Lecture 03: A Gentle Introduction to TheoryPatrick Mooney
Slideshow for the third lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Academic writing process: Cmaps as an essential tool (JALTCALL 2013, Matsumoto)Lawrie Hunter
For mapping approaches to summarizing and argument, graphics software and mapping software in general are preferable to pencil and paper because of ease of revision and restructuring. Among those software, Cmap Tools freeware has the further distinct advantage that it forces the user to specify the relations between links and thus reveals rhetorical structure or orchestration (or their absence) that is not visually apparent in text. Cmaps are Novakian maps, i.e. each link between two nodes is labeled with a phrase specifying the relation between those nodes. If we strengthen Novakian maps with several visual metaphors (e.g. up is abstract, down is concrete; up is overarching, down is subordinate) we get an even more compressed representation. This presents an altogether more powerful representation than that offered by mind maps.
Grounded on a case study of a fruitful application of Cmap Tools, wherein EAP learners of academic writing for management discover intellectual leverage in argument mapping, this paper argues that Cmap Tools deserves a place amongst the essential tools for instructional discourse, particularly in settings such as EAP where the identification of rhetorical orchestration is difficult, where argument is often masked by other rhetorical devices, and where one's own thinking about an approach to a problem is complex and difficult to encode directly in text.
To tentatively support its claims, this paper tracks EAP (English for Academic Purposes) learners' cycling between discourse analysis and concept mapping as they worked to unpack a paper that they had initially identified as a 'good model'.
Tool selection for argument visualizationLawrie Hunter
Tool selection strategy for software-based visualization in technical academic argument work
Lawrie Hunter, Kochi University of Technology, Japan
Logic and argument have proven to be significant obstacles to second language English academic writing success, markedly so for research students from East Asian cultures. The technical research paper is a masked facsimile of an argument; thus novice technical academic writing tends to be formulaic, following document structure rather than argument structure. In this frame, novice writing of abstracts is problematic at the design level.
Linear text is not a particularly supportive medium for technical academic argument work. Relations between concepts can be marked in text by rhetorical signals, but the conceptual load economies of visualization are not available. Mind maps, concept maps and rhetorical structure maps, which all embody a number of visual metaphors, are promising tools for the support of novice technical academic argument work.
Software embodiments of the above mapping types are usually marketed without discussion of the information-structure related choices involved in the selection of map type and software. This paper, referring to Hunter's (2009) decision matrix, presents a negotiated strategic pathway to the selection of map type and software for technical academic writing task, taking the example of inferred argument of an informally reported study. Reference points in this pathway include Toulmin (1958), Cañas & Novak (2006) and Kowalski (2011).
Cañas, A. J., & Novak, J.D. (2006) Re-examining the foundations for effective use of concept maps. In Cañas, A. J., & Novak, J.D. (Eds.), Concept Maps: Theory, Methodology, Technology. Proceedings of the Second International Conference on Concept Mapping.
Hunter, L. (2009) A Decision Matrix for the Use of Mapping and Mapping Software. Presented at EuroCALL 2009. http://www.lawriehunter.com/presns/eurocall09/
Kowalski, R. (2011) Computational logic and human thinking. Cambridge UP.
Toulmin, S. (1958) The Uses of Argument, Cambridge University Press.
LDRS 320Assignment 12 Angry MenThe intent of this assignment.docxLaticiaGrissomzz
LDRS 320
Assignment: 12 Angry Men
The intent of this assignment is for a student to demonstrate their understanding of the course material taught in the first half of LDRS 320. The assignment begins by watching the movie, 12 Angry Men. The movie shows a decision-making process to determine the guilt or innocence of the boy on trial. All aspects of decision making presented thus far in LDRS 320 are seen in the movie.
Throughout this paper, it is expected the student will demonstrate a knowledge of
· Decision models
· How faulty decisions are made
· The impact of dialogue in a decision-making process
· Inquiry and advocacy in decision making
· The hidden traps that hamper decision making.
COURSE REQUIRED READING LIST
· Making Decisions, Buer and Erdogen
· Why Good Leaders Make Bad Decisions: Campbell, Whitehead, Finkelstein
· Conquering a Culture of Indecision, Ram Charan
· What You Don’t Know About Making Decisions: Garvin and Roberto
· Hidden Traps in Decision Making: Hammond, Keeney, Raiffa
ASSIGNMENT REQUIRMENTS
1. Use at least 2 references taken from each item on the Reading List. Each article can be found in Moodle and the course text: On Making Smart Decisions, HBR.
2. Length of paper: 5 - 7 pages, double spaced, plus title page and reference page. Use APA format.
3. Due date: February 18, 11:59pm.
4. Late papers are not accepted except for proven special circumstances with request for permission at least
24 hours before the due date.
ASSIGNMENT: 6 SECTIONS
The percentage in front of each section is the max grade allowed for the section
10% What are 2 types of decision-making models used in the 12 Angry Men decision-making process? Describe what they are and, for each one, was it effective or ineffective? Why or why not? (1/2 – 1 page)
18% Describe three Red Flags that lead to a faulty decision process. Describe how each of the Red Flags can be seen in the movie and how it impacted the decision-making process. (1/2 – 1 page)
18% Dialogue is the basic unit of decision making. Define what the 3 Cs are. Give examples and descriptions from the movie where you saw Affective and Cognitive conflict. Give examples also of Consideration and Closure. Why was it difficult to arrive at having effective dialogue? (1 page)
20% Inquiry and advocacy are two types of dialogue. Conduct a comparison between: Juror #3 practicing advocacy, and juror # 8 (Mr. Davis) practicing inquiry. Complete or fill in the squares of the table found in the article entitled:
What you don’t know about decision making, (see the section called: Two approaches to decision making). (1 – 2 pages)
· For each box in the table, describe what it means and give examples of how you observed that action in the Juror #3 (Advocacy) and Juror #8 (Inquiry).
· EXAMPLE: Work across each line, left to right.
· Line one is
Concept of Decision Making
· Describe and d.
· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docxLynellBull52
· Paper need to be 6 pages.
· Times New Roman Font (11) Double-spaced
· Ensure paper addresses all 8 of the below questions
a. Number Questions on page as they are answered.
· Use at LEAST 1 reference for each question.
a. (Paper should have at least 8 different references)
b. (Wikipedia does not count)
· Show work for all calculations.
1. Explain how governments restrict international trade and who benefits as well as who loses from the restrictions.
2. Because wage rates are so low in Africa, why don't Microsoft, Cisco and other major corporations close down their American operations and move to Africa?
3. Consider the foreign exchange market for Japanese Yen and Dollars. Assume a market where the U.S. dollars are on the x axis as shown in the background material. Indicate whether the dollar would APPRECIATE or DEPRECIATE if the following events occur (be sure to explain your answer such as including reference to the demand or supply curve):
a. The interest rate in Japan is lowered.
b. Prices are lower in U.S.
c. Higher US interest rates.
4. What is the effect of a higher exchange rate on exports and imports?
-ONLY ANSWER THE ABOVE QUESTIONS 1-4 ON PAGES 1-3 OF THE REPORT-
5. (a.) Suppose real GDP was $13.1 trillion in 2013 and $13.3 in 2014, what is the growth rate? (b.) How many years would it take for GDP (gross domestic product) to double (using your answer from part (a)?
6. What are the sources of human capital? Discuss some specific examples.
7. What is the law of diminishing returns? Give an example of what the law of diminishing returns implies.
8. What happens when the government raises taxes and uses revenue to engage in spending?
-ONLY ANSWER THE ABOVE QUESTIONS 5-8 ON PAGES 4-6 OF THE REPORT-
Raab English 100
NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network
Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response?
COLLEGE ADMINISTRATION
MEDIA
CALIFORNIA
LEGAL SYSTEM
CONTEMPORARY COLLEGE STUDENTS
GENDER
SOCIAL CLASS
RELIGION
Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below.
CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc)
EDITING (linking/cutting together of different shots, added effects, arrangement)
SOUND (emerging from within the scene AND sound that was added later, like musical score)
MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene)
Part III. Analyze the rhetorical situation and intend.
Week 5 Instructor GuidanceOne of the topics we’ve been talki.docxcockekeshia
Week 5 Instructor Guidance
One of the topics we’ve been talking about throughout this course is how we can track both the personal and societal impact of film. In fact, your Week One Introduction post asked you to consider this issue and, as we progressed through the class and learned new terminology--new ways of looking at film, we were able to reconsider and develop our perspectives on this.
Both of your discussion posts this week touch on this issue, and it comes up in relation to your final written assignment as well.
While everything we’ve learned has helped us develop a critical capacity for talking about film, deepening our appreciation of the medium itself, ultimately our understanding of the (sometimes very personal) way film intersects with society is the key to unlocking another layer to the material from this course.
Students sometimes wonder about this course, asking how the material directly impacts their study of a chosen major. Students may even go a step beyond that and ask about how the material they've been studying has bearing on their anticipated career field at all!
That's why it's important to take a step back, away from the camera, away from the specifications of shots or the varying aspects of cinematography. It's time to pull our eyes away from the screen and look around at the world that surrounds us. We should be able to identify and consider the many ways film can impact society . . . as well as how society may impact film! In this way, we can start to consider how we can apply what we've learned in this class!
A recent study conducted by the University of Rochester (NY) finds that watching and discussing movies about relationships is as effective in lowering divorce rates as other, more intensive, early marriage counseling programs! Watch this video presentation.
Follow this link for more information about the study, and to download information about the films the couples watched, as well as the different questions the researchers asked the couples to reflect on after they watched specific movies.
As you reflect on your own journey in this class--how you watch movies and the kinds of impacts that films can have on people--try to think deeply about the many ways we engage with film and what it can really mean to us in our majors, in our careers, and in our lives!
Many of the movies we respond to are made for mostly for entertainment. No matter their artistic value, or how intelligent the plot may be, the main goal is to find an audience and get them to pay money to watch what unfolds onscreen. Individual members of the creative team--the director, the writer, specific actors--might have other more lofty aims, but at the root there is a basic economic principle at work.
Therefore, it would be easy to write these films off and focus more exclusively on documentaries or smaller budget movies made by guerilla filmmakers who aren't tied to the money making Hollywood scheme of things. We could focus on films that try.
Better Business WritingFocus on These Thre.docxtangyechloe
Better Business Writing
Focus on These Three Parts of Communication- The Rhetorical Triangle
1. Purpose
2. Audience
3. Context
Purpose
Know why you are writing
What are you trying to accomplish?
What reaction are your trying to get?
What results are you after?
With every sentence ask if you are advancing the cause.
Search for the best words to get your point across
What do you want the reader to:
Think?
Feel?
Do?
Understand Your Readers
What are their goals and priorities
What pressures do they face?
What motivates them?
Respect Your Reader’s Time
If you don’t get to your point pretty quickly, they'll ignore you
At the slightest need to struggle to understand you, they’ll stop trying – and think less of you
Prove quickly that you have something valuable to say
Why should they read what you wrote? What’s in it for them?
Words Have Consequences
Words have consequences and should elicit sincere meaning.
Your communication should be respectful of the audience, be clear about the purpose and relate to the context of the situation.
What Have You Told Them?
Consider this - what do they know that they did not know before they read your message?
What do they need to know?
Were you specific?
Did you give a timeline?
Did you reduce their anxiety?
Did you write in a way that assumes they are intelligent?
What Conversation Are You Having With Yourself?
When writing ask yourself: What do you want people to think after they read this message? What do you want them to do? How do you expect them to react it? Have you been as clear as possible?
Are you talking to fellow employees or to shareholders and customers?
Tailor Your Message To Your Audience
Avoid cliché’s
Eliminate jargon
Simplify your message
Have a sincere desire to inform
Divide Your Writing Into Four Parts
The Madman – who gathers the material and generate ideas
The Architect – who organizes information and draws up an outline
The Carpenter – who puts your thought into words – layout sentences and paragraphs
The Judge – who polishes the expression, checks for tone and misinterpretation, corrects grammar and punctuation
Organizing Paragraphs
A paragraph is a unit of thought, not of length.
It makes a point, a point different from what the previous paragraph made and different from what the next one will make.
A bad paragraph is one where the reader has no idea until the end what the point is.
Good Paragraph Construction
1. Say it
2. Explain it
3. Detail it
4. Say it again
Say It
The condition of the Baker Company is poor in every respect.
Explain It
Stock price, debt, and sales.
Detail It
1. Forbes magazine singled Baker out recently as an example of overpriced stock.
2. Debt has mounted to the point where it is eight times equity.
3. And sales have declined from $1.1 million to $725,000 in only a few years.
Say It Again
Nothing favorable can be said about the company’s fin.
W4 Assignment 1. DiscussionAs in all assignments, cite your sou.docxaryan532920
W4 Assignment 1. Discussion
As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Ethics in Healthcare
In this assignment, you will study the role of ethics in healthcare.
Based on your research, respond to one of the following discussion questions.
Discussion Question 1
Read the following article:
Shelton, A., Freeman, B., Fish, A., Bachman, J., & Richardson, L. (2015). American Journal of Critical Care, 24(2), 148-155. doi: 10.4037/ajcc2015983
Ethics guidelines now require that individuals give informed consent to participate in research. Existing ethical guidelines do not help us decide how to seek consent and have allowed managerial experimentation to remain unchecked.
Based on your understanding of the topic and the article, answer the following question:
Do you think that alternative forms of community consent should be actively pursued? Why or why not? How would you feel if your medical records were examined and included in research without your consent based on an illness in the past?
Discussion Question 2
Scenario
Two nurse researchers are interested in studying whether a pain assessment tool for critical care patients is valid and reliable when applied to a group of patients who cannot communicate verbally due to mechanical ventilation. They design a validation study in which randomly selected patients will be assessed using the tool after a painful procedure (tracheal suctioning) and after a non-painful procedure (oral care). If patient responses result in higher scores after the painful procedure than after the non-painful one, then the researchers will conclude that the tool is effective for these patients in differentiating pain responses from responses to nursing procedures in general.
Using the checklist in the text, discuss and draw a conclusion as to whether this study will likely be exempt, expedited, or full review. Explain your rationale.
How to Write From an Informed Audience Perspective
Below are some questions to consider as you write or talk about a theatre production you have attended. All of these may not apply to every show and you may not have strong observations for each one of these things. Always back what you say or write with specific choices, particular moments, details of timing, colors, textures, movement, etc.
Introduction, Thesis and Conclusion:
· Your exit critique should express your opinions and point of view backed up by evidence of examples from the production that caused you to think those things. Your introductory paragraph should contain your thesis statement.
· Your thesis statement should express your point of view—what you think in general about the production and how it was successful or not successful. The body of your paper will then provide details in support of this opinion.
· “A thesis statement focuses your ideas into one or two sentences. It should present the topic of your paper and also make a comment about your positio ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Digital Tools and AI for Teaching Learning and Research
Checklist
1. For this section of the exam paper it is important to directly answer the question by referring to film
sequences from ‘La Haine’, ‘City of God & one other of your choice if you wish. It is also essential
that you use film language (mise-en-scene/camera etc) and make use of key issues such as
representation, narrative and genre conventions as well as the social issues at the centre of the
topic.
The names of the film’s directors and the year of the release is mentioned early on
The question is addressed in the opening paragraph
The keywords in the question are referred to throughout the essay
Good detailed reference to the film has to be at the core of any answer. Try to use
sequences.
This must have some indications of the use of film language – mise-en-scene,
cinematography, editing, sound and music.
If you don’t do this many examiners will view your information as mere description.
An understanding of narrative and the way it functions may also be required.
Consider resolution, closure, structure, cause and effect, pace, linear/non-linear.
Representation is also an issue that should be employed in your answers. This could focus
on individuals, groups, location, gender and nationality.
Wider contexts need to be employed in your answer. How are these films World Cinema?
What influence does the time in which they were made have on these films? What events
are they based upon? What are the cultures that produced these films like and how do the
films reflect that society
You must compare and contrast these films directly. Look for points where these films
share distinctive elements and also if possible where they differ.
Give your own opinions of the films – linked to what needs to be discussed in terms of the
question. Support with reference to the films.
Try to ‘think outside the box’. Candidates who offer more thought provoking responses tend
to get higher marks.
Write a short conclusion that draws you and the examiner back to the terms of the
question. Remember that this is the last thing that they will read before they put a mark
down.
Four to five sides should assure quality and quantity.
