discussion
HUM 1020, Critical Thinking 1
Course Description
Introduces the art of devising ways to improve the quality of learning and life by systemically improving the thinking that
underlies them.
Overview
W hat is Critical Thinking? It is the art of clarifying your use of the reasoning process because sound thinking is
practical and poor thinking inevitably causes problems, wastes time and energy, and causes frustration.
W hy study your own thinking process? To maximize the quality of your thinking you must make learning about your
own thinking a priority. If you focus your attention on the role that thinking plays in your life, you will recognize that
everything you do, want, or feel is influenced by your thinking. Understanding how and why you think the way you do
can open up new doors, help you see new options, minimize significant mistakes, maximize potential understandings,
and enhance your reasoning regarding your choices in life.
Becoming a skilled critical thinker requires hard work; it will not happen overnight, but it is a possibility. If you want that
to happen, you must be willing to practice certain methods of thinking and problem solving that will at times seem
awkward. The benefits will become more visible as you become more effective at problem solving, supporting your
conclusions and ideas, and when you realize you have improved your ability to see reality from diverse perspectives.
The overall goal of this course is to teach you how to be a synthetic thinker. A synthetic thinker sees the merit in
different viewpoints and is able to synthesize them into a workable solution or point of view. This contrasts with
(1) a dualistic thinker who thinks only in black-and-white where there is only one right and one wrong answer, and with
(2) a relativistic thinker who may see many sides of an issue but thinks all answers and opinions are equally valid.
To become a synthetic thinker, you will need to:
Read and study for comprehension the material assigned in your textbook.
Spend time with classmates doing thinking activities from the book.
W rite essays and manage oral discussions that demonstrate your understanding of and your ability to apply
critical thinking strategies and skills.
Course Textbook
Chaffee, J. (2003). Thinking critically: A concise guide. Boston, MA: Wadsworth.
Films
Note about films: The unit study guides and the unit checklists state which movie is assigned to that specific unit.
These movies have all been chosen based on how they help illustrate and enhance the main focus of each unit. It is
your responsibility to find the films. They will not be provided by Waldorf.
Aldred, C., Aldrich, G., Bishop, C., Czarnecki, J., Donovan, M., Engfehr, K., Young, R. (Producer) & Moore, M.
(W riter/Director). (2002). Bowling for Columbine [Motion picture]. Canada: Alliance Atlantis Communications.
Alston, M., Cox, L., Heller, L., & Nevins, .
Week 7 Cognitive and Behavioral ApplicationsIntroductionAs yo.docxsorayan5ywschuit
Week 7: Cognitive and Behavioral Applications
Introduction
As you think about the essential components of cognitive and behavioral theories, what clients do you envision as best suited for these approaches? If you were a client in one of the videos you have explored thus far, how might you react to behavioral or cognitive interventions? On the other hand, if you were the counselor in one of the videos, how comfortable would you be employing a cognitive or behavioral approach?
In previous Application weeks, you have had the opportunity to observe humanistic, existential, and psychoanalytic theories in action. This week you increase your acumen in cognitive and behavioral theory (CBT) applications by watching media demonstrations of CBT counselors. Remember that all media pieces are 90–120 minutes in length. Be sure to select your media piece early in the week and plan your time accordingly.
Objectives
Students will:
·
Analyze theoretical approaches in counseling sessions
·
Evaluate the effectiveness of counselors’ theoretical approach
·
Analyze cognitive and behavioral theories
·
Evaluate the effectiveness of cognitive and behavioral theoretical approaches in working with a specific client population
Please proceed to the Resources.
Week 7 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
Capuzzi, D., & Gross, D. R. (Ed). (2011).
Counseling and psychotherapy: Theories and interventions
. Alexandria, VA: American Counseling Association.
o
Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213)
o
Chapter 10, “Dialectical Behavior Theory” (pp. 215–235)
o
Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261)
o
Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285)
Note:
This week’s chapters are for review, as they are the same as assigned for Week 6.
·
Document:
Analyzing Counseling Theories (Word document)
Note:
This document will be used for the completion of this week’s Assignment.
Media
·
Psychotherapy.net. (Executive Producer). (1997).
Cognitive-behavioral therapy with John Krumboltz
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 111 minutes.
·
Psychotherapy.net. (Executive Producer). (1997).
Reality therapy with Dr. Robert Wubbolding
[Video].
Retrieved from the Walden Library databases.
·
Note:
The approximate length of this media piece is 110 minutes.
There are no videos for DBT or REBT in this video series.
Please proceed to the Discussion.
Return to top
Analyzing Counseling Theories
Student Name
Walden University
Analyzing Counseling Theories
Part 1: Chart
Theory 1: Name
Theory 2: Name
Background Theory
·
Use only bul.
This document provides guidance for students on analyzing conventions from real media texts and applying them to their own coursework. It defines conventions as established rules or practices in a genre or medium. Students are instructed to consider conventions in terms of representation, genre, technical aspects, and narrative. Examples of conventions for film openings, thrillers, and music videos are listed. The document emphasizes understanding how knowledge of conventions has helped improve students' work over time from AS to A2 level. Students are given tasks to identify conventions and apply them to their own projects with notes. The goal is for students to be able to evaluate how their skills and application of conventions has developed during the course in order to answer exam questions.
· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docxLynellBull52
The document provides instructions for a 6-page paper addressing 8 questions related to international trade, foreign exchange rates, GDP growth rates, sources of human capital, diminishing returns, and the effects of government spending and taxation. The paper must be in Times New Roman 11pt font, double-spaced, with each question numbered and having at least one reference. Questions 1-4 must be answered on pages 1-3, and questions 5-8 on pages 4-6.
Raab English 100NOTE-TAKINGDISCUSSION WORKSHEET The Social Net.docxcatheryncouper
Raab English 100
NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network
Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response?
COLLEGE ADMINISTRATION
MEDIA
CALIFORNIA
LEGAL SYSTEM
CONTEMPORARY COLLEGE STUDENTS
GENDER
SOCIAL CLASS
RELIGION
Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below.
CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc)
EDITING (linking/cutting together of different shots, added effects, arrangement)
SOUND (emerging from within the scene AND sound that was added later, like musical score)
MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene)
Part III. Analyze the rhetorical situation and intended purpose of the film. You can now reflect on a specific aspect of the film’s context and purpose. to write your essay.
EXIGENCE (Is there a problem that can be solved through discourse (language/conversation)? To what extent can this film be read as a fitting response to that problem? :
AUDIENCE (who is the intended audience of the film? How can you tell? What moves does the film make that signal awareness of that audience, their values, their anxieties, their desires, etc?):
CONSTRAINTS (what constraints shape the message? Remember that these can be constraints imposed by the medium or genre, as well as ideological or social constraints)
INTENDED PURPOSE/SOCIAL FUNCTION (be specific here—if, for example, do you feel that the film “tests ideas”? What ideas are being tested within the film, and why? You may discuss more than one intended purpose/function)
CENTRAL ARGUMENT/CLAIM (S) (given the rhetorical situation and your impressions of the film’s purpose, what seems to be the central argument of the film? What claims are embedded within that argument?)
Rhetorical Analysis Evaluation Rubric:
(Adapted From: Vicki Spandel’s Creating Writers Through 6-Trait Writing Assessment and Instruction)
Corresponds to
an
A
Corresponds to
a
B
Corresponds to
a
C
Corresponds to
a
D
Corresponds to
an
F
Analysis, Ideas and Concepts:
Offers a new and insightful look at the film; Clearly demonstrates a lot of thought went into the work
Occasional insight; good understanding of the film; occasionally develops new ideas
Merely repeats what has been discussed in class; adequately applies course ideas, with little insight
Work shows some effort, but contains little insight re ...
This document provides guidance on how to evaluate a coursework production using five key media concepts: genre, narrative, representation, audience, and media language. It instructs the reader to analyze their coursework in detail using theories related to each concept over the next two weeks. The analyses will serve as important revision aids for an upcoming exam that requires evaluating one's coursework based on one of the five concepts selected by the examiner.
This document outlines a WebQuest activity for a 12th grade theatre class where students will explore the impact of media like theatre and film. Students will be assigned roles like director, actor, screenwriter, or producer and research their role's contributions to a film. They will then watch a film clip and work as a team to create their own ending, presenting their research and ending to the class. The document provides the task, process, evaluation criteria, and a conclusion that challenges students to continue learning about film and its impact.
The document provides guidance for answering exam questions for OCR Media Studies. It outlines how to structure responses for Section A questions about understanding media conventions and applying them to one's own media productions. For question 1a, it describes explaining how understanding of conventions developed over time and influenced one's work. For question 1b, it discusses analyzing a media production in relation to audience, using theories like uses and gratifications. For Section B on media and collective identity, it suggests representing British youth both positively and negatively, using examples and theorists to back up each representation. It also shares an examiner's report on common student mistakes and strengths in previous exams.
Section 6.26.1) Find the margin of error for the given values of.docxrtodd280
Section 6.2
6.1) Find the margin of error for the given values of c, s, and n.
c=0.8080, s=55, n=21.
6.2) Find the margin of error for the given values of c, s, and n.
c=0.98, s=2.1, n=21.
6.3) Construct the indicated confidence interval for the population mean μ using the t-distribution. Assume the population is normally distributed.
c=0.99, x =13.7 , s=2.0, n=99
The 99% confidence interval using a t-distribution is left parenthesis nothing comma nothing right parenthesis.
6.4) In a random sample of 17people, the mean commute time to work was 31.4 minutes and the standard deviation was 7.3minutes. Assume the population is normally distributed and use a t-distribution to construct a 90% confidence interval for the population mean μ. What is the margin of error of μ? Interpret the results.
6.5) In a random sample of 8 people, the mean commute time to work was 33.5 minutes and the standard deviation was 7.2 minutes. A 90% confidence interval using thet-distribution was calculated to be (28.7,38.3). After researching commute times to work, it was found that the population standard deviation is 9.4minutes. Find the margin of error and construct a 90% confidence interval using the standard normal distribution with the appropriate calculations for a standard deviation that is known. Compare the results.
6.6) The state test scores for 12 randomly selected high school seniors are shown on the right. Complete parts (a) through (c) below. Assume the population is normally distributed.
1428 1222 986
693 720 838
720 741 545
623 1442 942
A) Find the sample mean.
B) Find the standard deviation.
C) A 90% confidence interval for the population mean is ( , ).
1. Summary & Creative elements –costumes (or clothing in a doc) can either enhance the movie or betray its intent. Colors can be vivid and lift the atmosphere or mood in the movie or they can be dull and make it seem depressing. Good sound effects or music enrich the viewing experience while bad ones only destroy everything. Moreover, camera movements and angles also add elements to the story. Take notes of symbols in the story, if any.
1…..2…..3…..4….5
Significance to our class
Make sure you describe instances where the terminology from our readings is shown.
1…..2…..3…..4….5
Make connections between your own research (i.e., your annotated bibliography) and what you observe in the film.
1…..2…..3…..4….5
Describe how your film addresses any of the big questions we looked at the beginning of our class.
1…..2…..3…..4….5
movie review writing tips that may help you:
· Watch the movie twice and take notes of all major and minor details, characters and such on a piece of paper. Don’t rely on your memory only, that way you’d leave out some important details
· Collect the information about the movie through research. Find information about the director, theme, locations, plot, characterization, and other important thi.
Week 7 Cognitive and Behavioral ApplicationsIntroductionAs yo.docxsorayan5ywschuit
Week 7: Cognitive and Behavioral Applications
Introduction
As you think about the essential components of cognitive and behavioral theories, what clients do you envision as best suited for these approaches? If you were a client in one of the videos you have explored thus far, how might you react to behavioral or cognitive interventions? On the other hand, if you were the counselor in one of the videos, how comfortable would you be employing a cognitive or behavioral approach?
In previous Application weeks, you have had the opportunity to observe humanistic, existential, and psychoanalytic theories in action. This week you increase your acumen in cognitive and behavioral theory (CBT) applications by watching media demonstrations of CBT counselors. Remember that all media pieces are 90–120 minutes in length. Be sure to select your media piece early in the week and plan your time accordingly.
Objectives
Students will:
·
Analyze theoretical approaches in counseling sessions
·
Evaluate the effectiveness of counselors’ theoretical approach
·
Analyze cognitive and behavioral theories
·
Evaluate the effectiveness of cognitive and behavioral theoretical approaches in working with a specific client population
Please proceed to the Resources.
Week 7 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
Capuzzi, D., & Gross, D. R. (Ed). (2011).
Counseling and psychotherapy: Theories and interventions
. Alexandria, VA: American Counseling Association.
o
Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213)
o
Chapter 10, “Dialectical Behavior Theory” (pp. 215–235)
o
Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261)
o
Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285)
Note:
This week’s chapters are for review, as they are the same as assigned for Week 6.
·
Document:
Analyzing Counseling Theories (Word document)
Note:
This document will be used for the completion of this week’s Assignment.
Media
·
Psychotherapy.net. (Executive Producer). (1997).
Cognitive-behavioral therapy with John Krumboltz
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 111 minutes.
·
Psychotherapy.net. (Executive Producer). (1997).
Reality therapy with Dr. Robert Wubbolding
[Video].
Retrieved from the Walden Library databases.
·
Note:
The approximate length of this media piece is 110 minutes.
There are no videos for DBT or REBT in this video series.
Please proceed to the Discussion.
Return to top
Analyzing Counseling Theories
Student Name
Walden University
Analyzing Counseling Theories
Part 1: Chart
Theory 1: Name
Theory 2: Name
Background Theory
·
Use only bul.
This document provides guidance for students on analyzing conventions from real media texts and applying them to their own coursework. It defines conventions as established rules or practices in a genre or medium. Students are instructed to consider conventions in terms of representation, genre, technical aspects, and narrative. Examples of conventions for film openings, thrillers, and music videos are listed. The document emphasizes understanding how knowledge of conventions has helped improve students' work over time from AS to A2 level. Students are given tasks to identify conventions and apply them to their own projects with notes. The goal is for students to be able to evaluate how their skills and application of conventions has developed during the course in order to answer exam questions.
· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docxLynellBull52
The document provides instructions for a 6-page paper addressing 8 questions related to international trade, foreign exchange rates, GDP growth rates, sources of human capital, diminishing returns, and the effects of government spending and taxation. The paper must be in Times New Roman 11pt font, double-spaced, with each question numbered and having at least one reference. Questions 1-4 must be answered on pages 1-3, and questions 5-8 on pages 4-6.
Raab English 100NOTE-TAKINGDISCUSSION WORKSHEET The Social Net.docxcatheryncouper
Raab English 100
NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network
Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response?
COLLEGE ADMINISTRATION
MEDIA
CALIFORNIA
LEGAL SYSTEM
CONTEMPORARY COLLEGE STUDENTS
GENDER
SOCIAL CLASS
RELIGION
Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below.
CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc)
EDITING (linking/cutting together of different shots, added effects, arrangement)
SOUND (emerging from within the scene AND sound that was added later, like musical score)
MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene)
Part III. Analyze the rhetorical situation and intended purpose of the film. You can now reflect on a specific aspect of the film’s context and purpose. to write your essay.
EXIGENCE (Is there a problem that can be solved through discourse (language/conversation)? To what extent can this film be read as a fitting response to that problem? :
AUDIENCE (who is the intended audience of the film? How can you tell? What moves does the film make that signal awareness of that audience, their values, their anxieties, their desires, etc?):
CONSTRAINTS (what constraints shape the message? Remember that these can be constraints imposed by the medium or genre, as well as ideological or social constraints)
INTENDED PURPOSE/SOCIAL FUNCTION (be specific here—if, for example, do you feel that the film “tests ideas”? What ideas are being tested within the film, and why? You may discuss more than one intended purpose/function)
CENTRAL ARGUMENT/CLAIM (S) (given the rhetorical situation and your impressions of the film’s purpose, what seems to be the central argument of the film? What claims are embedded within that argument?)
Rhetorical Analysis Evaluation Rubric:
(Adapted From: Vicki Spandel’s Creating Writers Through 6-Trait Writing Assessment and Instruction)
Corresponds to
an
A
Corresponds to
a
B
Corresponds to
a
C
Corresponds to
a
D
Corresponds to
an
F
Analysis, Ideas and Concepts:
Offers a new and insightful look at the film; Clearly demonstrates a lot of thought went into the work
Occasional insight; good understanding of the film; occasionally develops new ideas
Merely repeats what has been discussed in class; adequately applies course ideas, with little insight
Work shows some effort, but contains little insight re ...
This document provides guidance on how to evaluate a coursework production using five key media concepts: genre, narrative, representation, audience, and media language. It instructs the reader to analyze their coursework in detail using theories related to each concept over the next two weeks. The analyses will serve as important revision aids for an upcoming exam that requires evaluating one's coursework based on one of the five concepts selected by the examiner.
This document outlines a WebQuest activity for a 12th grade theatre class where students will explore the impact of media like theatre and film. Students will be assigned roles like director, actor, screenwriter, or producer and research their role's contributions to a film. They will then watch a film clip and work as a team to create their own ending, presenting their research and ending to the class. The document provides the task, process, evaluation criteria, and a conclusion that challenges students to continue learning about film and its impact.
The document provides guidance for answering exam questions for OCR Media Studies. It outlines how to structure responses for Section A questions about understanding media conventions and applying them to one's own media productions. For question 1a, it describes explaining how understanding of conventions developed over time and influenced one's work. For question 1b, it discusses analyzing a media production in relation to audience, using theories like uses and gratifications. For Section B on media and collective identity, it suggests representing British youth both positively and negatively, using examples and theorists to back up each representation. It also shares an examiner's report on common student mistakes and strengths in previous exams.
Section 6.26.1) Find the margin of error for the given values of.docxrtodd280
Section 6.2
6.1) Find the margin of error for the given values of c, s, and n.
c=0.8080, s=55, n=21.
6.2) Find the margin of error for the given values of c, s, and n.
c=0.98, s=2.1, n=21.
6.3) Construct the indicated confidence interval for the population mean μ using the t-distribution. Assume the population is normally distributed.
c=0.99, x =13.7 , s=2.0, n=99
The 99% confidence interval using a t-distribution is left parenthesis nothing comma nothing right parenthesis.
6.4) In a random sample of 17people, the mean commute time to work was 31.4 minutes and the standard deviation was 7.3minutes. Assume the population is normally distributed and use a t-distribution to construct a 90% confidence interval for the population mean μ. What is the margin of error of μ? Interpret the results.
6.5) In a random sample of 8 people, the mean commute time to work was 33.5 minutes and the standard deviation was 7.2 minutes. A 90% confidence interval using thet-distribution was calculated to be (28.7,38.3). After researching commute times to work, it was found that the population standard deviation is 9.4minutes. Find the margin of error and construct a 90% confidence interval using the standard normal distribution with the appropriate calculations for a standard deviation that is known. Compare the results.
6.6) The state test scores for 12 randomly selected high school seniors are shown on the right. Complete parts (a) through (c) below. Assume the population is normally distributed.
1428 1222 986
693 720 838
720 741 545
623 1442 942
A) Find the sample mean.
B) Find the standard deviation.
C) A 90% confidence interval for the population mean is ( , ).
1. Summary & Creative elements –costumes (or clothing in a doc) can either enhance the movie or betray its intent. Colors can be vivid and lift the atmosphere or mood in the movie or they can be dull and make it seem depressing. Good sound effects or music enrich the viewing experience while bad ones only destroy everything. Moreover, camera movements and angles also add elements to the story. Take notes of symbols in the story, if any.
1…..2…..3…..4….5
Significance to our class
Make sure you describe instances where the terminology from our readings is shown.
1…..2…..3…..4….5
Make connections between your own research (i.e., your annotated bibliography) and what you observe in the film.
1…..2…..3…..4….5
Describe how your film addresses any of the big questions we looked at the beginning of our class.
1…..2…..3…..4….5
movie review writing tips that may help you:
· Watch the movie twice and take notes of all major and minor details, characters and such on a piece of paper. Don’t rely on your memory only, that way you’d leave out some important details
· Collect the information about the movie through research. Find information about the director, theme, locations, plot, characterization, and other important thi.
The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
This document provides information about different types of learners and learning styles. It describes independent learners, team workers, effect participators, self-managers, reflective learners, and creative thinkers. For each learning style, it lists abilities and skills. The document then provides students with briefs and topics for an extended research project. Students are asked to choose a topic to research, consider presentation methods, and complete a lesson plan. The lesson plan template includes tasks, outcomes, presentation modes, and deadlines.
The document discusses preparing for an exam on the film "Children of Men" by analyzing techniques, themes, and elements across the entire film. Students are instructed to identify patterns in techniques used and discuss how they relate to themes. They will complete a group project analyzing how specific elements (e.g. lighting, sound) develop characters, themes, and audience response. The goal is to demonstrate understanding of the overall style and its purpose, rather than focusing on single examples.
Copy of intro to a2 course g325 critical perspectives in media - question bhammonda
This document provides guidance to students on completing a theoretical evaluation of their coursework for their G325 exam. It instructs students to evaluate their coursework using the concepts of genre, narrative, representation, audience, and media language. Students are asked to define each concept, relate relevant theories, and analyze how each concept was used in their coursework. The document also provides prompts for applying each concept and recommends using various digital tools to create revision documents to aid exam preparation. A deadline of 3 weeks is given to complete this task.
The document provides guidance on how to plan and structure responses for two essay questions from a June 2016 media exam.
For the first question on research and planning, the summary recommends choosing a few specific examples to discuss in detail, showing how skills developed from AS to A2 and impacted final productions.
For the second question on communicating meaning, the summary advises analyzing one production through mise-en-scene, editing, sound and camera work, using examples and a range of theorists without focusing too heavily on any one area.
The document then outlines how to answer a question on media representations of youth, suggesting focusing on limited contemporary portrayals using case studies and theories like hegemony while acknowledging alternative representations in
Persuasive Presentation Topics Due Friday, March 3 o.docxmattjtoni51554
Persuasive Presentation:
Topics Due: Friday, March 3 on Isidore
Full Sentence Preparation Outlines Due: Wednesday, March 22 (in class and on Isidore)
Speaking Outlines Due: Immediately Following Presentation (can be no longer than two pages and cannot include
any full sentences, unless directly quoting a source)
Presentation Days: Wednesday, March 22
Friday, March 24
Monday, March 27
Time Limit: 5 minutes long. There is a thirty (30) second grace period on either end of that time mark within which
you will not be penalized. For every thirty (30) second period outside of that grace period you will be penalized five
(5) points on your speech grade up to a maximum of thirty (30) points. For example, if your speech runs 4:29 then
you will have your grade for the presentation reduced by five (5) points, and if the speech goes 6:01 then you will be
penalized ten (10) points, and so on. The only official time is kept by the instructor and it begins the moment you
start speaking. The instructor can cut your presentation off in the interests of time, in which case you will receive a
time penalty as appropriate and no credit for portions of the presentation you did not complete
Source Requirement: For this speech you are required to use at least five (5) credible. If you fail to use the
appropriate number of acceptable sources you may be penalized twenty (20) points on your speech grade.
Additionally, using websites such as Wikipedia, About.com, AskJeeves, or other such online encyclopedias will
result in an automatic zero (0) for the speech grade. Finally, although encouraged, interviews, personal
correspondence, atlases, dictionaries and encyclopedias do not count toward your total number of sources—though
they must be listed in the bibliography and properly cited within the outline.
Topic: In this presentation you will present and advocate for your position on an issue related to a question about
“community/service” to the class. You must make a coherent logical argument for why your position should be
adopted by the class.
Your topics must be submitted in the form of a specific purpose statement, not a phrase or title and must be
completed through Isidore. If they are not submitted on time then you will receive a five (5) point penalty on the
assignment grade for each day late. The purpose of this assignment is to begin our dialogue as a class by stating our
own perspectives on this complicated and controversial issue in a civil manner to each other.
Persuasive Presentation Evaluation Sheet
Speaker: _____________________________________ Section #:______________
Topic: _______________________________________ Date: __________________
Introduction ____ / 10
Gained attention and interest ____
Established credibility and goodwill ____
Introduced topic clearly ____
Previewed body of speech ____
Transiti.
Ashford University ENG225 WEEK 05The week 5 written assi.docxdavezstarr61655
Ashford University | ENG225 WEEK 05
The week 5 written assignment is your final film critique. This is the culmination of the work you have been doing
in this class-- your chance to focus all the techniques and elements we've been studying on the thorough analysis
of one feature-length film. Additionally, you'll be asked to reflect on your own development-- what you've learned
and how you've learned it-- while looking ahead to see how the skills you've mastered here will apply to your
continuing studies and possible career fields.
Make sure to read through the guidelines carefully, noting all the different required elements, and take a look
ahead at the rubric so you know exactly how your work will be assessed. Here are a few key points to keep in
mind as you work on your paper.
Stage 1 of the paper asks you to choose a film to analyze from AFI's 10 Top 10 list. Stick to those lists and pick a
film you are familiar with or have easy access to, as you will probably need to watch it several times to hone your
points. Remember the lessons you've learned throughout this course. For example, you'll be called upon to
explain the difference between story and plot in the particular film you've chosen.
You'll also look at specific aesthetic choices. While we've discussed those throughout the class, you'll have to
explain them and apply them to the film you've chosen. Don't forget to get specific. Whether you're talking about
lighting, or editing, or any other cinematic techniques, be sure to drill down and reference specific scenes or shots
to help make your point.
Here are a few more tips to remember. Stage 1 asks you to consider the social or personal impact of a specific
film. The guidelines scaffold some different ways to think about this, but be sure to think broadly. This is an
important part of the paper, one where outside resources might be especially helpful.
Stage 2 is all about reflection. And this is different from talking about the personal impact of the specific film you've
chosen for this paper. The guidelines provide some questions for you to think about, so be sure to provide specific
examples as you formulate your response. This grounds the reflection with a practical understanding.
See the sample paper we've uploaded in the assignment prompt. This is a model of good student work-- what
your professors are looking for and the type of comments we will make. Also, keep in mind that the titles of films
should be italicized. Click into the Ashford Library English 225 study guide. It's a portal dedicated to the kinds of
articles, essays, and books that will be most helpful resources as you work on your written assignment.
Try to budget your time so that you can take advantage of the various resources offered by the Ashford Writing
Center to ensure that your paper is written and polished. Remember, the week 5 written assignment is a chance
to really apply your understanding of the concepts and skills we've be.
😊 Book Critique Sample Essay. Book Review Essay WritinNicole Young
This document discusses terrorism and the terrorist group ISIS. It analyzes three articles on related topics: how terrorism takes hold of individuals, women involved in terrorism, drug violence in Mexico, and the convergence of crime and terrorism. The document notes that understanding these subjects can help comprehend why terrorism persists, but many nations still seem to miss important psychological factors. It questions how using female suicide bombers may affect soldiers psychologically and contribute to rising rates of PTSD. Overall, the document examines psychological and social reasons why terrorism continues and how nations can better address this complex issue.
New Year and new beginnings!
This month we want to engage students as much as possible in the learning process with our activities for learners from A1 Movers to C1 Advanced.
Happy teaching!
HRM3120
Individual and Organisational Change
2013 - 2014
Reflective Journal
Name and Family Name
Student ID
Table of Contents
Introduction………………………………………………………………………………..4
What is Reflection? ……………………………………………………………………… 6
Tools for Reflection ……………………………………………………………………….7
Wk 1: Introduction to the Module ………………………………………………………...8
Wk 2: A Changing World ……………………………………………………………….11
Wk 3: What does this mean for Employability?................................................................14
Wk 4: Marketing Yourself 1…………………………………………………………......17
Wk 5: Understanding Yourself 1........................................................................................20
Wk 6: Marketing Yourself 2..............................................................................................23
Wk 7: Understanding Yourself 2…………………………………………………………26
Wk 8: The Individual and Change.....................................................................................29
Wk 9: Tutorial 1………….................................................................................................31
Wk 10: Tutorial 2…………………………………………………………………..…….33
Wk 11: Taking Stock and Creative Management..............................................................35
Wk 12: Understanding Organisations................................................................................38
Wk 13 Leadership of Change…………………………………………………………….40
Wk 14: Models of Change 1…….......................................................................................43
Wk 15: Models of Change 2…….......................................................................................46
Wk 16: Systems Diagramming 1........................................................................................49
Wk 17: Systems Diagramming 2…....................................................................................52
Wk 18: Working with Case Studies...................................................................................55
Wk 19: Taking Stock through Reflective Practice.............................................................57
Wk 20: Tutorial 3...............................................................................................................60
Wk 21: Tutorial 4…….......................................................................................................63
Wk 22: Theatre of Change Production...............................................................................66
Wk 23: Self-directed Study: Reflecting on your Learning Journey...................................69
Wk 24: Self-directed Study: Completion of Reflective Journals.......................................71
Introduction
Throughout your time at university, a lot of emphasis has been placed on supporting you to develop your skills in using reflection as a tool for learning from experience. The main reason for this is to provide you with a way of thinking a ...
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
The document outlines different types of "slam dunk lessons" that teachers can create using digital resources to engage students in higher-order thinking. It describes 5 types of lessons: 1) using a database with challenging questions, 2) using a provocative article/text, 3) using a provocative ad or persuasive image, 4) using dramatic media, and 5) using a "rich site" and essential question to interpret information. The goal is to inspire students and match curriculum standards while challenging students to analyze, synthesize and evaluate information.
This document outlines the individual and team duties for the third diplomatic mission. It discusses topics related to globalization such as indigenous peoples, human rights, and sustainable prosperity. Students are asked to complete assignments analyzing economic theories, Canadian social programs, Shakespeare's Romeo and Juliet, and current events issues related to globalization. Teams will collaborate on presentations and activities exploring related concepts.
The document provides guidance for students on how to approach section A, question 1b of the A2 media exam. It outlines the key concepts of genre, narrative, representation, audience and media language that students need to understand. It provides examples of how to apply various theories related to each concept to analyze a piece of coursework. Students are instructed to create revision documents using digital technologies that analyze their coursework through applying all five concepts and incorporating relevant theories.
Week 9 Application of Family, Feminist, and Transpersonal Theorie.docxsorayan5ywschuit
Week 9: Application of Family, Feminist, and Transpersonal Theories
Introduction
How might your theoretical approach change when clients’ presenting problems are affected by their families? How might you alter your approach if presenting problems are affected by gender stereotypes and inequalities? How should counselors incorporate factors such as spirituality into their counseling, if at all?
Now that you have had an introduction to postmodern theories of counseling and psychotherapy, you further examine their impact on the counseling process by observing theory in practice. You also consider which theories most resonate with you and how you would imagine using them with your own future clients.
Objectives
Students will:
·
Analyze theoretical approaches in counseling sessions
·
Evaluate the effectiveness of counselors’ theoretical approach
·
Analyze postmodern theories
·
Evaluate the effectiveness of post-modern theoretical approaches in working with a specific client population
Analyzing Counseling Theories
Part 1: Chart
Theory 1: Name
Theory 2: Name
Background Theory
·
Use only bullet points
; no sentences
—delete this before beginning your one page chart. The boxes will expand to accommodate your points.
·
Human Nature
·
·
Major Constructs
·
·
Applications
·
·
Evaluations
·
·
Chapter Author, Year
Chapter Author, Year
Part 2: Reflection
I.
Describe a specific population of clients with whom you hope to work in the future.
Explain why you have chosen this population and what you hope to accomplish with this client base. (Note this point will remain the same on future papers, if you want to keep it. Please delete.)
II.
Explain which
one
of the two theories in your chart would be the most effective in working with this client population and explain why.
III.
Describe at least
two interventions
from your chosen theory you would suggest using and how these interventions would assist this client population in reaching counseling goals.
References
Finn, A. (2011). Jungian analytical theory. In D. Capuzzi & D. Gross (Eds.).
Counseling and psychotherapy: Theories and interventions.
(5
th
ed., pp. 77- 94). Alexandria, VA: American Counseling Association.
Haley, M. (2011). Gestalt therapy. In D. Capuzzi & D. Gross (Eds.).
Counseling and psychotherapy: Theories and interventions.
(5
th
ed., pp. 167- 191). Alexandria, VA: American Counseling Association.
Johnson, A. (2011). Psychoanalytic theory.
Haley, M. (2011). Gestalt therapy. In D. Capuzzi & D. Gross (Eds.).
Counseling and psychotherapy: Theories and interventions.
(5
th
ed., pp. 97- 76). Alexandria, VA: American Counseling Association.
Note: Be sure to change your references to reflect those you have cited in the assignment.
Week 9 Discussion
Theory in Action: Applications of Family, Feminist, and Transpersonal Theories
A mother and father decide to bring their 10-year-old son to cou.
This document provides guidance on answering a question about genre for a media production assessment. It defines genre as having common conventions around themes, settings, form, and style. It discusses several genre theorists and their perspectives. It also provides examples of common elements in music video openings and genres. It prompts thinking about how one's own work conformed to or challenged genre conventions.
The exam is 1 1/2 hours long and consists of two sections - Section A is worth 30 marks and focuses on analyzing films through close examination of textual features, while Section B is worth 20 marks and asks students to consider broader contexts and representations in films. Students will choose one question from three options that may ask them to analyze scenes, themes, or social/political messages in the film City of God.
This document provides guidance on answering exam questions about genre for a media production. It defines genre as having common conventions around themes, settings, form, and style. It discusses several genre theorists and their perspectives. It also provides examples of genres like thriller films and music videos. It prompts the reader to think about how they conformed to or challenged conventions in their own work.
Week 7 Learning ResourcesThis page contains the Learning Resources.docxsorayan5ywschuit
Week 7 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
Capuzzi, D., & Gross, D. R. (Ed). (2011).
Counseling and psychotherapy: Theories and interventions
. Alexandria, VA: American Counseling Association.
o
Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213)
o
Chapter 10, “Dialectical Behavior Theory” (pp. 215–235)
o
Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261)
o
Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285)
Note:
This week’s chapters are for review, as they are the same as assigned for Week 6.
·
Document:
Analyzing Counseling Theories (Word document)
Note:
This document will be used for the completion of this week’s Assignment.
Media
·
Psychotherapy.net. (Executive Producer). (1997).
Cognitive-behavioral therapy with John Krumboltz
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 111 minutes.
·
Psychotherapy.net. (Executive Producer). (1997).
Reality therapy with Dr. Robert Wubbolding
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 110 minutes.
There are no videos for DBT or REBT in this video series.
Week 7 Discussion
Theory in Action: Cognitive and Behavioral Approaches
Have you ever heard the term “positive addiction”? In general, this term is used to describe the act of replacing a negative addiction, like smoking, with a positive activity, like exercising. Both smoking and exercising can be perceived as a means to reduce stress; however the act of exercising is clearly the healthier option of the two. William Glasser, the founder of reality therapy was the first to introduce this term. Glasser believed that these positive addictions can increase the strength and motivation that people feel in their lives.
Have you ever stood on a crowded elevator and considered singing a song? Did you know that this could actually be an intervention used by a cognitive-behavioral counselor called a
shame-attacking exercise
? In shame-attacking exercises, clients engage in an activity that others around them might disapprove of, thus causing shame to the client. Experiencing the brief discomfort caused by these actions is thought to decrease feelings of social anxiety and self-consciousness.
For this week’s Discussion, you consider which theoretical approach most resonates with you: reality therapy or a generalized CBT approach. You then watch the media piece that translates this theory into practice. Specifically, you examine how the counselor depicted in the media used your selected theoretical approach to guide his or her interventions.
Note:
When crafting your.
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
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The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
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Copy of intro to a2 course g325 critical perspectives in media - question bhammonda
This document provides guidance to students on completing a theoretical evaluation of their coursework for their G325 exam. It instructs students to evaluate their coursework using the concepts of genre, narrative, representation, audience, and media language. Students are asked to define each concept, relate relevant theories, and analyze how each concept was used in their coursework. The document also provides prompts for applying each concept and recommends using various digital tools to create revision documents to aid exam preparation. A deadline of 3 weeks is given to complete this task.
The document provides guidance on how to plan and structure responses for two essay questions from a June 2016 media exam.
For the first question on research and planning, the summary recommends choosing a few specific examples to discuss in detail, showing how skills developed from AS to A2 and impacted final productions.
For the second question on communicating meaning, the summary advises analyzing one production through mise-en-scene, editing, sound and camera work, using examples and a range of theorists without focusing too heavily on any one area.
The document then outlines how to answer a question on media representations of youth, suggesting focusing on limited contemporary portrayals using case studies and theories like hegemony while acknowledging alternative representations in
Persuasive Presentation Topics Due Friday, March 3 o.docxmattjtoni51554
Persuasive Presentation:
Topics Due: Friday, March 3 on Isidore
Full Sentence Preparation Outlines Due: Wednesday, March 22 (in class and on Isidore)
Speaking Outlines Due: Immediately Following Presentation (can be no longer than two pages and cannot include
any full sentences, unless directly quoting a source)
Presentation Days: Wednesday, March 22
Friday, March 24
Monday, March 27
Time Limit: 5 minutes long. There is a thirty (30) second grace period on either end of that time mark within which
you will not be penalized. For every thirty (30) second period outside of that grace period you will be penalized five
(5) points on your speech grade up to a maximum of thirty (30) points. For example, if your speech runs 4:29 then
you will have your grade for the presentation reduced by five (5) points, and if the speech goes 6:01 then you will be
penalized ten (10) points, and so on. The only official time is kept by the instructor and it begins the moment you
start speaking. The instructor can cut your presentation off in the interests of time, in which case you will receive a
time penalty as appropriate and no credit for portions of the presentation you did not complete
Source Requirement: For this speech you are required to use at least five (5) credible. If you fail to use the
appropriate number of acceptable sources you may be penalized twenty (20) points on your speech grade.
Additionally, using websites such as Wikipedia, About.com, AskJeeves, or other such online encyclopedias will
result in an automatic zero (0) for the speech grade. Finally, although encouraged, interviews, personal
correspondence, atlases, dictionaries and encyclopedias do not count toward your total number of sources—though
they must be listed in the bibliography and properly cited within the outline.
Topic: In this presentation you will present and advocate for your position on an issue related to a question about
“community/service” to the class. You must make a coherent logical argument for why your position should be
adopted by the class.
Your topics must be submitted in the form of a specific purpose statement, not a phrase or title and must be
completed through Isidore. If they are not submitted on time then you will receive a five (5) point penalty on the
assignment grade for each day late. The purpose of this assignment is to begin our dialogue as a class by stating our
own perspectives on this complicated and controversial issue in a civil manner to each other.
Persuasive Presentation Evaluation Sheet
Speaker: _____________________________________ Section #:______________
Topic: _______________________________________ Date: __________________
Introduction ____ / 10
Gained attention and interest ____
Established credibility and goodwill ____
Introduced topic clearly ____
Previewed body of speech ____
Transiti.
Ashford University ENG225 WEEK 05The week 5 written assi.docxdavezstarr61655
Ashford University | ENG225 WEEK 05
The week 5 written assignment is your final film critique. This is the culmination of the work you have been doing
in this class-- your chance to focus all the techniques and elements we've been studying on the thorough analysis
of one feature-length film. Additionally, you'll be asked to reflect on your own development-- what you've learned
and how you've learned it-- while looking ahead to see how the skills you've mastered here will apply to your
continuing studies and possible career fields.
Make sure to read through the guidelines carefully, noting all the different required elements, and take a look
ahead at the rubric so you know exactly how your work will be assessed. Here are a few key points to keep in
mind as you work on your paper.
Stage 1 of the paper asks you to choose a film to analyze from AFI's 10 Top 10 list. Stick to those lists and pick a
film you are familiar with or have easy access to, as you will probably need to watch it several times to hone your
points. Remember the lessons you've learned throughout this course. For example, you'll be called upon to
explain the difference between story and plot in the particular film you've chosen.
You'll also look at specific aesthetic choices. While we've discussed those throughout the class, you'll have to
explain them and apply them to the film you've chosen. Don't forget to get specific. Whether you're talking about
lighting, or editing, or any other cinematic techniques, be sure to drill down and reference specific scenes or shots
to help make your point.
Here are a few more tips to remember. Stage 1 asks you to consider the social or personal impact of a specific
film. The guidelines scaffold some different ways to think about this, but be sure to think broadly. This is an
important part of the paper, one where outside resources might be especially helpful.
Stage 2 is all about reflection. And this is different from talking about the personal impact of the specific film you've
chosen for this paper. The guidelines provide some questions for you to think about, so be sure to provide specific
examples as you formulate your response. This grounds the reflection with a practical understanding.
See the sample paper we've uploaded in the assignment prompt. This is a model of good student work-- what
your professors are looking for and the type of comments we will make. Also, keep in mind that the titles of films
should be italicized. Click into the Ashford Library English 225 study guide. It's a portal dedicated to the kinds of
articles, essays, and books that will be most helpful resources as you work on your written assignment.
Try to budget your time so that you can take advantage of the various resources offered by the Ashford Writing
Center to ensure that your paper is written and polished. Remember, the week 5 written assignment is a chance
to really apply your understanding of the concepts and skills we've be.
😊 Book Critique Sample Essay. Book Review Essay WritinNicole Young
This document discusses terrorism and the terrorist group ISIS. It analyzes three articles on related topics: how terrorism takes hold of individuals, women involved in terrorism, drug violence in Mexico, and the convergence of crime and terrorism. The document notes that understanding these subjects can help comprehend why terrorism persists, but many nations still seem to miss important psychological factors. It questions how using female suicide bombers may affect soldiers psychologically and contribute to rising rates of PTSD. Overall, the document examines psychological and social reasons why terrorism continues and how nations can better address this complex issue.
New Year and new beginnings!
This month we want to engage students as much as possible in the learning process with our activities for learners from A1 Movers to C1 Advanced.
Happy teaching!
HRM3120
Individual and Organisational Change
2013 - 2014
Reflective Journal
Name and Family Name
Student ID
Table of Contents
Introduction………………………………………………………………………………..4
What is Reflection? ……………………………………………………………………… 6
Tools for Reflection ……………………………………………………………………….7
Wk 1: Introduction to the Module ………………………………………………………...8
Wk 2: A Changing World ……………………………………………………………….11
Wk 3: What does this mean for Employability?................................................................14
Wk 4: Marketing Yourself 1…………………………………………………………......17
Wk 5: Understanding Yourself 1........................................................................................20
Wk 6: Marketing Yourself 2..............................................................................................23
Wk 7: Understanding Yourself 2…………………………………………………………26
Wk 8: The Individual and Change.....................................................................................29
Wk 9: Tutorial 1………….................................................................................................31
Wk 10: Tutorial 2…………………………………………………………………..…….33
Wk 11: Taking Stock and Creative Management..............................................................35
Wk 12: Understanding Organisations................................................................................38
Wk 13 Leadership of Change…………………………………………………………….40
Wk 14: Models of Change 1…….......................................................................................43
Wk 15: Models of Change 2…….......................................................................................46
Wk 16: Systems Diagramming 1........................................................................................49
Wk 17: Systems Diagramming 2…....................................................................................52
Wk 18: Working with Case Studies...................................................................................55
Wk 19: Taking Stock through Reflective Practice.............................................................57
Wk 20: Tutorial 3...............................................................................................................60
Wk 21: Tutorial 4…….......................................................................................................63
Wk 22: Theatre of Change Production...............................................................................66
Wk 23: Self-directed Study: Reflecting on your Learning Journey...................................69
Wk 24: Self-directed Study: Completion of Reflective Journals.......................................71
Introduction
Throughout your time at university, a lot of emphasis has been placed on supporting you to develop your skills in using reflection as a tool for learning from experience. The main reason for this is to provide you with a way of thinking a ...
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
The document outlines different types of "slam dunk lessons" that teachers can create using digital resources to engage students in higher-order thinking. It describes 5 types of lessons: 1) using a database with challenging questions, 2) using a provocative article/text, 3) using a provocative ad or persuasive image, 4) using dramatic media, and 5) using a "rich site" and essential question to interpret information. The goal is to inspire students and match curriculum standards while challenging students to analyze, synthesize and evaluate information.
This document outlines the individual and team duties for the third diplomatic mission. It discusses topics related to globalization such as indigenous peoples, human rights, and sustainable prosperity. Students are asked to complete assignments analyzing economic theories, Canadian social programs, Shakespeare's Romeo and Juliet, and current events issues related to globalization. Teams will collaborate on presentations and activities exploring related concepts.
The document provides guidance for students on how to approach section A, question 1b of the A2 media exam. It outlines the key concepts of genre, narrative, representation, audience and media language that students need to understand. It provides examples of how to apply various theories related to each concept to analyze a piece of coursework. Students are instructed to create revision documents using digital technologies that analyze their coursework through applying all five concepts and incorporating relevant theories.
Week 9 Application of Family, Feminist, and Transpersonal Theorie.docxsorayan5ywschuit
Week 9: Application of Family, Feminist, and Transpersonal Theories
Introduction
How might your theoretical approach change when clients’ presenting problems are affected by their families? How might you alter your approach if presenting problems are affected by gender stereotypes and inequalities? How should counselors incorporate factors such as spirituality into their counseling, if at all?
Now that you have had an introduction to postmodern theories of counseling and psychotherapy, you further examine their impact on the counseling process by observing theory in practice. You also consider which theories most resonate with you and how you would imagine using them with your own future clients.
Objectives
Students will:
·
Analyze theoretical approaches in counseling sessions
·
Evaluate the effectiveness of counselors’ theoretical approach
·
Analyze postmodern theories
·
Evaluate the effectiveness of post-modern theoretical approaches in working with a specific client population
Analyzing Counseling Theories
Part 1: Chart
Theory 1: Name
Theory 2: Name
Background Theory
·
Use only bullet points
; no sentences
—delete this before beginning your one page chart. The boxes will expand to accommodate your points.
·
Human Nature
·
·
Major Constructs
·
·
Applications
·
·
Evaluations
·
·
Chapter Author, Year
Chapter Author, Year
Part 2: Reflection
I.
Describe a specific population of clients with whom you hope to work in the future.
Explain why you have chosen this population and what you hope to accomplish with this client base. (Note this point will remain the same on future papers, if you want to keep it. Please delete.)
II.
Explain which
one
of the two theories in your chart would be the most effective in working with this client population and explain why.
III.
Describe at least
two interventions
from your chosen theory you would suggest using and how these interventions would assist this client population in reaching counseling goals.
References
Finn, A. (2011). Jungian analytical theory. In D. Capuzzi & D. Gross (Eds.).
Counseling and psychotherapy: Theories and interventions.
(5
th
ed., pp. 77- 94). Alexandria, VA: American Counseling Association.
Haley, M. (2011). Gestalt therapy. In D. Capuzzi & D. Gross (Eds.).
Counseling and psychotherapy: Theories and interventions.
(5
th
ed., pp. 167- 191). Alexandria, VA: American Counseling Association.
Johnson, A. (2011). Psychoanalytic theory.
Haley, M. (2011). Gestalt therapy. In D. Capuzzi & D. Gross (Eds.).
Counseling and psychotherapy: Theories and interventions.
(5
th
ed., pp. 97- 76). Alexandria, VA: American Counseling Association.
Note: Be sure to change your references to reflect those you have cited in the assignment.
Week 9 Discussion
Theory in Action: Applications of Family, Feminist, and Transpersonal Theories
A mother and father decide to bring their 10-year-old son to cou.
This document provides guidance on answering a question about genre for a media production assessment. It defines genre as having common conventions around themes, settings, form, and style. It discusses several genre theorists and their perspectives. It also provides examples of common elements in music video openings and genres. It prompts thinking about how one's own work conformed to or challenged genre conventions.
The exam is 1 1/2 hours long and consists of two sections - Section A is worth 30 marks and focuses on analyzing films through close examination of textual features, while Section B is worth 20 marks and asks students to consider broader contexts and representations in films. Students will choose one question from three options that may ask them to analyze scenes, themes, or social/political messages in the film City of God.
This document provides guidance on answering exam questions about genre for a media production. It defines genre as having common conventions around themes, settings, form, and style. It discusses several genre theorists and their perspectives. It also provides examples of genres like thriller films and music videos. It prompts the reader to think about how they conformed to or challenged conventions in their own work.
Week 7 Learning ResourcesThis page contains the Learning Resources.docxsorayan5ywschuit
Week 7 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
Capuzzi, D., & Gross, D. R. (Ed). (2011).
Counseling and psychotherapy: Theories and interventions
. Alexandria, VA: American Counseling Association.
o
Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213)
o
Chapter 10, “Dialectical Behavior Theory” (pp. 215–235)
o
Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261)
o
Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285)
Note:
This week’s chapters are for review, as they are the same as assigned for Week 6.
·
Document:
Analyzing Counseling Theories (Word document)
Note:
This document will be used for the completion of this week’s Assignment.
Media
·
Psychotherapy.net. (Executive Producer). (1997).
Cognitive-behavioral therapy with John Krumboltz
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 111 minutes.
·
Psychotherapy.net. (Executive Producer). (1997).
Reality therapy with Dr. Robert Wubbolding
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 110 minutes.
There are no videos for DBT or REBT in this video series.
Week 7 Discussion
Theory in Action: Cognitive and Behavioral Approaches
Have you ever heard the term “positive addiction”? In general, this term is used to describe the act of replacing a negative addiction, like smoking, with a positive activity, like exercising. Both smoking and exercising can be perceived as a means to reduce stress; however the act of exercising is clearly the healthier option of the two. William Glasser, the founder of reality therapy was the first to introduce this term. Glasser believed that these positive addictions can increase the strength and motivation that people feel in their lives.
Have you ever stood on a crowded elevator and considered singing a song? Did you know that this could actually be an intervention used by a cognitive-behavioral counselor called a
shame-attacking exercise
? In shame-attacking exercises, clients engage in an activity that others around them might disapprove of, thus causing shame to the client. Experiencing the brief discomfort caused by these actions is thought to decrease feelings of social anxiety and self-consciousness.
For this week’s Discussion, you consider which theoretical approach most resonates with you: reality therapy or a generalized CBT approach. You then watch the media piece that translates this theory into practice. Specifically, you examine how the counselor depicted in the media used your selected theoretical approach to guide his or her interventions.
Note:
When crafting your.
Similar to discussionHUM 1020, Critical Thinking 1 Course .docx (20)
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
Assignment ContentThroughout this course you will study the di.docxelinoraudley582231
Assignment Content
Throughout this course you will study the different roles that contribute to an organization's information security and assurance.
Part A:
Select
an organization you wish to explore and use throughout the course.
As you make your selection, keep in mind that you will explore the following roles in the organization: Cyber Security Threat Analyst, Penetration Tester, Cyber Security Engineer, Risk Management Analyst, and Software Engineer. You need sufficient knowledge of the organization you select to complete these security assignments.
Part B:
A Cyber Security Threat Analyst conducts analysis, digital forensics, and targeting to identify, monitor, assess, and counter cyber-attack threats against information systems, critical infrastructure, and cyber-related interests.
Take on the role of a Cyber Security Threat Analyst for the organization you select. Use the
Threats, Attacks, and Vulnerability Assessment Template
to
create
a 3- to 4-page assessment document.
Research
and
include
the following:
Tangible assets:
Include an assessment scope. The scope must include virtualization, cloud, database, network, mobile, and information system.
Asset descriptions:
Include a system model, A diagram and descriptions of each asset included in the assessment scope, and existing countermeasures already in place. (Microsoft® Visio® or Lucidhart®)
Threat agents and possible attacks
Exploitable vulnerabilities
Threat history
Evaluation of threats or impact of threats on the business
A prioritized list of identified risks
Countermeasures to reduce threat
Note:
The page assignment length requirement applies to the content of the assignment. Start the assignment with an APA formatted title page and add a reference section with at least two professional references. Use the references in the text of the assignment. For assignments that require use of the template, insert the completed template into the APA document. Delete the assignment instructions from the document. This will improve the originality score from Safe Assign. Make sure to check the SafeAssign originality score.
.
Assignment ContentThroughout this course, you have been using .docxelinoraudley582231
assignment Content
Throughout this course, you have been using different analysis strategies to determine best practices for developing your business plan. It’s time to develop a strategic plan that will help you determine where your business is now, where you want to take it, and how you will get there. Your strategic plan will help you implement and manage the strategic direction of your company. In addition, you will communicate the direction of your company to stakeholders.
Develop
a strategic plan for the company that you selected at the beginning of your MBA program and share your plan with stakeholders.
Create
a 13- to 15-slide presentation for key stakeholders to solicit their approval of your strategic plan. Address the following in your presentation:
An introduction with mission and vision statements
Core values, ethics, and social responsibility principles
Analysis of the company’s:
Internal environment (e.g. strengths and weaknesses related to resources, trademarks, patents, copyrights, or current processes)
External environment (e.g. opportunities and threats related to market trends, economic trends, demographics, or regulations)
An evaluation of internal and external environment’s impact on achieving the company strategy
Create a strategic objective for the company.
Create short- and long-term goals for achieving the company’s strategic plan.
Determine methods for collecting data and measuring success of the strategic plan.
Include
APA-formatted in-text citations and a reference page.
Cite
at least 3 peer-reviewed documents.
Note
: You may include your textbook as 1 of the sources.
Submit
your assignment.
.
Assignment ContentThis week’s readings and activities focu.docxelinoraudley582231
Assignment Content
This week’s readings and activities focused on how reason, emotion, and communication may influence critical thinking. In this assignment, you will identify the concepts of reason, emotion, and communication in your everyday critical thinking practices.
Complete
the
Reason, Emotion, and Communication in Critical Thinking Worksheet
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
.
Assignment ContentThis week you will continue your work on the.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
.
Assignment ContentThis week, you will continue building th.docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will finalize your present.docxelinoraudley582231
Assignment Content
This week you will finalize your presentation from Week 5 by designing a deployment plan to promote your innovation project to the Executive Team of your organization.
Create
a 10- to 15-slide presentation to add to your Week 5 individual assignment.
Prepare
an Introduction or Executive Summary.
Develop
a deployment strategy and schedule for introducing the innovation project to the market.
Determine
key go-to-market considerations, which may include plans for:
Advertising
Marketing
Sales channels/distribution
Communications or promotion
Estimate
the cost and analysis for:
Development or manufacturing
Delivery
Infrastructure and product support
Estimate
high-level financial considerations, including the potential size of the market for the company and profitability.
Justify
the innovation investment.
Determine
alternative investments or a non-investment (what if the executive team disapproves the project?).
Determine
future product plans, evolution, etc. (e.g., what's next for this product in the market?).
Conclude
with a recommendation or call-to-action statement.
Submit
your assignment, the entire presentation that includes what you built in Week
.
Assignment ContentThis weeks’ discussion of correlation and ca.docxelinoraudley582231
Assignment Content
This weeks’ discussion of correlation and causation helps us interpret and understand what the data created from research means to the problem or question that we are addressing.
Write
a 700- to 1050-word paper in which you:
Differentiate between correlation and causation.
Explain how each is calculated or tested.
What is statistical significance and how does it relate to correlation?
Describe how they are used in decision and policy making. Provide examples to illustrate your understanding.
Include
at least two peer reviewed references.
Format
your paper consistent with APA guidelines.
.
Assignment ContentThis week, you will continue building the .docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will continue your work on.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
Submit
your assignment.
.
Assignment ContentThis week you learned about the application .docxelinoraudley582231
This week's assignment asks students to review a scenario about navigating employee groups, research diversity in the workplace, and complete an analysis and plan chart. Students are to complete the Navigating Employee Groups worksheet and submit the team assignment. Resources are provided to help with the assignment.
Assignment ContentThis assignment offers you the opportuni.docxelinoraudley582231
Assignment Content
This assignment offers you the opportunity to explain the commonalities found in different religions, provide examples of situations involving ethics that are faced by people in the world today, and identify contemporary challenges and issues related to religion.
Select
and
complete
either Option A or Option B.
Option A: Written Summary
Write
a 525- to 750-word paper that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions. Include specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today. Reflect on your own spiritual beliefs, how have your ethics been influenced personally or professionally? If you hold no spiritual beliefs, consider how individuals you may know or work with are faced with ethical decisions that are influenced by their beliefs.
Consider what you know about religion today. What are some modern issues that may be affecting religious traditions? How are these religions handling these issues?
Format
your paper according to appropriate course-level APA guidelines. You may find helpful resources for completing your assignment in the
Center for Writing Excellence
in the University Library.
Option B: Presentation
Prepare
a 10- to 12-slide presentation that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today.
Aside from ethical challenges, what are some contemporary challenges and issues related to religion?
Include
specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
You may use Microsoft® PowerPoint® or some other presentation format for this assignment.
Use
bullet points and images or graphics to illustrate your mai.
Assignment ContentThis assignment has two parts.Part 1.docxelinoraudley582231
Assignment Content
This assignment has two parts.
Part 1: Problem Statement
View
the
Dissertation Series Tutorial - Problem Formulation
.
Read
the
Guide to Developing the Problem Statement
and then
review
the two sample problems below:
SAMPLE PROBLEM 1:
The problem is that
husbands caring for wives with breast cancer have a demanding caretaking schedule,
resulting in
failure to practice their own self-care
(LeSeure & Chongkham-ang, 2015).
SAMPLE PROBLEM 2:
The problem is that
despite extreme workplace stress, police officers lack stress management skills,
resulting in
diminished health, family life, and work performance
(Toers-Bijins, 2012).
Write
a 1-sentence original problem for a prospective study you might conduct using the format below:
The problem is that _____ (state problem), resulting in ______ (consequence).
Include
a citation to support the problem, and
provide
a reference.
Part 2: Background to the Problem
Locate
2 or 3 peer-reviewed scholarly articles (published within the last 5 years) from the
University Library
that address the problem.
Write
1 to 2 paragraphs providing a brief description and background of the identified problem using the scholarly articles to support the existence of the problem. Be sure to use scholarly voice.
Use
the provided
Research Outline Template
to ensure proper APA formatting.
Note:
Beginning this week, you will be using this template for your assignments, with the expectation that all revisions are incorporated from feedback from previous week(s).
Include
APA-formatted in-text citations, a title page, and a reference page.
Submit
your assignment.
Note
: You will continue to narrow the focus of the problem as you continue reading relevant literature.
Resources
CDS Central
CDS Central > Student Resources
Copyright 2020 by University of Phoenix. All rights reserved.
Use this space to build your submission.
You can add text, images, and files.Add Content
.
Assignment ContentThis assignment is designed to help you .docxelinoraudley582231
Assignment Content
This assignment is designed to help you think about how the Founding Fathers wrote the Constitution and examine how the Presidency and Congress are functioning today.
Consider
the current Congress and Office of the President.
Discuss
how contemporary activities of these two branches of the U.S. government compare and contrast with the intentions of the founders. Use specific examples, and include support from at least 3 sources, 1 of which can be your textbook. Your examination of the topic should include information about the following:
Structure and makeup of Congress
Differences between the House of Representatives and the Senate
Powers granted to Congress and the President under the Constitution
Checks and balances of power, considering Congress, the President, and the judiciary
Roles and responsibilities of the President
Evolution of presidential power
How bills become laws
Format
your assignment as one of the following:
18- to 20-slide presentation with detailed speaker notes
875-word paper
Include
APA citations for all unoriginal ideas, facts, or definitions and an APA-formatted reference list.
Submit
your assignment.
.
Assignment ContentThere are various schools within Buddhis.docxelinoraudley582231
Assignment Content
There are various schools within Buddhism, which you have learned about this week. In this assignment, share what you have learned about Buddhism overall, and compare and contrast the schools of Buddhism.
Write
a
350 word
paper that includes the following:
A summary of the major historical events related to Buddhism and the life of the Buddha
An explanation of the basic teachings and moral aspects of Buddhism, including the three marks of reality, the Four Noble Truths, and the Noble Eightfold Path
A comparison of the three major Buddhist traditions—Theravada, Mahayana, and Vajrayana—and how each tradition developed from the early teachings
Include
APA-formatted citations and a references page.
.
Assignment ContentThere are two deliverables for this assi.docxelinoraudley582231
Assignment Content
There are two deliverables for this assignment. You will fill out and submit the Financial Transactions Risk Table and you will
write
and submit a 1,050- to 1,400-word paper.
Address
the following in your paper:
Describe risk exposures by filling out the Financial Transaction Risks Table.
Describe features you would choose to measure interest risks and identify which transactions are influenced by interest rates or income. Some are influenced by both.
Format
your paper consistent with APA guidelines.
Submit
your assignment as a Microsoft® Word document.
.
Assignment ContentThere are offenders whose criminality is.docxelinoraudley582231
Assignment Content
There are offenders whose criminality is based on biological factors. This may or may not be known to the offender prior to a deadly incident like the examples in this assignment. Biological anomalies are not common, but in many cases, the results are catastrophic. The cases outlined for this assignment are some of the most notorious. This assignment will help you develop a better understanding of mental illness and physiology as factors when measuring criminality.
Choose
a criminal offender from the list below whose criminal behavior was connected to a biological abnormality (physical, psychological, or chemical):
Andrea Yates
and the documented evidence of psychiatric issues, including postpartum depression and psychosis, prior to murdering her five children.
Jeffrey Dahmer
and the documented evidence of psychiatric issues prior to murdering 17 men.
John Wayne Gacy
and the documented evidence of psychiatric issues prior to murdering 33 young men and boys.
Charles Whitman
murdered 16 people, including his wife and mother. An autopsy suggested Whitman had a brain tumor pressing on his amygdala, a region of the brain crucial for emotion and behavioral control.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation with speaker notes in which you:
Summarize the case.
Discuss the genetic or physiological evidence that supports the notion that biology played a key role in explaining the offender's criminality.
Research the behaviors that constitute psychopathy and discuss in detail the specific behaviors demonstrated by the offender that align (or not) with behaviors indicative of a psychopathic individual.
Identify if the positivist perspective applies to your chosen example. Explain your answer.
Identify if the punishment rendered in your chosen example best supports the classical or neoclassical perspective of crime. Explain your answer.
Include
at least 2 academic references and cite your sources according to APA guidelines.
.
Assignment ContentThere are many different threats to the conf.docxelinoraudley582231
Assignment Content
There are many different threats to the confidentiality, integrity, and availability of data-at-rest, data-in-transit, and processing. Some threats affect one of these security risks (like confidentiality only), and some threats affect more than one or even all these risks.
Create
a 1-to 2 -page table, in Microsoft® Word, listing a minimum of 6 threats using the column headers and details below:
Threat – List the threat.
Threat to Type of Data (data-at-rest,data-in-transit, or processing) – Identify the type.
Confidentiality/Integrity/Availability– Identify whether some or all are affected by labelling: C, I, and/orA.
Mitigation Suggestion – Describe a mitigation plan in 2-3 sentences.
Example
:
Threat
: Password Compromise
Threat to Type of Data
: Data-At-Rest
Confidentiality/Integrity/Availability
: C & I
Mitigation
: Employ a strong password that is changed at regular intervals. Do not share your password or write it down on sticky notes on your desk.
Include
a short paragraph that highlights two access control techniques or policies that enforce security.
Cite
at least two resources within the assignment in APA format.
.
Assignment ContentThe strategic sourcing plan is a plan fo.docxelinoraudley582231
Assignment Content
The strategic sourcing plan is a plan for how you will do business going forward. The sourcing plan can address how to supply resources to staff, your current and future systems, and how you will purchase raw materials or new IT systems.
Develop
a high-level IT sourcing plan to guide Phoenix Fine Electronics to adopting enterprise solutions rather than multiple stand-alone systems. As a guideline, your sourcing plan should be a 3- to 4-page outline or summary.
Include
the following in your sourcing plan:
The current technologies being utilized
Major issues with that technology
New technologies to implement as replacements for current technologies
How it addresses the current issues
Additional advantages or value added
Approximate time frame to implement the technology
Any dependencies that the company does not currently have in order to implement
.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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1. discussion
HUM 1020, Critical Thinking 1
Course Description
Introduces the art of devising ways to improve the quality of
learning and life by systemically improving the thinking that
underlies them.
Overview
W hat is Critical Thinking? It is the art of clarifying your use of
the reasoning process because sound thinking is
practical and poor thinking inevitably causes problems, wastes
time and energy, and causes frustration.
W hy study your own thinking process? To maximize the quality
of your thinking you must make learning about your
own thinking a priority. If you focus your attention on the role
that thinking plays in your life, you will recognize that
everything you do, want, or feel is influenced by your thinking.
Understanding how and why you think the way you do
can open up new doors, help you see new options, minimize
significant mistakes, maximize potential understandings,
and enhance your reasoning regarding your choices in life.
Becoming a skilled critical thinker requires hard work; it will
not happen overnight, but it is a possibility. If you want that
2. to happen, you must be willing to practice certain methods of
thinking and problem solving that will at times seem
awkward. The benefits will become more visible as you become
more effective at problem solving, supporting your
conclusions and ideas, and when you realize you have improved
your ability to see reality from diverse perspectives.
The overall goal of this course is to teach you how to be a
synthetic thinker. A synthetic thinker sees the merit in
different viewpoints and is able to synthesize them into a
workable solution or point of view. This contrasts with
(1) a dualistic thinker who thinks only in black-and-white where
there is only one right and one wrong answer, and with
(2) a relativistic thinker who may see many sides of an issue but
thinks all answers and opinions are equally valid.
To become a synthetic thinker, you will need to:
nsion the material assigned in
your textbook.
book.
your understanding of and your ability to apply
critical thinking strategies and skills.
Course Textbook
Chaffee, J. (2003). Thinking critically: A concise guide. Boston,
MA: Wadsworth.
3. Films
Note about films: The unit study guides and the unit checklists
state which movie is assigned to that specific unit.
These movies have all been chosen based on how they help
illustrate and enhance the main focus of each unit. It is
your responsibility to find the films. They will not be provided
by Waldorf.
M., Engfehr, K., Young, R. (Producer) & Moore, M.
(W riter/Director). (2002). Bowling for Columbine [Motion
picture]. Canada: Alliance Atlantis Communications.
Alston, M. (Director). (2002). Questioning faith:
Confessions of a seminarian [Motion picture]. United States:
Cinemax Reel Life.
Linklater, R. (Director). (2003). School of rock [Motion
picture]. United States: Paramount Pictures.
Peak, K., W eiss, K. (Producer) & Paine, C.
(W riter/Director). (2006). Who killed the electric car? [Motion
picture]. United States: Plinyminor.
HUM 1020, Critical Thinking
Course Syllabus
4. HUM 1020, Critical Thinking 2
Phillips, A., Pitt, B., Rudin, S. (Producer) & Miller, B.
(Director). (2011). Moneyball [Motion picture]. United States:
Columbia Pictures.
R., Goldsmith-Thomas, E., Roth, J., Schiff, P., &
Schindler, D. (Producers) & Newell, M. (Director).
(2003). Mona Lisa smile [Motion picture]. United States:
Revolution Studios.
Carrey, J., Fields Hill, L., W attles, J. L. (Producer) &
Shadyac, T. (Director). (2003). Bruce almighty [Motion
picture]. United States: Universal Pictures.
Hamilton, B., Hamilton, N., Zelon, D. (Producer) &
McNamara, S. (W riter/Director). (2011). Soul surfer [Motion
picture]. United States: Brookwell-McNamara
Entertainment.
J. D., Lennard, L., W eyermann, D. (Producer) &
Guggenheim, D. (Director). (2006). An inconvenient truth
[Motion picture]. United States: Lawrence Bender
Productions.
Pugliese, R. J., & Singleton, R. S. (Producers) &
Pearce, R. (Director). (1992). Leap of faith [Motion picture].
United States: Paramount Pictures.
5. L., & Orleans, L. (Producers) & Howard, R.
(Director). (1995). Apollo 13 [Motion picture]. United States:
Universal Pictures.
. M., Cochran, Y. T., Hodenfield, K. C., Johnson,
B., Kosove, A. A., Netter, G.,...W egner, S. P.
(Producer) & Hancock, J. L. (W riter/Director). (2009). The
blind side [Motion picture]. United States: Alcon
Entertainment.
Druyan, A., Obst, L., Porras, R.,
Sagan, C., Zemeckis, R. (Producer) &
Zemeckis, R. (Director). (1997). Contact [Motion picture].
United States: W arner Bros. Pictures.
(Producers) & Brest, M. (Director). (1998). Meet
Joe Black [Motion picture]. United States: City Light Films.
Pitman, R. (W riter/Director). (2011).
Connery, S., King, J., Mark, L., Tollefson, R., & W olf, D.
(Producers) & Van Sant, G. (Director). (2000).
Finding Forrester [Motion picture]. United States: Columbia
Pictures Corporation.
Nolin, M., & Teitler, W . (Producers) & Herek, S.
(Director). (1995). Mr. Holland’s opus [Motion picture]. United
States: Hollywood Pictures.
6. Headington, T., Kacandes, G.,Tillinger Koskoff, E.
(Producer) & Scorsese, M. (Director). (2011). Hugo [Motion
picture]. United States: Paramount Pictures.
Brown, S. (Producers) & Fleder, G. (Director).
(2003). Runaway jury [Motion picture]. United States: Regency
Enterprises.
Nathanson, M. G. (Producers) & Schumacher, J.
(Director). (1996). A time to kill [Motion picture]. United
States: Regency Enterprises.
eshette, L., Rothschild, R. L., &
Rudin, S. (Producers) & W eir, P. (Director).
(1998). The Truman show [Motion picture]. United States:
Paramount Pictures.
Pizzo, A., W oods, C., & Zinman, R. J. (Producers) &
Anspaugh, D. (Director). (1993). Rudy [Motion picture]. United
States: TriStar Pictures.
K., Peyrot, M., Velis, L. (Producer) & Howard, R.
(Director). (2001). A beautiful mind [Motion picture]. United
States: Universal Pictures.
(Producers) & W eir, P. (Director). (1989). Dead poets
society [Motion picture]. United States: Touchstone Pictures.
iff, P. (Producers) & Lynn, J. (Director).
(1992). My cousin Vinny [Motion picture].
7. United States: Palo Vista Productions.
(Producers) & Shyamalan, M. N.
(W riter/Director). (2004). The village [Motion picture]. United
States: Touchstone Pictures.
inters, H. M. (Producers) & Spurlock, M.
(W riter/Director). (2004). Super size me [Motion picture].
United States: Kathbur Pictures.
To kill a mockingbird [Motion picture]. United States:
Universal International Pictures.
Scott, R. (Director). (1991). Thelma & Louise
[Motion picture]. United States: Pathé Entertainment.
HUM 1020, Critical Thinking 3
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Use critical thinking to solve problems.
2. Use evidence and sound reasoning to support your arguments,
beliefs, and judgments.
3. Use critical self-evaluation to enhance your personal growth.
8. Academic Integrity
Honesty and integrity are taken very seriously at Waldorf
University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current
Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning
Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
1. Unit Lesson: Each unit contains a Unit Lesson, which
discusses unit material.
2. Reading Assignments: Each unit contains Reading
Assignments from one or more chapters from the textbook
or other resources. Units I-VII contain an assignment film to
view.
3. Discussion Boards: Discussion Boards are a part of all
Waldorf courses. Information and specifications
9. regarding these assignments are provided in the Course Policies
listed in the Course Menu bar.
4. Unit Assessments: This course contains eight Unit
Assessments, one to be completed at the end of each unit.
Assessments are composed of multiple-choice, matching, and
written response questions.
5. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units I-VII. Specific
information and instructions regarding these assignments are
provided below. Grading rubrics are included with
the Unit I-VII Assignments. Specific information about
accessing these rubrics is provided below.
6. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.
7. Student Break Room: This communication forum allows for
casual conversation with your classmates.
Unit Assignments
Unit I Essay
Film Essay
Each of the films selected for Unit I portrays a teacher/student
relationship that proves to be life changing. Identify your
movie selection with a brief synopsis of the main characters, the
underlying issue, and how it is or is not solved. Touch on
the key points of the process of change in your movie. What
needed to happen? What risks were taken? What were the
10. positive and negative (if any) outcomes? This should be no
more than half of your essay.
In the second part of your essay, discuss your own experience
with education. How much of your education has consisted
of teachers pouring ideas into your mind and then requiring you
to pour them back onto a test? How many teachers have
tried to inspire your mind in new ways? Which type of
education do you prefer, and why?
Your essay should be no less than two full pages in length,
roughly 500 words. If you use outside sources, please cite and
reference them according to APA standards.
HUM 1020, Critical Thinking 4
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit II Essay
Film Essay
The movies in Unit II all deal with major decision making. Start
by identifying your movie selection and providing a brief
synopsis of the core issue. What was the main character’s goal?
What major decision needed to be made, and by whom?
What was the process? What were the problems or roadblocks?
Then, discuss your analysis of the final outcome. This
should be no more than half of your essay.
In the second part of your essay, analyze your own decisions
11. that have been important in your life. What is your process
for making these kinds of decisions? What are the strengths and
weaknesses of that process for you? This part of your
think piece should be focused on the process, not on details
about your decisions.
Your essay should be no less than two full pages in length,
roughly 500 words. If you use outside sources, please cite and
reference them according to APA standards.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit III Essay
Film Essay
The movies in Unit III depict many great examples of problem
solving. Discuss the major problem in the movie you
selected, and how that problem was (or could have been) broken
down into smaller, more solvable problems.
For the second half of your essay, choose a smaller problem you
are facing now, and describe how you would use
Chaffee’s five steps of problem solving to find a solution. The
problem you write about can be personal or professional,
and you can change names and other details, if you feel the
need. What you discuss will be kept confidential.
Your essay should be no less than two full pages in length,
roughly 500 words. If you use outside sources, please cite and
reference them according to APA standards.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
12. Unit IV Essay
Film Essay
Each of the movie selections this unit deal with a big question
that is very hard to answer, but a question we should all
wrestle with. How do we determine perception vs. reality?
In the movie A Beautiful Mind, a doctor is explaining the horror
of schizophrenia to John Nash’s wife and he says:
You see the nightmare in schizophrenia is not knowing what’s
true. Imagine if you had suddenly learned that the
people and the places and the moments most important to you
were not gone, not dead, but worse . . . had never
been. What kind of hell would that be?
What about you? When you look around you at the world, how
do you know how to react to the people, events, or things
that cross your path? As you make decisions about things both
big and small, how do you know that you are awake and
not dreaming? How do you determine what is perception and
what is reality?
Your essay should be no less than two full pages in length,
roughly 500 words. If you use outside sources, please cite and
reference them according to APA standards.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
13. HUM 1020, Critical Thinking 5
Unit V Essay
Film Essay
This think piece is more analytical and less personal. The plots
of the films this unit contrast the differing perceptions of
faith believers and non-believers. Illustrate the roles that factual
information, inferences, and judgments play in the main
character(s) major decisions. Be sure to differentiate between
the three terms and give examples for support.
In the second half of your think piece, discuss which path–-
science or faith—is a more influential part of your own
believing and knowing things about the world.
Your essay should be no less than two full pages in length,
roughly 500 words. If you use outside sources, please cite and
reference them according to APA standards.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit VI Essay
Film Essay
These films raise questions about American society, ranging
from racism and sexism to the fairness of the legal system.
Explore the relationship between vengeance and justice in your
movie. Argue for or against the acceptability of personal
vengeance—the taking of revenge—in American society, using
the events portrayed in your film as the main source of
evidence and/or examples. How does revenge fit into your
14. understanding of justice? What makes revenge worth the
consequences for society and the legal system?
Although you will need to rely on definitions and descriptions
of the structure of argument discussed in Chapter 6 of our
textbook, remember that the movie must be used as the main
source of evidence in your argument.
In the second half of your think piece, reflect on what you think
your own decisions would have been if placed in the same
situation(s) you described from the movie. Would your
decisions have been the same as those made by the character(s)?
Why, or why not?
Your essay should be no less than two full pages in length,
roughly 500 words. If you use outside sources, please cite and
reference them according to APA standards.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit VII Essay
Film Essay
In these films, very specific claims are made on information,
inferences, and judgments. Do you agree? What is your
analysis of the main argument's strengths and weaknesses?
inferences, or judgments carry the most weight with
you? Why those? As you write, you may include other
information that you bring to this topic. What are the
inferences and judgments you rely on as you take a position on
the topic?
15. information provided and/or the inferences and judgments
made. What's "wrong" with or about any of them? What
information do you have that counters the information
cited in the movie? What do your inferences and judgments lead
you to believe is the truth about the issue?
Your essay should be no less than two full pages in length,
roughly 500 words. If you use outside sources, please cite and
reference them according to APA standards.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
HUM 1020, Critical Thinking 6
Submitting Course Papers/Projects
Once you have completed your papers/projects, submit your
completed papers/projects by uploading through the
Assignment tab in each unit. Do not e-mail your paper directly
to your professor. By using the Assignment tab, your record
will automatically be updated to indicate you have submitted
your papers/projects and the assignment will be provided to
your professor for grading. Instructions for submitting your
assignment can be found under the Assignment tab in each
unit.
16. APA Guidelines
Waldorf University requires that students use APA style for
papers and projects. Therefore, the APA rules for formatting,
quoting, paraphrasing, citing, and listing of sources are to be
followed. Students can find Waldorf’s Citation Guide in the
myWaldorf Student Portal by clicking on the “Citation Guide”
link under the “Resources” heading. This document includes
examples and sample papers.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool
that lists evaluation criteria and can help you organize your
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
because these are the primary tools your professor uses for
assessing learning activities.
Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a
single course (e.g., some courses may not have
Assessments).
The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
17. The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting the “Grades” link.
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
18. ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
http://online.waldorf.edu/CSU_Content/Waldorf_Content/ZULU
/Common_Files/Create_New_Thread_Subscribe.pdf
HUM 1020, Critical Thinking 7
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
19. Grading
Discussion Boards (8 @ 2%) = 16%
Units I-VII Assessments (7 @ 4%) = 28%
Final Assessment = 7%
Essays (7 @ 7%) = 49%
Total = 100%
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.
HUM 1020, Critical Thinking 8
HUM 1020, Critical Thinking Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep
this schedule for reference as you progress through your course.
Unit I Creativity and Critical Inquiry
20. Read:
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
uesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit II Critical Thinking
Read:
21. Discuss:
d Response: Submit your response to the
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit III Problem Solving
Read:
Discuss:
iscussion Board Response: Submit your response to the
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
22. Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
Assessment by Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
HUM 1020, Critical Thinking 9
HUM 1020, Critical Thinking Course Schedule
Unit IV Perceiving, Believing, and Knowing
Re
Read:
Discuss:
Discussion Board question by
23. Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
Notes/Goals:
Unit V Reporting Information, Inferring, and Judging
Read:
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
24. Submit:
ay, 11:59 p.m. (Central Time)
Notes/Goals:
Unit VI Constructing Arguments
Read:
Discuss:
ponse to the
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
al Time)
Notes/Goals:
25. HUM 1020, Critical Thinking 10
HUM 1020, Critical Thinking Course Schedule
Unit VII Critical Reasoning
Read:
g Critically
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
26. Notes/Goals:
Unit VIII Putting It All Together
R
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Time)
Notes/Goals:
27. HUM 1020, Critical Thinking 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Understand how factual information must be verifiable
through investigation.
2. Discuss how inferences go beyond factual information to
describe what is currently not known.
3. Identify the ways that predicting and inferring are related.
4. Differentiate between inferences and judgments.
5. Recognize that an evaluation is based on criteria.
6. Apply criteria as part of an evaluation.
Reading Assignment
Chapter 5:
Reporting, Inferring, Judging
Film Assignment
Films (Choose 1):
29. Note about films: These have all been chosen based on how they
help illustrate and enhance the main focus of
each unit.
UNIT V STUDY GUIDE
Reporting Information, Inferring, and
Judging
http://www.imdb.com/title/tt0118884/
http://www.rottentomatoes.com/m/1078021-contact/
http://www.meetjoeblack.com/
http://www.imdb.com/title/tt0119643/
http://www.rottentomatoes.com/m/meet_joe_black/
http://www.universalstudiosentertainment.com/bruce-almighty/
http://www.imdb.com/title/tt0315327/
http://www.rottentomatoes.com/m/bruce_almighty/
http://www.imdb.com/title/tt0326035/
http://www.imdb.com/title/tt0104695/
http://www.rottentomatoes.com/m/1042059-leap_of_faith/
HUM 1020, Critical Thinking 2
UNIT x STUDY GUIDE
Title
Unit Lesson
30. Your thinking process organizes the world you see into
relationships that make sense to you; thinking helps
you understand the world and what is happening. These
relationships that help you understand the world are
also called patterns, which include patterns of the following
types:
In this unit, you will explore the way you use these thinking
patterns, and others, to organize your beliefs and
knowledge (Unit IV). You will learn that the quality and
accuracy of your beliefs are dependent on the
information, inferences, and judgments with which you support
them. You will recognize how some beliefs are
perceived to be better than others because they appear more
accurate, complete, and grounded in plausible
inferences, or they are based on valid judgments.
Film Themes:
ring and judging.
judgments.