up to several weeks.
• Press rehydrated tealeaves on teeth to reduce the pain of toothache.
• Chewing rehydrated tealeaves cleanses the breath.
• Soak a towel in warm tea, and place the towel on tired eyes to refresh
them.
• Wash the face with warm tea to reduce skin rashes and pimples.
• Rinse washed hair with strong tea for shine and softness.
The people making these claims want us to change our behavior. Planning to
buy more tea?
To make matters worse, those trying to persuade us do not play fair as
they try to shape us. They tell us half-truths at best. The socialist does not
explain the dangers of a large government. The conservative does not explain
...
This journal entry discusses confirmation bias and how it can negatively impact decision making. Confirmation bias is the tendency to seek out and give more weight to information that confirms preexisting beliefs, and ignore or undermine contradictory information. The entry provides an example of how confirmation bias can cause investors to make poor decisions by only seeking out information that confirms their views on an investment and failing to consider different perspectives. Overcoming confirmation bias requires open-mindedly seeking out contradictory opinions to make better informed choices. The entry concludes that confirmation bias limits opportunities by focusing only on views that agree with preexisting opinions.
Our current mental attitudes are habits, put together from the feedback on
Parents, friends, society and self, that form our self-image and our worldimage.
These attitudes are maintained by the interior conversations we constantly have with ourselves, both consciously and subconsciously.
To become positive in our thinking we have to center on things that inspire
and uplift us. If we may alter our outlook and do away with the damaging thoughts that invade our minds we'll become happier.
The first step in modifying our attitudes is to modify our interior conversations. Get all the info you need here.
The document discusses why facts often fail to change people's minds. It provides several reasons for this:
1) Confirmation bias causes people to only accept information that confirms their existing beliefs and reject anything contradictory.
2) People are more influenced by social approval from their peers than logic or evidence. Changing beliefs risks losing social ties.
3) Minor differences in beliefs can seem threatening, making people defensive and less open to changing their views. It is difficult to change someone's mind by directly opposing their beliefs.
Fear is generally of the unknown and we fear the unfamiliar. To overcome fear, we must transcend it and take action instead of focusing on potential outcomes. The document provides strategies to overcome fear by identifying fears through writing, practicing gratitude, and releasing attachment to outcomes. It argues fear is created by the mind based on real or imagined threats and can be overcome because we are the root cause of our own fears.
Health & Wellness Themes of the Month are focused on raising awareness about important health topics. The different dimensions of health play a key role in how we thrive and succeed not only in our personal lives, but within our job and career. These themes help create a healthy balance between those dimensions and foster healthy conversation as an organization about how we can improve our quality of life from one day to the next. When we are aware of these dimensions, we can assist in raising awareness to those we serve in helping them to improve their own quality of life. A few topics we cover include: Connecting with nature, STEPtember, diabetes, hydration, de-cluttering and organizing your life, and of course having fun, just to name a few.
At the end of each calendar year, between Christmas and New Year, I sit down and spend a full day without distraction taking stock of the year that was and looking toward the year that will be. I have been doing this for almost 2 decades now and find the return-on-investment to be phenomenal. See more at: http://orrenprunckun.com/2017/01/24/lessons-from-2016/
The document discusses techniques for improving conversation skills when speaking with prospects. It emphasizes the importance of listening to feedback from trusted friends to identify areas for growth. It also recommends researching prospects to understand their motivations and tailor conversations accordingly. The document provides tips for maintaining confidence in challenging situations, such as avoiding negative influences, learning from past experiences, and focusing on strengths. Body language, word choice, and showing sincerity are identified as key aspects of conversing confidently.
So how do you stay calm, composed and sustain confidence in tough
surroundings? Here is some information to think about.
See yourself as a dartboard. Everything and everyone else around you
may become darts, at one point or another. These darts will crush
your confidence and pull you down in ways you won’t even
remember. Don’t let them crush you, or get the best of you. So which
darts should you avoid?
The way you are and your behavioral traits is said to be a mixed end
product of your genetic traits , your raising , and your environmental
surroundings like your spouse, the company you keep, the economy
or your occupation. You have your own individuality. If your father is
a failure, it doesn’t mean you have to be a failure too. Learn from
others experience, so you’ll never have to make the same mistakes.
This journal entry discusses confirmation bias and how it can negatively impact decision making. Confirmation bias is the tendency to seek out and give more weight to information that confirms preexisting beliefs, and ignore or undermine contradictory information. The entry provides an example of how confirmation bias can cause investors to make poor decisions by only seeking out information that confirms their views on an investment and failing to consider different perspectives. Overcoming confirmation bias requires open-mindedly seeking out contradictory opinions to make better informed choices. The entry concludes that confirmation bias limits opportunities by focusing only on views that agree with preexisting opinions.
Our current mental attitudes are habits, put together from the feedback on
Parents, friends, society and self, that form our self-image and our worldimage.
These attitudes are maintained by the interior conversations we constantly have with ourselves, both consciously and subconsciously.
To become positive in our thinking we have to center on things that inspire
and uplift us. If we may alter our outlook and do away with the damaging thoughts that invade our minds we'll become happier.
The first step in modifying our attitudes is to modify our interior conversations. Get all the info you need here.
The document discusses why facts often fail to change people's minds. It provides several reasons for this:
1) Confirmation bias causes people to only accept information that confirms their existing beliefs and reject anything contradictory.
2) People are more influenced by social approval from their peers than logic or evidence. Changing beliefs risks losing social ties.
3) Minor differences in beliefs can seem threatening, making people defensive and less open to changing their views. It is difficult to change someone's mind by directly opposing their beliefs.
Fear is generally of the unknown and we fear the unfamiliar. To overcome fear, we must transcend it and take action instead of focusing on potential outcomes. The document provides strategies to overcome fear by identifying fears through writing, practicing gratitude, and releasing attachment to outcomes. It argues fear is created by the mind based on real or imagined threats and can be overcome because we are the root cause of our own fears.
Health & Wellness Themes of the Month are focused on raising awareness about important health topics. The different dimensions of health play a key role in how we thrive and succeed not only in our personal lives, but within our job and career. These themes help create a healthy balance between those dimensions and foster healthy conversation as an organization about how we can improve our quality of life from one day to the next. When we are aware of these dimensions, we can assist in raising awareness to those we serve in helping them to improve their own quality of life. A few topics we cover include: Connecting with nature, STEPtember, diabetes, hydration, de-cluttering and organizing your life, and of course having fun, just to name a few.
At the end of each calendar year, between Christmas and New Year, I sit down and spend a full day without distraction taking stock of the year that was and looking toward the year that will be. I have been doing this for almost 2 decades now and find the return-on-investment to be phenomenal. See more at: http://orrenprunckun.com/2017/01/24/lessons-from-2016/
The document discusses techniques for improving conversation skills when speaking with prospects. It emphasizes the importance of listening to feedback from trusted friends to identify areas for growth. It also recommends researching prospects to understand their motivations and tailor conversations accordingly. The document provides tips for maintaining confidence in challenging situations, such as avoiding negative influences, learning from past experiences, and focusing on strengths. Body language, word choice, and showing sincerity are identified as key aspects of conversing confidently.
So how do you stay calm, composed and sustain confidence in tough
surroundings? Here is some information to think about.
See yourself as a dartboard. Everything and everyone else around you
may become darts, at one point or another. These darts will crush
your confidence and pull you down in ways you won’t even
remember. Don’t let them crush you, or get the best of you. So which
darts should you avoid?
The way you are and your behavioral traits is said to be a mixed end
product of your genetic traits , your raising , and your environmental
surroundings like your spouse, the company you keep, the economy
or your occupation. You have your own individuality. If your father is
a failure, it doesn’t mean you have to be a failure too. Learn from
others experience, so you’ll never have to make the same mistakes.
Introducing Pool of Positive Thinking – Learn How You Can Tap into Your Own Positive Mind Power. Inside this eBook, you will discover the topics about the meaning of positive thinking, changing your surroundings, confidence and positive thinking, visualizing and affirming, turn it around, understand yourself and others.
Principles and Radical Transparency - Lessons Learned from Ray DalioAndré Faria Gomes
Ray Dalio is the founder of Bridgewater Associates, one of the largest hedge funds. The document discusses several tools and principles used at Bridgewater to promote transparency, meritocracy, and continuous learning. These include things like collecting employee feedback via "baseball cards", using an "issue log" to document mistakes, and creating daily updates and metrics to monitor performance and progress. The overall aim is to establish systems and processes to evaluate work objectively and ensure everyone is accountable for improving themselves and the organization.
This summary provides an overview of the key ideas from Stephen Covey's book "The Seven Habits of Highly Effective People":
1. Covey identifies seven habits that are shared by effective people. These habits can be learned to help one succeed. The habits involve developing character through private victories like responsibility, and public victories like interdependence with others.
2. The first habit is being proactive - taking responsibility for your own life rather than feeling like a victim of outside forces. Proactive people focus their efforts on things they can control.
3. The second habit is beginning with the end in mind. This means having a clear vision of your goals and purpose so you make choices aligned with that vision
Obtenez tout le soutien et les conseils dont vous avez besoin pour réussir votre prospection. Ce livre est l'une des ressources les plus précieuses au monde lorsqu'il s'agit de développer vos techniques de prospection dans le marketing de réseau. Ce livre ci-dessous vous montrera exactement ce que vous devez faire pour enfin réussir avec votre entreprise.
For this assignment, read the Case Study and write a 2-3 page .docxbudbarber38650
For this assignment, read the Case Study and write a 2-3 page paper in APA format (with a proper cover page, well-organized paper with source citations, and an APA reference list—which do not count towards the page count requirement) answering all three of the questions.
Your responses must be supplemented with research from the text, CDC, NIH, and other quality sources to determine answers and solutions.
| Chapter One: Valuing Diversity 1
Chapter One: Valuing
Diversity
The wise are as rare as eagles that fly
high in the sky.
Bantu proverb
| Chapter One: Valuing Diversity 2
VALUING DIVERSITY
Chapter Objectives
After reading this chapter, you should be able to:
x know how to value diversity.
x understand what it takes to manage change.
x explain how the right or wrong attitude affects managing
change.
x clarify what it means to embrace diversity.
x see the connection between interrogating my thinking and
valuing diversity
x identify the three approaches to diversity.
x describe what is required for cultural competence.
Chapter One
| Chapter One: Valuing Diversity 3
Introduction
What is Diversity? Organizations use definitions of diversity that are almost as
diverse as the subject itself, but what is clear is that the central theme of ‘valuing
everyone as individuals – as employees, customers, and clients’ extends diversity
beyond what is legislated.
Business exists in competitive and changing markets, which means that all
employees must make significant contributions to business success and add value
in every conceivable manner, but everyone is different, so organizations will need
to be able to harness individual workers’ unique differences and convert them into
competitive advantage.1 When studying organizational phenomena, many
researchers state that employers implicitly assume that employees within
an organization are homogeneous.
Diversity researchers reject this assumption. Their work focuses on
questions that arise when the workforce is acknowledged as a heterogeneous mix
of people with different backgrounds, experiences, values, and identities.2 A
challenge of this type puts a premium on value systems that are inclusive, fair
and ethical. We know from the essential characteristics of the psychological
contract that employees expect their employers to value who they are.3 This is
why effective workplace diversity is so important to enhancing business
performance and, as research evidence shows, is correlated with good people
management.4
According to the change agenda, Managing Diversity: Linking Theory and
Practice to Business Performance Conference foreword by Dianah Worman:
[Type the company name] | Chapter One: Valuing Diversity 4
In the global market place of the twenty-first century, the pace of change in
business practice is considered faster than ever before. Organizations.
Life Skills Activities by William Allan Kritsonis, PhDWilliam Kritsonis
Life Skills Activities by William Allan Kritsonis, PhD
About William Allan Kritsonis, PhD
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document discusses how limiting beliefs can negatively impact one's life. It explains that limiting beliefs likely have a greater negative effect than any other factor, as they cause people to avoid attempting goals they believe are doomed to fail. The document then provides examples of common limiting beliefs and how they can short-circuit the four step success process of deciding on a goal, taking action, adjusting the approach, and persisting until success. It urges readers to identify their own limiting beliefs in order to eliminate them and replace them with empowering beliefs that enable greater success.
This document discusses how limiting beliefs negatively impact people's lives in several ways:
1) Limiting beliefs prevent people from taking action towards their goals because they believe the goals will fail.
2) Limiting beliefs can short-circuit the typical success process of deciding on a goal, taking action, adjusting the approach, and persisting until success.
3) Limiting beliefs restrict people's experiences and potential for growth, making their lives less fulfilling than they could be.
The document encourages readers to identify their own limiting beliefs so they can work to replace them with empowering beliefs that enable greater success.
This document contains information from William Allan Kritsonis, a professor at Prairie View A&M University, on various topics related to personal and professional development such as managing anger, discovering strengths and beliefs, decision making, and managing money. It provides questionnaires to help with self-reflection on these topics. The documents appear to be designed to help individuals improve themselves both personally and professionally through introspection and awareness of behaviors, beliefs, and financial habits.
Timothy Fowler's top five signature themes as identified by the StrengthsFinder assessment are:
1. Strategic - He is able to see patterns where others see complexity and think through alternative scenarios to determine the best route.
2. Connectedness - He has a strong sense that all people are connected and must consider how their actions impact others.
3. Individualization - He is intrigued by each person's unique qualities and focuses on their individual strengths, styles, and motivations.
4. Empathy - He has an intuitive ability to understand others' perspectives and emotions and help them express themselves.
5. Activator - He is impatient for action and believes the best way to learn and grow is
Hope on slope magazine first edition by sdsRosh Khan
Hope on Slope Magazine Vol. 1 First edition
Genre: Life, INTERESTING FACTS and Beauty of Life
Author: Seerat Malik
Released Date :Feb 18, 2014
Language: English
70 Pages
Format 1 - .ePUB
Format 2 - .pdf
68.8 MB (72,188,222 bytes)
Persuasion architectures: Nudging People to do the Right ThingUser Vision
Review of some of the most popular commercial and public sector persuasion methodologies. Plus some reasons why they may not work and some criticisms, and a comparison of how supermarkets persuade us, offline.
The document is an introduction to a self-help book discussing how to heal from negativity and improve one's life. It encourages the reader to get to know themselves, understand their limits, be honest, kind, forgiving, and generous. The introduction discusses how focusing on positivity can improve health, relationships and success. Chapter 1 discusses the importance of self-awareness for making good life decisions and avoiding regret. It provides tips on personality and career tests to better understand oneself.
This document discusses different topics related to manifesting success. It includes the following key points:
1. The importance of believing in yourself and your goals, taking daily action towards them through small improvements, and combining belief with productive action.
2. Why individuality is important as it allows people to contribute new ideas, not be influenced by others' fears, lead the way for others, and live with more joy. Being unique also inspires others.
3. The critical role that making clear decisions plays, as it allows one to influence energies and start forming their desired reality. A clear decision requires closing your mind to other options and finding supporting arguments.
This document contains a 7 chapter guide on improving oneself by being more positive. The introduction discusses the negativity in society and need to heal ourselves through love. Chapter 1 explains the importance of self-knowledge to make good life decisions and avoid regret. Chapter 2 stresses knowing one's limits to avoid problems. Overall, the document provides advice on improving one's mental well-being and relationships through introspection and personal growth.
Affirmations are powerful. We sometimes make simple statements in either a positive or a negative tone, like for example, when there is something that we need to get done, we sometimes say “It’s too difficult.” That statement in itself is a negative affirmation.
Chapter 6 SELF DEVELOPMENT AND ASSESSMENT ETCTakshil Gajjar
1. Change, growth, and persistence are important parts of self-development and assessment. Change is inevitable and can be positive or negative, while growth involves improving oneself and persisting despite challenges.
2. Prioritizing tasks is essential for success both personally and professionally. It is important to determine what is most important and work backwards based on due dates and effort required.
3. Reading, learning, listening and communicating are vital skills. Reading enhances knowledge and skills needed for many jobs. Listening is as important as talking, and involves paying attention without interrupting and using open-ended questions.
Mentally strong people display 11 key habits:
1) They are emotionally intelligent and able to understand and manage their emotions.
2) They are confident in their abilities rather than doubtful.
3) They are able to say "no" when needed to avoid overcommitting themselves.
4) They remain rational when dealing with difficult people to neutralize conflicts.
5) They embrace change rather than fearing it.
6) They embrace failure as a learning opportunity rather than dwelling on mistakes.
7) They focus on improving themselves rather than comparing to others.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
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Introducing Pool of Positive Thinking – Learn How You Can Tap into Your Own Positive Mind Power. Inside this eBook, you will discover the topics about the meaning of positive thinking, changing your surroundings, confidence and positive thinking, visualizing and affirming, turn it around, understand yourself and others.
Principles and Radical Transparency - Lessons Learned from Ray DalioAndré Faria Gomes
Ray Dalio is the founder of Bridgewater Associates, one of the largest hedge funds. The document discusses several tools and principles used at Bridgewater to promote transparency, meritocracy, and continuous learning. These include things like collecting employee feedback via "baseball cards", using an "issue log" to document mistakes, and creating daily updates and metrics to monitor performance and progress. The overall aim is to establish systems and processes to evaluate work objectively and ensure everyone is accountable for improving themselves and the organization.
This summary provides an overview of the key ideas from Stephen Covey's book "The Seven Habits of Highly Effective People":
1. Covey identifies seven habits that are shared by effective people. These habits can be learned to help one succeed. The habits involve developing character through private victories like responsibility, and public victories like interdependence with others.
2. The first habit is being proactive - taking responsibility for your own life rather than feeling like a victim of outside forces. Proactive people focus their efforts on things they can control.
3. The second habit is beginning with the end in mind. This means having a clear vision of your goals and purpose so you make choices aligned with that vision
Obtenez tout le soutien et les conseils dont vous avez besoin pour réussir votre prospection. Ce livre est l'une des ressources les plus précieuses au monde lorsqu'il s'agit de développer vos techniques de prospection dans le marketing de réseau. Ce livre ci-dessous vous montrera exactement ce que vous devez faire pour enfin réussir avec votre entreprise.
For this assignment, read the Case Study and write a 2-3 page .docxbudbarber38650
For this assignment, read the Case Study and write a 2-3 page paper in APA format (with a proper cover page, well-organized paper with source citations, and an APA reference list—which do not count towards the page count requirement) answering all three of the questions.
Your responses must be supplemented with research from the text, CDC, NIH, and other quality sources to determine answers and solutions.
| Chapter One: Valuing Diversity 1
Chapter One: Valuing
Diversity
The wise are as rare as eagles that fly
high in the sky.
Bantu proverb
| Chapter One: Valuing Diversity 2
VALUING DIVERSITY
Chapter Objectives
After reading this chapter, you should be able to:
x know how to value diversity.
x understand what it takes to manage change.
x explain how the right or wrong attitude affects managing
change.
x clarify what it means to embrace diversity.
x see the connection between interrogating my thinking and
valuing diversity
x identify the three approaches to diversity.
x describe what is required for cultural competence.
Chapter One
| Chapter One: Valuing Diversity 3
Introduction
What is Diversity? Organizations use definitions of diversity that are almost as
diverse as the subject itself, but what is clear is that the central theme of ‘valuing
everyone as individuals – as employees, customers, and clients’ extends diversity
beyond what is legislated.
Business exists in competitive and changing markets, which means that all
employees must make significant contributions to business success and add value
in every conceivable manner, but everyone is different, so organizations will need
to be able to harness individual workers’ unique differences and convert them into
competitive advantage.1 When studying organizational phenomena, many
researchers state that employers implicitly assume that employees within
an organization are homogeneous.
Diversity researchers reject this assumption. Their work focuses on
questions that arise when the workforce is acknowledged as a heterogeneous mix
of people with different backgrounds, experiences, values, and identities.2 A
challenge of this type puts a premium on value systems that are inclusive, fair
and ethical. We know from the essential characteristics of the psychological
contract that employees expect their employers to value who they are.3 This is
why effective workplace diversity is so important to enhancing business
performance and, as research evidence shows, is correlated with good people
management.4
According to the change agenda, Managing Diversity: Linking Theory and
Practice to Business Performance Conference foreword by Dianah Worman:
[Type the company name] | Chapter One: Valuing Diversity 4
In the global market place of the twenty-first century, the pace of change in
business practice is considered faster than ever before. Organizations.
Life Skills Activities by William Allan Kritsonis, PhDWilliam Kritsonis
Life Skills Activities by William Allan Kritsonis, PhD
About William Allan Kritsonis, PhD
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document discusses how limiting beliefs can negatively impact one's life. It explains that limiting beliefs likely have a greater negative effect than any other factor, as they cause people to avoid attempting goals they believe are doomed to fail. The document then provides examples of common limiting beliefs and how they can short-circuit the four step success process of deciding on a goal, taking action, adjusting the approach, and persisting until success. It urges readers to identify their own limiting beliefs in order to eliminate them and replace them with empowering beliefs that enable greater success.
This document discusses how limiting beliefs negatively impact people's lives in several ways:
1) Limiting beliefs prevent people from taking action towards their goals because they believe the goals will fail.
2) Limiting beliefs can short-circuit the typical success process of deciding on a goal, taking action, adjusting the approach, and persisting until success.
3) Limiting beliefs restrict people's experiences and potential for growth, making their lives less fulfilling than they could be.
The document encourages readers to identify their own limiting beliefs so they can work to replace them with empowering beliefs that enable greater success.
This document contains information from William Allan Kritsonis, a professor at Prairie View A&M University, on various topics related to personal and professional development such as managing anger, discovering strengths and beliefs, decision making, and managing money. It provides questionnaires to help with self-reflection on these topics. The documents appear to be designed to help individuals improve themselves both personally and professionally through introspection and awareness of behaviors, beliefs, and financial habits.
Timothy Fowler's top five signature themes as identified by the StrengthsFinder assessment are:
1. Strategic - He is able to see patterns where others see complexity and think through alternative scenarios to determine the best route.
2. Connectedness - He has a strong sense that all people are connected and must consider how their actions impact others.
3. Individualization - He is intrigued by each person's unique qualities and focuses on their individual strengths, styles, and motivations.
4. Empathy - He has an intuitive ability to understand others' perspectives and emotions and help them express themselves.
5. Activator - He is impatient for action and believes the best way to learn and grow is
Hope on slope magazine first edition by sdsRosh Khan
Hope on Slope Magazine Vol. 1 First edition
Genre: Life, INTERESTING FACTS and Beauty of Life
Author: Seerat Malik
Released Date :Feb 18, 2014
Language: English
70 Pages
Format 1 - .ePUB
Format 2 - .pdf
68.8 MB (72,188,222 bytes)
Persuasion architectures: Nudging People to do the Right ThingUser Vision
Review of some of the most popular commercial and public sector persuasion methodologies. Plus some reasons why they may not work and some criticisms, and a comparison of how supermarkets persuade us, offline.
The document is an introduction to a self-help book discussing how to heal from negativity and improve one's life. It encourages the reader to get to know themselves, understand their limits, be honest, kind, forgiving, and generous. The introduction discusses how focusing on positivity can improve health, relationships and success. Chapter 1 discusses the importance of self-awareness for making good life decisions and avoiding regret. It provides tips on personality and career tests to better understand oneself.
This document discusses different topics related to manifesting success. It includes the following key points:
1. The importance of believing in yourself and your goals, taking daily action towards them through small improvements, and combining belief with productive action.
2. Why individuality is important as it allows people to contribute new ideas, not be influenced by others' fears, lead the way for others, and live with more joy. Being unique also inspires others.
3. The critical role that making clear decisions plays, as it allows one to influence energies and start forming their desired reality. A clear decision requires closing your mind to other options and finding supporting arguments.
This document contains a 7 chapter guide on improving oneself by being more positive. The introduction discusses the negativity in society and need to heal ourselves through love. Chapter 1 explains the importance of self-knowledge to make good life decisions and avoid regret. Chapter 2 stresses knowing one's limits to avoid problems. Overall, the document provides advice on improving one's mental well-being and relationships through introspection and personal growth.
Affirmations are powerful. We sometimes make simple statements in either a positive or a negative tone, like for example, when there is something that we need to get done, we sometimes say “It’s too difficult.” That statement in itself is a negative affirmation.
Chapter 6 SELF DEVELOPMENT AND ASSESSMENT ETCTakshil Gajjar
1. Change, growth, and persistence are important parts of self-development and assessment. Change is inevitable and can be positive or negative, while growth involves improving oneself and persisting despite challenges.
2. Prioritizing tasks is essential for success both personally and professionally. It is important to determine what is most important and work backwards based on due dates and effort required.
3. Reading, learning, listening and communicating are vital skills. Reading enhances knowledge and skills needed for many jobs. Listening is as important as talking, and involves paying attention without interrupting and using open-ended questions.
Mentally strong people display 11 key habits:
1) They are emotionally intelligent and able to understand and manage their emotions.
2) They are confident in their abilities rather than doubtful.
3) They are able to say "no" when needed to avoid overcommitting themselves.
4) They remain rational when dealing with difficult people to neutralize conflicts.
5) They embrace change rather than fearing it.
6) They embrace failure as a learning opportunity rather than dwelling on mistakes.
7) They focus on improving themselves rather than comparing to others.
Similar to CHAPTER The Benefit and Manner of Asking the Right Quest.docx (20)
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
Plato and Aristotle were two of the most influential philosophers of Classical Greece. Plato was a student of Socrates and founded the Academy in Athens, considered the first institution of higher learning. He is known for his dialogues that explored philosophical problems through questioning. Aristotle was a student of Plato and later taught Alexander the Great. He wrote on many topics including poetry, theater, and politics. Both made major contributions to Western philosophy and how we understand concepts like knowledge, justice, and the ideal state.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
This document provides guidance for an argumentative research essay assignment on August Wilson's play Fences. Students must choose one of four conflicts - Troy vs Society, Troy vs Himself, Troy vs Family, or Troy vs Death - and argue that it is the main driver of the other elements in the story. The document outlines the requirements, including a 3-4 page essay in APA format with an introduction, thesis, evidence from the play and outside sources, and integration of course concepts. It also provides a rubric for grading and notes on developing an argument, incorporating research, and using proper in-text citations.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
SWOT analysis in the project Keeping the Memory @live.pptx
CHAPTER The Benefit and Manner of Asking the Right Quest.docx
1. CHAPTER
The Benefit and Manner of
Asking the Right Questions
THE NOISY, CONFUSED WORLD WE LIVE IN
This book encourages you to learn something we think can
change your life
for the better. That something is "critical thinking." But there is
an imaginary
world that some of us inhabit where there is no need at all for
critical think-
ing. In this imaginary world several conditions prevail:
1. We are each allowed the independence to make decisions
about reli-
gion, politics, and what we will and will not buy or believe.
Advertisers,
marketers, public relations specialists, campaign managers, and
advo-
cates of various worldviews will provide us only the
information that we
need to make decisions that result in building a life that we
choose.
2. Anyone trying to persuade us of anything will always explain
the disad-
vantages of what he or she wants us to do.
3. Any time we are confused about one of life's important
questions, we
2. can quickly find a dependable expert, authority, or wise person.
Fur-
thermore, these voices of knowledge will all agree with one
another. In
short, we need not be anxious about what to do or believe
because the
wise ones will have the answer. Our task is simply to locate and
listen to
them.
4. Our minds are calm, engaged, reflective, and curious
whenever faced
with an important choice.
We hope you realize that the world we actually live in is
nothing like the
Never-Never Land, we just described.
1
2 Chapter 1 • The Benefit and Manner of Asking the Right
Questions
In the real world, we are assaulted on all sides by others who
insist that
we must do what they tell us we should do. They know best.
They know
what we should wear, eat, buy, and believe. They claim to
possess a truth
that we must accept. They say they want to help us. They will
not leave us
alone to form our own understanding of who we should become.
As an illustration, in a 5-minute Internet search we found the
3. following
advice with respect to the relatively simple question: Should we
use more tea?
These were all found on web sites urging you to buy more tea.
• Use green tea to ease itching and swelling.
• Use strong tea as a disinfectant on cuts and bruises.
• Use strong tea to treat athlete's foot. Bathe the foot twice a
day for ten
minutes for up to several weeks.
• Press rehydrated tealeaves on teeth to reduce the pain of
toothache.
• Chewing rehydrated tealeaves cleanses the breath.
• Soak a towel in warm tea, and place the towel on tired eyes to
refresh
them.
• Wash the face with warm tea to reduce skin rashes and
pimples.
• Rinse washed hair with strong tea for shine and softness.
The people making these claims want us to change our behavior.
Planning to
buy more tea?
To make matters worse, those trying to persuade us do not play
fair as
they try to shape us. They tell us half-truths at best. The
socialist does not
explain the dangers of a large government. The conservative
does not explain
to us the severe inequality in our country that makes it very
difficult for many
of us to pull ourselves up by our bootstraps. The people selling
us the latest
4. jeans do not explain to us that the low prices they claim to
charge are pos-
sible only because they exploit workers in Asia. The drug
companies who tell
us we need the yellow or blue pill to solve our problems do not
explain to
us that much of the research that supports the effectiveness of
the drugs was
paid for by the very companies selling you the drugs. We think
you get the
picture.
But the scenario we are sketching here would not be much of a
prob-
lem if we could depend on the wise people, the experts, to have
the answers
we need. If they could give us the right answers we could resist
the noisy
persuaders. But when we need those who claim to have the
answers, they are
not there for us. They are often wrong, and they disagree among
themselves.
The next section emphasizes the significance of this reality for
you and how
you think.
Chapter 2 will focus on ways in which our brains often fail us
as we try
to handle our messy, confusing world. Sometimes our brains
perform amaz-
ing imaginative and complex tasks. But the human brain is
frequently guided
by what Daniel Kahneman calls "fast thinking" or "System 1
thinking." Our
5. Chapter 1 • The Benefit and Manner of Asking the Right
Questions 3
brains often rely on patterns of thinking that get us into trouble.
Fast thinking
is automatic, immediate and typically controlled by our
emotions. Jonathan
Haidt has described our reliance on emotion as a raging
elephant tearing
through lhe countryside with our rational tendencies taking the
form of a tiny
rider trying desperately to control the elephant's passionate
rampage.
EXPERTS CANNOT RESCUE US, DESPITE WHAT THEY
SAY
We already made the point that if you expect to lean on experts
as the tool
with which to wade through the multitude of people wishing to
own your
mind, you are in for a big disappointment. They often sound as
if they know
far more than they do. They probably understand at some level
that you are
much more likely to listen to them when they sound certain
about what they
claim to be true. So, they give you what you want to hear.
But we want to drive this point home to you by 3 examples from
David
Freedman's important 2010 book, Wrong: Wby Bcperts Keep
Failing Us
1. Should you stay out of the sun? The U.S. Center for Disease
6. Control
and Prevention says that exposure to the sun's ultraviolet rays
may be
the most important factor influencing the development of skin
cancer.
In short, stay out of the sun. But wait. The World Health
Organization
says exposure to ultraviolet light is a minor contributor to
disease in the
world. Then to confuse us all the more they add that too little
exposure
to the sun may cause more disease in the world than does
exposure to
the sun.
2. Does it make sense to buy a pet as a means of having better
health? The
American Heart Association says that many studies have
demonstrated
the positive effect of pet ownership on the owner's health.
However,
a reliable study in Finland found that pet ownership is linked to
poor
health.
3. Do cell phones emit harmful radiation? The Director of the
Interna-
tional Epidemiology Institute says there is no basis for
believing that cell
phones produce harmful emissions. But an expert linked to a
South Car-
olina Hospital has a quite different response to this question. He
claims
there is sufficient evidence to justify a health advisory warning
about the
link between cell phones and cancer.
7. Respected experts disagree about how to create a prosperous
middle class,
whether there will be future jobs available for college students
who major
in particular areas of study, whether the knee you injured
requires surgery,
whether Obama is a strong leader, how to lose weight and keep
it off, and
when an immigrant should be granted citizenship. Experts
provide us more or
less reasonable assertions. They give us the materials for a
thoughtful decision.
But we are the craftsperson who must measure and construct
those assertions
into a decision that is ours.
4 Chapter l • The Benefit and Manner of Asking the Right
Questions
We nee<l to be very careful here. We are definitely not saying
that
experts cannot be helpful. Indeed, we cannot function without
depending
on people who we think might have knowledge we can use. In a
sense, we
are encouraging you to pay even more attention to experts than
you might
already give them. But, as will be clear soon, we need to listen
to expe1ts of
many different kinds, sorting and discarding as we listen and
evaluate. We lis-
ten to them to construct our answer. We do not listen to them to
follow their
8. advice, as if we were but a helpless lamb or a puppet on the
expert's string.
THE NECESSITY OF REL YING ON OUR MIND
Once we have a clear grasp of where we live in the sense of the
environment
in which we make decisions, we come face to face with a heavy
responsibility:
WE MUST ASSERT RATIONAL CONTROL OF OUR BELIEFS
AND CONCLU-
SIONS. THE ALTERNATIVE IS BEING THE MENTAL
SLAVE OF WHOEVER
IMPRESSES OUR SYSTEM 1 BRAIN.
Critical Thinking teaches you skills and attitudes that make you
proud
to have rationally discovered answers that make sense to you.
Critical think-
ing encourages you to listen to and learn from others, while at
the same time
weighing the quality of what others say. In this regard, you are
learning that
we must depend on others, but only selectively. Critical
thinking thereby lib-
erates you, empowering you to be the supervisor of who you are
becoming.
CRITICAL THINKING TO THE RESCUE
Listening and reading critically-that is, reacting with systematic
evaluation to
what you have heard and read-requires a set of skills and
attitudes. These
skills and attitudes are built around a series of related critical
questions. While
9. we will learn them one by one, our goal is to be able to use
them as a unit
to identify the best decision available. Ideally, asking these
questions will
become part of who you are, not just something you studied in a
book.
Critical thinking, as we will use the term, refers to the
following:
1. awareness of a set of interrelated critical questions;
2. ability to ask and answer these critical questions in an
appropriate
manner; and
3. desire to actively use the critical questions.
The goal of this book is to encourage you in all three of these
dimensions.
Questions require the person being asked the question to do
something
in response. By our questions, we are saying to the person: "I
am curious";
"I want to know more"; "help me." This request shows respect
for the other
person. Critical questions exist to inform and provide direction
for all who
hear them. In that respect, critical thinking begins with the
desire to improve
what we think. The critical questions are also useful in
improving your own
writing and speaking because they will assist you when you:
10. Chapter 1 • The Benefit and Manner of Asking the Right
Questions 5
I. react critically to an essay or to evidence presented in a
textbook, in a
periodical, or on a Web site;
2. judge the quality of a lecture or a speech;
Three Dimensions of Critical Thinking
3. form an argument;
Desire to actively
use the cnt1cal
questions
4. write an essay based on a reading assignment; or
5 . participate in class.
A. Attention: Critical thinking consists of an awareness of a set
of
interrelated critical questions, plus the ability and willingness
to
ask and answer them at appropriate times.
THE SPONGE AND PANNING FOR GOLD:
ALTERNATIVE THINKING STYLES
One common approach to thinking is similar to the way in
which a sponge
reacts to water: by absorbing. This popular approach has some
clear
advantages.
11. First, the more information you absorb about the world, the
more capa-
ble you are of understanding its complexities. Knowledge you
have acquired
provides a foundation for more complicated thinking later.
6 Chapter 1 • The Benefit and Manner o f Asking the Right
Questions
A second advantage of the sponge approach is that it is
relatively pas-
sive. Rather than requiring strenuous mental effort, it tends to
be rather quick
and easy, especially when the material is presented in a clear
and interest-
ing fashion. Though absorbing information provides a
productive start toward
becoming a thoughtful person, the sponge approach also has a
serious and
devastating disadvantage: It provides no method for deciding
which informa-
tion and opinions to believe and which to reject. If a reader
relied on the
sponge approach all the time, he would believe whatever he
read last.
We think you would rather choose for yourself what to absorb
and what to
ignore. To make this choice, you must read with a special
attitude-a question-
asking attitude. Such a thinking style requires active
participation. The writer is
trying to speak to you, and you should try to talk back to him,
even though he
12. is not physically present.
We call this interactive approach the panning-for-gold style of
think-
ing. The process of panning for gold provides a model for active
readers
and listeners as they try to determine the worth of what they
read and hear.
Distinguishing the gold from the gravel in a conversation
requires you to ask
frequent questions and to reflect on the answers.
The sponge approach emphasizes knowledge acquisition; the
panning-
for-gold approach stresses active interaction with knowledge as
it is being
acquired. Thus, the two approaches complement each other. To
pan for intel-
lectual gold, there must be something in your pan to evaluate. In
addition, to
evaluate arguments, we must possess knowledge, that is,
dependable opinions.
Let us examine more closely how the two approaches lead to
different
behavior. What does the individual who takes the sponge
approach do when
he reads material? He reads sentences carefully, trying to
remember as much
as he can. He may underline or highlight key words and
sentences. He may·
take notes summarizing the major topics and major points. He
checks his
underlining or notes to be sure that he is not forgetting anything
important.
His mission is to find and understand what the author has to
13. say. He memo-
rizes the reasoning, but doesn't evaluate it.
What does the reader who takes the panning-for-gold approach
do? Like
the person using the sponge approach, she approaches her
reading with the
hope that she will acquire new knowledge. There the similarity
ends. The
panning-for-gold approach requires that the reader ask herself a
number of
questions designed to uncover the best available decisions or
beliefs.
The reader who uses the panning-for-gold approach frequently
ques-
tions why the author makes various claims. She writes notes to
herself in the
margins indicating problems with the reasoning. She continually
interacts with
the material. Her intent is to critically evaluate the material and
formulate per-
sonal conclusions based on the evaluation.
The most important characteristic of the panning-for-gold
approach is
interactive involvement-a dialogue between the writer and the
reader, or the
speaker and the listener. As a critical thinker, you are willing to
agree with
others, but first you need some convincing answers to your
questions.
Chapter 1 • The Benefit and Manner of Asking the Right
14. Questions 7
someone me to eve someth ng?
Did eval ate
Mental Checklist for Panning for Gold
The inadequacies in what someone says will not always leap out
at you.
You must be an active reader and listener. You can do this by
asking ques-
tions. The best search strategy is a critical-questioning strategy.
A powerful
advantage of these questions is that they permit you to ask
probing questions
even when you know very little about the topic being discussed.
For exam-
ple, you do not need to be an expert on child care to ask critical
questions
about the adequacy of day-care centers.
WEAK-SENSE AND STRONG-SENSE CRITICAL THINKING
Previous sections mentioned that you already have opinions
about many per-
sonal and social issues. You are willing right now to take a
position on such
questions as: Should prostitution be legalized? Is alcoholism a
disease or will-
ful misconduct? Was George W. Bush a successful president?
You bring these
initial opinions to what you hear and read.
15. 8 Chapter 1 • The Benefit and Manner of Asking the Right
Questions
Critical thinking can be used to either (1) defend or (2) evaluate
and
revise your initial beliefs. Professor Richard Paul's distinction
between weak-
sense and strong-sense critical thinking helps us appreciate
these two antago-
nistic uses of critical thinking.
A Attention: Weak-sense critical thinking is the use of critical
think-
ing to defend your current beliefs. Strong-sense critical thinking
is
the use of the same skills to evaluate all claims and beliefs,
especially
your own.
If you approach critical thinking as a method for defending your
present
beliefs, you are engaged in weak-sense critical thinking. Why is
it weak7 To
use critical-thinking skills in this manner is to be unconcerned
with moving
toward truth or virtue. The purpose of weak-sense critical
thinking is to resist
and annihilate opinions and reasoning different from yours. To
see domina-
tion and victory over those who disagree with you as the
objective of critical
thinking is to ruin the potentially humane and progressive
aspects of critical
thinking.
In contrast, strong-sense critical thinking requires us to apply
16. the critical
questions to all claims, including our own. By forcing ourselves
to look criti-
cally at our initial beliefs, we help protect ourselves against
self-deception and
conformity. It is easy to just stick with current beliefs,
particularly when many
people share them. But when we take this easy road, we run the
strong risk
of making mistakes we could otherwise avoid.
Strong-sense critical thinking does not necessarily force us to
give up
our initial beliefs. It can provide a basis for strengthening them
because criti-
cal examination of those beliefs will sometimes reinforce our
original com-
mitment to them. Another way of thinking about this distinction
is to contrast
open- and closed-mindedness. When my mind is open, it
welcomes criticism
of my own beliefs. But when my mind is closed, the beliefs I
have are going
to be the ones I keep.
To feel proud of a particular opinion, it should be one we have
selected-
selected from alternative opinions that we have understood and
evaluated.
The Importance of Pradice
Our goal is to make your learning as simple as possible.
However, the habit
of critical thinking will initially take a lot of practice.
17. The practice exercises and sample responses at the end of each
chap-
ter, except this introductory chapter, are an important part of
this text. Our
answers are not necessarily the only correct ones, but they do
provide
illustrations of how to apply the definitions and question-asking
skills. We
intentionally failed to provide sample answers for the third
passage at the
end of each chapter. Our objective is to give you the
opportunity to strug-
gle with the answer using your knowledge of the chapter we
have just
Chapter 1 • The Benefit and Manner of Asking the Right
Questions 9
studied. For additional practice opportunities and for online
help, go to
http://www.pearsonhighered.com/browne, where we have placed
many
helpful hints and practice materials.
CRITICAL THINKING AND OTHER PEOPLE
Values and Other People
Think of other people as your most valuable resource, the basis
for the facts,
opinions, and conclusions that you will eventually have. In an
important and
ongoing manner, other people are part of your extended family,
those who
18. nurture your conclusions. The theme here is connectedness.
How these interactions work is shaped by your values and the
values
you perceive in those with whom you interact. Before you can
discover the
importance of values in shaping conclusions, you must have
some under-
standing of what a value is. Values, as we will use the term, are
ideas that
someone thinks are worthwhile. You will find that it is the
importance one
assigns to abstract ideas that has the major influence on one's
choices and
behavior.
Usually objects, experiences, and actions are desired because of
some
idea we value. For example, we may choose to do things that
provide us with
contacts with important people. We value "important people"
(concrete idea)
because we value "status" (abstract idea). When we use the
word value in this
chapter, we will be referring to an (abstract) idea representing
what someone
thinks is important and good .
.A Attention: Values are unstated ideas that people see as
worthwhile.
'Ibey provide standards of conduct by which we measure the
qual-
ity of human behavior.
To better familiarize yourself with values, write down some of
your own
19. values. Try to avoid writing down the names of people, tangible
objects, or
actions. Pizza and tennis may be important to you, but it is the
importance
you assign to abstract ideas that most influences your choices
and behav-
ior concerning controversial public issues. Your willingness to
argue for or
against assisted suicide, for instance, is strongly related to the
importance you
assign to the sanctity of human life-an abstract idea. As you
create your list
of values, focus on those that are so significant that they affect
your opinions
and behavior in many ways.
Do you have problems making your list? We can provide some
help.
Values are standards of conduct that we endorse and expect
people to meet.
When we expect our political representatives to "tell the truth,"
we are indi-
cating to them and to ourselves that honesty is one of our most
cherished
values. Ask yourself how you expect your friends to be. What
standards of
10 Chapter 1 • The Benefit and Manner of Asking the Right
Questions
conduct would you want your children to develop? Answers to
these ques-
tions should help you enlarge your understanding of values.
20. Let's remind ourselves how knowledge about values relates to
the social
nature of critic::il thinking. While we must require ourselves to
listen carefully
to those who have different value priorities than our own, the
most obvious
social link established by values is similarity. Those of us who
see individual
responsibility as an extremely important value tend to be
comfortable with
and to seek out those who similarly believe that improved
personal choices
are the solution to most human problems. Hence, many of our
most valuable
social interactions or learning experiences start with
communications with
those who have similar value priorities. Our huge challenge in
this regard
is to make ourselves work hard to understand the reasoning of
those whose
value priorities differ from ours.
While adventure, ambition, autonomy, comfort, excellence,
justice, ratio-
nality, tolerance, and spontaneity may be important values to
us, it is quite
likely that other reasonable people will have important values
that conflict
with many of these. Our normal tendency to listen to only those
with simi-
lar value priorities needs our active resistance. We have to fight
against the
tendency.
Primary Values of a Critical Thinker
21. This book is dedicated to help you become a critical thinker. As
a critical
thinker, you will be pursuing better conclusions, better beliefs,
and better deci-
sions. Certain values advance your effort to do so; others do
not. By knowing
and appreciating the primary values of a critical thinker, you
have some men-
tal muscle that you can use to remind yourself of the necessity
of your paying
close attention to those who do not share your value priorities.
Let's examine
these primary values.
1. Autonomy. At first this value may seem as if it has little to
do with
encouraging people to pay attention to those with different
perspec-
tives. How does a drive to form one's own conclusions
encourage us in
any fashion to seek and listen to views that are not our own?
Aha! And
what raw material should you use in pursuing this autonomy?
Surely, we
all want to pick and choose from the widest possible array of
possibili-
ties; otherwise, we may miss the one decision or option that we
would
have chosen if only we had paid attention to those who did not
share
our value priorities. For example, Democrats make a huge
mistake if
they listen only to other Democrats.
2. Curiosity. To take advantage of the panning-for-gold method
of living
22. your life, you need to listen and read, really listen and read.
Other peo-
ple have the power to move you forward, to liberate you from
your cur-
rent condition of partial knowledge. To be a critical thinker
requires you
to then ask questions about what you have encountered. Part of
what
you gain from other people is their insights and understanding,
when
" I
Chapter 1 • The Benefit and Manner of Asking the Right
Questions 11 !
i
what they have to offer meets the standards of good reasoning
that you will learn in Asking the Right Questions.
3. Humility. Recognizing that even the smartest person in the
world makes
many mistakes each week provides the ideal platform for
engaging
actively with other people. Certainly some of us have insights
that others
do not have, but each of us is very limited in what we can do,
and at
honest moments, we echo Socrates when he said that he knew
that
he did not know. Once we accept this reality, we can better
recognize
that our experiences with other people can fill in at least a few
of the
23. gaps in our present understanding. Also, a sense of humility
keeps us
from avoiding a very common obstacle to critical thinking, the
belief
that "those who disagree with me are biased, but I am not."
4. Respect for good reasoning wherever you find it. While we
want to
respect and listen to other voices, all conclusions or opinions
are not
equally worthwhile. The critical questions you will learn as you
study
this book will provide a framework to assist you in picking and
choos-
ing from among all the people trying to influence you. When
you find
strong reasoning, regardless of the race, age, political party,
wealth, or
citizenship of the speaker or writer, rely on it until a better set
of reason-
ing comes along.
By all means, act with confidence based on your beliefs, but
hold your
conclusions with only that degree of firmness that permits you
to still wonder
to yourself, "Might I be wrong?"
They are your opinions, and you quite understandably feel
protective
of them. Listen as political satirist Stephen Colbert mocks this
attitude of ours:
'Tm not a fan of facts . You see, the facts can change, but my
opinion will
never change, no matter what the facts are."
24. Anyone determined to keep the conclusions he already has may
well
use reasons to justify his opinion. However, this kind of
reasoning is called
"managed reasoning," meaning that the reasoning is being
selected so as to
reach a particular conclusion.
KEEPING THE CONVERSATION GOING
Because critical thinking is a social activity, we need to
consider how other
people are likely to react to us when we ask them questions
about their
beliefs and conclusions. As long as we are interacting with
others who share
the primary values of critical thinking, our questions will be
received as evi-
dence that we are a partner in the search for better answers to
the questions
we share. But that terrific opportunity to grow together is not
going to be the
only kind of social interaction you will have.
Many people are not eager to have their thinking questioned;
often,
they experience questioning as annoying and unfriendly. Some
may wonder,
"Why is she asking me all these challenging questions? Why
does she not just
agree with me?" Don't be surprised if someone reacts to your
quest to learn
I
I
26. to other people that you want to learn. Furthermore, give them
assurances
that you wish them well and that any disagreement you have
with them, as
serious and important as that disagreement might be, need not
result in a
verbal bloodbath. What follows are a few verbal strategies that
you can use to
keep the conversation going:
1. Try to clarify your understanding of what the other person
intends by
asking, "Did I hear you say?"
2. Ask the other person whether there is any evidence that
would cause
him to change his mind.
Chapter 1 • The Benefit and Manner of Asking the Right
Questions 13
3. Suggest a time-out in which each of you will try to find the
very best
evidence for the conclusion you hold.
4. Ask why the person thinks the evidence on which you are
relying is so
weak.
S. Try to come together. If you take that person's best reasons
and put
them together with your best reasons, is there some conclusion
that
both of you could embrace?
27. 6. Search for common values or other shared conclusions to
serve as a
basis for determining where the disagreement first appeared in
your
conversation.
7. Try to present a model of caring and calm curiosity; as soon
as the ver-
bal heat turns up, try to remind yourselves that you are learners,
not
warriors.
8. Make certain that your face and body suggest humility, rather
than the
demeanor of a know-it-all.
Creating a Friendly Environment for Communication
As a writer or speaker, you are faced with an important choice.
You have
to decide the type of environment you'll create for your
audience. Will you
choose one that is hostile to people who disagree with your
conclusions? In
the current polarized climate, the temptation is great. Just look
at the tactics
employed during the American election season-the tactics the
Daily Show's
Jon Stewart mocked when he said, "I disagree with you, but I
am pretty sure
you're not Hitler."
In the spirit of this Jon Stewart quote, you could choose to
create an
environment in which reasonable people can productively and
28. respectfully
disagree-an environment that welcomes discussion and
question-asking. Of
course we prefer this approach, but let's be honest: There are
some com-
pelling reasons to write in a tone that excludes, even shoots
down, critical
thinkers.
First, it's easier to shoot down a hard question than to consider
and
respond to it. Plus, you'll surely sound authoritative, daring
your audience
to challenge your expert judgment. Not to mention that this
writing style can
even be fun. Have you ever read and enjoyed a vicious review
of a movie,
book, album, or video game?
Take a look at the tone and word choice in this review of the
2009 box
office success Transformers: Revenge of the Fallen. Popular
film critic Roger
Ebert suggested:
If you want to save yourself the ticket price, go into the kitchen,
cue up a
male choir singing the music of hell, and get a kid to start
banging pots and
pans together. Then close your eyes and use your imagination.
Just t1y to convince him that he should calm down and
reconsider.