This document describes an activity for a first year seminar course that involves a hypothetical survival scenario where 13 people find themselves as the only humans left on Earth after an avian flu pandemic. Students must determine which 4 of the 13 people should be allowed to stay in a bunker that can only accommodate 4 in order to maximize the group's chances of surviving for 2 years with limited resources. The activity aims to promote critical thinking about who would provide the most benefit to the group based on their skills and abilities. Students must justify their choices for who to save and who to sacrifice to the rest of their group.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on creating presentation slides and a syllabus to support learning.
One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on creating presentation slides and a syllabus to support learning.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
What follows is a set of ideas on writing papers in sociology. The.docxphilipnelson29183
What follows is a set of ideas on writing papers in sociology. The objective is to provide you with guidelines to consider.
COMPOSING AN OUTLINE
It should be strictly adhered to. For example:
I. Introduction
II. Literature Review and Methods for the Collection of Data
III. Discussion and Analysis
IV. Conclusion
V. Bibliography
CAREFULLY CHOOSE YOUR TOPIC
First seek out journal articles or books on your chosen subject to get some sense of style and outline. Read critically and make notes.
DATA COLLECTION
Decide what methods you will use to collect data to inform your work.
COMPOSING THE PAPER
1. State as precisely as possible, the question you intent to pursue.
2. Sketch the main line of your argument or the major elements of your explanation.
3. Note any significant source material.
4. Footnotes are used for the following purposes:
d. to indicate the exact source of every question used;
d. to acknowledge indebtedness to others for opinions or ideas;
d. to give the authority for a fact that the reader might be inclined to doubt because it is outside his/her ordinary experience, e.g. history
CITING SOURCES/REFERENCES
Citing references refers to the acknowledgment in your paper of the sources of words, information, ideas, or interpretations other than your own. These may be in terms of paraphrases or direct quotation of others. In either case, documentation is mandatory.
HINTS ON PRESENTATION
One issue about which students worry , is the thought of being accused of writing only 'their own opinion'. Opinion is involved in everything that is written. However, the following practices help avoid essays which are unbalanced, or opinionated.
1. Present conflicting ideas. It is often useful to say that 'one explanation is...' but 'some contrary views are expressed by... ', or 'one way of understanding this is...' Try to entertain alternative explanations or interpretations.
2. Present supporting evidence. Often you can choose between different explanations by showing that evidence supports one position and not others.
3. Make use of quotations. Quoting the 'experts' can often be an effective strategy (although experts can be wrong.)
4. Structuring information in sequence. Your ideas should build on one another. Once you have established a point (either through quotation or evidence, or both), it can be used effectively to argue against other interpretations.
EVALUATING A PAPER
General criteria of evaluation are spelled out below but they have, of course, been central to everything said above. They are loosely arranged in order of importance.
1. Statement of clear purpose in the introduction.
2. Clear, precise, specification of an important sociological question (puzzle, topic).
3. Logical development of a well-rounded argument.
4. Evidence that the nature of the topic under consideration is understood (for example: awareness and appreciation of alternative views).
5. Evidence that available information has been consulted (relevant quotes, publicity ava.
Explore short articles with current events themes that captivate the interest of teens and lead to deep reading, comprehension and discussion. Each article is paired with an open-ended strategy with many applications, e.g. Is wearing an inmate jumpsuit a solution to violation of school dress code? Hand-out included
etting StartedRevised Final Proposal - Internal and ExternalBetseyCalderon89
etting Started
Revised Final Proposal - Internal and External Marketing Environments
The process of peer review strengthens a presentation by having another qualified person analyze the same data and then review your work. You have written and revised a product differentiation and positioning section (submitted in 3.4), and a product development and market demand section (submitted in 4.4). You will now strengthen your initial report on internal and external marketing environments by integrating the alternative from your peer (received in 4.2) into your revised final draft that will be submitted to the client.
Upon successful completion of this assignment, you will be able to:
· Assess the market structure and internal and external marketing environments to determine the crucial factors influencing the marketing strategy.
Resources
· Textbook: The 30 Day MBA in Marketing: Your Fast Track Guide to Business Success, Ch. 9, pp. 175-192
· Textbook: Developing Successful Marketing Strategies, Ch. 6
· Textbook: Value-based Marketing Strategy: Pricing and Costs for Relationship, Ch. 1; Ch. 3, Section 3
· File: Market Analysis Report Template
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. This is your revised final draft of the internal and external marketing environments section of your consultant’s report. It is based on what you posted in 3.3 and on your peer’s comments and response posted in 4.2.
3. Your revised final report must integrate your peer’s alternative analysis or recommendation as an alternative perspective as part of your final report. You must either accept your peer’s perspective as a replacement to your initial proposal based on adequate credible theory and current marketing practice to accept it or you must provide adequate credible theory and current marketing practice to reject it. If you accept it as the correct analysis or recommendation, then the peer alternative will become the primary focus of your final paper, and your original analysis and/or recommendation will be noted as an alternative perspective that you have rebutted through cited research. If you do not accept the alternative, then you only need to discuss it as an alternative and provide objective and qualified reasons to reject it.
4. Use the titles from the Market Analysis Report Template to create four sections for this part of the consultant’s report:
a. Porter’s five forces model
b. Other macroenvironmental external factors
c. Required Internal Resources and Competencies to Compete in the Market
d. Required Licenses, Patents, and Rulings or Legal Requirements to Compete in the Market
5. The body of your paper (i.e. excluding title page, graphics, appendices, and references page) must be 1300 words (+/- 50 words). In the event that your peer did not provide feedback, your length must be 1000 words (+/- 0 words) and you will not be penalized for not including the missing feedback.
6. You must use, cit ...
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
What follows is a set of ideas on writing papers in sociology. The.docxphilipnelson29183
What follows is a set of ideas on writing papers in sociology. The objective is to provide you with guidelines to consider.
COMPOSING AN OUTLINE
It should be strictly adhered to. For example:
I. Introduction
II. Literature Review and Methods for the Collection of Data
III. Discussion and Analysis
IV. Conclusion
V. Bibliography
CAREFULLY CHOOSE YOUR TOPIC
First seek out journal articles or books on your chosen subject to get some sense of style and outline. Read critically and make notes.
DATA COLLECTION
Decide what methods you will use to collect data to inform your work.
COMPOSING THE PAPER
1. State as precisely as possible, the question you intent to pursue.
2. Sketch the main line of your argument or the major elements of your explanation.
3. Note any significant source material.
4. Footnotes are used for the following purposes:
d. to indicate the exact source of every question used;
d. to acknowledge indebtedness to others for opinions or ideas;
d. to give the authority for a fact that the reader might be inclined to doubt because it is outside his/her ordinary experience, e.g. history
CITING SOURCES/REFERENCES
Citing references refers to the acknowledgment in your paper of the sources of words, information, ideas, or interpretations other than your own. These may be in terms of paraphrases or direct quotation of others. In either case, documentation is mandatory.
HINTS ON PRESENTATION
One issue about which students worry , is the thought of being accused of writing only 'their own opinion'. Opinion is involved in everything that is written. However, the following practices help avoid essays which are unbalanced, or opinionated.
1. Present conflicting ideas. It is often useful to say that 'one explanation is...' but 'some contrary views are expressed by... ', or 'one way of understanding this is...' Try to entertain alternative explanations or interpretations.
2. Present supporting evidence. Often you can choose between different explanations by showing that evidence supports one position and not others.
3. Make use of quotations. Quoting the 'experts' can often be an effective strategy (although experts can be wrong.)
4. Structuring information in sequence. Your ideas should build on one another. Once you have established a point (either through quotation or evidence, or both), it can be used effectively to argue against other interpretations.
EVALUATING A PAPER
General criteria of evaluation are spelled out below but they have, of course, been central to everything said above. They are loosely arranged in order of importance.
1. Statement of clear purpose in the introduction.
2. Clear, precise, specification of an important sociological question (puzzle, topic).
3. Logical development of a well-rounded argument.
4. Evidence that the nature of the topic under consideration is understood (for example: awareness and appreciation of alternative views).
5. Evidence that available information has been consulted (relevant quotes, publicity ava.
Explore short articles with current events themes that captivate the interest of teens and lead to deep reading, comprehension and discussion. Each article is paired with an open-ended strategy with many applications, e.g. Is wearing an inmate jumpsuit a solution to violation of school dress code? Hand-out included
etting StartedRevised Final Proposal - Internal and ExternalBetseyCalderon89
etting Started
Revised Final Proposal - Internal and External Marketing Environments
The process of peer review strengthens a presentation by having another qualified person analyze the same data and then review your work. You have written and revised a product differentiation and positioning section (submitted in 3.4), and a product development and market demand section (submitted in 4.4). You will now strengthen your initial report on internal and external marketing environments by integrating the alternative from your peer (received in 4.2) into your revised final draft that will be submitted to the client.
Upon successful completion of this assignment, you will be able to:
· Assess the market structure and internal and external marketing environments to determine the crucial factors influencing the marketing strategy.
Resources
· Textbook: The 30 Day MBA in Marketing: Your Fast Track Guide to Business Success, Ch. 9, pp. 175-192
· Textbook: Developing Successful Marketing Strategies, Ch. 6
· Textbook: Value-based Marketing Strategy: Pricing and Costs for Relationship, Ch. 1; Ch. 3, Section 3
· File: Market Analysis Report Template
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. This is your revised final draft of the internal and external marketing environments section of your consultant’s report. It is based on what you posted in 3.3 and on your peer’s comments and response posted in 4.2.
3. Your revised final report must integrate your peer’s alternative analysis or recommendation as an alternative perspective as part of your final report. You must either accept your peer’s perspective as a replacement to your initial proposal based on adequate credible theory and current marketing practice to accept it or you must provide adequate credible theory and current marketing practice to reject it. If you accept it as the correct analysis or recommendation, then the peer alternative will become the primary focus of your final paper, and your original analysis and/or recommendation will be noted as an alternative perspective that you have rebutted through cited research. If you do not accept the alternative, then you only need to discuss it as an alternative and provide objective and qualified reasons to reject it.
4. Use the titles from the Market Analysis Report Template to create four sections for this part of the consultant’s report:
a. Porter’s five forces model
b. Other macroenvironmental external factors
c. Required Internal Resources and Competencies to Compete in the Market
d. Required Licenses, Patents, and Rulings or Legal Requirements to Compete in the Market
5. The body of your paper (i.e. excluding title page, graphics, appendices, and references page) must be 1300 words (+/- 50 words). In the event that your peer did not provide feedback, your length must be 1000 words (+/- 0 words) and you will not be penalized for not including the missing feedback.
6. You must use, cit ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. FYS Day 1 Activity: Survival 101 … Who Makes the Cut?
FYS Activity Author: Elmer Price
Rationale: This activity serves as an icebreaker to the course and provides an
introduction to integrative (critical) thinking. Additionally, because this topic may be
somewhat controversial, ideally first year students will discuss it outside of class, which
will help promote the perception that FYS sections contain some standardization.
I. This lesson incorporates the following highlighted Domains of Critical Thinking:
1. Scientific thinking.
2. Social, ethical and historical thinking.
3. Aesthetic and artistic thinking.
4. Informational and technical literacy.
5. Oral, written and visual communication.
6. Multicultural and international thinking.
7. Mathematical and abstract thinking.
II. This lesson incorporates the following highlighted Student Learning Outcomes:
1. Reasoning
2. Cultural Judgment
3. Representations
4. Information Literacy
5. Reflection
6. Integrative Thinking (aka Critical Thinking Domains)
II. (Optional) If you wish to use this assignment as a GEAR artifact - This lesson
incorporates the following highlighted GEAR TAGS (aka Marshall University Core
Curriculum Learning Outcomes)
*This is not a recommended GEAR upload.
2. Survival 101 … Who Makes the Cut?
Scenario:
The Avian Flu has just wiped out the entire planet’s population, except for 13 people
who find themselves to be the only people left on the earth. They manage to all make it
to a safe bunker. In order to outlive the virus, they need to survive 2 years. Only 4 can
be accommodated in the bunker. Eight will have to be expelled because there are not
enough resources for all of them to survive.
If all stay, resources will sustain them for a maximum period of six months.
In the bunker, there are the following facilities:
sewage system
water
seeds
some clothes
a few books
some medical facilities but no operating material
a greenhouse
Explain who you think should live, and present your case to the rest of the group.
Argue for their life unless you want to sacrifice them for the others. Listen to the
arguments from the rest of your group as well, and challenge them to define their
positions.
a. scientist
b. priest
c. married couple who are hippies and drug addicts
d. a single pregnant woman with a 5 year old girl
e. a army officer who has mental instability of some sort but is useful nonetheless
f. an elderly woman
g. a disabled person
h. lawyer
i. lazy welfare dependent
j. doctor
k. university professor
It is possible to make connections and describe dependencies between select
individual domains. There may not be clear links between all domains, but with
some deep and creative (aka “critical!”) thinking, one can draw several connections.
3. WORKSHEET: Who Will Survive
Group Number: Date:
Name:
Name:
Name:
Name:
Name:
Signature:
Signature:
Signature:
Signature:
Signature:
Which four individuals should stay and survive, AND WHY:
Person:
Reason for staying:
Person:
Reason for staying:
Person:
Reason for staying:
Person:
Reason for staying:
Why were the others left to die?
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing:
Person:
Reason for sacrificing
Jerry Kitchen
Groupo Tres 1/15/14
scientist
knowledge
army officer
survival and defense skills,repopulation
-female
-male
, repopulation
doctor-male
medical knowledge and skill, repopulation
university professor-female
education, knowledge, repopulation
priest
others have similar
knowledge
hippie drug addict couple
theft or use of limited
resourcespregnant woman with 5 yr old girl
3 people to use
resources-no significant contribution
elderly woman
has already lived a long
life-no significant contributiondisabled person
requires help,more
use of supplies, limited contribution
lawyer
laws can be added later,
other contributions than this are necessarylazy welfare dependent
lazy,no significant
contribution