Expressing and understanding dialogue act: Is it an explicit or an implicit process?
It must be implicit because:
- The age of acquisition
- Reaction time
Additional evidence
- People tend to give postdictive explanations that are not always correct for what they did.
How local banks, governments, and African emigrants can help bridge Africa infrastructure funding gap. In this presentation, we describe Africa's infrastructure funding gap, and explore potential solutions.
Expressing and understanding dialogue act: Is it an explicit or an implicit process?
It must be implicit because:
- The age of acquisition
- Reaction time
Additional evidence
- People tend to give postdictive explanations that are not always correct for what they did.
How local banks, governments, and African emigrants can help bridge Africa infrastructure funding gap. In this presentation, we describe Africa's infrastructure funding gap, and explore potential solutions.
A down-and-dirty, tactic-laden, six-week program to develop a digital brand online. As you build out a content platform to promote your brand through social channels, and a digital hub to handle in-bound traffic, you'll need a variety of low-cost, effective tools and tactics to help you get the most out of your marketing efforts. This presentation will help. Updated for Q1 2014.
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Case Study – Multicultural ParadeRead the Case below, and answe.docxcowinhelen
Case Study – Multicultural Parade
Read the Case below, and answer the following questions:
(No references needed, 2 pages double space, label the answer without copying the question in the paper)
1. What images come to mind when you hear the term “costume”? In what ways might it be considered demeaning?
2. Often people conflate “culture,” “ethnicity,” “heritage,” “race,” and “nationality,” or use them interchangeably. How are these concepts different from one another? Is a “Multicultural Day” different than an “International Day”?
3. How is Ms. Morrison’s definition of “cultural clothing” different from her definition of “ethnic heritage”? Did her explanation clarify things for Keisha and Emily?
4. How might activities that require students to share part of their ethnic heritage alienate students or contribute to students’ and teachers’ existing stereotypes and biases?
5. Connect to 3 of the core themes:
(Equity in Education/ Theories of Learning, Culture, and Identity/ Teaching and Learning in a Multicultural Society/ Research and Educational Knowledge )
-------------------------------------------------------------------------------------------------------------------------------
Case Study:
In an effort to celebrate the growing racial and ethnic diversity at Eastern School, the school’s Diversity Committee decided to sponsor Multicultural Day. Numerous performers were hired for assemblies and presentations. During the day’s feature event, the “Culture Parade,” students were asked to showcase cultural clothing as they walked through the hallways. Teachers were encouraged by the committee to discuss clothing from countries outside the United States and to invite students who had such clothing to bring it to school for the parade.
Ms. Morrison was excited about Multicultural Day because many of her students had parents who were immigrants. She imagined the day as an opportunity for those students to teach others about their cultures.
A week before the event, Ms. Morrison brought a kilt to class and explained its significance to the students. “This represents my Scottish heritage,” she said, “and I am proud to show it to you today.” She then asked whether students had “special costumes” at home that represented their cultures. Several students raised their hands, which prompted Ms. Morrison to discuss the events planned for Multicultural Day, including the parade.
During dismissal the day before the parade Ms. Morrison announced, “Don’t forget to bring your costumes to class tomorrow!”
The next day, Ms. Morrison was pleased to see several Hmong and Liberian students came with bags of clothing. She saw that two other students, Emily and Keisha, brought clothing, so she inquired about what was in their bags. Emily, a white student excitedly pulled out her soccer uniform, and Keisha, an African American student, pulled jeans and her favorite sweatshirt out of her bag. Ms. Morrison told the two girls she appreciated the.
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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
2.
To non-critical readers, texts provide FACTS.
Readers gain knowledge by memorizing the
statements within a text.
To the critical reader, any single text provides but
one portrayal of the facts, one individual’s “take”
on the subject matter. Critical readers thus
recognize not only WHAT a text says, but also
HOW the author conveys the message.
3. 1.
2.
3.
To recognize an author’s purpose
To understand tone and persuasive
elements
To recognize bias
4. 1.
Recognizing purpose involves inferring a basis
for choices of content and language.
2.
Recognizing tone and persuasive elements
involve classifying the nature of the author’s
language choices
3.
Recognizing bias involves classifying the nature
of the patterns of choice of content and
language.
5. Consider the following statement:
“The Senator admitted owning the gun that killed his
wife.”
What can be inferred by this statement?
There is a Senator.
He owns a gun.
He is married.
His wife is dead.
That gun caused her death.
The Senator admitted owning that gun.
6. Now, what can’t be inferred?
We do not necessarily know if the Senator’s
admission is true!
We do not really know whether the Senator is in
any way responsible for his wife’s death, nor do
we know that she died of a gunshot wound!
We do not even know if it was murder – it might
have been suicide or an accicent!
7. Critical reading includes analyzing an author’s word
choice.
Would it have mattered if the author used the
word STATED or the word SAID rather than the
word ADMITTED?
What connotation/denotation does the word
ADMITTED have in the English language?
Does the word ADMITTED make the reader
wonder if the Senator lied about something
previously?
8. This is just one sentence!
Imagine how analytical critical readers
must be when they read longer text!
9. You will be given the opportunity to be a critical
reader.
This skill will enable you to get more meaning out
of everything you read as well as help you
navigate different types of texts.
As your professor, I will work hard to keep the
readings interesting and thought-provoking.
As the student, your job is to keep up with your
work and share our ideas and become part of the
class community here on Blackboard.
10. You will be given the opportunity to be a critical
reader.
This skill will enable you to get more meaning out
of everything you read as well as help you
navigate different types of texts.
As your professor, I will work hard to keep the
readings interesting and thought-provoking.
As the student, your job is to keep up with your
work and share our ideas and become part of the
class community here on Blackboard.
