Students are usually confused on how to start their projects. This presentation will help students right from choosing topic to revision of their project. In case if you are still confused about your project, email us at greengyaanam.co.in@gmail.com
There are different ways to approach a case study, same way as there is different purpose of writing case study, for example writing case study for academic, business, research etc.
An introduction to principles of critical thinkingThe Free School
This presentation synthesizes the academic Objective
literature to define critical thinking. My discussion:
● Explores core scholarly principles of critical thinking practices;
● Uses examples to explain the different degrees of support that a
scholar may express towards an issue or opinion.
This presentation centers on three scenarios where a person may
need to show evidence of critical thinking in their scholarly work:
● Writing a college or scholarship application essay;
● Preparing an answer for a test such as the GRE exam;
● Preparing an assessment for a college or university subject.
Research Paper Decide on any important Criminal Justice topi.docxeleanorg1
Research Paper
Decide on any important
Criminal Justice topic
or
issue
(In this case I chose Domestic Violence) (PTSD)
Research and
read several recent peer-reviewed articles
on the topic and think of potential research questions Introduction:
Introduce the topic and issue
· History; context
· Why is this criminal justice issue important?
· Are there unanswered questions and/or more research needed? Is there call for policy reform (a problem)?
· Identify the purpose of your research: significance and/or relevance
Literature Review:
What is the current peer-reviewed literature? Tell a “story”, not a list of findings
· What have other people done about this or similar questions
· Tell a story: discuss the themes/agreements, discontinuities, breaks, disagreements, controversy etc. Emerging in recent literature about the topic
. Only use quality sources
and link them together
: Google Scholar, journals from JJAY Library (a minimum of 5-10 peer-reviewed sources)
· Key words and concepts relevant to the topic/question
· Relevant theory
The literature review is a major contributor to the development of your project. It helps shape your question by enabling you to find out what has already been done. Weave together their contributions into a narrative (a story).
Use the Literature Prep assignment (assignment 5) as a tool to help organize your thoughts and identify themes, contrasting thoughts, etc
. (I will attach assignment #5 as a guideline)
Decide and Define the Research Question:
What question needs to be answered that has not yet been answered by someone else.
· Make sure it is not too broad, not too difficult or unanswerable and in the context of the literature search and review. Is it feasible?
· State the research question precisely – your research will attempt to answer the question you pose
· 4 Kinds of questions that can form:
1
. What is the situation?
2
. What is going on here?
3
. What is related to what?
4
. What happens when…?
Methodology and Research Design:
Your “plan” for the research…How you are going to answer your research question. Decide on the best and most appropriate way to accomplish this. You will be discussing which methods you will use and why. This should relate back to the purpose of the research and your question.
Sampling Strategy: obtaining a portion of the larger population (total number of all possible individuals relating to a specific topic which could be included in the study) who will participate in the research.
· Identify the population for the study: who (or what) to be studied. The group (or institution) that needs to be researched to answer the question
· Decide on sampling methodology: how are you going to get a sample of that population
· Identify the exact procedure to obtain the sample (individuals participating in the study)
· Includes: criteria an individual needs to have to be able to participate in this research, identifying potential participants, ga.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Lesson Aims
• Define and explain what critical analysis is
• Why it is an important part of your university work
• Practice using critical analysis
3.
4. Are You a Critical Thinker?
Which of the following statements might be based on evidence (facts) or opinions?
+
how would you test whether each statement is correct?
1. My friend is the best friend in the world
2. My telephone number is difficult to remember
3. The deepest part of the ocean is 35,813 feet deep
4. Cats make better pets than parrots
5. 85% of all cases of lung cancer are caused by smoking
6. If you stretch out a Yo-yo it will be 23 inches long
7. One person in four take addictive medicines
8. Two out of ten British citizens are Euro-sceptic
6. So what is critical thinking?
• Standing back and thinking about all the
elements of a topic
• Not taking information at face-value (not
accepting it as true)
• Thinking about context (would another
situation be different?)
• Considering an issue from different
perspectives and comparing them
• Removing any emotion from the event
• Evaluate strengths and limitations before
making a judgement
8. The Skills of Critical Thinking
Bloom’s 1956 Model
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
9. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
In thinking about the photograph, you probably used several of Bloom’s thinking triangle skills:
Knowledge and Comprehension: to describe the situation in the photo
Application: of this knowledge to reasons why the situation could occur
Analysis: of different elements of the picture that could be considered
Synthesis: Combining this with what else you know about the Heathrow Airport Protests
Evaluation: Weighing this up and coming to possible conclusions about what could be happening in
the photo.
11. Which university activities require critical thinking?
Activity Required Not required How/why?
Buying/borrowing the core textbook for a module
Choosing sources for an assignment
Collecting evidence from journal articles
Actively reading the core textbook for a module
Summarising information
Choosing a masters course
Describing a model or theory
Comparing models or theories
12. Activity Required Not required How/Why?
Buying/borrowing the core textbook for a module Chosen by a lecturer and
you have been advised to
read it
Choosing sources for an assignment Selecting sources that
contain different
perspectives on your topic
Collecting evidence from journal articles Thinking how you could use
the evidence in your
assignment
Evaluating any limitations of
the research
Actively reading the core textbook for a module Making notes
Reading with purpose
Selecting as appropriate
Summarising information Reducing ideas that you
already have
Choosing a masters course Compare/assess before
making a decision
Describing a model or theory Description not analysis
Comparing models or theories Assessing
similarities/differences
X
X
X
How/Why?
Chosen by a lecturer and
you have been advised to
read it
Selecting sources that
contain different
perspectives on your topic
Thinking how you could use
the evidence in your
assignment
Evaluating any limitations of
the research
Making notes
Reading with purpose
Selecting as appropriate
Reducing ideas that you
already have
Compare/assess before
making a decision
Description not analysis
Assessing
similarities/differences
13. Using critical analysis at university
• As you progress on your degrees you will be
expected to think and write critically in assignments
(check marking criteria if you are not sure)
• Reading texts and arguments :
- Assess if arguments are valid and if the evidence is used
effectively
- Assess how arguments compare with other texts on the same
subject
• Reading actively : engage, question, compare, reflect before making
judgment
18. Before you read more about the context and perspectives, watch the
Home Secretary, speaking in August about how Stop and Search will be
used:
Priti Patel, Home Secretary : Stop and Search
Stop and Search Police Laws
19. Read the texts and use them to inform your critical
analysis skills
Remember:
- Do not take things at face value
- Be open to different opinions (to inform your thinking)
- Remove emotive thinking
- Evaluate strengths, weaknesses
- Weigh up the evidence before giving judgements
20. What do you know about critical thinking?
Next lessons:
Critical Reading
Critical Writing
Reflect
Click through one at a time and get students to discuss – the onus is on them, not on you to talk. Some might stimulate more interest than others, so omit as appropriate
Suggested answers – if anyone wants to argue alternative answers that is fine, provided they can justify them
To deepen our analysis, look at different perspectives and then synthesise these with what we already know (or don’t know), will this enable us to evaluate the situation more effectively?
They will be given the reading, but put the video on first (it is very short).
