The document provides information about an experiment to test the hypothesis that language influences thought. The experiment involves testing whether using agentive or non-agentive language to describe an incident like the Janet Jackson wardrobe malfunction affects how people assign blame. Students are instructed to design a similar scenario involving an incident and different linguistic descriptions to test how it influences perceived blame. They are then asked to write an official report analyzing the findings of their experiment.
Explore how the language you speak affects the way you see the world. This presentation will get you thinking more about language by reflecting on some of the myriad ways that people around the world express their ideas through the languages they speak. The presentation is informative, but not academic. Must-view for everyone interested in language/culture.
Explore how the language you speak affects the way you see the world. This presentation will get you thinking more about language by reflecting on some of the myriad ways that people around the world express their ideas through the languages they speak. The presentation is informative, but not academic. Must-view for everyone interested in language/culture.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
A short overview on Ethnography of communication. The slides briefly shed light on EOC as an approach to discourse analysis. There are few photos along with the material to help reads glean some insight into the subject.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
A short overview on Ethnography of communication. The slides briefly shed light on EOC as an approach to discourse analysis. There are few photos along with the material to help reads glean some insight into the subject.
ReadySetPresent (DiversityPowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Recognizing the unique characteristics of each individual creates a more interesting, stimulating and valuable workplace for everyone. Diversity PowerPoint Presentation Content slides include topics such as: the various aspects of diversity, 5 slides on understanding diversity, 4 examples of innovative diversity programs, 4 types of workforce benefits, 6 key goals of diversified corporations, 20+ slides on diversity in business and how to efficiently manage your workforce, 8 leadership characteristics important to tackling diversity, 4 slides on enacting change, 4 examples on how to reword an issue, promoting safe communication outlets, the 4 areas impacted by diversity management, 8 slides on how to: recruit, retain, benchmark, train and communicate, 5 slides on the 3 stages of workforce demographic change, measuring productivity and investment potential, 6 slides on the 5 step process of organizational change, 6 slides on catering to your consumer market, 3 common methods of risk diversification, 12 slides on methods and programs organizations can use to diversify, and more!
Constructive Functional Diversity presents a more dynamic and constructive paradigm than the ones that presently exist, to describe and change the impact of impairment and disability. The reflections contained are inspired by my personal and professional frustration with the existing polarised ideology of human function, which fails to adequately describe the diversity of physiological and psychosocial function amongst people. It aims to provoke and inspire dialogue about our current paradigm of human function in relation to value and capacity. I critique society’s biases regarding of functional deficit relative to the subconscious fear of losing function. I question the polarity of the negatively framed language of impairment and disability. I offer constructive, creative solutions to describe the experience of atypical function. I present an entirely new language of diverse human function and my concept of Constructive Functional Diversity (CFD), which includes a complex yet logical array of modes and outcomes of function. Finally I suggest the benefits of a more dynamic paradigm of functional change in enhancing rehabilitative outcomes, including client-directed practice.
SO308 Principles of Social ResearchData Analysis 4 Interview.docxwhitneyleman54422
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
SO308 Principles of Social ResearchData Analysis 4 Interview.docxjensgosney
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
Brainstorming, Thesis Statement, Outline, First Draft and Final draft. This slide show takes you through the Btoff steps and how to compose a 5 paragraph academic essay.
1. A clear and appropriate organizational structure must be used -.docxSONU61709
1. A clear and appropriate organizational structure must be used - The Guide for Good Transitions document on Blackboard is a great resource.
2. Preparation outline MUST be submitted at the same time as the video submission. - Failure to submit a full and complete preparation outline in the format described on Blackboard will result in a 20% penalty on the ENTIRE speech grade (i.e., TWO FULL LETTER GRADES). - The Formatting Outlines for Speeches handout on Blackboard shows the exact format.
3. At least FOUR legitimate, credible outside sources must be used and CITED ORALLY in the speech - The Source Citations Guide document on Blackboard is a great resource for figuring out how to cite sources orally - Place these in an APA-formatted list of References at the end of the preparation outline. The APA Style Guide document on Blackboard is a great resource for figuring out how to format References.
4. DO have a clear introduction and conclusion. DO establish the significance and relevance of what you are presenting. - Why should the audience listen to you? - What’s in it for us? DO use organizational tools like previews, transitions, and summaries. DO cite sources to support your claims. DO “dress for the speech”
5. Orally citing sources requires full information on a first citation: A. Who is being quoted or paraphrased? B. What are their credentials? C. From what specific publication or source is the information taken? D. What date was the information generated, published, or last updated? These details should come BEFORE the information you want to share from the source EXCEPT in the case of an attention-getting device (AGD)—then it should be embedded. Introducing sources should be done purposefully. This means using appropriate language based on the reason you introduce the source material. “According to…” is probably the most OVERUSED and LEAST MEANINGFUL way to introduce a source into your speech. The role the testimony is intended to play in your discussion is not clear. This is okay when that role is obvious AND you have not said, “According to…” too often. Otherwise, try to avoid this worn out phrase. Some alternatives* are: A, B, confirms in C, D, that blah, blah, blah… A, B, reports in C, D, that blah, blah, blah…. A, B, notes in C, D, that blah, blah, blah… A, B, explains in C, D, that blah, blah, blah… A, B, reveals in C, D, that blah, blah, blah… A, B, elaborates in C, D, that blah, blah, blah…. A, B, disagrees in C, D, where he/she argues/states/asserts/claims blah, blah… On the contrary, A, B, informs us in C, D, that blah, blah, blah… A, B, clarifies this point in C, D, by explaining blah, blah, blah…. In C D, A B suggests blah, blah, blah… In subsequent citations, you simply can say something like “The previously mentioned [INSERT SOURCE]…” OR “The aforementioned [INSERT SOURCE]…” or any other truncated citation that reminds us clearly of the earlier full citation. * A, B, C, D, reference the components in the list ...
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 ...
ENG 100410282019OutliningStep 1 Creating a rough .docxgidmanmary
ENG 1004
10/28/2019
Outlining
Step 1: Creating a rough outline
- It begins with your research question.
- It identifies the focus of the research question.
- It lists several categories of answers to your research question. Those categories of answers SHOULD come from your reading sources. Thus, when reading your sources, you should do A FOCUSED REDDING of your sources about your focus of research question. Here one very important tip is while reading, take your notes, as the notes will guide you to create your outline.
Example: Rough Outline
Research Question: Why do people become addicted to alcohol?
Focus of Research Question: Causes
Thesis Statement: Three are three primary causes of alcohol addiction.
Answers to Research Question:
1. Emotional distress
2. Social pressure
3. Genetic predisposition
Let’s Practice!
(a) Now take out your notebook. As a first step, go back to your working references list and read those sources with the goal of finding answers for your research question. It’s a great idea to take any notes while reading.
(b) Create a rough outline (like the box above) for your paper that includes your research question, focus of research question, thesis statement, and a list of potential supporting points (answers to your research question) from your sources and notes.
Step 2: Expanding your rough outline with evidence
When we use information from sources to explain the main points in body paragraphs, we call that information “evidence.” In other words, your source materials are the places where you will find evidences to answer your research question. However, it’s likely that only some of that information will work as evidence in your paper. You need to decide which information to use as evidence. Your paper will be more convincing if you use the following guidelines when choosing evidence.
Guideline 1: Choose information that you understand easily and can explain clearly.
Think about whether you understand each idea well enough to explain it in your own words. If you don’t understand the information, you won’t be able to write about it clearly, and it will better to omit it.
Guideline 2: Choose ideas that are DIRECTLY and SPECIFICALLY related to the point you are making.
Sometimes it’s tempting to include interesting details that are related to your topic in a general way but don’t help to explain your specific supporting points.
Guideline 3: Choose a variety of types of evidence
Writers can support their ideas with several kinds of information. The following are there common types of evidence that you may find as you look through your sources.
(a) Einstein Evidence
Einstein evidence shows that other scholars or thinkers on the topic have come to the same conclusions as you have. When using this kind of evidence, provide as much information as you can about the expert. For example, you might include where you found the information, the research the expert has done, or the university where he or ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. CO: to develop thoughts about the relationship between language
and thought
LO: to develop listening skills
3. CO: to develop thoughts about the relationship between language
and thought
LO: to develop listening skills
Does language shape our thought?
Be ready to justify your opinion!
4. Could your language affect your
ability to save money?
What can economists learn
from linguists? Behavioural
economist Keith Chen
introduces a fascinating
pattern from his research:
that languages without a
concept for the future — "It
rain tomorrow," instead of
"It will rain tomorrow" —
correlate strongly with high
savings rates.
While we watch the video, take
notes! After watching, you will
have to write a summary!
5. Could your language affect your
ability to save money?
Now write a summary
of Keith Chen’s
presentation in one
short paragraph.
6. Homework: Friday 3rd July
Complete the worksheet on Keith Chen’s
presentation. You can listen to the video
on ted.com and you can also use the
transcript. Use this link:
http://goo.gl/TyZRBs
7. CO: to choose an experiment to test the hypothesis that language
influences thought
LO: to understand and be able to use agentive and non-agentive sentences
8. CO: to create an experiment to test the hypothesis that language influences
thought
LO: to understand and be able to use agentive and non-agentive sentences
Experiment : Wardrobe Malfunction
9. Experiment: Wardrobe Malfunction
In Study 3, participants reasoned about the wardrobe
malfunction. They read about the incident, and then
watched the video, or they first watched the video and
then read about it. In each condition, people read either
an agentive or a non-agentive account of the incident.
10. Fausey, C.M. (2010). Subtle linguistic cues influence perceived blame and financial liability.
Pcychonomic Bulletin and Review , 17 (5), 645
Experiment: Wardrobe Malfunction
11. Fausey, C.M. (2010). Subtle linguistic cues influence perceived blame and financial liability.
Pcychonomic Bulletin and Review , 17 (5), 645
Experiment: Wardrobe Malfunction
12. Fausey, C.M. (2010). Subtle linguistic cues influence perceived blame and financial liability.
Pcychonomic Bulletin and Review , 17 (5), 645
Questions
1. Blame. In your opinion, was someone to blame or was it just chance? Please allocate
the percentage of blame. Be sure your numbers add up to 100%!
Response options: Justin Timberlake, Janet Jackson, Chance
2. Financial liability. The FCC (Federal Communications Commission) tried to fine CBS
$550,000 for this incident. Eventually the fine was dismissed in court. How much do you
think each of the parties below should have been fined for this incident?
Response options: Justin Timberlake, Janet Jackson, CBS
Experiment: Wardrobe Malfunction
13. In groups you are going to carry out a similar research
project to test the theory that agentive and non-agentive
sentences can affect how people think about blame.
Experiment: Wardrobe Malfunction
14. By the end of class, you need to have…
• Thought of a scenario involving an incident like the
wardrobe malfunction
• Written the scenario on lined paper to put in your
folder (every student in the group must do this)
Experiment: Wardrobe Malfunction
15. CO: to identify the features of a formal letter of proposal (for research)
LO: to be able to write in a formal register
16. CO: to identify the features of a formal letter of proposal (for research)
LO: to be able to write in a formal register
Read the letter of proposal in 5 minutes.
What is the subject of the research proposal?
Questions/Tasks:
1. Fill in the boxes, giving a title to each formal aspect of the letter
e.g. ‘my address’
2. Give each paragraph of the letter a title e.g. ‘conclusion’
3. Underline any useful phrases for formal letter writing or
examples of polite/formal language
17. CO: to identify the features of a formal letter of proposal (for research)
LO: to be able to write in a formal register
Homework: Thursday 9th July
You must bring the results of your
investigation recorded (in a neat and
organised way) on paper to show me on
Thursday.
18. CO: to identify the features of an official report
LO: to be able to write in a formal register
19. CO: to identify the features of an official report
LO: to be able to write in a formal register
1.Where would you expect to find an official
report?
2.Have you read an official report before? If so,
what was it reporting on?
20. CO: to identify the features of an official report
LO: to be able to write in a formal register
The final stage of our investigation is to
write an official report on our findings.
Having carried out our investigation and
collected the data, we now need to analyse
it to see if we can identify if agentive and
non-agentive language affect the way
people apportion blame.
21. CO: to identify the features of an official report
LO: to be able to write in a formal register
Which of the following words would you expect to find in an
official report? Write them down.
22. CO: to identify the features of an official report
LO: to be able to write in a formal register
Read the report ‘Animal Testing an answer the following questions
with ‘yes’, ‘no’ or ‘maybe’ BUT GIVE REASONS FOR YOUR
ANSWERS:
a) Does the report express an opinion?
b) Does the report tell a story?
c) Does the report summarise data?
d) Does the report use a lot of adjectives?
e) Does the report make interpretations of data?
23. CO: to identify the features of an official report
LO: to be able to write in a formal register
Which words from the list actually appeared in the text? Why are
the other words not characteristic of report writing?
24. CO: to write an official report
In your groups, you must begin to write the
official report based on the findings of your
investigation. It must be approximately 400
words long (the word count in the IB writing
exam, section A).
25. CO: to write an official report
In your groups, you must begin to write the official report based on
the findings of your investigation. It must include…
• a title
• introduction (subject of research, purpose of research)
• Body 1 (introduce data, include charts, graphs etc.)
• Body 2 (analyse the data from the research)
• Conclusion (what does your analysis show? Can you
make any recommendations based on the analysis?)
26. CO: to write an official report
Report writing tips
• Do write in a formal register
• Do be objective
• Don’t use subjective language (descriptive adjectives)
• Don’t express your opinion
• Do analyse and interpret data
