Discussion tutorial
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This document provides guidance and examples for students on how to effectively respond to discussion questions in an online sociology class. It begins by presenting a sample discussion question and outlines how students should prepare their response. It then shares a rubric for grading responses and identifies the category that gives students the most trouble. The document cautions students against providing mere opinions and advocates for supporting any conclusions or judgments with evidence. It shows examples of excellent student responses that provide in-depth analysis using sociological concepts to avoid simplistic opinions. Students are encouraged to devote significant effort to discussion questions, as they are worth a substantial portion of the class grade.
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· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
Managing Creativity
This document discusses tools and techniques for managing creativity and innovation. It covers:
1) Conceptual blocks that can stifle creativity like rigid thinking patterns and complacency.
2) Three components of creativity: expertise, motivation, and creative thinking skills.
3) Paradoxical traits of creative groups like beginner's mind and experience.
4) Tools for defining problems creatively like the Kipling Method and challenging assumptions.
How to prepare_for_your_viva
The document provides guidance for PhD students on preparing for and undergoing the viva voce (oral defense) examination. It discusses the purpose of the viva, the examiners and criteria for evaluating the thesis, possible examination outcomes, and tips for preparing for and participating in the viva successfully. Students are advised to familiarize themselves with their work, predict questions, and practice expressing their ideas clearly during the oral defense in order to demonstrate the original contributions of their research.
Persuasion and confidence
This document provides tools and frameworks to help build confidence when communicating with others to achieve goals. It discusses understanding strengths, focusing on positive beliefs, using structured models like 4MAT to address different learning styles, and highlighting achievements using tools like iSPARK to answer "tell me about a time" questions in interviews. Stories are also provided as examples. The overall aim is to help the reader present themselves and their messages effectively.
critical-thinking-facilitator's-guide-strang-2011
This guide provides facilitator notes for presenting a workshop on critical thinking. The workshop outline includes: introducing learning outcomes, defining critical thinking and barriers to it, introducing basic tools like mind mapping and force field analysis, and more advanced methods like CoRT and six hat thinking. Students will participate in polls and reflections to analyze their own critical thinking skills and discuss how they will apply the tools learned.
STRENGTHSFINDER 2.0-MRINAL KRANT
This document provides a StrengthsFinder 2.0 report for an individual named Mrinal Krant. The report details their top 5 themes: Activator, Analytical, Ideation, Relator, and Strategic. For each theme, it provides a shared theme description, a personalized strengths insight, and questions for the individual to consider to increase awareness and apply their talents. It also provides ideas for taking action to apply each theme and questions to help with application and achievement. The report is intended to help the individual better understand their unique talents and leverage them to add value in their role, team, and organization.
GallupReport-Isabelita Castilho
This document is a StrengthsFinder 2.0 report for an individual named Isabelita Castilho. It includes descriptions of her top 5 themes: Strategic, Input, Individualization, Learner, and Competition. For each theme, it provides a shared description and a personalized insight highlighting talents that make her stand out from others with the same theme. The report is intended to increase her awareness of her strengths and provide guidance on how to apply them for achievement.
How to prepare_for_your_viva
This document provides information and advice about preparing for and undergoing a PhD viva voce (oral defense) examination. It discusses the purpose of the viva, the examiners and criteria used to evaluate the thesis, possible outcomes, and tips for preparing and performing well during the viva. Key points include explaining the examination process, emphasizing original work and knowledge of the field, and maintaining composure and engaging examiners in debate to demonstrate understanding.
Critical and Analytical ThinkingCritical thinkin.docx
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 –.
Lecture on writing argumentative essays ppt
The document provides guidance on writing argumentative essays. It discusses choosing a debatable topic, developing a clear thesis statement, addressing counterarguments, and organizing the essay. The key points are:
- Choose a topic that allows for reasonable arguments on both sides rather than being a statement of fact. A good thesis directly answers the assignment question with a clear position and forecast of evidence.
- Anticipate opposing views and address them in the essay to demonstrate a well-rounded understanding and weaken those counterarguments.
- The essay should be organized logically, either by refuting counterarguments before stating the thesis, or presenting the thesis and evidence first before addressing objections.
Strengths Finder
Personality Profile Overview of my 5 signature themes as defined by a personality assessment by Gallup
Assignment 9 Answer the following questions. 1. Review the lis.docx
Assignment 9
Answer the following questions.
1. Review the list of Freud’s defense mechanisms discussed in your textbook. Choose three and describe instances when you observed yourself or someone else utilizing them. Explain how the use of defense mechanisms can be both healthy and unhealthy.
2. Your textbook highlights several different types of psychological tests. Identify three types of tests and explain what they are used for. Do you think these types of tests would be useful for human resources departments to use to determine personnel decisions, such as hiring, promotion and termination? Explain your answer.
3. Define stress, including the role of cognitive appraisal and coping strategies.
350 words per question and use the outline paper attached for the format.
Reflection Paper
INTRODUCTION
One of the main goals in this course is for you to develop personally through knowledge of psychology. This assignment will give you the opportunity to apply psychological principles to your own life, to your relationships, and to your life in society.
For this assignment you will write a reflection paper detailing the personal development you feel you have achieved.
Your paper should adhere to the following guidelines:
Content: See paper description below.
Length: Approximately 1200 to 1800 words in length (about 5 to 7 pages long)
Typography: Use a size 12 Times New Roman or Arial font, double-spaced
Citation style: Include APA style references to the textbook and other course materials. Please note: While APA style doesn’t usually allow the writer to refer to her/himself in the first person (i.e., using “I” or “me” to refer to yourself), this paper will require the use of first person language.
Due date and grade weighting: The paper is due no later than the final day of the term and will account for 10% of your final grade.
PAPER DESCRIPTION
During this term you have learned about, discussed, and written about the following topics:
Research methods
Neuroscience and behavior
States of consciousness
Learning and memory functions
Thinking, language, and intelligence
Motivation and emotion
Human development
Health psychology: understanding stress and coping
Personality
As you review the topics in this list, reflect on how a better understanding of these topics in psychology has impacted you in four areas:
Personal: How has taking this course allowed you to better understand yourself? What insights have you gained? In what ways has this course helped you to understand your thoughts, feelings or behaviors? In what areas of your life do you still struggle and need help with?
Social: How has taking this course allowed you to better understand your relationship(s) with someone else? Think about a significant relationship, and discuss how topics studied in this course have allowed you to gain a better understanding of that relationship.
Organizational and Societal: How has taking this cour ...
Session #2 - Thesis Writing
The document discusses the importance of developing a strong thesis statement. It provides guidance on what makes a good thesis and how to fix weaknesses. A strong thesis makes a clear claim, avoids obvious truths, complicates conventional wisdom, and is specific rather than broad. It should guide the structure of the paper by requiring the writer to prove or explore the thesis. Examples are used to demonstrate weak theses and potential improvements.
Critical thinking
The document discusses asking critical questions when evaluating information. It emphasizes the importance of an active "panning for gold" approach over a passive "sponge" approach. Key questions to ask include identifying issues/conclusions, reasons, assumptions, omitted information, and alternative conclusions. Regular practice is important for developing critical thinking skills.
Reflection Assignment (Required for All Students)For this assi.docx
Reflection Assignment (Required for All Students)
For this assignment, I want you to complete the prompt below and to post your response to this discussion board. Click on "reply" below and type your response in at least 4 paragraphs with at least 3 sentences in each paragraph.
For full credit:
· Your response must be at least 4 paragraphs long with each paragraph having at least 3 complete sentences. I highly recommend typing your response into a separate file first, then copying/pasting and submitting your response here.
· Your writing must reflect proper spelling, grammar, and punctuation.
· All information that is obtained and discussed beyond the lecture and/or required or optional readings are appropriately cited and are only peer-reviewed scientific journal articles.
Prompt: Reflection on Your Experience during the ACT Seminar
Please address each of the following points (please follow the directions "For full credit" above when completing this prompt):
· If you were talking with a friend, how would you describe what ACT is? Try using what was discussed during the seminar.
· What was the most difficult part of the ACT seminar? This may include the exercises or discussions you found most challenging to engage in. In addition, why was it the most difficult part?
· What was the most engaging/interesting part of the ACT seminar? This may include the exercises or discussions you found the most interesting or fulfilling. In addition, why was it the most engaging/interesting part?
· In your opinion, what are at least three key take-away points from the ACT seminar?
Acceptance and Commitment Therapy-PSYC 498/598
Spring 2020 quarter
Kevin Criswell, Ph.D.
Just so you all are aware, students with the accommodation to do so may be audio recording this seminar.
As Steve Hayes said in his TEDx talk in Nevada, “Life asks us questions…and one of the most important questions it asks us is, ‘What are you going to do about difficult thoughts and feelings?’”
1
Open Up
Open Up: Defusion
“Defusion”? “Fusion”? What are you talking about?
Cognitive fusion: becoming “fused” with an idea that the mind brought up.
What “cognitive fusion” can look like:
Clipboard metaphor
“I am angry.”
“It would be great to see my good friend, but I am tired right now.”
And other ways we buy into the thoughts our mind brings up…
Open up: Defusion
What cognitive defusion can look like:
Feeding the tiger metaphor
Chessboard metaphor
Fix-it metaphor
“I am having the feeling of anger right now.” (see relationship to mindfulness here)
“It would be great to see my good friend, and I am tired right now.” (a glimpse into how DBT and ACT are similar in some emphases)
Titchener’s repetition
Leaves on a stream
Open up: Titchener’s repetition
Literally saying a word repeatedly for at least 40 seconds.
I want you to imagine cookies. Freshly-baked, your favorite variety (if you don’t like cookies, this will still work; just imagine them as best you can!).
Now say “cookies” rap.
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1000 - 1500 word argumentative essay PROMPT Is putting yourse.docx
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Assignment 9 Answer the following questions. 1. Review the lis.docx
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Reflection Assignment (Required for All Students)For this assi.docx
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Discussion tutorial
- 2. The Question Here's an example of a discussion question I have asked in the past: "Think of a person you know well who often irritates you or whose behavior grates on your nerves (it could be a parent, friend, relative, teacher). Without naming the person, do the following: 1.list that person’s statuses and roles. 2.analyze the person’s possible role expectations, role performance, role conflicts, and role strains. 3.describe what you find in your analysis that could help to explain the irritating behavior? (Caution: sometimes discussants get caught up in venting about their irritating person and fail to answer the questions that are asked. Please avoid that temptation. Also review the sociological uses of the terms used in this question.)"
- 3. Your Answer If you're using this tutorial in the first week of class (as I hope you are), you haven't yet learned the sociological uses of the terms in the question, but why don't you take a moment to jot down how you would prepare yourself to answer the question and draft a preliminary response.
- 4. The Grading Standard Assess your response using this rubric that will be used for scoring discussions.
- 5. Insider Information! Before we go on, click this link to discover the category of the rubric that gives students the most trouble.
- 6. Huh?! So you're saying to yourself, "But wait a minute. The Syllabus says, I will never ask for your opinions. In this class, opinions are irrelevant. (Would you agree with me that people can, and often do, hold opinions on matters about which they know little or nothing? I see you nodding your head. You know somebody like that, don’t you? ) So, what I am interested in is not your opinions, but your informed judgments. How is my personal response anything BUT an opinion?"
- 7. Avoiding the “opinion trap” Remember from the Syllabus that informed judgments are essentially conclusions based on evidence. For our purposes, they allow you the opportunity to express your own thoughts, but they also require you to support them with some kind of evidence. It's the support that distinguishes them from mere opinion. You could even skirt the "opinion trap" altogether by focusing on analysis instead.
- 8. A Great Example The ways to tackle the "Personal Response to Key Concepts" component are limited only by your imagination. Here's an example of one student's masterful approach:
- 9. Did you notice….? Did you notice how she analyzed her own experience using sociological concepts? Did you notice how extensive her analysis was? What fantastic work!
- 10. The Question you tried Now, getting back to the question that you tried...compare your response to this one:
- 11. A Couple of Thought Questions: How would your submission have measured up? What, if anything, would you have had to do differently to produce work of this quality?
- 12. A Sample Response/Part B post: Here's a sample of an EXCELLENT response post.
- 13. Let’s assess. Would you agree that all of these sample posts are thoughtful, substantive, logical, coherent, relevant, and free of unsupported claims? (You'll have to take my word for it that they were on-time .)
- 14. Your charge Now that you have seen the standard of excellence, go forth and prosper (or shall I say, go and do likewise)!
- 15. An Exhortation It is tempting to approach the discussion component of our class in a cursory, dismissive manner. Instead, I encourage you to devote the same kind of energy and effort to your discussion question as you would if the question were assigned as a paper to be graded. Remember that Discussions are worth 100 points--the equivalent of an exam!