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Course Project: Annotated Bibliography (Part I, Two Annotations required) Annotated Bibliography Assignment: This week (Part I) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). In week 4, you will complete this process for 3 additional sources. A total of 5 academic-scholarly sources are required for completion of your final research project. Scholarship means that the author has a Ph.D. or other terminal degree, the work appears in a multi-volume, peer-reviewed journal, and has ample references at the end. Good annotations capture publication details, offer a student introduction and thesis, and a detailed reading of the source, covering the following: Offers the student's introduction and thesis to the best extent s/he knows it at this point in time, Summarizes key points, and identifies key terms (using quotation marks, and citing a page in parentheses); Locates controversies or "problems" raised by the articles; States whether the student agrees or disagrees and gives reasons; Locates one or two quotations to be used in the final research project; and Evaluates the ways in which this article is important and has helped the student to focus his/her understanding. Example Introduction/Thesis to a Student Paper: It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society. Example Publication Detail Capture: Mezirow, J. (2012). Transformative learning as discourse. International Journal of Business & Public Administration. . Annotation Example: In this article, Mezirow makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (92) which i.
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Note .(I had done week 3 part 1 which is attached ,Now week 4 .docx
Note .
(I had done week 3 part 1 which is attached ,Now week 4
Annotated Bibliography Assignment is required .
in week four, you have three annotations due. Each of your annotations should be approximately 250–300 words.
Annotated Bibliography Assignment:
This week (Part I ) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). In week 4, you will complete this process for 3 additional sources. A total of 5 academic-scholarly sources are required for completion of your final research project.
Scholarship means that
the author has a Ph.D. or other terminal degree,
the work appears in a multi-volume, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project; and
Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education, 1
(1), 58-63.
.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on th.
Annotated Bibliography (Part I, Two Annotations required)Each of y.docx
Annotated Bibliography (Part I, Two Annotations required)
Each of your annotations should be approximately 250–300 words.
topic I chose is:
Analyze views of women' reproductive solutions in the 19th century and interpret Thier historical and contemporary impact.
Annotated Bibliography Assignment:
This week (Part I) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component).
Scholarship means that
the author has a Ph.D. or other terminal degree,
the work appears in a multi-volume, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project; and
Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education, 1
(1), 58-63.
.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-disc.
First, return to your topic chosen in the week three assignment. TOP.docx
First, return to your topic chosen in the week three assignment. TOPIC: EUTHANASIA
Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.
Include the following:
Publication details
Annotation (a detailed reading of the source)
Each annotation section should include the following:
Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
Describe the controversies or "problems" raised by the articles.
State whether you agree or disagree and give reasons.
Locate one or two quotations to be used in the final research project.
Evaluate the ways in which this article is important and has helped you focus your understanding.
Use the following as a model:
APA Reference
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education
,
1
(1), 58-63.
Annotation Example
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is "transformative learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school.
Writing Requirements (APA format)
Length: 4 pages (not including title.
Choose a topic and thenAnswer this question What are the per.docx
Choose a topic and then:
Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.
Include the following:
Publication details
Annotation (a detailed reading of the source)
Each annotation section should include the following:
Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
Describe the controversies or "problems" raised by the articles.
State whether you agree or disagree and give reasons.
Locate one or two quotations to be used in the final research project.
Evaluate the ways in which this article is important and has helped you focus your understanding.
Use the following as a model:
APA Reference
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education
,
1
(1), 58-63.
Annotation Example
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is "transformative learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school.
Writing Requirements (APA format)
Length: 4-7 pages (not including title page or references page)
1-inch margins
Double spaced.
Death Penalty Answer this What are the personal.docx
This document provides instructions for an assignment on the death penalty. Students are asked to discuss personal and communal ethical factors involved in the debate around the death penalty. They should then articulate and evaluate positions on both sides of the debate using Kantian ethics. Finally, students must create an annotated bibliography of 5 academic sources on the topic, summarizing key points, discussing controversies, and stating whether they agree or disagree with each source. Each annotation should also include a quote and evaluation of the source's importance.
The role of critical thinking in developing speaking skills
Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills H. Muhammadiyeva, D. Mahkamova, Sh. Valiyeva and I. Tojiboyev 2020. The role of critical thinking in developing speaking skills. International Journal on Integrated Education. 3, 1 (Mar. 2020), 62-64. DOI:https://doi.org/10.31149/ijie.v3i1.41 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/41/39 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/41
Enhancing the 21st century critical thinking skills of ESL/EFL learners
The what, why, and how of critical thinking in an ESL/EFL classroom in the new normal and post-pandemic time.
Synthesis Essay Ideas
The document discusses three topics the author has chosen for their special education synthesis paper: teacher education, trends in special education service provisions, and impacts of accountability models. The author intends to examine how each topic has impacted students, parents, and teachers, and how they are linked to changes in the No Child Left Behind Act. They hope to learn more about each area and their effects on both general and special education teachers.
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Note .(I had done week 3 part 1 which is attached ,Now week 4 .docx
Note .
(I had done week 3 part 1 which is attached ,Now week 4
Annotated Bibliography Assignment is required .
in week four, you have three annotations due. Each of your annotations should be approximately 250–300 words.
Annotated Bibliography Assignment:
This week (Part I ) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). In week 4, you will complete this process for 3 additional sources. A total of 5 academic-scholarly sources are required for completion of your final research project.
Scholarship means that
the author has a Ph.D. or other terminal degree,
the work appears in a multi-volume, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project; and
Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education, 1
(1), 58-63.
.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on th.
Annotated Bibliography (Part I, Two Annotations required)Each of y.docx
Annotated Bibliography (Part I, Two Annotations required)
Each of your annotations should be approximately 250–300 words.
topic I chose is:
Analyze views of women' reproductive solutions in the 19th century and interpret Thier historical and contemporary impact.
Annotated Bibliography Assignment:
This week (Part I) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component).
Scholarship means that
the author has a Ph.D. or other terminal degree,
the work appears in a multi-volume, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project; and
Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education, 1
(1), 58-63.
.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-disc.
First, return to your topic chosen in the week three assignment. TOP.docx
First, return to your topic chosen in the week three assignment. TOPIC: EUTHANASIA
Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.
Include the following:
Publication details
Annotation (a detailed reading of the source)
Each annotation section should include the following:
Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
Describe the controversies or "problems" raised by the articles.
State whether you agree or disagree and give reasons.
Locate one or two quotations to be used in the final research project.
Evaluate the ways in which this article is important and has helped you focus your understanding.
Use the following as a model:
APA Reference
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education
,
1
(1), 58-63.
Annotation Example
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is "transformative learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school.
Writing Requirements (APA format)
Length: 4 pages (not including title.
Choose a topic and thenAnswer this question What are the per.docx
Choose a topic and then:
Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.
Include the following:
Publication details
Annotation (a detailed reading of the source)
Each annotation section should include the following:
Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
Describe the controversies or "problems" raised by the articles.
State whether you agree or disagree and give reasons.
Locate one or two quotations to be used in the final research project.
Evaluate the ways in which this article is important and has helped you focus your understanding.
Use the following as a model:
APA Reference
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education
,
1
(1), 58-63.
Annotation Example
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is "transformative learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school.
Writing Requirements (APA format)
Length: 4-7 pages (not including title page or references page)
1-inch margins
Double spaced.
Death Penalty Answer this What are the personal.docx
This document provides instructions for an assignment on the death penalty. Students are asked to discuss personal and communal ethical factors involved in the debate around the death penalty. They should then articulate and evaluate positions on both sides of the debate using Kantian ethics. Finally, students must create an annotated bibliography of 5 academic sources on the topic, summarizing key points, discussing controversies, and stating whether they agree or disagree with each source. Each annotation should also include a quote and evaluation of the source's importance.
The role of critical thinking in developing speaking skills
Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills H. Muhammadiyeva, D. Mahkamova, Sh. Valiyeva and I. Tojiboyev 2020. The role of critical thinking in developing speaking skills. International Journal on Integrated Education. 3, 1 (Mar. 2020), 62-64. DOI:https://doi.org/10.31149/ijie.v3i1.41 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/41/39 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/41
Enhancing the 21st century critical thinking skills of ESL/EFL learners
The what, why, and how of critical thinking in an ESL/EFL classroom in the new normal and post-pandemic time.
Synthesis Essay Ideas
The document discusses three topics the author has chosen for their special education synthesis paper: teacher education, trends in special education service provisions, and impacts of accountability models. The author intends to examine how each topic has impacted students, parents, and teachers, and how they are linked to changes in the No Child Left Behind Act. They hope to learn more about each area and their effects on both general and special education teachers.
· HOME· CHAPTERS · GLOSSARY· AUTHOR BIOS· HELP Chapter
· HOME
· CHAPTERS
· GLOSSARY
· AUTHOR BIOS
· HELP
Chapter 3
Sections
Chapter 3. Critical Thinking: The Means to InquireBy Helen Zaikina-Montgomery
Essential Questions
· What does it mean for doctoral learners to think critically?
· What is metacognition, and how is it related to critical thinking?
· Why do doctoral learners need to know how to engage in critical thinking and metacognition?
· What are the main differences between academic and nonacademic publications?
· What is comparative analysis and synthesis of literature?
· What are assertions, and how can researchers avoid making them in scholarly writing?
Introduction
This chapter presents material about critical thinking, metacognition, and comparative analysis of academic literature. Critical thinking and metacognitive functioning include cognitive processes, considered the highest level of Bloom’s taxonomy (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956), such as evaluation, analysis, and synthesis. The ability to think critically about empirical research and findings as well as to critically analyze one’s own writing is essential to the successful completion of a doctoral program at Grand Canyon University (GCU).
Critical thinking involves discipline as well as systematic and unbiased evaluation of facts, using metacognitive strategies to correct and refine one’s thinking processes. This chapter outlines the components of critical thinking, provides examples of how to apply critical thinking in daily life, and presents examples of how critical thinking works in academic reading and writing.
The chapter also presents a discussion of metacognition with examples of the process and application. Finally, this chapter includes examples of comparative analysis and synthesis of academic literature and informs learners about how to critically analyze the material they read. As learners at GCU progress through the doctoral program, critical analysis and synthesis become increasingly important skills to possess and demonstrate in academic work.
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In higher education, critical thinking can be a great mystery, with scholars and administrators failing to reach consensus on how to teach, evaluate, and measure learners’ critical-thinking skills. Colleges vary in their criteria of critical and reflective thinking, but many still include both in important university materials, such as the university or a specific school’s mission statement. Specifically, the mission statement of the GCU College of Doctoral Studies (CDS) highlights reflection as a component of critical thinking:
The College of Doctoral Studies seeks to engage learners in the process of becoming scholar-practitioners by deliberately invoking design principles that create scaffold, embedded curriculum grounded in adult learning theory. The College of Doctoral Studies provides structured, integrative, learning-centered doctoral programs which encourage reflective thinking from learners and collaborativ ...
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EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Minding your millenials
The document discusses strategies for teaching and assessing critical thinking skills in millennial students. It provides background on Generation X and millennial learners, explaining that millennials are independent problem solvers who want meaningful, stimulating work and quick access to information. The document then outlines several key teaching strategies and self-assessment activities that focus on experiential learning, giving students control and connecting classroom learning to real-world applications. Finally, it presents three methods for assessing critical thinking: a pro/con grid, content/form/function outlining, and analytic memos.
AAAS 2018 Meeting Presentation: Science CommunicationTraining Landscape
Presentation given at the 2018 annual meeting of the American Association for the Advancement of Science on science communication training landscape (with Anthony Dudo).
The underlying summary report can be found at:
http://35.8.12.127/jcb/wordpress/research/
Tlc authentic 121 ld
Webinar presentation for the TLC (Teaching and Learning Conversations). I expand on the use of Formulation in Learning Development and how it might be practised.
Developing Strong Academic Study Skills
The document discusses developing strong academic study skills in higher education. It emphasizes that developing study skills is important for academic success and long-term career prospects. The key areas discussed include note taking, essay writing, critical thinking, analyzing questions, and reflective thinking skills. Effective note taking, essay planning and writing, and using feedback to improve are highlighted as important skills.
Academic Research Essay
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
An Act Of Translation The Need To Understand Students Understanding Of Crit...
This document summarizes a research project that aimed to better understand undergraduate students' definitions and understanding of critical thinking. In the first phase, researchers surveyed 157 students asking them to define critical thinking. They found wide variation in students' definitions. In the second phase, they developed an assessment tool to help faculty gauge students' understanding based on common definitions from the survey. Faculty who piloted the tool found it useful. The researchers conclude that more student-centered research is needed to improve teaching critical thinking skills.
POSC 100 Current Event Reflection Paper Rubric Criteri.docx
POSC 100 Current Event Reflection Paper Rubric
Criteria Distinguished Proficient Basic Unacceptable
Completeness Complete in every area;
includes all requirements
Mostly complete;
includes most of the
requirements
Mostly incomplete,
includes few of the
requirements
Incomplete in almost
every area; does not
include requirements
Critical Thinking Displays exceptional
critical thinking; uses
class material and
utilizes sophisticated,
original ideas to develop
arguments
Displays advanced
critical thinking; uses
class material and uses
original ideas to develop
arguments
Displays limited critical
thinking; uses some class
material and some
original ideas to develop
arguments
Displays little critical
thinking; uses limited
class material and does
not use original ideas to
develop arguments
Evaluation & Analysis Presents exceptional
analysis of identified
issues; thoroughly
evaluates the issues
Presents sufficient
analysis of identified
issues; evaluates the
issues
Presents little analysis of
identified issues;
provides a vague
evaluation
Presents almost no
analysis of identified
issues
Understanding Demonstrates an
advanced understanding
of the topic(s) and
issue(s)
Demonstrates an above
average understanding of
the topic(s) and issue(s)
Demonstrates a basic
understanding of the
topic(s) and issue(s)
Demonstrates an
inadequate understanding
of the topic(s) and
issue(s)
Writing Mechanics Writing is clear, concise,
and well-organized
without grammatical
errors or typos
Writing is mostly clear
and generally organized
with few grammatical
errors or typos
Writing is somewhat
clear but is not well
organized and has many
grammatical errors or
typos
Writing is unclear and
very disorganized with
many grammatical errors
or typos
12/22/2017 Communication Today | Critical Thinking and the Challenges of Internet | Communication Today
http://www.communicationtoday.sk/critical-thinking-and-the-challenges-of-internet/ 1/2
C R I T I C A L T H I N K I N G A N D T H E C H A L L E N G E S O F I N T E R N E T
Critical Thinking and
the Challenges of
Internet
A L E X A N D E R P L E C N E R I S S U E : 2 / 2 0 1 4 , S E C T I O N : T H E O R E T I C A L
S T U D I E S
In this article, the author addresses some challenges to information
searches and information evaluation which were brought by the
Internet. Large segments of audience are exaggerating their
awareness and do not realize that their online behavior is driven
more by emotions than by critical assessment of primary sources.
The result is growing popularity of conspiracy theories,
pseudoscience, propaganda, and alternative medicine. These are
all examples of biased reasoning. Due to scientists, scholars,
teachers, and journalists, this trend can be considered as a potential
threat to public health and democracy. Publics incapable of
informed choices can be manipulated to sup.
Fall 2017 102 syllabus
This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
Critical Essay Samples
The document conducts a critical appraisal of the research article "Promoting the health of people with chronic obstructive pulmonary disease; patients and their carer's views" by Caress et al. (2010) by analyzing its strengths and weaknesses based on a set of criteria. The appraisal focuses on the views and experiences of patients with chronic obstructive pulmonary disease and their caregivers regarding the causes and management of the disease. The format of the appraisal involves a thorough examination of the research article according to the specified criteria in Appendix 1.
English 102 syllabus-spring_2018
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
20 d 043_varendra daffa p_review jurnal 1
This document is a student paper reviewing international journals. It begins with an introduction thanking God and the professor for allowing the completion of the assignment. It then includes a table of contents and three chapters. Chapter 1 discusses what a journal is and provides an excerpt from an international journal on the transferability of higher order cognitive skills. Chapter 2 will review international journals. Chapter 3 will provide a conclusion and recommendations. In total, the paper analyzes the topic of international journal reviews.
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. ple
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. please be sure there are 8 peer responses.. each set has their own instructions
Guided Response:
Respond to at least two of your peers. In responses, provide feedback on how peers’ key skills and qualifications will help get the job to which they are applying. Additionally, provide at least one suggestion on how your peers might emphasize their relevant skills to ensure that they are called in for an interview.
BRANDI’S POST:
Program of study
Bachelor of Arts Degree in Early Childhood Education
The position for which you are applying
Elementary School Teacher
How your field of study has prepared you for this position
My field of study has prepared me to be a teacher by teaching me the necessary skills for educating children. Through the courses that I have taken through this program of study, I have acquired the skills for curriculum planning, inclusion, and collaboration with parents and staff members
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter
I volunteered in a second-grade classroom in 2001, while I was in high school, as a teacher’s assistant that gave me great insight into the workings of a classroom environment. This allowed me to see a teacher in action throughout an instructional day and give me the experience of working with children.
MAXINE’S POST:
Program of study:
Bachelors of Arts in Education
The position for which you are applying
Special Education School Teacher
How your field of study has prepared you for this position:
In my field yes and no. Yes because I have learned so much in correct terminology and what our children need in a teacher. No because as a teacher I now Know that I will always be learning new ways to understand our students.
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter:
As I moved to Texas I was able to see how families are everything. I was involved in all 3 of my children's learning and afterschool activities as a cares volunteer, substitute teacher, coach or team mom. Being able to see what the teachers are all about helped me to understand as a parent what I needed to do to help my children at home. Now that I am proceeding in the teaching field I learned so many techniques and values from other teachers and coaches.
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers by Day 7. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
BRANDON’S POST:
·
Explain at least five elements of critical thinking that you found in the reading material
.
Like I stated in week 1, “Whether you realize it, or not critical thinking is involved in every decision made throug ...
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
· http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use.
Writing Identity English Composition I 5098910126 .docx
Writing Identity
English Composition I
50:989:101:26
ASSIGNMENT SHEET - Unit 6
Take Two
Task
In this essay you are going to construct an academic argument based on the stance you
took in your open-letter. This should be imagined as a peer-to-peer assignment,
meaning that you are writing for an audience of undergraduate students. You will be
creating an evidential and rhetorical-based defense for your position. This assignment
also expects that you acknowledge the legitimacy of opposing views through strategies
of concession and refutation. Imagine that you are answering a question in a complex,
non-obvious manner. How will you attempt to prove that answer?
As you draft your final assignment for this course, consider these questions:
• How will you organize your claims and evidence to best present your argument?
• How will you presume counterarguments to your writing?
• Why is your argument important? What is the call to write this essay?
Upon completion of this assignment, I may ask that you consider submitting this to The Scarlet
Review, Rutgers-Camden’s first online, undergraduate magazine.
http://scarletreview.camden.rutgers.edu/home.html
Guidelines
Your essay will be approximately 2,200 to 3,000 words long. The pages are to be double-spaced
with 12-point font and 1-inch margins. The heading of the essay should include your name, my
name, and the unit title. The file name should read as follows: LastName.FirstName_Unit6.
Because this may be considered for publication online, you can format it as such. You are
welcome to include images, graphics, videos, and hyperlinks to bolster your argument. Feel free
to get creative with the title of your essay.
Deliverables
• First draft (5-6 pages)
o Due during paper conference when you meet with me.
o Due on Sakai: Wednesday, December 12, 2018 at 8:00AM.
o Word Doc or PDF submitted under the “Unit 6 – Draft” Assignment tab on Sakai.
• Final essay (6-8 pages)
o Due: Monday, December 17, 2018 at 12:00PM.
o Word Doc or PDF submitted under the “Unit 6 – Final” Assignment tab on Sakai.
Learning Goals
By the end of these assignments students will practice:
• Analyzing your issue from a critical distance.
• Proper citation and documentation of source materials.
• Acknowledging the legitimacy of opposing views as a rhetorical strategy.
• Constructing a formal thesis and clear organization.
• Creating an academic argument that can be disputed and that adds to a larger
conversation about the issue you are dealing with.
• Summary, paraphrasing, and quotation.
• Composing an academic essay.
Standards of Evaluation
The best essays will:
• Be turned in on time.
• Include a first draft. This draft will count for 25% of the assignment’s grade.
• Be explicit in titling and file naming.
• State a clear thesis of a non-obvious claim to be proved throughout an essay.
• Exemplify why their issue and claim is an important.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COM
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
Create a persuasive essay that fully addresses the questions below. .docx
Create a persuasive essay that fully addresses the questions below. Cite specific examples to support your argument.
1.
Were the German people as a whole guilty for the Holocaust or just those who actively supported the Nazi regime?
2.
If someone does nothing to stop a crime, is he guilty of a crime himself?
3.
Should someone who commits war crimes or crimes against humanity be forgiven or acquitted in court by claiming he was just following orders?
4.
Examine the U.S. response to the Holocaust. How would you characterize this response i.e. was it appropriate? Did we do enough? Should we have done more? Etc…
5.
Has America’s actions regarding the Holocaust of the 1930s and 1940s influenced her actions in subsequent genocides in the Post World War II world?
III.
Your essay should be 2- 5 pages in length, double spaced, Times New Roman or Arial 12 point Font ONLY.
IV.
You must utilize a minimum of 5 outside sources in the paper.
Your textbook, Wikipedia, Sparknotes, or encyclopedias of any kind cannot be used as sources
Do not copy other web site( I will use copyscape to check your work)
.
Create a PowerPoint Presentation for senior executives that will out.docx
Create a PowerPoint Presentation for senior executives that will outline how you will measure, evaluate, and justify the implementation of your HRD program (from Unit II). Your presentation should include the following:
Part I
Provide an overview of the various models and methods for evaluating the HRD program.
Summarize data collection methods used for qualitative analysis.
Summarize data collection methods used for quantitative analysis.
Introduce and summarize return on investment (ROI).
Introduce and summarize return on expectations (ROE).
Part II
Introduce the model you will use for your specific HRD evaluation.
Explain the rationale for your selection.
Outline the process that will be followed to implement the selected HRD evaluation model.
Assess and evaluate the performance criteria that will be used in your HRD evaluation.
Identify and address concerns with the evaluation process.
Your presentation should include 12-15 slides, including the title and reference slide, with speaker notes of no more than 100 words. Use your textbook to complete this assignment as well as supplementary sources from your research. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
.
Create a PowerPoint presentation consisting of 8−10 slides (excl.docx
Create a PowerPoint presentation consisting of
8−10 slides
(excluding the title slide, table of contents slide, and references slide) that meets the following requirements:
Research and identify 2 specific terrorist groups
One (1) domestic terrorist group (examples: ALF, ELF, KKK, Aryan Nation, Black Liberation Army, Weathermen, Army of God)
One (1) transnational terrorist group (examples: Al Qaeda, Hezbollah, Hamas, IRA, Japanese Red Army JRA)
Assess the similarities and differences between the two groups, in the following 5 specific areas:
Underlying ideology
of the group
Specific goals
the group is trying to achieve or
grievances
it is trying to redress
Kinds of
targets preferred
by the group
Specific terrorist tactics
the group prefers to employ in furtherance of its goals
The
rationale used
by the group to
justify its terrorist acts
, and to explain why it thinks these acts will facilitate
achievement of its stated end-goals
THERE IS A SAMPLE OF THE POWERPOINT TEMPLATE ATTACHED
.
More Related Content
Similar to Course Project Annotated Bibliography (Part I, Two Annotations requ.docx
· HOME· CHAPTERS · GLOSSARY· AUTHOR BIOS· HELP Chapter
· HOME
· CHAPTERS
· GLOSSARY
· AUTHOR BIOS
· HELP
Chapter 3
Sections
Chapter 3. Critical Thinking: The Means to InquireBy Helen Zaikina-Montgomery
Essential Questions
· What does it mean for doctoral learners to think critically?
· What is metacognition, and how is it related to critical thinking?
· Why do doctoral learners need to know how to engage in critical thinking and metacognition?
· What are the main differences between academic and nonacademic publications?
· What is comparative analysis and synthesis of literature?
· What are assertions, and how can researchers avoid making them in scholarly writing?
Introduction
This chapter presents material about critical thinking, metacognition, and comparative analysis of academic literature. Critical thinking and metacognitive functioning include cognitive processes, considered the highest level of Bloom’s taxonomy (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956), such as evaluation, analysis, and synthesis. The ability to think critically about empirical research and findings as well as to critically analyze one’s own writing is essential to the successful completion of a doctoral program at Grand Canyon University (GCU).
Critical thinking involves discipline as well as systematic and unbiased evaluation of facts, using metacognitive strategies to correct and refine one’s thinking processes. This chapter outlines the components of critical thinking, provides examples of how to apply critical thinking in daily life, and presents examples of how critical thinking works in academic reading and writing.
The chapter also presents a discussion of metacognition with examples of the process and application. Finally, this chapter includes examples of comparative analysis and synthesis of academic literature and informs learners about how to critically analyze the material they read. As learners at GCU progress through the doctoral program, critical analysis and synthesis become increasingly important skills to possess and demonstrate in academic work.
Definitions of Critical Thinking
In higher education, critical thinking can be a great mystery, with scholars and administrators failing to reach consensus on how to teach, evaluate, and measure learners’ critical-thinking skills. Colleges vary in their criteria of critical and reflective thinking, but many still include both in important university materials, such as the university or a specific school’s mission statement. Specifically, the mission statement of the GCU College of Doctoral Studies (CDS) highlights reflection as a component of critical thinking:
The College of Doctoral Studies seeks to engage learners in the process of becoming scholar-practitioners by deliberately invoking design principles that create scaffold, embedded curriculum grounded in adult learning theory. The College of Doctoral Studies provides structured, integrative, learning-centered doctoral programs which encourage reflective thinking from learners and collaborativ ...
Undergraduates Writing with Power Intention Comfort
This document discusses strategies for providing effective feedback on student writing. It defines feedback as a formative response from readers to help students improve their work, as opposed to summative evaluation. Specific feedback is important to help students make meaning and develop problem-solving skills. Good feedback questions are open-ended, diagnostic, and prompt extension and action. When working in teams, clear roles and processes for feedback are important. Overall, the document emphasizes making feedback specific and focused on moving the work forward.
English 318/JAMM 328 (Science Writing) Syllabus
This document outlines the syllabus for a science writing course taught in spring 2018. The course will focus on effectively communicating scientific information to non-scientific audiences. Students will analyze examples of science writing, produce their own works in various formats like news releases and infographics, and conduct a semester-long project analyzing a scientific issue's impact on a community. Assignments include weekly analyses of science articles, comparative analyses of scientific works, and producing materials to communicate a scientific issue to a particular community. Students will provide feedback on each other's drafts and are expected to attend class, participate in discussions, and treat others respectfully. The course aims to help students understand different approaches to science communication and develop practical science writing skills.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Minding your millenials
The document discusses strategies for teaching and assessing critical thinking skills in millennial students. It provides background on Generation X and millennial learners, explaining that millennials are independent problem solvers who want meaningful, stimulating work and quick access to information. The document then outlines several key teaching strategies and self-assessment activities that focus on experiential learning, giving students control and connecting classroom learning to real-world applications. Finally, it presents three methods for assessing critical thinking: a pro/con grid, content/form/function outlining, and analytic memos.
AAAS 2018 Meeting Presentation: Science CommunicationTraining Landscape
Presentation given at the 2018 annual meeting of the American Association for the Advancement of Science on science communication training landscape (with Anthony Dudo).
The underlying summary report can be found at:
http://35.8.12.127/jcb/wordpress/research/
Tlc authentic 121 ld
Webinar presentation for the TLC (Teaching and Learning Conversations). I expand on the use of Formulation in Learning Development and how it might be practised.
Developing Strong Academic Study Skills
The document discusses developing strong academic study skills in higher education. It emphasizes that developing study skills is important for academic success and long-term career prospects. The key areas discussed include note taking, essay writing, critical thinking, analyzing questions, and reflective thinking skills. Effective note taking, essay planning and writing, and using feedback to improve are highlighted as important skills.
Academic Research Essay
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
An Act Of Translation The Need To Understand Students Understanding Of Crit...
This document summarizes a research project that aimed to better understand undergraduate students' definitions and understanding of critical thinking. In the first phase, researchers surveyed 157 students asking them to define critical thinking. They found wide variation in students' definitions. In the second phase, they developed an assessment tool to help faculty gauge students' understanding based on common definitions from the survey. Faculty who piloted the tool found it useful. The researchers conclude that more student-centered research is needed to improve teaching critical thinking skills.
POSC 100 Current Event Reflection Paper Rubric Criteri.docx
POSC 100 Current Event Reflection Paper Rubric
Criteria Distinguished Proficient Basic Unacceptable
Completeness Complete in every area;
includes all requirements
Mostly complete;
includes most of the
requirements
Mostly incomplete,
includes few of the
requirements
Incomplete in almost
every area; does not
include requirements
Critical Thinking Displays exceptional
critical thinking; uses
class material and
utilizes sophisticated,
original ideas to develop
arguments
Displays advanced
critical thinking; uses
class material and uses
original ideas to develop
arguments
Displays limited critical
thinking; uses some class
material and some
original ideas to develop
arguments
Displays little critical
thinking; uses limited
class material and does
not use original ideas to
develop arguments
Evaluation & Analysis Presents exceptional
analysis of identified
issues; thoroughly
evaluates the issues
Presents sufficient
analysis of identified
issues; evaluates the
issues
Presents little analysis of
identified issues;
provides a vague
evaluation
Presents almost no
analysis of identified
issues
Understanding Demonstrates an
advanced understanding
of the topic(s) and
issue(s)
Demonstrates an above
average understanding of
the topic(s) and issue(s)
Demonstrates a basic
understanding of the
topic(s) and issue(s)
Demonstrates an
inadequate understanding
of the topic(s) and
issue(s)
Writing Mechanics Writing is clear, concise,
and well-organized
without grammatical
errors or typos
Writing is mostly clear
and generally organized
with few grammatical
errors or typos
Writing is somewhat
clear but is not well
organized and has many
grammatical errors or
typos
Writing is unclear and
very disorganized with
many grammatical errors
or typos
12/22/2017 Communication Today | Critical Thinking and the Challenges of Internet | Communication Today
http://www.communicationtoday.sk/critical-thinking-and-the-challenges-of-internet/ 1/2
C R I T I C A L T H I N K I N G A N D T H E C H A L L E N G E S O F I N T E R N E T
Critical Thinking and
the Challenges of
Internet
A L E X A N D E R P L E C N E R I S S U E : 2 / 2 0 1 4 , S E C T I O N : T H E O R E T I C A L
S T U D I E S
In this article, the author addresses some challenges to information
searches and information evaluation which were brought by the
Internet. Large segments of audience are exaggerating their
awareness and do not realize that their online behavior is driven
more by emotions than by critical assessment of primary sources.
The result is growing popularity of conspiracy theories,
pseudoscience, propaganda, and alternative medicine. These are
all examples of biased reasoning. Due to scientists, scholars,
teachers, and journalists, this trend can be considered as a potential
threat to public health and democracy. Publics incapable of
informed choices can be manipulated to sup.
Fall 2017 102 syllabus
This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
Critical Essay Samples
The document conducts a critical appraisal of the research article "Promoting the health of people with chronic obstructive pulmonary disease; patients and their carer's views" by Caress et al. (2010) by analyzing its strengths and weaknesses based on a set of criteria. The appraisal focuses on the views and experiences of patients with chronic obstructive pulmonary disease and their caregivers regarding the causes and management of the disease. The format of the appraisal involves a thorough examination of the research article according to the specified criteria in Appendix 1.
English 102 syllabus-spring_2018
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
20 d 043_varendra daffa p_review jurnal 1
This document is a student paper reviewing international journals. It begins with an introduction thanking God and the professor for allowing the completion of the assignment. It then includes a table of contents and three chapters. Chapter 1 discusses what a journal is and provides an excerpt from an international journal on the transferability of higher order cognitive skills. Chapter 2 will review international journals. Chapter 3 will provide a conclusion and recommendations. In total, the paper analyzes the topic of international journal reviews.
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. ple
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. please be sure there are 8 peer responses.. each set has their own instructions
Guided Response:
Respond to at least two of your peers. In responses, provide feedback on how peers’ key skills and qualifications will help get the job to which they are applying. Additionally, provide at least one suggestion on how your peers might emphasize their relevant skills to ensure that they are called in for an interview.
BRANDI’S POST:
Program of study
Bachelor of Arts Degree in Early Childhood Education
The position for which you are applying
Elementary School Teacher
How your field of study has prepared you for this position
My field of study has prepared me to be a teacher by teaching me the necessary skills for educating children. Through the courses that I have taken through this program of study, I have acquired the skills for curriculum planning, inclusion, and collaboration with parents and staff members
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter
I volunteered in a second-grade classroom in 2001, while I was in high school, as a teacher’s assistant that gave me great insight into the workings of a classroom environment. This allowed me to see a teacher in action throughout an instructional day and give me the experience of working with children.
MAXINE’S POST:
Program of study:
Bachelors of Arts in Education
The position for which you are applying
Special Education School Teacher
How your field of study has prepared you for this position:
In my field yes and no. Yes because I have learned so much in correct terminology and what our children need in a teacher. No because as a teacher I now Know that I will always be learning new ways to understand our students.
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter:
As I moved to Texas I was able to see how families are everything. I was involved in all 3 of my children's learning and afterschool activities as a cares volunteer, substitute teacher, coach or team mom. Being able to see what the teachers are all about helped me to understand as a parent what I needed to do to help my children at home. Now that I am proceeding in the teaching field I learned so many techniques and values from other teachers and coaches.
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers by Day 7. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
BRANDON’S POST:
·
Explain at least five elements of critical thinking that you found in the reading material
.
Like I stated in week 1, “Whether you realize it, or not critical thinking is involved in every decision made throug ...
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
· http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use.
Writing Identity English Composition I 5098910126 .docx
Writing Identity
English Composition I
50:989:101:26
ASSIGNMENT SHEET - Unit 6
Take Two
Task
In this essay you are going to construct an academic argument based on the stance you
took in your open-letter. This should be imagined as a peer-to-peer assignment,
meaning that you are writing for an audience of undergraduate students. You will be
creating an evidential and rhetorical-based defense for your position. This assignment
also expects that you acknowledge the legitimacy of opposing views through strategies
of concession and refutation. Imagine that you are answering a question in a complex,
non-obvious manner. How will you attempt to prove that answer?
As you draft your final assignment for this course, consider these questions:
• How will you organize your claims and evidence to best present your argument?
• How will you presume counterarguments to your writing?
• Why is your argument important? What is the call to write this essay?
Upon completion of this assignment, I may ask that you consider submitting this to The Scarlet
Review, Rutgers-Camden’s first online, undergraduate magazine.
http://scarletreview.camden.rutgers.edu/home.html
Guidelines
Your essay will be approximately 2,200 to 3,000 words long. The pages are to be double-spaced
with 12-point font and 1-inch margins. The heading of the essay should include your name, my
name, and the unit title. The file name should read as follows: LastName.FirstName_Unit6.
Because this may be considered for publication online, you can format it as such. You are
welcome to include images, graphics, videos, and hyperlinks to bolster your argument. Feel free
to get creative with the title of your essay.
Deliverables
• First draft (5-6 pages)
o Due during paper conference when you meet with me.
o Due on Sakai: Wednesday, December 12, 2018 at 8:00AM.
o Word Doc or PDF submitted under the “Unit 6 – Draft” Assignment tab on Sakai.
• Final essay (6-8 pages)
o Due: Monday, December 17, 2018 at 12:00PM.
o Word Doc or PDF submitted under the “Unit 6 – Final” Assignment tab on Sakai.
Learning Goals
By the end of these assignments students will practice:
• Analyzing your issue from a critical distance.
• Proper citation and documentation of source materials.
• Acknowledging the legitimacy of opposing views as a rhetorical strategy.
• Constructing a formal thesis and clear organization.
• Creating an academic argument that can be disputed and that adds to a larger
conversation about the issue you are dealing with.
• Summary, paraphrasing, and quotation.
• Composing an academic essay.
Standards of Evaluation
The best essays will:
• Be turned in on time.
• Include a first draft. This draft will count for 25% of the assignment’s grade.
• Be explicit in titling and file naming.
• State a clear thesis of a non-obvious claim to be proved throughout an essay.
• Exemplify why their issue and claim is an important.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COM
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
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Undergraduates Writing with Power Intention Comfort
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EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
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AAAS 2018 Meeting Presentation: Science CommunicationTraining Landscape
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FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. ple
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. ple
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Writing Identity English Composition I 5098910126 .docx
Writing Identity English Composition I 5098910126 .docx
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COM
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COM
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Hearron, P. & Hildebrand, V. (2009).
Guiding young children.
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http://seltechnology.weebly.com/
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Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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www.StokeNewingtonHistory.com
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
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A Survey of Techniques for Maximizing LLM Performance.pptx
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South African Journal of Science: Writing with integrity workshop (2024)
Course Project Annotated Bibliography (Part I, Two Annotations requ.docx
- 1. Course Project: Annotated Bibliography (Part I, Two Annotations required) Annotated Bibliography Assignment: This week (Part I) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). In week 4, you will complete this process for 3 additional sources. A total of 5 academic-scholarly sources are required for completion of your final research project. Scholarship means that the author has a Ph.D. or other terminal degree, the work appears in a multi-volume, peer-reviewed journal, and has ample references at the end. Good annotations capture publication details, offer a student introduction and thesis, and a detailed reading of the source, covering the following: Offers the student's introduction and thesis to the best extent s/he knows it at this point in time, Summarizes key points, and identifies key terms (using quotation marks, and citing a page in parentheses); Locates controversies or "problems" raised by the articles; States whether the student agrees or disagrees and gives reasons; Locates one or two quotations to be used in the final research project; and Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
- 2. Example Introduction/Thesis to a Student Paper: It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society. Example Publication Detail Capture: Mezirow, J. (2012). Transformative learning as discourse. International Journal of Business & Public Administration. . Annotation Example: In this article, Mezirow makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical- discourse," (92) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea
- 3. Mezirow discusses is "transformative learning," (94) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (92). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school.