This document outlines the requirements and rubric for an assignment where students in an 8th grade mental health unit will create a poster about misconceptions and realities of depression. The poster must describe one misconception and explain the truth using at least 5 facts, statistics, and 3 quotes from research. It should communicate understanding of the topic creatively through visual design and concepts. The teacher will assess students based on transfer of learning, detail, explanation, critical thinking, communication, originality, and use of visuals.
Everything you can learn from a professional voice coach that will enable you to transform your presentation style so you are able influence audiences based on your evidence. Based on a chapter from The Research Impact Handbook. More at: www.fasttrackimpact.com/resources
Everything you can learn from a professional voice coach that will enable you to transform your presentation style so you are able influence audiences based on your evidence. Based on a chapter from The Research Impact Handbook. More at: www.fasttrackimpact.com/resources
Tackling the job of conducting a survey for your library can be daunting. A systematic and quality-driven approach will yield results which can provide valuable information to decision-makers and stakeholders. This first in a three-part series of workshops on conducting surveys will demystify the survey process, from beginning to end of your project.
This first workshop of the three-part series addresses 1) the reasons for conducting a survey; 2) issues in effective questionnaire design, data collection and analysis, and reporting; and 3) questionnaire design, especially measurement, question content, and structure, including examples.
Online survey tools have made it easy for marketers to conduct their own research surveys, but surveying requires careful planning if you want to get actionable results.
Tackling the job of conducting a survey for your library can be daunting. A systematic and quality-driven approach will yield results which can provide valuable information to decision-makers and stakeholders. This first in a three-part series of workshops on conducting surveys will demystify the survey process, from beginning to end of your project.
This first workshop of the three-part series addresses 1) the reasons for conducting a survey; 2) issues in effective questionnaire design, data collection and analysis, and reporting; and 3) questionnaire design, especially measurement, question content, and structure, including examples.
Online survey tools have made it easy for marketers to conduct their own research surveys, but surveying requires careful planning if you want to get actionable results.
Persuasive BEARS Techniques
A summary of our lessons. Original "Emotional Appeals" powerpoint can be downloaded at:
http://infusion.allconet.org/webquest/web_activities.html#Language
This is a modified version of Master Class that Dr Siobhan O'Dwyer delivered at the Griffith University School of Nursing's Annual Research School for postgraduate students.
Final Video on Sustainability by IndustryStudent instructions fo.docxlmelaine
Final Video on Sustainability by Industry
Student instructions for video assignment.
Scope and Goals
Each student will work alone or in pairs to research a topic and communicate the findings in a 4–7 minute video. The main objectives are to communicate clear and accurate information in an engaging manner for an audience of your peers.
Note. The project is evaluated on the basis of its accuracy, academic rigor, clarity, and ability to engage the viewers. The video is not assessed on the basis of its technical merits (i.e., the final product should not only be visually impressive, but must effectively communicate the sustainability model for their respective corporation). Pay close attention to the sound quality of the video—if no one can hear it, no one will watch it.
Deliverables
There are two deliverables:
1. The completed Sustainability by Industry worksheet (serves as the storyboard and script)
2. The final video (incorporating the answers of the Sustainability by Industry worksheet)—due April 28th by 5:00 pm.
Required elements for the video
1. Length. Your video should be 2:30 – 4:00 minutes in length, plus time for a “credit roll” to
show your references.
2. Style. There are no restrictions on the style of the video (i.e., you may use a narrated
slide show, a recorded lecture, a digital whiteboard, a stop motion animation
(Claymation), a sock puppet show, animated graphics, a scripted scene, filmed artist
drawings on paper, “man on the street” interviews, a combination of the above, etc.).
3. Title slide. Your video should begin with a descriptive title, your name(s), the name of
the school, and the year in which it was created.
4. Content. Aim to use all the information you vetted from the Sustainability by industry worksheet, class resources and pertinent information from valid sources. You are also welcome to use your own drawings, pictures, music, animations, filmed scenes, and interviews.
5. References. All artifacts (images, videos, music, sound effect, etc.) used in the video which you did not create yourself must be cited at the end. You do not need to use a complete reference; simply include a brief description of the item and a web address where the item was found (e.g., Picture of kitten www.spca.com). Include a separate section where you credit the sources of information you used to research your video (Annotated Bibliography does this). This information should be cited using a complete reference. Your instructor will provide suggestions about how to complete this step more easily.
6. File format. Your video must be submitted in one of the following file formats: .mov,
.mv4, mp4, .wmv. Note that these are rendered movies, that is, files that will play on
someone else’s computer. Be sure to test your finished product ahead of the deadline.
7. Editing platforms.
This stage is done using video-editing software such as Power Point, iMovie, Jing, or Movie Maker, where you stitch the artifacts together and synch then in t ...
Develop and deliver a great presentation dan steer 2015@dan _steer
PPT from a workshop for a large group
How to build up your presentation in order to deliver with style
Creative commons:
- No modifications
- Use for non-commercial purposes only
Do's of Writing Captivating Case Study for Better ResultsHarry Brook
When case study writing, it's crucial to understand the essential elements and avoid unnecessary ones. A case study focuses on analyzing questions and developing opinions, so it's essential to have a clear understanding of what to include and what not to include.
For more info, visit at- https://www.globalassignmenthelp.com/uk/case-study-help
Question 11. When using assessment to inform treatment planning,.docxmakdul
Question 1
1. When using assessment to inform treatment planning, counselors should be most concerned with:
a.
Using primarily formal assessments to increase objectivity.
b.
Gathering quality information and evaluating it using a scientific approach.
c.
Using primarily informal assessments to gather thorough client data.
d.
Gathering a large quantity of information to ensure that all domains of the client's life are evaluated.
10 points
Question 2
1. Helms et al. (2005) assert that rather than using race to categorize assessment results, the construct of _________________ is more effective in explaining significant differences in assessment of cognitive abilities and other areas of psychological assessment.
a.
Cultural preference.
b.
Racial identity.
c.
Gender identity.
d.
Worldview.
10 points
Question 3
1. John is a second grade student who, on an achievement test, received a grade equivalent score of 4.5 (fourth grade-fifth month) on the reading comprehension subtest. As a counselor, you would interpret this score as an indicator that John should be:
a.
Skipped to the fourth grade.
b.
Moved to a fourth grade classroom for his instruction in reading.
c.
Tested for the gifted program, since he is doing fourth grade work.
d.
The score could not be interpreted without examining how the instrument was developed.
10 points
Question 4
1. What is one drawback of using the range as a measure of variability?
a.
It is more difficult to calculate than standard deviation.
b.
It can only be meaningfully interpreted by expert clinicians.
c.
It is only useful in research applications.
d.
It can be significantly influenced by extreme scores.
10 points
Question 5
1. The Beck Depression Inventory-II has a reliability coefficient (coefficient alpha) of .92. Using classical test theory, interpret the meaning of this reliability coefficient.
a.
The amount of error variance to observed variance is 92 percent.
b.
The amount of true variance to observed variance is 92 percent.
c.
The instrument has good enough reliability.
d.
The instrument's validity coefficient would be .922 (or .92 squared).
10 points
Question 6
1. Using the general guidelines of user qualifications of Level A, Level B, and Level C, a clinician who has a master's degree in counseling and has had a course in assessment in counseling would be qualified to use:
a.
Level A instruments only.
b.
Level A and Level B instruments.
c.
Level C instruments only.
d.
Level A, Level B, and Level C instruments.
10 points
Question 7
1. If a counselor is working with a client from an ethnic minority group, he or she should:
a.
Expect the client to have a lower-than-average intelligence score.
b.
Expect the client to have a higher-than-average intelligence score.
c.
Expect the client to do better on verbal items as compared to performance items.
d.
Not conclude anything about the client's potential intelligence because there is significant variation within any ethnic g ...
Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The New Milford Curriculum Handbook is largely based on Understanding by Design. This Powerpoint is an excellent resource for curriculum writers and implementors alike.
Critical and Analytical ThinkingCritical thinkin.docxannettsparrow
Critical and Analytical Thinking
Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point.
*
Not just the bad parts
How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening
*
Need to fully understand an argument before you can be critical – be confident
Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence
Question the credibility
You are just assessing ideas not learning the answers
Only want informed opinions
Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read
*
Not just reading what is said but ‘thinking’ about it
How to think analyticallyThink about the view point in relation to the bigger picture – stand backCompare the same issue from the point of other authors – do their views differ?Should be able to see why authors have arrived at different conclusionsYou should be able to argue why you think one set of view points is preferable to anotherYou should be analytical when reading, writing and listening
*
Think about your readings together, put into context
You should be asking why a conclusion has been made – need full understanding for this
Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge
*
Not always black and white there are lots of grey areas in academics
Being analytical and critical is hard work, you have to read carefully and widely
Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory?
- set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory
Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
STAGES OF DEVELOPMENT IN CRITICAL THINKING SELF MANAGEMENT P.docxsusanschei
STAGES OF DEVELOPMENT IN CRITICAL THINKING
SELF MANAGEMENT
PARTS OF THINKING
CHAPTERS 2, 3, 4
STAGES OF CRITICAL THINKING
STAGES of Critical Thinking
1. Unreflective thinker Features:
Make assumptions
Unaware of intellectual traits
Create illusions
Egocentric/Self-centered
Stereotype others
Prefer not to change the behavior as it’s comfortable.
2. Challenged thinker Features:
Individuals realize normal thinkers often think poorly move into the second stage
Aware about role thinking plays in their lives
Understand the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.)
Apply standards for the assessment of thinking (clarity, accuracy, relevance, etc.)
But have only a superficial understanding of these concepts
STAGES OF CRITICAL THINKING
3. Beginning thinker Features:
Control their thinking process
Realize it’s common to experience difficulty in reasoning/problem solving - take deliberate measures to monitor and improve thinking.
Efforts are hit and miss.
Understand egocentric situations
Encourage critic of self thinking
Understand the role of self-monitoring, but sporadic at the same.
4. Practicing thinker Features:
Understand how thinking flaws sometimes
Understand the importance of self-monitoring
Challenge self thinking otherwise become egocentric
Understand human minds are self-deceptive, hence critic their own conclusions, beliefs, & opinions
Limited insight into deeper level of thoughts
STAGES OF CRITICAL THINKING
5. Advanced Thinker Features:
Actively analyze, assess, & critique own thinking in the significant areas of lives.
Have insight and understanding of problems at deeper levels of thought.
Well- developed sense of their own egocentric nature, strive to be fair-minded.
If identified bias/double standard, quickly correct the thinking to be fair.
Develop understanding of the relationships between thoughts, desires, emotional needs, and feelings.
Able to control the extent of egocentrism through careful monitoring of thoughts.
6. Accomplished Thinker Features:
Establish a systematic plan to assess & correct their own thinking.
Continuous critiquing self thinking for improvement
Extensively practiced critical thinking traits and skills, able to develop new insight into deeper levels of thought
Fair-minded, regularly recognize and control their own egocentric nature.
Recognize relationships between thoughts, desires, feelings, and emotional needs, and correct their thinking when motivated by irrelevant emotions.
SELF UNDERSTANDING
“ If you’re actively working on increasing your self-awareness then you’re familiar with critical thinking”
The difference between an individual who doesn’t think critically and one who does:
Person 1
Someone says something to this person that scares her. She can’t figure out what to do and doesn’t know how to assess what’s true or false about what she’s being told. Because she doesn’t under.
Similar to Depression misconceptionvsrealityrubric (20)
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter 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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
1. Grade 8 Unit 2- Mental Health: Depression – Misconception V Reality Rubric
Create a "Misconceptions and Reality"poster (A4 size) about that aspectof depression.The teacher will
give you some ideas aboutcommon misconceptions aboutdepression.
Optional: Choose your own misconception connected to the topic of depression and explore the reality in
your poster. Go to Healthline.com to help you!
Requirements
1. The poster should describeone misconception and explain the truth.
2. Use 5 or more facts & statisticsfromthe video and your own research as evidence to supportyour claims.
3. Includeat least3 highly relevant quotes from a variety of sources:the video, your research,or anonymous interviews connected
to topic.
4. Design a creativeconcept/idea & add visuals to communicateyour understandingof the topic.
STUDENT ASSESSMENT (HIGHLIGHT THE RUBRIC AND ANSWER THE REFLECTION QUESTIONS):
7 6 6 5 4 4 3 2 2 1
Achievement
Criteria
Exemplary
Proficient Developing Emerging
Transfer of
Learning
Requirements
Detail
Explanation
Critical Thinking
Gives the audience a clear and
accurate sense ofthe mainidea..
Consistent evidence andreasoning
usedto explainthe reality(five or
more facts, statistics) & (3 or more
highlyrelevant quotes)to support
claims.
Consistent analysisof information
to give conclusions, opinions and
discussesconflicting information.
Gives the audience some
sense ofthe mainidea.
Some evidence and
reasoning. Usessome
facts, statistics & quotes to
support claims.
Some evidence of analysis
to give conclusions and
opinions.
Gives the audience a confused
sense ofthe mainidea.
Created a simplistic poster with
few facts and/or no quotes
Gives the audience no
sense ofthe main
idea.
Created a simplistic
poster withnofacts or
quotes.
Communication
of the Message
Originality
Use of visuals
Ideas
Attention grabbingandengaging
poster using the space effectively.
Exceptionalcreative originality,
thinking/ideas and thought
provoking visuals that are highly
relevant to the topic.
Some evidence of creative
thinking/ideas and visuals.
The visuals& creative ideasare
lacking in the poster
No graphics made by
the student are
included.
Reflect on your learning ……...
1. What were your strengths in this task and why?
2. What would you change about your learning and why?
3. Why do you think that depression is a highly relevant topic for teenagers?
2. 4. What connections did you make to the topic? How did you relate to this topic?
Depression – Misconception V Reality
TEACHER ASSESSMENT:
7 6 6 5 4 4 3 2 2 1
Achievement
Criteria
Exemplary
Proficient Developing Emerging
Transfer of
Learning
Requirements
Detail
Explanation
Critical Thinking
Gives the audience a clear and
accurate sense ofthe mainidea.
Consistent evidence andreasoning
usedto explainthe reality(five or
more facts, statistics) & (3 or more
highlyrelevant quotes)to support
claims.
Consistent analysisof information
to give conclusions, opinions and
discussesconflicting information.
Gives the audience some
sense ofthe mainidea.
Some evidence and
reasoning. Usessome
facts, statistics & quotes to
support claims.
Some evidence of analysis
to give conclusions and
opinions.
Gives the audience a confused
sense ofthe mainidea.
Created a simplistic poster with
few facts and/or no quotes
Gives the audience no
sense ofthe main
idea.
Created a simplistic
poster withnofacts or
quotes.
Communication
of the Message
Originality
Use of visuals
Ideas
Attention grabbingandengaging
poster using the space effectively.
Exceptionalcreative originality,
thinking/ideas and thought
provoking visuals that are highly
relevant to the topic.
Some evidence of creative
thinking/ideas and visuals.
The visuals& creative ideasare
lacking in the poster
No graphics made by
the student are
included.
