This presentation provides guidance for first year students on preparing for and doing well on politics exams at Warwick University. It discusses the marking criteria and what is expected at different grade levels. It emphasizes answering all parts of the exam questions fully rather than being descriptive. Advice includes writing an introduction stating the essay's argument, using appropriate terminology when discussing theories, including relevant examples, and structuring the response with clear paragraphs and signaling transitions. The presentation also provides context that expectations are relative to being a first year student and that the same topics will be covered in more depth later on.
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
PHILOSOPHY 2306 ETHICS (ONLINE) DR. STEVE BEST FALL 2016 .docxmattjtoni51554
PHILOSOPHY 2306: ETHICS (ONLINE)
DR. STEVE BEST
FALL 2016
EMAIL: [email protected] (work); [email protected] (home)
"If we believe absurdities, we shall commit atrocities." Voltaire
"He is a philosopher who tramples underfoot prejudices, tradition, antiquity, universal
assent, authority, in a word, everything that overawes the mass of minds, who dares to think
for himself, to go back to the clearest general principles, examine them, discuss them, admit
nothing save on the testimony of his experience and reasoning." Diderot
"Why stay we on the earth unless to grow?" Robert Browning
“All that is necessary for evil to triumph is for good men to do nothing.” Edmund Burke
“Indifference elicits no response. Indifference is not a response. Indifference is not a
beginning; it is an end. And, therefore, indifference is always the friend of the enemy, for
it benefits the aggressor -- never his victim.” Elie Wiesel
“Cowardice asks the question, `Is it safe?’ Expediency asks the question, `Is it
politic?’And Vanity comes along and asks the question, `Is it popular?’ But Conscience
asks the question `Is it right?’ And there comes a time when one must take a position that
is neither safe, nor politic, nor popular, but he must do it because Conscience tells him it
is right.” Martin Luther King, Jr.
!
"Our lives begin to end the day we become silent about things that matter." Martin
Luther King, Jr.
“Compassion, in which all ethics must take root, can only attain its full breadth and
depth if it embraces all living creatures and does not limit itself to humankind.” Albert
Schweitzer
Course Description
This course is an introduction to ethics and ethical reasoning. We will spend most of the
course getting acquainted with the definition and meaning of ethics, and seek in many
ways to transcend conventional views to produce a broader and deeper definition and
understanding of ethics that places it at the center of a meaningful, responsible, and
compassionate life. We will examine key ethical issues, explore major philosophers’
ideas, and examine a number of core ethical traditions. The course aims not only to
explain what ethics is, as a historical and philosophical matter, but also how to do it, as a
reasoned practice relevant to contemporary society and to the quality of one’s own
existence.
After the main focus on ethical theory, we devote the last part of the course to applied
ethics, specifically to the topics of animal rights, ethical veganism, and environmental
ethics. These profound issues surfaced in the last four decades to become major new
fields of inquiry and to pose powerful challenges to Western dogmas and humanist
traditions with their violent and destructive power pathologies. I chose these issues
because: (1) they strongly relate to a key course goal to produce a more comprehensive
and expansive concept of ethics than given by the Western tradition; (2) they are
controversial,.
This document provides information about an introductory sociology course. It outlines the course topics, assignments, grading structure, textbook, and schedule. The course will cover key sociological concepts like social interaction, culture, socialization, social groups, and social change. Students will complete group presentations, exams, and readings. The grading will be based on attendance, presentations, and exam scores. The course schedule outlines the topics to be covered in each class session over 14 weeks.
The document provides advice on how to earn a first class degree, emphasizing the importance of taking innovative approaches in essays such as developing original arguments, making unexpected connections between ideas, and questioning underlying assumptions. It also discusses how different disciplines have differing expectations for writing and demonstrating knowledge. Specific examples are given of students who took innovative approaches to essay topics and earned high marks as a result.
This document provides an overview of a philosophy of science course, including its objectives, teaching methods, schedule of topics and readings, and requirements. The course will survey key themes in philosophy of science such as the nature of science, scientific theories and justification. It will be taught using progressive methods like lectures, discussions and guest speakers. Topics will include theories of science from logical positivism to Kuhn, problems of induction, scientific realism, and suggestions from fields like hermeneutics and postmodernism. Students will be evaluated based on class participation, a presentation, a short written paper, and a final exam.
This document provides step-by-step instructions for teaching classroom debating. It begins by outlining the benefits of debating, such as developing critical thinking and public speaking skills. It then defines a debate as a formal discussion where participants argue opposing sides of an issue. The document explains how to structure classroom debates, including topics, roles, and techniques like rebuttals. It emphasizes organizing speeches clearly around matter (arguments and evidence), method (structure and logic), and manner (delivery). The goal is to encourage civil discussion and increase students' confidence in speaking English.
1 Portfolio Drexel University Critical Reasoning Ph.docxjoyjonna282
1
Portfolio
Drexel University
Critical Reasoning
Philosophy 105
Patrick Denehy
This document provides more information about the portfolio project and guidelines to complete each
content area to the best of your ability. Use the information here and contained in the syllabus to answer
initial questions you may have. And don’t forget to include citations for every piece of text you reference
or use to help you formulate your own work. You can either include a short works cited/bibliography at the
end of each content area, or one large works cited/bibliography encompassing all content areas. Any style
is fine so long as it is consistent.
Meeting
You need to schedule a 30-minute meeting with me during the term. You should bring two content areas of
your choosing with you for review. These need to be full first drafts, not merely ideas or notes. I will read
as much as time permits to provide you feedback on how to improve these pieces of writing and approach
the remaining content areas. I will also give you a sense of where you stand with your APC grade.
Fallacies
For the fallacies content area, you should find examples of fallacies committed in texts or videos.* If all
else fails, create a dialogue between different persons that represents fallacious arguments you have heard
in the past or in which you were personally involved. After providing the fallacy, you should identify the
fallacy and then explain how this text, video, or dialogue commits this fallacy.
Students usually complete this section in one of three ways. One option is to provide a number of
examples with brief explanations (roughly 5-8 fallacies). The second option discusses fewer fallacies in
more depth (roughly 2-3 fallacies). Finally, other students take up some issue of the day and locate a
number of fallacies in arguments surrounding that issue. This third option usually involves discussing
fewer fallacies in depth as well, thereby overlapping with the second option.
Morals and Markets
While some people attempt to respond to the overall claims of Sandel’s book – and this is all well and good
– I encourage everyone to focus on at least two concrete cases or scenarios he raises. This will allow you
to provide a more in-depth response or investigate a case even further. Some people also use this as an
opportunity to perform light research in order to substantiate or criticize various points in the book. Feel
free to bring in other cases that display a dilemma of norms in a market-driven culture.
* You should not simply repeat fallacies from our textbook, another logic textbook, or some website
dedicated to explaining fallacies. There would be no point to such an exercise. The purpose is to display
that you can apply the concept of a fallacy to real-world cases, not ones already identified by others.
Finally, if you are wondering why I have included thi ...
From Confusion to Conclusion. How to Write a First-Class EssayVlad Mackevic
This document provides tips and guidance for writing a first-class university essay. It discusses how to answer essay questions, come up with topics, be critical, structure essays, conduct research efficiently, and improve writing skills. The document outlines objectives, earning points, dealing with set vs. free topics, action verbs, discussing topics, and referencing. It provides guidance on reading the question, literature reviews, analysis, limitations, and conclusions.
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
PHILOSOPHY 2306 ETHICS (ONLINE) DR. STEVE BEST FALL 2016 .docxmattjtoni51554
PHILOSOPHY 2306: ETHICS (ONLINE)
DR. STEVE BEST
FALL 2016
EMAIL: [email protected] (work); [email protected] (home)
"If we believe absurdities, we shall commit atrocities." Voltaire
"He is a philosopher who tramples underfoot prejudices, tradition, antiquity, universal
assent, authority, in a word, everything that overawes the mass of minds, who dares to think
for himself, to go back to the clearest general principles, examine them, discuss them, admit
nothing save on the testimony of his experience and reasoning." Diderot
"Why stay we on the earth unless to grow?" Robert Browning
“All that is necessary for evil to triumph is for good men to do nothing.” Edmund Burke
“Indifference elicits no response. Indifference is not a response. Indifference is not a
beginning; it is an end. And, therefore, indifference is always the friend of the enemy, for
it benefits the aggressor -- never his victim.” Elie Wiesel
“Cowardice asks the question, `Is it safe?’ Expediency asks the question, `Is it
politic?’And Vanity comes along and asks the question, `Is it popular?’ But Conscience
asks the question `Is it right?’ And there comes a time when one must take a position that
is neither safe, nor politic, nor popular, but he must do it because Conscience tells him it
is right.” Martin Luther King, Jr.
!
"Our lives begin to end the day we become silent about things that matter." Martin
Luther King, Jr.
“Compassion, in which all ethics must take root, can only attain its full breadth and
depth if it embraces all living creatures and does not limit itself to humankind.” Albert
Schweitzer
Course Description
This course is an introduction to ethics and ethical reasoning. We will spend most of the
course getting acquainted with the definition and meaning of ethics, and seek in many
ways to transcend conventional views to produce a broader and deeper definition and
understanding of ethics that places it at the center of a meaningful, responsible, and
compassionate life. We will examine key ethical issues, explore major philosophers’
ideas, and examine a number of core ethical traditions. The course aims not only to
explain what ethics is, as a historical and philosophical matter, but also how to do it, as a
reasoned practice relevant to contemporary society and to the quality of one’s own
existence.
After the main focus on ethical theory, we devote the last part of the course to applied
ethics, specifically to the topics of animal rights, ethical veganism, and environmental
ethics. These profound issues surfaced in the last four decades to become major new
fields of inquiry and to pose powerful challenges to Western dogmas and humanist
traditions with their violent and destructive power pathologies. I chose these issues
because: (1) they strongly relate to a key course goal to produce a more comprehensive
and expansive concept of ethics than given by the Western tradition; (2) they are
controversial,.
This document provides information about an introductory sociology course. It outlines the course topics, assignments, grading structure, textbook, and schedule. The course will cover key sociological concepts like social interaction, culture, socialization, social groups, and social change. Students will complete group presentations, exams, and readings. The grading will be based on attendance, presentations, and exam scores. The course schedule outlines the topics to be covered in each class session over 14 weeks.
The document provides advice on how to earn a first class degree, emphasizing the importance of taking innovative approaches in essays such as developing original arguments, making unexpected connections between ideas, and questioning underlying assumptions. It also discusses how different disciplines have differing expectations for writing and demonstrating knowledge. Specific examples are given of students who took innovative approaches to essay topics and earned high marks as a result.
This document provides an overview of a philosophy of science course, including its objectives, teaching methods, schedule of topics and readings, and requirements. The course will survey key themes in philosophy of science such as the nature of science, scientific theories and justification. It will be taught using progressive methods like lectures, discussions and guest speakers. Topics will include theories of science from logical positivism to Kuhn, problems of induction, scientific realism, and suggestions from fields like hermeneutics and postmodernism. Students will be evaluated based on class participation, a presentation, a short written paper, and a final exam.
This document provides step-by-step instructions for teaching classroom debating. It begins by outlining the benefits of debating, such as developing critical thinking and public speaking skills. It then defines a debate as a formal discussion where participants argue opposing sides of an issue. The document explains how to structure classroom debates, including topics, roles, and techniques like rebuttals. It emphasizes organizing speeches clearly around matter (arguments and evidence), method (structure and logic), and manner (delivery). The goal is to encourage civil discussion and increase students' confidence in speaking English.
1 Portfolio Drexel University Critical Reasoning Ph.docxjoyjonna282
1
Portfolio
Drexel University
Critical Reasoning
Philosophy 105
Patrick Denehy
This document provides more information about the portfolio project and guidelines to complete each
content area to the best of your ability. Use the information here and contained in the syllabus to answer
initial questions you may have. And don’t forget to include citations for every piece of text you reference
or use to help you formulate your own work. You can either include a short works cited/bibliography at the
end of each content area, or one large works cited/bibliography encompassing all content areas. Any style
is fine so long as it is consistent.
Meeting
You need to schedule a 30-minute meeting with me during the term. You should bring two content areas of
your choosing with you for review. These need to be full first drafts, not merely ideas or notes. I will read
as much as time permits to provide you feedback on how to improve these pieces of writing and approach
the remaining content areas. I will also give you a sense of where you stand with your APC grade.
Fallacies
For the fallacies content area, you should find examples of fallacies committed in texts or videos.* If all
else fails, create a dialogue between different persons that represents fallacious arguments you have heard
in the past or in which you were personally involved. After providing the fallacy, you should identify the
fallacy and then explain how this text, video, or dialogue commits this fallacy.
Students usually complete this section in one of three ways. One option is to provide a number of
examples with brief explanations (roughly 5-8 fallacies). The second option discusses fewer fallacies in
more depth (roughly 2-3 fallacies). Finally, other students take up some issue of the day and locate a
number of fallacies in arguments surrounding that issue. This third option usually involves discussing
fewer fallacies in depth as well, thereby overlapping with the second option.
Morals and Markets
While some people attempt to respond to the overall claims of Sandel’s book – and this is all well and good
– I encourage everyone to focus on at least two concrete cases or scenarios he raises. This will allow you
to provide a more in-depth response or investigate a case even further. Some people also use this as an
opportunity to perform light research in order to substantiate or criticize various points in the book. Feel
free to bring in other cases that display a dilemma of norms in a market-driven culture.
* You should not simply repeat fallacies from our textbook, another logic textbook, or some website
dedicated to explaining fallacies. There would be no point to such an exercise. The purpose is to display
that you can apply the concept of a fallacy to real-world cases, not ones already identified by others.
Finally, if you are wondering why I have included thi ...
From Confusion to Conclusion. How to Write a First-Class EssayVlad Mackevic
This document provides tips and guidance for writing a first-class university essay. It discusses how to answer essay questions, come up with topics, be critical, structure essays, conduct research efficiently, and improve writing skills. The document outlines objectives, earning points, dealing with set vs. free topics, action verbs, discussing topics, and referencing. It provides guidance on reading the question, literature reviews, analysis, limitations, and conclusions.
This document provides information about the POL 302 course "Policy and Politics of Conflict" being offered during the summer session. The course objectives are to give students an understanding of how IR scholars approach the study of conflict and use those frameworks to analyze historical periods of conflict and cooperation. Students will be required to answer study questions from each chapter and submit one-page thought papers weekly engaging with course readings. The course will cover major periods of history from the Peace of Westphalia to modern globalization using common IR theories like realism and liberalism laid out in the primary textbook. The instructor encourages students to contact them if any difficulties arise.
Essay writing exclusive to the lecture room's fansVlad Mackevic
The document provides guidance on how to write a first-class essay, covering topics such as answering the essay question, structuring the essay, conducting research, and referencing sources. It discusses analyzing the assignment question, developing an argument, using proper structure with an introduction, main body, and conclusion. Tips are provided for both set topics and free topics. The document emphasizes linking all arguments back to the essay question and acknowledging limitations.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COMalbert0048
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
essay PowerPoint notes in introduction of CARDkristinso
This document provides information and guidelines for an individual assignment on discipline-based studies for a tutorial. Students are asked to write a 500-600 word essay responding to the prompt: "Has social media in virtual reality become an arena of 'Post-truth' which operates as consistent guidance for youth's behaviour and vision? Are critical thinking and reasoning the useful means to help the youth to cope with the 'post-truth' era?" The document outlines the assessment criteria, submission process, and tips for writing an argumentative essay to score well.
This document provides an overview and syllabus for an SDSU Modern World History course. The course will cover five phases of modern history from the 16th century to present day. It will examine major events like the Discovery of America and World Wars. Recurring themes like the development of government ideologies and technology will also be studied. Students will complete five papers and a final exam essay to demonstrate their understanding of the eras and ability to use evidence. Class meetings will include lectures on overall narratives and discussions in sections about assigned readings. A participation grade will also be given.
The document provides information about an upcoming course on contemporary and critical studies, including its structure and aims. It outlines the session topics, such as the purpose of education, assessment, and technology. It also discusses critical thinking, forms of knowledge, conceptions of criticality, and expectations for academic writing and reading at the master's level. The course aims to help students think critically about education and develop theoretical and analytical skills through exploring current issues.
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.
This document provides guidance on strategies for writing effective literature reviews. It discusses the purpose and basic requirements of literature reviews, including outlining important research trends, assessing strengths and weaknesses of existing research, and identifying potential gaps. It offers tips for planning, reading and researching, analyzing, and drafting a literature review. Key steps include focusing the topic, identifying the type and scope of research sources, summarizing and synthesizing findings, comparing and critiquing studies, and determining an organizational structure. The document emphasizes analyzing sources and demonstrating a thorough understanding of the existing body of research on the topic.
Online journal 2 is based on week 7 Ethnicity and post-colonialism.docxcherishwinsland
Online journal 2 is based on week 7 Ethnicity and post-colonialism and is due at 11:59pm Sunday 9th April
Instructions for journal entries
In each of the journal entries, you must use the set reading to reflect and answer on the following question:
Outline the theory using reference from the reading along with a quote of no more than 30 words. Illustrate how the theory can be used to explain a contemporary Criminal Justice issue within Australia and evaluate its usefulness with relation to your chosen issue. 500 words.
Criteria 1: Discussion of
theory
30%
Fail Pass Credit Distinction High Distinction
Weighing of issues,
debates and evidence
for the theory.
Inadequate
understanding of the
key concepts inherent in
the theory
Demonstrates basic description
understanding of main concepts
issues/debates related of the
theory.
Demonstrates good
understanding of main
concepts issues/debates
related to the theory
Provides a thorough
understanding of the
key concepts of the theory.
Demonstrates high level critical
analysis of key concepts related
to theory – lucidly integrated.
Criteria 2: Quote from
reading text
5%
Fail Pass Credit Distinction High Distinction
Relevance and
succinctness of quote
to the theory.
Does not provide a
quote from the
prescribed reading.
Provides a quote, which is
not from the prescribed
reading and/or the quote is
not thoroughly
contextualised.
Integrates a quote from
the prescribed reading
that contextualizes and
demonstrates the
complexity of the theory.
Thoughtful, concise quote that
adds to understanding of the
theory.
Quote that elevates the journal
entry and succinctly captures
the issues being considered.
Criteria 3: Choice of
contemporary criminal
justice issue
10%
Fail Pass Credit Distinction High Distinction
Relevance of
contemporary criminal
justice issue.
Unsatisfactory –
irrelevant to the theory.
Issue only somewhat
relevant to the theory or
student uses issue already
discussed in class.
Issue is relevant to the
theory. May be similar to
an issue already
discussed in class.
Thoughtful and considered
choice of issue. The issue has
not already been discussed in
class, and the student has
demonstrated considerable
research skills in finding this
issue.
Thoughtful and considered
choice of issue. The issue has
not already been discussed in
class, and the student has
demonstrated considerable
research skills in finding this
issue. Issue is complex and
multi-angled.
Criteria 4: Evaluation of
theory in explaining
contemporary criminal
justice issue
35%
Fail Pass Credit Distinction High Distinction
Identifies strengths and
weaknesses that can be
used to understand the
theory in relation to the
issue presented.
Inadequate
understanding of
strengths and
weaknesses of the
theory.
Identifies at least one
strength and one weakness
of the theo.
Week4a pptslides drafting the introduction - background of studyHafizul Mukhlis
The document provides guidance on drafting the introduction for a descriptive quantitative research report. It discusses generating ideas for the research area and variables. Key points include:
1) Read widely on the research topic to identify two concepts to focus on and a general issue in the area. This will provide the background for the study.
2) Define the specific variables of interest based on the concepts, ensuring they are suitable for a descriptive quantitative study.
3) Structure the background section to first introduce the research area and general issue, then the two topics/concepts, and finally define each variable in turn with citations. Use formal language and provide statistics or references to interest the reader.
This document provides information about an upper-level English course on satire titled "The Savage Art of Satire: Literary Victors and Victims". The course will examine British satire from the Restoration and 18th century, exploring how satire critiques human folly through techniques like parody and irony. It will consider major historical events of those eras to understand related satires. The instructor believes in active learning and discussion. Students will participate in discussions, write response papers and analyses, and complete a final project. The course aims to develop skills in close reading, interpretation, and scholarly conversation about literature.
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review in demonstrating familiarity with a research field and contextualizing one's own research. It also covers developing a theoretical/contextual framework, critically analyzing sources, and structuring a literature review. Key aspects include justifying arguments, making comparisons, and demonstrating knowledge of a field through references. When reviewing sources, it is important to consider reliability, contradictions with other evidence, and identifying subjective language.
1. SLA research aims to explain phenomena like how people acquire a second language. The field grapples with questions around the role of internal mechanisms, transfer from the first language, and environmental factors.
2. Key debates include the appropriate research methodology between rationalism and relativism, and whether generative grammar theory's concept of Universal Grammar applies to second language acquisition.
3. Moving forward, the field would benefit from agreeing on certain assumptions, including that an external world exists, research involves theory, and hypotheses should be empirically testable, to guide a multimethod approach to continued study.
How to approach essays on political ideologymattbentley34
This document provides guidance for students studying political ideologies for the Edexcel A2 exam. It advises students to start by understanding what each ideology believes about human nature, as this informs their other views. It also recommends learning the core themes of each ideology and being able to explain why adherents believe in each theme. Finally, the document stresses the importance of understanding the similarities and differences between branches and sub-branches of each ideology, as exam questions often require distinguishing between different strands of thought. Mastering these concepts is challenging but rewarding for comprehending political systems and theories.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
The document provides guidance on writing a literature review, including:
1) Explaining the purpose and role of a literature review is to summarize, analyze, evaluate, and place previous research in context of the current project.
2) Literature reviews demonstrate an in-depth understanding of the topic, identify what research has been done, areas of agreement/disagreement, methodologies used, and gaps to formulate new research questions.
3) The review should be structured by topic and move from more distant to closely related research, analyzing sources critically and synthesizing key themes and trends across studies.
This document provides guidance on writing a literature review. It explains that a literature review analyzes, synthesizes, and evaluates previous research on a topic and places the researcher's work in the context of existing literature. It should address a clear research question. The document outlines strategies for critically analyzing sources, including considering the author, argument, evidence, and methodology. It emphasizes synthesizing sources by identifying themes, trends, and areas of agreement or disagreement. A reading grid is provided to help track sources. Outlining the structure of the literature review in advance is also recommended. The document concludes by noting the importance of demonstrating critical analysis when writing up the literature review.
The document provides guidance on writing a literature review, including:
1) Explaining the purpose and role of a literature review is to summarize, analyze, evaluate, and place previous research in context of the current project.
2) Literature reviews demonstrate an in-depth understanding of the topic, identify what research has been done, areas of agreement/disagreement, methodologies used, and gaps to formulate new research questions.
3) Effective literature reviews require critical analysis of sources including the author, arguments, evidence, methodology strengths/limitations, and positioning key points against each other to identify themes.
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
This document provides information about the POL 302 course "Policy and Politics of Conflict" being offered during the summer session. The course objectives are to give students an understanding of how IR scholars approach the study of conflict and use those frameworks to analyze historical periods of conflict and cooperation. Students will be required to answer study questions from each chapter and submit one-page thought papers weekly engaging with course readings. The course will cover major periods of history from the Peace of Westphalia to modern globalization using common IR theories like realism and liberalism laid out in the primary textbook. The instructor encourages students to contact them if any difficulties arise.
Essay writing exclusive to the lecture room's fansVlad Mackevic
The document provides guidance on how to write a first-class essay, covering topics such as answering the essay question, structuring the essay, conducting research, and referencing sources. It discusses analyzing the assignment question, developing an argument, using proper structure with an introduction, main body, and conclusion. Tips are provided for both set topics and free topics. The document emphasizes linking all arguments back to the essay question and acknowledging limitations.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COMalbert0048
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
essay PowerPoint notes in introduction of CARDkristinso
This document provides information and guidelines for an individual assignment on discipline-based studies for a tutorial. Students are asked to write a 500-600 word essay responding to the prompt: "Has social media in virtual reality become an arena of 'Post-truth' which operates as consistent guidance for youth's behaviour and vision? Are critical thinking and reasoning the useful means to help the youth to cope with the 'post-truth' era?" The document outlines the assessment criteria, submission process, and tips for writing an argumentative essay to score well.
This document provides an overview and syllabus for an SDSU Modern World History course. The course will cover five phases of modern history from the 16th century to present day. It will examine major events like the Discovery of America and World Wars. Recurring themes like the development of government ideologies and technology will also be studied. Students will complete five papers and a final exam essay to demonstrate their understanding of the eras and ability to use evidence. Class meetings will include lectures on overall narratives and discussions in sections about assigned readings. A participation grade will also be given.
The document provides information about an upcoming course on contemporary and critical studies, including its structure and aims. It outlines the session topics, such as the purpose of education, assessment, and technology. It also discusses critical thinking, forms of knowledge, conceptions of criticality, and expectations for academic writing and reading at the master's level. The course aims to help students think critically about education and develop theoretical and analytical skills through exploring current issues.
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.
This document provides guidance on strategies for writing effective literature reviews. It discusses the purpose and basic requirements of literature reviews, including outlining important research trends, assessing strengths and weaknesses of existing research, and identifying potential gaps. It offers tips for planning, reading and researching, analyzing, and drafting a literature review. Key steps include focusing the topic, identifying the type and scope of research sources, summarizing and synthesizing findings, comparing and critiquing studies, and determining an organizational structure. The document emphasizes analyzing sources and demonstrating a thorough understanding of the existing body of research on the topic.
Online journal 2 is based on week 7 Ethnicity and post-colonialism.docxcherishwinsland
Online journal 2 is based on week 7 Ethnicity and post-colonialism and is due at 11:59pm Sunday 9th April
Instructions for journal entries
In each of the journal entries, you must use the set reading to reflect and answer on the following question:
Outline the theory using reference from the reading along with a quote of no more than 30 words. Illustrate how the theory can be used to explain a contemporary Criminal Justice issue within Australia and evaluate its usefulness with relation to your chosen issue. 500 words.
Criteria 1: Discussion of
theory
30%
Fail Pass Credit Distinction High Distinction
Weighing of issues,
debates and evidence
for the theory.
Inadequate
understanding of the
key concepts inherent in
the theory
Demonstrates basic description
understanding of main concepts
issues/debates related of the
theory.
Demonstrates good
understanding of main
concepts issues/debates
related to the theory
Provides a thorough
understanding of the
key concepts of the theory.
Demonstrates high level critical
analysis of key concepts related
to theory – lucidly integrated.
Criteria 2: Quote from
reading text
5%
Fail Pass Credit Distinction High Distinction
Relevance and
succinctness of quote
to the theory.
Does not provide a
quote from the
prescribed reading.
Provides a quote, which is
not from the prescribed
reading and/or the quote is
not thoroughly
contextualised.
Integrates a quote from
the prescribed reading
that contextualizes and
demonstrates the
complexity of the theory.
Thoughtful, concise quote that
adds to understanding of the
theory.
Quote that elevates the journal
entry and succinctly captures
the issues being considered.
Criteria 3: Choice of
contemporary criminal
justice issue
10%
Fail Pass Credit Distinction High Distinction
Relevance of
contemporary criminal
justice issue.
Unsatisfactory –
irrelevant to the theory.
Issue only somewhat
relevant to the theory or
student uses issue already
discussed in class.
Issue is relevant to the
theory. May be similar to
an issue already
discussed in class.
Thoughtful and considered
choice of issue. The issue has
not already been discussed in
class, and the student has
demonstrated considerable
research skills in finding this
issue.
Thoughtful and considered
choice of issue. The issue has
not already been discussed in
class, and the student has
demonstrated considerable
research skills in finding this
issue. Issue is complex and
multi-angled.
Criteria 4: Evaluation of
theory in explaining
contemporary criminal
justice issue
35%
Fail Pass Credit Distinction High Distinction
Identifies strengths and
weaknesses that can be
used to understand the
theory in relation to the
issue presented.
Inadequate
understanding of
strengths and
weaknesses of the
theory.
Identifies at least one
strength and one weakness
of the theo.
Week4a pptslides drafting the introduction - background of studyHafizul Mukhlis
The document provides guidance on drafting the introduction for a descriptive quantitative research report. It discusses generating ideas for the research area and variables. Key points include:
1) Read widely on the research topic to identify two concepts to focus on and a general issue in the area. This will provide the background for the study.
2) Define the specific variables of interest based on the concepts, ensuring they are suitable for a descriptive quantitative study.
3) Structure the background section to first introduce the research area and general issue, then the two topics/concepts, and finally define each variable in turn with citations. Use formal language and provide statistics or references to interest the reader.
This document provides information about an upper-level English course on satire titled "The Savage Art of Satire: Literary Victors and Victims". The course will examine British satire from the Restoration and 18th century, exploring how satire critiques human folly through techniques like parody and irony. It will consider major historical events of those eras to understand related satires. The instructor believes in active learning and discussion. Students will participate in discussions, write response papers and analyses, and complete a final project. The course aims to develop skills in close reading, interpretation, and scholarly conversation about literature.
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review in demonstrating familiarity with a research field and contextualizing one's own research. It also covers developing a theoretical/contextual framework, critically analyzing sources, and structuring a literature review. Key aspects include justifying arguments, making comparisons, and demonstrating knowledge of a field through references. When reviewing sources, it is important to consider reliability, contradictions with other evidence, and identifying subjective language.
1. SLA research aims to explain phenomena like how people acquire a second language. The field grapples with questions around the role of internal mechanisms, transfer from the first language, and environmental factors.
2. Key debates include the appropriate research methodology between rationalism and relativism, and whether generative grammar theory's concept of Universal Grammar applies to second language acquisition.
3. Moving forward, the field would benefit from agreeing on certain assumptions, including that an external world exists, research involves theory, and hypotheses should be empirically testable, to guide a multimethod approach to continued study.
How to approach essays on political ideologymattbentley34
This document provides guidance for students studying political ideologies for the Edexcel A2 exam. It advises students to start by understanding what each ideology believes about human nature, as this informs their other views. It also recommends learning the core themes of each ideology and being able to explain why adherents believe in each theme. Finally, the document stresses the importance of understanding the similarities and differences between branches and sub-branches of each ideology, as exam questions often require distinguishing between different strands of thought. Mastering these concepts is challenging but rewarding for comprehending political systems and theories.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
The document provides guidance on writing a literature review, including:
1) Explaining the purpose and role of a literature review is to summarize, analyze, evaluate, and place previous research in context of the current project.
2) Literature reviews demonstrate an in-depth understanding of the topic, identify what research has been done, areas of agreement/disagreement, methodologies used, and gaps to formulate new research questions.
3) The review should be structured by topic and move from more distant to closely related research, analyzing sources critically and synthesizing key themes and trends across studies.
This document provides guidance on writing a literature review. It explains that a literature review analyzes, synthesizes, and evaluates previous research on a topic and places the researcher's work in the context of existing literature. It should address a clear research question. The document outlines strategies for critically analyzing sources, including considering the author, argument, evidence, and methodology. It emphasizes synthesizing sources by identifying themes, trends, and areas of agreement or disagreement. A reading grid is provided to help track sources. Outlining the structure of the literature review in advance is also recommended. The document concludes by noting the importance of demonstrating critical analysis when writing up the literature review.
The document provides guidance on writing a literature review, including:
1) Explaining the purpose and role of a literature review is to summarize, analyze, evaluate, and place previous research in context of the current project.
2) Literature reviews demonstrate an in-depth understanding of the topic, identify what research has been done, areas of agreement/disagreement, methodologies used, and gaps to formulate new research questions.
3) Effective literature reviews require critical analysis of sources including the author, arguments, evidence, methodology strengths/limitations, and positioning key points against each other to identify themes.
Similar to julia_ostendorf_politics_revision.pptx (20)
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Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
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Acolyte Episodes review (TV series) The Acolyte. Learn about the influence of the program on the Star Wars world, as well as new characters and story twists.
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
1. First Year Revision Session
Julia Ostendorf
Email: Julia.ostendorf@warwick.ac.uk
Facebook: Julia Oliwa
History & Politics SSLC
2. Content • World Politics exam
• Introduction to Politics
• Some advice on the Making History project
• Please speak to me after the presentation! I’m happy
to answer any questions
3. Disclaimer: This Power Point is based on
my personal experience as a Fourth year,
I’m not a lecturer/tutor so cannot
guarantee that this will help but I’m
trying to show how I would approach the
Politics exams
4. Grade
boundaries
You are graded on 4 criteria
• Comprehension: Do you understand the debate and
the scholarship?, ‘some familiarity’ to pass
• Analysis: Do you answer the question?, ‘very limited
understanding’ to pass
• Critique: Do you understand the problems/limitations
of what you’re analysing?, ‘weak awareness’ to pass
• Presentation: Do you use paragraphs and write an
introduction, main body and conclusion? Do you use
grammar/spelling correctly? ‘little awareness’ to pass
Most common reason why students fail is they don’t
answer all 4 questions
5. Class Grade Comprehension Analysis Critique Presentation
FIRST 81
Mid 1st
Demonstrates very good command of
the subject matter including, where
appropriate, methodological, technical
and scholarship skills.
Presents a very focused, relevant and
well-structured answer with full and
accurate development of
concepts/theories, and excellent use of
evidence.
Understands and evaluates relevant
arguments, debates and/or
interpretations in a manner that
demonstrates a highly developed
capacity for independent thought. This
may amount to an extension of
existing arguments, debates and/or
interpretations.
Demonstrates very good deployment
of techniques of academic writing with
particular reference to structure,
referencing/sourcing and
spelling/grammar.
74
Low 1st
Demonstrates very good command of
the subject matter including, where
appropriate, methodological, technical
and scholarship skills.
Presents a well-focused, relevant and
well-structured answer with full and
accurate development of
concepts/theories, and excellent use of
evidence.
Understands and evaluates relevant
arguments, debates and/or
interpretations in a manner that
demonstrates a strongly developed
capacity for independent thought. This
may amount to an extension of
existing arguments, debates and/or
interpretations.
Demonstrates good command of
techniques of academic writing with
particular reference to structure,
referencing/sourcing and
spelling/grammar.
UPPER SECOND (2.1) 68
High 2.1
Demonstrates very good appreciation
of the subject matter including, where
appropriate, methodological, technical
and scholarship skills.
Presents a coherent and closely-
argued answer with good structure,
accurate use of concepts/theories, and
good use of evidence.
Understands and evaluates relevant
arguments, debates and/or
interpretations in a manner that
demonstrates a capacity for
independent thought.
Demonstrates very good use of
techniques of academic writing with
particular reference to structure,
referencing/sourcing and
spelling/grammar.
65
Mid 2.1
Demonstrates considerable
appreciation of the subject matter
including, where appropriate,
methodological, technical and
scholarship skills.
Presents a good, reasonably closely-
argued answer with good structure,
accurate use of concepts/theories, and
good use of evidence.
Understands and evaluates relevant
arguments, debates and/or
interpretations in a manner that
demonstrates some capacity for
independent thought.
Demonstrates good use of techniques
of academic writing with particular
reference to structure,
referencing/sourcing and
spelling/grammar.
62
Low 2.1
Demonstrates good appreciation of
the subject matter including, where
appropriate, methodological, technical
and scholarship skills.
Presents a cogent answer with good
structure, accurate use of
concepts/theories, and good use of
evidence.
Understands and evaluates relevant
arguments, debates and/or
interpretations in a manner that
demonstrates a limited capacity for
independent thought.
Demonstrates satisfactory use of
techniques of academic writing with
particular reference to structure,
referencing/sourcing and
spelling/grammar.
http://www2.warwick.ac.uk/fac/soc/pais/currentstudents/undergrad/academic/ughandbook/criteria/
6. To provide
some
perspective
• The marking criteria explicitly state the following: ’Please
note that the descriptors should be interpreted as
appropriate to the year of study’. This means that no
marker will expect first year students to know everything,
everything is relative, Dr Marijn Nieuwenhuis said it’s not
about reinventing the wheel, you are first year students
• Second year module Theories of International relations
covers roughly the same asWorld Politics, but second year
students are supposed to be more critical and come up
with their own ideas
• Third year module Critical Security Studies again goes
further in discussingWorld Politics so remember you are a
first year and the same topics will come up again in
second/third year with different levels of knowledge
• Just an example of what you could do in your final year: I
wrote an essay applying Foucault’s biopolitics and
postcolonialism to analyse the Western-centric
perspective of video games
8. Before you start: Write/Pretend to write a plan
• If you naturally write plans, great! But not every human being works the same way so if you’re a
person who doesn’t usually write plans, do it anyway, the marker will see (but probably not read) the
plan so just write something and add some colours if you’re feeling fancy, you don’t need to 100%
stick to the plan, it’s okay to change your mind and don’t spend too much time on it (5 min max) but
just write something down and label it as a plan
Remember to cross out your ‘plan’ This is the exam feedback I received for my Intro to Pol exam
9. 2016/2017
Exam
• I understand that Dr Marijn Nieuwenhuis said this is a
new module and will have new questions
• There will be no historical questions about the Cold
War and nothing about nuclear weapons
• I took the exam in 2014 but as I said, I’ve studied the
same theories for 3 years so I know what is expected
btw you don’t need to do IR for the rest of your degree,
you can do political philosophy etc.!
10. World
Politics:
What your
answer
needs to
contain
1. In the Introduction, state: This essay will argue that ……….
(any variation of that sentence) No first person, no we, stick to
‘this essay’ throughout
2. For any theory, there is a Checklist of concepts & scholarship
(See next slide) BUT there’s also specific language which you
need to use
– Dr Marijn Nieuwenhuis: ‘Do not call these ideologies, call them
theories’
– In general, (obv where appropriate) say the words ‘lens’ (This essay
will apply a Marxist lens to the concept of power) ‘bridge’ (This
essay will bridge the theory of Realism with the concept of
environmentalism) ‘complement’ (The theory of poststructuralism
will be complemented by a case study on European migration) and
‘ontology/epistemology’ (Poststructuralism applies a non-positivist
ontology to the study of power and knowledge) if you don’t know
the meaning of those words, don’t use them but Marjin has repeated
them in nearly every lecture so there should be examples of how to
use those words
3. Include case studies/examples (Paris climate accord 2015, Brexit,
Marie Le Pen,Women’s March DC.,Trump’s visit to Saudi Arabia etc.)
11. Checklist
Theory Context in IR debate Concept Scholar
Realism WW2 war/conflict, military, sovereign nation states, human
nature, anarchy, perpetual fear, self-help
Morgenthau
Carr
Neorealism Nuclear contest in Cold
War
Scientific, positivist method, states as rational actors,
international structure
Mearsheimer
Waltz
Liberalism WW1 cooperative human nature, normative framework,
positive sum
Wilson, Smith, Locke
Neoliberalism 1980s/Cold War Economy, International Organisations, international
society, cooperation, liberal democratic principles, free
market capitalism, privatisation
Fukuyama, Doyle
Friedman
Keohane
Marxism 19th century Economics, capitalism, worker, bourgeoisie, class,
relations of production, consciousness, contradictions,
materialist conceptualization of history
Marx, Engels
Critical Theory Interwar (difficult to
specify)
Cultural hegemony/base and superstructure
Development/dependency/ World Systems theory
Gramsci, Cox
Wallerstein
Postcolonialism 1950s onwards/Cold War Race, Historical approach, Self-Other, Orientalism,
close to humanities
Said, Fanon, Césaire
Constructivism Post Cold War Ideas, Norms, Identities, Imagined Community,
Construction of Fear, Danger etc.
Kuhn, Wendt, Weber,
Anderson, Weldes
Post-
structuralism
Cold War Deconstruction, Binaries, Power/Knowledge,
Subjectivity, Governmentality, Discourse, Panopticon
Derrida, Foucault,
Lyotard, Campbell
Feminism Different waves ‘add women and stir’ (liberal), economic inequality
(Marxism) etc.
Enloe, Butler, Sylvester,
Tickner
12. How not to be descriptive/how to be analytical
1. Answer the question. It’s as easy as saying ‘this essay will argue that the theory xyz is useful to a high extent’
2. One of the most important ways how to not be descriptive is presentation. You absolutely need to use
paragraphs and make clear where your introduction, main body and conclusion start/end. It’s very useful to
signpost and say ‘The next concept that needs analysing is’ or ‘In conclusion’ USE PARAGRAPHS it’s about
presenting your knowledge, so in your plan, you can write all the names of the scholars down (vomit your
knowledge on the paper) and in the actual answer you can structure it
3. It’s easy to just say traditional theories (Realism, Liberalism) are useless but it’s about understanding how
they relate to other theories (think that all IR theories are debating each other)That’s why it’s really
important to say traditional theories have merit BUT have limitations, too. In final year, you can take
liberalism apart and write and entire dissertation about why Liberalism doesn’t make sense but in first year
you have to ‘appreciate/respect’ the contributions of traditional theories (even better if you can explain
the historical context) and then you can say whilst the xyz concept of liberalism is stimulating, there are
limitations to this concept which can be complemented by xyz critical theory (so refute traditional theory
with critical theory) It’s really good If you can show how a theory has contributed to IR as a whole/as a
subject (Literally just state the words: ‘Realism has made a considerable contribution to IR as a whole
because…’)
13. What does it mean to be critical?
• Being critical means not accepting things as they are (liberal feminism says everything is good,
let’s just add women and stir and nothing more, that’s why its traditional)
– Being critical about gender means not accepting gender as a given, for example not saying that all
women have vaginas or all men have penises and that gender cannot be changed (that’s very uncritical),
instead, being critical means looking at gender as a spectrum, seeing how gender is constructed (on
birth certificates) and how we can dismantle gender (for example by not shouting at men who wear
lipstick or wear skirts, and stopping femmephobia and taking sexual assault seriously)
– Being critical about development means not accepting poverty as a given (don’t just think poor people
don’t work hard enough!) but instead look at the relationship between capitalism, postcolonialism,
gender and development, ie. women are most hit by austerity measures, austerity is a political choice
not natural, or a necessity and examine how active measures such as a higher living wage, corporate tax
etc. can help eradicate poverty and analyse how theWest continuously exploits ‘underdeveloped/Third
World’ countries (see this report: https://www.theguardian.com/global-
development/2017/may/24/world-is-plundering-africa-wealth-billions-of-dollars-a-year)
14. How to answer a question from Term 1
• Questions on theory (can be both traditional and critical) [again 2016/17 will be new questions but
its still the same theories]
• What contribution can Liberalism make to our understanding of contemporary world politics? –
2014/15 or What are the strengths and weaknesses of Classical Realism?– 2013/14 What
contribution can Marxism make to our understanding of contemporary world politics? – 2013/14
15. How would you answer a
question on the contributions of
Liberalism to world politics?
(not a test, I just want to show how you probably
already know the answer)
16. How I would answer the question:
• Introduction: Discuss the context in which Liberalism arose (WW1,Wilson) then link this to your
argument:This essay will argue that the concept of a cooperative human nature is the most
important contribution of Liberalism toWorld Politics, however, this essay will also discuss the
limitations of this contribution
• Main Body: Start off by discussing human nature as Locke and Kant understood it and say how
this shaped Classical Liberalism, then transition into Neo-Liberalism by saying how the concept
of human nature was adopted to looking at nation-states in international organizations (so
away from individual human nature but still the theory has an optimistic/normative aspect) then
add the case study of the United Nations doing something good in xyz country.Then you can
transition into the critique by saying that the UN has a huge child sex abuse problem and how
critical theory (for example postcolonialism) can challenge the concept of human nature
• Conclusion: Liberalism (and the concept of human nature) has merits but one needs to be
aware of its limitations
17. How to answer a question from Term 2
– “What is ‘Othering’, and why is it important for
understanding international politics? Provide at
least one example.
– “Why does terrorism receive more attention than
the environment in public, but also in academic
debates?” (don’t think this will come up)
– Why is there no hyphen (‘-’) in postcolonialism?/
What does the post in postcolonialism stand for?
19. You and the
Other
No previous questions – but look where it’s positioned in the
syllabus: after Foucault and Derrida!
Identity politics – class, race, gender
About definitions and creating differences, ie. the ‘terrorist’
How I would answer the question “What is ‘Othering’, and why is it
important for understanding international politics? Provide at least one
example.
Introduction: State that there are many different applications of the
concept of ‘Othering’ (can mention Huntington ‘essentialising’ as an
example, whichever you remember) This essay will focus on ‘Othering’ in
the context of gender (note, you can replace this with any identity)
Main body: Outline/Define ‘Othering’, it is about identity-making, state
that identities cannot be taken for granted as static/fixed but need to be
critically examined, in this case, by looking at gender
In the case of gender, ‘othering’ creates a binary of genders which is
assigned at birth Judith Butler; case study: Bathroom Bills
Conclusion: ‘Othering’ is a versatile and important concept in
international politics as it provides a critical examination of identities
that are usually taken for granted, especially in binary genders of ‘men’
and ‘women’ (other answers can also talk about migration!)
20. Terrorism
• About definitions! Who has the authority to define terrorism?
• Also a question about security
How I would answer the question: How can a rise in terrorism be
explained in international politics? (I made that question up)
Introduction: State that terrorism is not easily definable, also say that
rise implies it is more now than it was before (is that really true?), and
state that this essay will apply a neoliberal lens to terrorism
Main Body: Look at the Neoliberal approach to terrorism (rule of law,
democracy, International Organizations) How do Liberal states define
terrorism, how is that definition problematic? Neoliberalism is Western
centric (mention postcolonialism) and projects ideals of Western
superiority Liberal Colonialism, can bring in ‘State and Territory’ or
‘Geopolitics’ topic of how non-Western states are seen as illegitimate
Case study: Bush says we need to fight the war on terror to defend
democracy, ulterior motives, US hegemony, foreign interventions/ can
also look how Blair justified the invasion of Iraq based on made up
‘evidence’
Conclusion: Looking atTerrorism through a neoliberal lens can reveal
how terrorism is a reaction to the aggressive foreign policy of liberal
states (alternative answers can be about ‘Othering’, gender, race etc.
etc.)
21. Space
(includes
State and
Territory,
Geopolitics
and
Migration)
• Apply ‘Othering’, Geopolitics, State andTerritory
What can migration tell us about world politics? (again, I
made this question up) or What can the concept of space
contribute to IR (in this case say defining ‘space’ is at central
to answering the question)
Postcolonial approach, show how realist perception of a
static nation state does not account for migration, add
geopolitics (Classical vs. Critical): many nation-states were
made up by colonial powers, how can we speak of migration
if the concept of statehood and nationality are made up?
Maps cannot be taken for granted but are always
constructed, this also questions which states are seen as
legitimate and illegitimate (also ties in with neoliberalism)
Trick question ahead: Is the narrative on the emergence of
the modern state Eurocentric? If so, is this problematic?
22. Geopolitics • There is a lot of ways to bring geopolitics into your
argument, for example when you discuss neoliberalism
and democratization/ the spread of liberal values, you
could look at maps which mark continents such as
South America,Africa andAsia as ‘undemocratic’ so
this also ties to postcolonialism
23. Bad questions
Did colonialism hamper or encourage development? – 2012/13
There is no way you can write that colonialism encouraged development
without being racist
Is the narrative on the emergence of the modern state Eurocentric? If so, is this
problematic? (seminar question)
- >Exams aren’t perfect and it can happen that a question cannot be answered
but there should be enough choice to avoid the question
24. What
happens if
you run out
of time?
• Dr Marijn Nieuwenhuis: ‘Never run out of time’
• Okay, but if you sit in the exam and you realise you
spent like 1 hour on one question and now you need to
write 3 questions in 2 hours
• Focus on completing essays, so its better to write a 4
average essays with conclusions than 3 good answers
and one doesn’t have a conclusion
• It’s okay to have worse answers, they all weigh equally
25. Intro to Pol • Why might one be powerful or powerless and not
recognise the fact? (65)
• It is not accurate to describe the third face of power as
‘thought control’ – it is perhaps even more insidious then
this. The third face involves setting the parameters (limits
or boundaries) in which thought takes place. For example
the idea that the social order is natural or preordained
means that workers cannot think beyond this and imagine
a world very different. If I put this to one side then the
analysis was very good. I did wonder why all workers are
men – of course they are not. Careful writers avoid
language that would universalize one element of
humanity to the exclusion of others. When you are writing
about people in general, your readers will expect you to
use “inclusive” or “non-sexist” language, that is, gender
neutral language. It was good that you planned your
answers – sensible practice.
26. Making
History
Project
If you are struggling to find a primary source (you need 3), try
these:
https://www.cartoons.ac.uk/ (British Cartoon Website, put in
any keyword)
http://player.bfi.org.uk/search/ (British Film Institute, again
search for keywords)
http://www.britishnewspaperarchive.co.uk/ (British
Newspaper Archive)
https://historicengland.org.uk/images-books/photos/
(Historic England, for photos)
http://mrc-catalogue.warwick.ac.uk/ (Modern Records
centre, it’s worth a try!)
• Remember to 1) explain the historical context of the
source 2) analyse the discourse (explain the terms,
message) 3) consider the source itself as a historical fact
(can it be edited, what were the reactions) 4) Explain how
the source fits into understanding of wider historical
events
27. Making
History
Project
Worst case scenario you have nothing yet, what do you
do?
For inspiration, go on the module website
(http://www2.warwick.ac.uk/fac/arts/history/students/mo
dules/ug-year-2)
Look at SecondYear and FinalYear modules, choose a
module that sounds interesting and look at which primary
sources they use, for example the Cultural History of the
NHS has primary sources each week (especially final year
Special Subjects have lots of primary sources)
For example, if you literally have nothing you could look
at
29. General
note on
Academia
Warwick PAIS always likes to encourage students to think
‘critically’ and ‘challenge the status quo’, ‘think outside the
box’ etc. Students get firsts for being critical – but only in the
wayWarwick wants them to be.
If you start to challenge Warwick (the institution) itself, it will
fight back to defend the status quo.
People of Colour atWarwick Uni are less likely to get a first
and more likely to get a 2:2 than white students.When
People of Colour challenge the racism of seminar tutors or
modules, they are punished, not rewarded with a good grade
for being ‘critical’.
For example, how canWarwick grade students on the
question ‘Did colonialism hamper or encourage
development? – 2012/13’ Academia is not outside of racism,
sexism, queerphobia, ableism etc. and the idea that people
at university are smarter than say ‘uneducated’, working
class people is not true
30.
31. General note
on Academia
II and
neoliberalism
• It’s all fun and games when Marijn wants you to critically analyse
neoliberalism but don’t forget we’re literally paying £9,000 (and
more in the next few years) to be assigned a grade so we can
prove we’re employable – it doesn’t have to be this way, if you
actually want to think critically IRL, don’t think that the current
system cannot be changed
• AtWarwick, students are treated like customers and all the
thingsWarwick tells you are impossible (transferring to a
different degree after your first year, getting deadline
extensions, receiving more support)ARE possible but you need
to fight for them, there’s academics and then there’s ‘men in
suits’ who run the profitability ofWarwick and those are the ones
you need to convince
• My friend in Germany told me how she was struggling with her
dissertation and exams and then simply said: ‘It’s okay because
I’ll just add another term for more time’, Germany provides free
education where you can easily transfer, retake and prolong your
degree
• Tl;dr: Free education is possible
32.
33. To
remember
• You all have worth as human beings, no one has the
same experiences and thoughts as you do, so
whichever grade you get, it won’t define you
34. Questions?
Drop me an email
(Julia.Ostendorf@warwick.ac.uk)
add me on facebook (Julia Oliwa,
you might have to message me first
if we don’t have mutual friends, but
I’ll add you, just drop a line or say
‘hi’)