This document summarizes a presentation about reimagining critical thinking in the digital age. It discusses how technologies interrupt our attention and influence how we read. It suggests strategies for critical thinking like slowing down reading, questioning authority, and cross-checking references. The presentation explores how digital media has changed concepts of text, media, messages, and the roles of authors and readers. It prompts attendees to consider how to think critically in quick ways and to redefine issues by accessing alternative sources and historical contexts.
This document provides an agenda and information for an English writing class. It discusses upcoming events like a presentation on colonial oppression in Hawaii. It also covers topics like finding your writing voice, looking at examples of methods sections in research articles, and workshopping students' own methods sections. Finally, it provides guidance on conducting interviews as part of research, including tips for soliciting and interviewing participants and sample interview questions.
The document discusses supporting the Common Core State Standards through social studies. It outlines 10 key standards for reading comprehension and analysis. These include standards for determining central ideas, analyzing how text is structured, evaluating an author's point of view, and integrating knowledge from different sources. Examples are provided for how to apply the standards when analyzing social studies texts on topics like cultural regions, political territories, and international disputes over islands. The purpose is to demonstrate how the Common Core can be taught through social studies content.
This document provides guidance on using different types of evidence in academic writing: quoting, paraphrasing, and summarizing. It defines each type of evidence and how to properly integrate it into an argument. Quotes should be presented verbatim from the original source within quotation marks, while paraphrasing restates the idea in your own words without changing the meaning. Summarizing concisely describes the key points of the original in fewer words than the original. The document also provides best practices for citing sources and avoiding common pitfalls with each type of evidence. Sample paragraphs are given as examples of how to properly integrate various types of evidence into an academic text.
This document provides guidance on formulating well-focused research questions in 7 steps:
1. Choose a topic of interest
2. Describe the topic in one sentence
3. Specify something to find out about the topic using who, what, when, where, why, or how
4. Convert statements into questions using starters like "To what extent" or "How"
5. Evaluate if the question allows for argument, perspectives, and reasoned analysis
6. Restate the question using different command terms
7. Review the question with teachers to ensure clarity and relevance
This document provides guidance on developing well-focused research questions in 6 steps:
1. Choose a topic of interest from a newspaper or subject area
2. Describe the topic in one sentence
3. Develop a sentence that specifies something you want to find out about the topic using who, what, when, where, whether, why, or how
4. Convert statements into questions using starters like "To what extent" or "How"
5. Evaluate if the question allows for different perspectives and a reasoned argument
6. Restate the question using a different command term to view the topic differently
The document discusses the key pillars of critical thinking: quoting, paraphrasing, and summarizing information from outside sources. It provides guidance on how to properly integrate quotes, paraphrases, and summaries into writing. This includes using quotation marks for exact words, restating ideas in your own words for paraphrasing, and condensing information while maintaining key points for summarizing. The document also identifies common pitfalls to avoid, such as failing to explain the relevance of quoted or paraphrased information.
This document summarizes research on how stereotype threat can cause racial distancing between white and black individuals. Four studies found that when under stereotype threat in interracial contexts, whites would distance themselves both physically and psychologically from anticipated black interaction partners. The studies examined topics like racial profiling, prejudice scales, learning goals, and thought-listing tasks. They provide evidence that the experience of stereotype threat can increase racial distancing between whites and blacks.
Xi jinping’s operational code beliefs and china’s foreign policyPhyo Min
This document provides an outline and summary of an article analyzing Xi Jinping's operational code beliefs and how they shape China's foreign policy. The article examines Xi's beliefs through his public statements using statistical analysis. It also compares Xi's beliefs to his predecessor, Hu Jintao. The document outlines the article's analysis of China's foreign policy approach through realism, liberalism and constructivism lenses.
This document provides an agenda and information for an English writing class. It discusses upcoming events like a presentation on colonial oppression in Hawaii. It also covers topics like finding your writing voice, looking at examples of methods sections in research articles, and workshopping students' own methods sections. Finally, it provides guidance on conducting interviews as part of research, including tips for soliciting and interviewing participants and sample interview questions.
The document discusses supporting the Common Core State Standards through social studies. It outlines 10 key standards for reading comprehension and analysis. These include standards for determining central ideas, analyzing how text is structured, evaluating an author's point of view, and integrating knowledge from different sources. Examples are provided for how to apply the standards when analyzing social studies texts on topics like cultural regions, political territories, and international disputes over islands. The purpose is to demonstrate how the Common Core can be taught through social studies content.
This document provides guidance on using different types of evidence in academic writing: quoting, paraphrasing, and summarizing. It defines each type of evidence and how to properly integrate it into an argument. Quotes should be presented verbatim from the original source within quotation marks, while paraphrasing restates the idea in your own words without changing the meaning. Summarizing concisely describes the key points of the original in fewer words than the original. The document also provides best practices for citing sources and avoiding common pitfalls with each type of evidence. Sample paragraphs are given as examples of how to properly integrate various types of evidence into an academic text.
This document provides guidance on formulating well-focused research questions in 7 steps:
1. Choose a topic of interest
2. Describe the topic in one sentence
3. Specify something to find out about the topic using who, what, when, where, why, or how
4. Convert statements into questions using starters like "To what extent" or "How"
5. Evaluate if the question allows for argument, perspectives, and reasoned analysis
6. Restate the question using different command terms
7. Review the question with teachers to ensure clarity and relevance
This document provides guidance on developing well-focused research questions in 6 steps:
1. Choose a topic of interest from a newspaper or subject area
2. Describe the topic in one sentence
3. Develop a sentence that specifies something you want to find out about the topic using who, what, when, where, whether, why, or how
4. Convert statements into questions using starters like "To what extent" or "How"
5. Evaluate if the question allows for different perspectives and a reasoned argument
6. Restate the question using a different command term to view the topic differently
The document discusses the key pillars of critical thinking: quoting, paraphrasing, and summarizing information from outside sources. It provides guidance on how to properly integrate quotes, paraphrases, and summaries into writing. This includes using quotation marks for exact words, restating ideas in your own words for paraphrasing, and condensing information while maintaining key points for summarizing. The document also identifies common pitfalls to avoid, such as failing to explain the relevance of quoted or paraphrased information.
This document summarizes research on how stereotype threat can cause racial distancing between white and black individuals. Four studies found that when under stereotype threat in interracial contexts, whites would distance themselves both physically and psychologically from anticipated black interaction partners. The studies examined topics like racial profiling, prejudice scales, learning goals, and thought-listing tasks. They provide evidence that the experience of stereotype threat can increase racial distancing between whites and blacks.
Xi jinping’s operational code beliefs and china’s foreign policyPhyo Min
This document provides an outline and summary of an article analyzing Xi Jinping's operational code beliefs and how they shape China's foreign policy. The article examines Xi's beliefs through his public statements using statistical analysis. It also compares Xi's beliefs to his predecessor, Hu Jintao. The document outlines the article's analysis of China's foreign policy approach through realism, liberalism and constructivism lenses.
This document provides information about collaboration, brainstorming, and developing a plan to outline how Americans can influence or change their government without violence. It includes instructions for students to research this topic, develop an outline and five paragraph essay, and present their ideas to a small group. The small groups will then compile the best ideas and present their group's position to the whole class.
This document outlines the topics and schedule for a journalism ethics class. It lists 23 student presentations on various issues in journalism ethics such as content marketing, journalism in China, reporting on death, live coverage, free speech, going undercover, the line between journalism and PR, reporters becoming part of the story, and more. It provides the instructor's contact information and outlines upcoming assignments, including student comments, a final paper, and course evaluations.
For more classes visit
www.snaptutorial.com
Set 1
Question 1. (TCO 8) Which sociological approach would emphasize that inequalities in healthcare have clear life-and-death consequences for some due to the unequal distribution of resources?
This document contains questions from three sets of a final exam for a sociology course. It covers topics like sociological perspectives, social problems, social change, and social institutions. For each set, it lists multiple choice questions testing knowledge of key concepts and terms. It also includes longer questions asking students to apply sociological theories to analyze scenarios related to deviance, organizations, social status, and other topics. The document is intended as a study aid for the SOCS 185 exam. It provides sample questions covering the major subject areas taught in the course.
This document summarizes a literature review and study on military recruitment of high school students. The literature review covers previous research on military demographics and benefits offered to students. The study hypothesized that students from lower socioeconomic backgrounds, racial minorities, and lower academic achievement would experience higher rates of military recruitment. Surveys and interviews with army recruiters found some support for this, with recruiters reporting focusing recruitment efforts on majority-black, lower-income schools. The results provided mixed support for theories on power structures and rational choice in decision making.
For more course tutorials visit
www.tutorialrank.com
Set 1
Question 1. (TCO 8) Which sociological approach would emphasize that inequalities in healthcare have clear life-and-death consequences for some due to the unequal distribution of resources?
Deborah Kozdras from the University of South Florida Stavros Center gave a presentation on visual texts and media literacy. The presentation covered six critical questions for analyzing media from the American Press Institute. It also discussed how to do close viewing of visual texts like films, including analyzing shots, angles, lighting and other cinematic elements. Frame analysis techniques were demonstrated for analyzing scenes in films like To Kill a Mockingbird. Resources on vocabulary building and developing arguments when analyzing media were also provided.
Grand visions, social transformation, and war: Autocratic leadership ideology...Tom Hanna
Why are some autocracies more prone to interstate conflict than others? Recent scholarship on the nexus between authoritarian politics and international conflict has demonstrated the role of institutional constraints on autocratic leaders. Scholarship on the politics of dictatorships has emphasized domestic policy driven by a single motivation, remaining in power. Yet, autocrats do have other motivations and institutional configurations do not tell us everything we need to know about authoritarian leaders. Some autocrats gain power through coups or revolutions, telegraphing a level of risk tolerance which may spill over into interstate conflict. Others rise to power as leaders of ideological movements advocating massive social transformation. Projects of social change are inherently risky to the acknowledged interest of the leader in retaining power. So, these transformative ideologues share the revolutionary leader’s risk tolerance. Further, ideological visionaries are less limited by institutional constraints. In many cases, the vision for social transformation itself transcends national boundaries, creating a new cause of conflict. The evidence presented demonstrates that autocratic leaders with transformative ideologies are associated with a higher risk of international conflict regardless of institutional types.
Re imagining critical thinking in the digital ageMatthew Bodie
This document summarizes strategies for critical thinking in the digital age. It discusses how technologies like smartphones promote interruption and shallow reading. It suggests giving reading a purpose, slowing down, and teaching students to determine importance to improve critical thinking skills. The document also addresses how the internet has changed authorship and emphasizes strategies like questioning authority, cross-checking references, and learning to redefine issues and access alternative sources to put events in historical context.
Presentation given by Matthew Bodie at St. Petersburg College All Professional Day about learning from Randy Pausch and Jeffery Zaslow's book, The Last Lecture, with hopes of educators sharing material with their students.
Este documento resume la evolución de la familia, la propiedad privada y el estado según la teoría de Federico Engels. Comienza describiendo los primeros estadios prehistóricos de la cultura humana (salvajismo y barbarie) y cómo evolucionó la familia de una forma promiscua a la familia consanguínea, punalúa y sindiásmica. Luego explica cómo surgió la propiedad privada y cómo las primeras sociedades como las tribus iroquesas y griegas estaban organizadas en grupos llamados "gens"
Essential things that should always be in your carEason Chan
A driver can bail out of a lot of sticky situations if he plans ahead. More often than not, things go south on you when you think nothing could go wrong. So it pays to hope for the best and plan for the worst, especially on the road. Here are some things that should always be kept in your car for all those just in case moments.
What happens when the digital tools and platforms we make and use for communication and entertainment are hijacked for terrorism, violence against the vulnerable and nefarious transactions? What role do designers and developers play? Are we complicit as creators of these technologies and products? Should we police them or fight back? As Portfolio Lead for Northern Lab, Northern Trust's internal innovation startup focused on client and partner experience, Antonio will share a mix of provocative scenarios torn from today's headlines and compelling stories where activism and technology facilitated peace—and war.
As a call-to-action for designers and developers to engage in projects capable of transformational change, he'll explore the question: How might technology foster new experiences to better accelerate social activism and make the world a smarter, safer place?
Doing Digital History: Heuristics, Hermeneutics, and Source Criticism in a D...Melvin Wevers
The document discusses how digital tools can be used to analyze reference cultures through a case study of cigarettes in Dutch newspapers from 1890-1940. It outlines the digital humanities cycle of heuristics, hermeneutics, corpus creation, source criticism and tool criticism. Methods discussed include full-text search, n-gram analysis, topic modeling and named entity recognition. The document concludes that these tools can discover new topics and entities for research while still requiring traditional close reading and theoretical frameworks.
Their main suggestions were that the nature of humans as constantly calculating being is the main source of their criminal behaviour (Deflem, 2006). Furthermore, believers in the classical school of thought assumed that humans have a free will in decision-making and that punishment can be used to deter crime as long as it fits the crime, is delivered on time, and is proportional to the crime.
David McMenemy: Synthesising political philosophy & professional ethics for e...CILIPScotland
1) There are three main theories of political philosophy that inform advocacy work: utilitarianism, rights-based theories, and virtue ethics.
2) Advocates need to understand and speak the language of political philosophy as policy is shaped by these theories.
3) A shift toward virtue ethics in policy emphasizes community and purpose over individualism and state solutions. This poses challenges and opportunities for advocates to shape new models of public services.
Ethical Responsibilities in Evaluations with Diverse Populations: A Critical ...Washington Evaluators
This document discusses how critical race theory (CRT) can provide a framework for more ethical and valid evaluations with diverse populations. It outlines five key tenets of CRT methodology, including placing race at the center of research and challenging notions of neutrality. CRT holds that race and racism are deeply embedded in American life and influence all aspects of the evaluation process. The document advocates applying CRT lenses to better address power imbalances and community benefit, ensuring representation of marginalized groups' experiences and knowledge, and conducting research that promotes social justice and ongoing collaboration with communities.
Boards 1-2-3Create a response to each thread of at least 400 wor.docxmoirarandell
Boards 1-2-3
Create a response to each thread of at least 400 words, and support your assertions with a minimum of 2 citations in current APA format.
Thread #1:
Christianity was a key driving force in the development of universities in Colonial America. The British settlers placed a high value on education, and are credited with the creation of institutions for higher education in America. Many of today’s public universities were started by religious denominations. Harvard, Yale, and Princeton were founded by Congregationalists and Puritans between 1636 – 1702. Yale was started by a clergyman and Princeton’s first year of class was taught by Reverend Jonathan Dickinson. Princeton’s crest still says, ‘Del sub numine viget’ which is Latin for ‘Under God she flourishes’ which presents a present day conundrum – “How did our oldest and most prestigious universities become so far removed from their religious and biblical heritage?”
Regarding religious freedom on college and university campuses today, educational leaders across the academic continuum are best served by learning to think critically when addressing issues such as; Do Institutions of higher learning have a part to play in supporting students' religion and spirituality? If so, how can campuses nourish these aspects of students’ lives without undermining such core values as diversity and religious freedom? Please share your views regarding the current state of religious tolerance on campuses today, and more specifically, weather institutions should even be taking a position on this topic.
Thread #2:
Governance in higher education has been defined as the structure and processes of complex decision-making. In today’s business environment, many institutions of higher learning are attempting to redefine and update their approaches to governance. Describe today’s university or college’s governance culture and some of the organizational constraints they typically operate under.
Thread #3:
Effectively leading an organization is the daily challenge of every administrator. When questioned about the differences between leadership and management, many in the field of academia will shy away from separating the two. This is because organizational effectiveness is dependent upon both capabilities in its administrators. Discuss your concept of a successful leader/administrator.
Professor Randoll’s Fall 2018 Midterm of DOOM!!
Out of the following five (5) questions, please answer two (2).
Your answers need to be typed and turned in as a hard copy.
Your answers should be in essay form. No bullet points or numbering.
You can use your notes and your textbook but may NOT work together.
Exam will be due Wednesday, October 24th at the beginning of class.
This exam is to be done in 12 point font, Times New Roman with 1 inch margins.
Be sure to answer ALL OF THE QUESTIONS in each question.
May the Force be with you
1) One of the first discussions we had compared the Deathly Hallows in the Harry.
The document discusses research into the information seeking behaviors of scholarly biographers versus popular biographers. It reviews previous literature that found biographers use a wide variety of resources, including archives, manuscripts, books and websites. The study aims to understand if biographers' methods differ based on whether they intend to publish academically or popularly. Surveys and interviews were conducted, finding that both groups are motivated to publish, but scholarly biographers engage more with other researchers while popular biographers focus on book publications.
This document provides information about collaboration, brainstorming, and developing a plan to outline how Americans can influence or change their government without violence. It includes instructions for students to research this topic, develop an outline and five paragraph essay, and present their ideas to a small group. The small groups will then compile the best ideas and present their group's position to the whole class.
This document outlines the topics and schedule for a journalism ethics class. It lists 23 student presentations on various issues in journalism ethics such as content marketing, journalism in China, reporting on death, live coverage, free speech, going undercover, the line between journalism and PR, reporters becoming part of the story, and more. It provides the instructor's contact information and outlines upcoming assignments, including student comments, a final paper, and course evaluations.
For more classes visit
www.snaptutorial.com
Set 1
Question 1. (TCO 8) Which sociological approach would emphasize that inequalities in healthcare have clear life-and-death consequences for some due to the unequal distribution of resources?
This document contains questions from three sets of a final exam for a sociology course. It covers topics like sociological perspectives, social problems, social change, and social institutions. For each set, it lists multiple choice questions testing knowledge of key concepts and terms. It also includes longer questions asking students to apply sociological theories to analyze scenarios related to deviance, organizations, social status, and other topics. The document is intended as a study aid for the SOCS 185 exam. It provides sample questions covering the major subject areas taught in the course.
This document summarizes a literature review and study on military recruitment of high school students. The literature review covers previous research on military demographics and benefits offered to students. The study hypothesized that students from lower socioeconomic backgrounds, racial minorities, and lower academic achievement would experience higher rates of military recruitment. Surveys and interviews with army recruiters found some support for this, with recruiters reporting focusing recruitment efforts on majority-black, lower-income schools. The results provided mixed support for theories on power structures and rational choice in decision making.
For more course tutorials visit
www.tutorialrank.com
Set 1
Question 1. (TCO 8) Which sociological approach would emphasize that inequalities in healthcare have clear life-and-death consequences for some due to the unequal distribution of resources?
Deborah Kozdras from the University of South Florida Stavros Center gave a presentation on visual texts and media literacy. The presentation covered six critical questions for analyzing media from the American Press Institute. It also discussed how to do close viewing of visual texts like films, including analyzing shots, angles, lighting and other cinematic elements. Frame analysis techniques were demonstrated for analyzing scenes in films like To Kill a Mockingbird. Resources on vocabulary building and developing arguments when analyzing media were also provided.
Grand visions, social transformation, and war: Autocratic leadership ideology...Tom Hanna
Why are some autocracies more prone to interstate conflict than others? Recent scholarship on the nexus between authoritarian politics and international conflict has demonstrated the role of institutional constraints on autocratic leaders. Scholarship on the politics of dictatorships has emphasized domestic policy driven by a single motivation, remaining in power. Yet, autocrats do have other motivations and institutional configurations do not tell us everything we need to know about authoritarian leaders. Some autocrats gain power through coups or revolutions, telegraphing a level of risk tolerance which may spill over into interstate conflict. Others rise to power as leaders of ideological movements advocating massive social transformation. Projects of social change are inherently risky to the acknowledged interest of the leader in retaining power. So, these transformative ideologues share the revolutionary leader’s risk tolerance. Further, ideological visionaries are less limited by institutional constraints. In many cases, the vision for social transformation itself transcends national boundaries, creating a new cause of conflict. The evidence presented demonstrates that autocratic leaders with transformative ideologies are associated with a higher risk of international conflict regardless of institutional types.
Re imagining critical thinking in the digital ageMatthew Bodie
This document summarizes strategies for critical thinking in the digital age. It discusses how technologies like smartphones promote interruption and shallow reading. It suggests giving reading a purpose, slowing down, and teaching students to determine importance to improve critical thinking skills. The document also addresses how the internet has changed authorship and emphasizes strategies like questioning authority, cross-checking references, and learning to redefine issues and access alternative sources to put events in historical context.
Presentation given by Matthew Bodie at St. Petersburg College All Professional Day about learning from Randy Pausch and Jeffery Zaslow's book, The Last Lecture, with hopes of educators sharing material with their students.
Este documento resume la evolución de la familia, la propiedad privada y el estado según la teoría de Federico Engels. Comienza describiendo los primeros estadios prehistóricos de la cultura humana (salvajismo y barbarie) y cómo evolucionó la familia de una forma promiscua a la familia consanguínea, punalúa y sindiásmica. Luego explica cómo surgió la propiedad privada y cómo las primeras sociedades como las tribus iroquesas y griegas estaban organizadas en grupos llamados "gens"
Essential things that should always be in your carEason Chan
A driver can bail out of a lot of sticky situations if he plans ahead. More often than not, things go south on you when you think nothing could go wrong. So it pays to hope for the best and plan for the worst, especially on the road. Here are some things that should always be kept in your car for all those just in case moments.
What happens when the digital tools and platforms we make and use for communication and entertainment are hijacked for terrorism, violence against the vulnerable and nefarious transactions? What role do designers and developers play? Are we complicit as creators of these technologies and products? Should we police them or fight back? As Portfolio Lead for Northern Lab, Northern Trust's internal innovation startup focused on client and partner experience, Antonio will share a mix of provocative scenarios torn from today's headlines and compelling stories where activism and technology facilitated peace—and war.
As a call-to-action for designers and developers to engage in projects capable of transformational change, he'll explore the question: How might technology foster new experiences to better accelerate social activism and make the world a smarter, safer place?
Doing Digital History: Heuristics, Hermeneutics, and Source Criticism in a D...Melvin Wevers
The document discusses how digital tools can be used to analyze reference cultures through a case study of cigarettes in Dutch newspapers from 1890-1940. It outlines the digital humanities cycle of heuristics, hermeneutics, corpus creation, source criticism and tool criticism. Methods discussed include full-text search, n-gram analysis, topic modeling and named entity recognition. The document concludes that these tools can discover new topics and entities for research while still requiring traditional close reading and theoretical frameworks.
Their main suggestions were that the nature of humans as constantly calculating being is the main source of their criminal behaviour (Deflem, 2006). Furthermore, believers in the classical school of thought assumed that humans have a free will in decision-making and that punishment can be used to deter crime as long as it fits the crime, is delivered on time, and is proportional to the crime.
David McMenemy: Synthesising political philosophy & professional ethics for e...CILIPScotland
1) There are three main theories of political philosophy that inform advocacy work: utilitarianism, rights-based theories, and virtue ethics.
2) Advocates need to understand and speak the language of political philosophy as policy is shaped by these theories.
3) A shift toward virtue ethics in policy emphasizes community and purpose over individualism and state solutions. This poses challenges and opportunities for advocates to shape new models of public services.
Ethical Responsibilities in Evaluations with Diverse Populations: A Critical ...Washington Evaluators
This document discusses how critical race theory (CRT) can provide a framework for more ethical and valid evaluations with diverse populations. It outlines five key tenets of CRT methodology, including placing race at the center of research and challenging notions of neutrality. CRT holds that race and racism are deeply embedded in American life and influence all aspects of the evaluation process. The document advocates applying CRT lenses to better address power imbalances and community benefit, ensuring representation of marginalized groups' experiences and knowledge, and conducting research that promotes social justice and ongoing collaboration with communities.
Boards 1-2-3Create a response to each thread of at least 400 wor.docxmoirarandell
Boards 1-2-3
Create a response to each thread of at least 400 words, and support your assertions with a minimum of 2 citations in current APA format.
Thread #1:
Christianity was a key driving force in the development of universities in Colonial America. The British settlers placed a high value on education, and are credited with the creation of institutions for higher education in America. Many of today’s public universities were started by religious denominations. Harvard, Yale, and Princeton were founded by Congregationalists and Puritans between 1636 – 1702. Yale was started by a clergyman and Princeton’s first year of class was taught by Reverend Jonathan Dickinson. Princeton’s crest still says, ‘Del sub numine viget’ which is Latin for ‘Under God she flourishes’ which presents a present day conundrum – “How did our oldest and most prestigious universities become so far removed from their religious and biblical heritage?”
Regarding religious freedom on college and university campuses today, educational leaders across the academic continuum are best served by learning to think critically when addressing issues such as; Do Institutions of higher learning have a part to play in supporting students' religion and spirituality? If so, how can campuses nourish these aspects of students’ lives without undermining such core values as diversity and religious freedom? Please share your views regarding the current state of religious tolerance on campuses today, and more specifically, weather institutions should even be taking a position on this topic.
Thread #2:
Governance in higher education has been defined as the structure and processes of complex decision-making. In today’s business environment, many institutions of higher learning are attempting to redefine and update their approaches to governance. Describe today’s university or college’s governance culture and some of the organizational constraints they typically operate under.
Thread #3:
Effectively leading an organization is the daily challenge of every administrator. When questioned about the differences between leadership and management, many in the field of academia will shy away from separating the two. This is because organizational effectiveness is dependent upon both capabilities in its administrators. Discuss your concept of a successful leader/administrator.
Professor Randoll’s Fall 2018 Midterm of DOOM!!
Out of the following five (5) questions, please answer two (2).
Your answers need to be typed and turned in as a hard copy.
Your answers should be in essay form. No bullet points or numbering.
You can use your notes and your textbook but may NOT work together.
Exam will be due Wednesday, October 24th at the beginning of class.
This exam is to be done in 12 point font, Times New Roman with 1 inch margins.
Be sure to answer ALL OF THE QUESTIONS in each question.
May the Force be with you
1) One of the first discussions we had compared the Deathly Hallows in the Harry.
The document discusses research into the information seeking behaviors of scholarly biographers versus popular biographers. It reviews previous literature that found biographers use a wide variety of resources, including archives, manuscripts, books and websites. The study aims to understand if biographers' methods differ based on whether they intend to publish academically or popularly. Surveys and interviews were conducted, finding that both groups are motivated to publish, but scholarly biographers engage more with other researchers while popular biographers focus on book publications.
This document outlines the topics and activities covered in an ethics journalism class. The instructor is Bill Mitchell and the class takes place at Northeastern University. The class will include discussing a recent error in the Boston Globe, an oral presentation on hashtags, reviewing personal ethics guidelines and assigned readings, and discussing upcoming assignments. There will also be a 10 minute break and a review of the principles of truth, minimizing harm, independence and accountability.
This document provides an overview of a 54 slide presentation on information literacy given by Vibeke Bårnes at the University Library of Tromsø in 2012. The presentation covers topics such as sources and source criticism, search techniques, references and citations, plagiarism, and library resources. It defines information literacy, explains the importance of differentiating reliable sources, and provides guidance on evaluating sources, conducting searches, and properly citing references to avoid plagiarism. The full presentation is available online at the provided web address.
Political science is the academic study of politics and political systems. It began in ancient Greece and the first political science department was established at Columbia University in 1880. The field has several subfields including comparative politics, American politics, and international relations. Political science research can be normative, focusing on ethical issues, or empirical, relying on observable data. Researchers use various methods like case studies, surveys, and experiments to study political phenomena scientifically. The goal is to form hypotheses, identify variables, clarify measurement, and develop theories to gain a better understanding of politics.
Acknowledging lack of diversity and the continuing challenges facing publishingC0pe
This document summarizes a webinar on diversity, equity and inclusion presented by Deborah C Poff. It discusses 4 main topics: 1) definitions of discrimination/bias and identifiers of diversity, 2) representational issues in workforces and editorial boards, 3) peer review and diversity, and 4) recommendations. Specific issues raised include underrepresentation of women and minorities in publishing roles, biases in citation practices against certain languages and regions, and ensuring diverse representation among researchers and peer reviewers. Recommendations focus on reducing bias, increasing diversity, and engaging local researchers.
Citing Sources: An Overview for Academic LibrariansTim Gorichanaz
Overview of the fundamentals of citations (bibliographic referencing) for academic librarians. What citations are fundamentally, why we cite, what we cite and how we cite... followed by a concrete example in APA, MLA and Chicago.
See video version (with audio) at https://youtu.be/BsYr90GUK3k
Alternative Facts, Fake News, Confirmation Bias & the Post-Truth WorldNicoleBranch
This document discusses strategies for teaching critical thinking and information literacy in the post-truth era. It provides an overview of a library workshop for faculty that focused on fake news, alternative facts, and confirmation bias. The workshop explored approaches for enhancing students' critical engagement with information, including using new lesson plans emphasizing critical thinking over mechanics. It also described a workshop for English students that defined terms like fake news and media bias, had students reflect on their own media consumption, and critically analyzed news articles. The goal was to help students become more reflective, critical media consumers and understand the role of quality journalism.
This document provides an overview of critical discourse analysis (CDA). It discusses key principles of CDA, including how social and political issues are constructed through language use and how power relations are negotiated in discourse. The document also outlines how CDA explores the connections between language and social context, and how it examines issues like gender, ethnicity and ideology. Several methods of CDA are introduced, such as analyzing framing techniques, multimodality, and identity construction in texts. Criticisms of CDA are noted, as well as suggestions for expanding its analytical tools and approaches.
This document provides an overview of critical discourse analysis (CDA). It discusses key principles of CDA, including how social and political issues are constructed through language use and how power relations are negotiated in discourse. The document also outlines how CDA is conducted, examining framing of texts, agent-patient relations, and issues like genre, modality, and identity. Some criticisms of CDA are noted, such as the need to involve text producers/consumers, and responses to these criticisms are presented.
Launching a new scholarly press involves a number of considerations; many of the decisions to be made involve tradeoffs and ethical considerations. Framing the discussion is the balance between “profitability” and scholarly contribution. Questions of funding sources, recruiting staff, developing editorial and business strategy, creating an advisory board, and evaluating new projects and authors contain ethical choices. Ethical climates vary; the right climate in the organization and fit between alliance partners are key. Deviance in its positive sense can be a source of innovation and creativity. Stories can be used to connect with our readers; stories are also useful in organizations to impart ethics and purposeful direction to organizations. The quest is to change the way we publish—thinking digitally from the beginning of the process, pursuing diverse funding sources, innovating in dissemination and marketing.
This document discusses teaching controversial issues in social studies classes and provides guidance for teachers. It notes that studying controversial issues develops critical thinking skills and helps students become engaged citizens. Research shows classroom discussions that address controversial topics promote later civic participation. The document provides examples of controversial issues and civil disobedience that could be discussed, as well as keys for teachers to have successful conversations on difficult topics, such as ensuring different perspectives are represented and maintaining an open discussion.
This document provides guidance for researchers on preparing to analyze sources on the topic of welfare in British society. It outlines the objectives of exploring academic writing, considering different viewpoints from The Daily Mail and The Guardian on the issue, and analyzing the strengths and limitations of each source. Researchers are prompted to consider whether welfare has become too expensive to support by examining the language, facts, objectivity, and types of arguments and sources presented in articles from both publications. Further resources on academic writing are also provided.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Juneteenth Freedom Day 2024 David Douglas School District
Re imagining critical thinking in the digital age
1. Re-Imagining Critical
Thinking in the Digital
Age
Narrowing the Gulf Conference
March 30, 2012
Presenters: Matthew Bodie, M.A.
Cher N. Gauweiler, Ph.D.
2. The Bottom Line…
• We live in an ecosystem of
interruption technologies
(Carr, 2011).
9. Strategies to try…
• Give a purpose for reading.
• Slow down when reading.
• Teach students how to
determine importance.
• Other ideas?
10. Points to Ponder #2
• What has happened to the role of author
and reader?
• Are we “all authors”?
http://bit.ly/Ha4V8q
11. Question….
• Question
It is time to elect the world leader, and yours is the deciding
vote. Here are the facts about the three leading candidates:
• Candidate A: He associates with crooked politicians, and
consults with astrologers. He's had two mistresses. He also
chain smokes and drinks up to ten Martinis a day.
• Candidate B: He was ejected from office twice, sleeps until
noon, used opium in college and drinks a large amounts of
whisky every evening.
• Candidate C: He is a decorated war hero. He's a
vegetarian, doesn't smoke, drinks an occasional beer and
hasn't had any extra-marital affairs.
14. Strategy #3
• Ask questions, such as:
• Which stories are trending?
• Which point of view is being privileged?
• Which points of view are being emphasized?
• Learn how redefine issues.
• Access alternative sources.
• Put events in historical perspectives.
15. References
• Best, J. (2004). Confusing numbers. In More damned lies and
statistics: How numbers confuse public issues (pp. 44-46).
Berkeley, CA: Berkeley University of California
• Carr, N. (2011). What the Internet is doing to our brains: The
shallows. W. W. Norton and Company: New York.
• Paul, R. & Elder, L. (2006). How to detect media bias &
propaganda in national and world news, 3rd ed. Foundation
for Critical Thinking. www.criticalthinking.org
Editor's Notes
Synopsis of presentation:Since the early twentieth century, sociolinguists and related theoreticians have given deeper meaning to the word text and have gradually changed our view of reading as one that not only deciphers words on the printed page, but one that involves reading messages and signals, ranging originally from individual gestures and community traditions to today’s vast array of media technologies. As methods of communication have advanced, so has the need for closer reading and deeper thinking. How can students be more engaged in reading the world when they only think in 140 characters? In this interactive presentation, participants will explore how to infuse critical thinking strategies with multiple forms of media.
Slide contains embedded sound of AOL’s well-known “You’ve Got Mail,” one of the first frequent interruptions for early Internet users.
This book was the inspiration for this presentation.
Beloware just a few suggesteddefinitions of the words on the screen, but the point is this: Literacy today is not only concerned with reading the page but “reading the world,” so to speak. A strong indicator of this extended view of reading is the long list of what might be called critical literacies. Many disciplines have their own form of literacy (e.g., see bottom of Wikipedia’s page on literacy: http://bit.ly/H4yCIZ); however, if the ‘Net Generation does not engage in deep or close reading – say, they are only accustomed to reading 140 characters on Twitter – then questions have to be asked about how they will read the world. Will their interpretations -- constructions and deconstructions, if you will – of the personal, cultural and social texts around them be weak? Will they be able to achieve the literacies of their disciplines that hinge on deep reading and critical thought?Text “Derived from the Latin textum (‘something woven’), which is also related to the words ‘textile’ and ‘texture’.” How to cite this entry:"text" A Dictionary of English Manuscript Terminology 1450–2000. Peter Beal. Oxford University Press 2008 Oxford Reference Online. Oxford University Press.Text “A group of practices for signaling meaning(s). This commonly means written texts, but has recently included economic, political, and social institutions, paintings, landscapes, and maps. Anthropologists view culture as a text.”How to cite this entry:"text" A Dictionary of Geography. Susan Mayhew. Oxford University Press 2009 Oxford Reference Online. Oxford University Press.media (mass media) The means, such as television, radio, newspapers, and magazines, by which advertisers, politicians, etc., communicate with large numbers of members of the general public.How to cite this entry:"media" A Dictionary of Business and Management. Ed. Jonathan Law. Oxford University Press, 2009. Oxford Reference Online. Oxford University Press. ‘Medium is the Message, The’. The playfully paradoxical title of the first chapter of Understanding Media (1964) by the Canadian philosopher of communications Marshall McLuhan (1911–80). His point appears to be that the form of the electronic media (television, computers, etc.) plays a key role in shaping our thought, in that a ‘message’ is ‘the change of scale or pace or pattern’ that new technology ‘introduces into human affairs’.How to cite this entry:"‘Medium is the Message, The’" Brewer's Dictionary of Modern Phrase & Fable. Edited by John Ayto and Ian Crofton. Chambers Harrap Publishers Ltd.
Video from: http://youtu.be/UFwWWsz_X9s Is good old-fashioned paper a technology? Can learning happen outside of technology? Does technology change the way we read deeply and therefore critically think? Nicholas Carr, author of The Shallows, in his essay, “Is Google Making Us Stupid?” relays a great story about how the typewriter changed Friedrich Nietzsche’s the form of late writings. See: http://bit.ly/GWd3Wn If technology changes writings, will it change readings as well? Jaron Lanier in his book You Are Not A Gadget (2010) discusses software lock-in. He says that software developers who develop original formats or programs do not have the ability to know how their work will be used in the future. MIDI, for example, continues to be tweaked over 20 years after its initial invention. The implication is that the same “lock in” that happens with software can also happen to its users. Lanier writes, “Every element in the system—every computer, every person, every bit—comes to depend on relentlessly detailed adherence to a common standard, a common point of exchange.” Is this not a sense of sociocentric thinking, an inability to think outside a certain milieu? What does this say about those elements of reasoning, such as interpretation and inference, that are part of critical thinking? Drawing conclusions by using only one process seems to deny a person the chance at being a strong-sense critical thinker.
“Lazy Eyes” is a picture and contains an embedded link to the an article on how students (and many others, including probably teachers, too) are used to reading. The same link appears at the bottom of the page.
If just skimming, will a reader catch that these are the same? What’s more, will s/he note that the bottom graphs -- called truncated graphs -- offer a more dynamic (sensational?) view of the statistics? Note how the truncated graphs do NOT start at zero. Graphic taken from: Best, J. (2004). Confusing numbers. In More damned lies and statistics: How numbers confuse public issues (pp. 44-46). Berkeley, CA: Berkeley University of California
The link to Purpose leads to a story called “The House.” The way to use this scenario is explained here http://bit.ly/H6VV70 The link to Importance leads to an example, provided by critical thinking champion and presenter Gary Meegan, where the original text is compacted into a smaller area to leave more margin for students to “wrestle” with text, asking and answering questions. See this site from where this is example comes at http://bit.ly/H6Wqy8
The picture of Matthew sitting with Mark Twain contains an embedded link to highly relevant video. The same link appears at the bottom of the page.
This scenario was collected on the Internet as far back as 1999, and while it makes readers think before judging, it should also make them think about what they are reading because some of its facts, or their presentation, are spurious in and of themselves, not to mention it is anonymously written (read more at snopes.com - http://bit.ly/H6CXNL). Still, like so many of these scenarios or stories, they are spread practically worldwide to millions of Internet users, with little regard to authority or fact.
The Authority link leads to an evaluation project used in Matthew’s classes on research. With this project, instructor and students discuss what makes these sources credible. The picture of John Mellencamp contains an embedded link to said singer’s hit, “I Fight Authority.”
Graphic taken from Paul, R. & Elder, L. (2006). How to detect media bias & propaganda in national and world news, 3rd ed.Foundation for Critical Thinking. www.criticalthinking.org
Strategies borrowed from Paul, R. & Elder, L. (2006). How to detect media bias & propaganda in national and world news, 3rd ed.Foundation for Critical Thinking. www.criticalthinking.orgThe Trending link leads to Google Trends. Instructors could also try search.twitter.com (no account needed) to demonstrate what Internet users are searching for. In this presentation, it was noted how the day before the presentation, George Zimmerman, the shooter of youth Trayvon Martin, was #10 on Google Trends, but on the day of the presentation, he did not trend at all in the top 10. Instead, the majority of trends, as the day before, were mostly about celebrities. What intellectual depth are Internet users looking for? Does the Internet predispose users to this lack of depth? What backpage stories are being missed? How do we wrestle with this? We seek Alternative Sources, which here leads to FAIR.org, the watchdog organization that presents the weekly show Counterspin, which takes to task – whether ideologically right or left – some of the reporting on major news-stories. In addition to alternative sources, we can also seek to look at things in Historical Perspectives, which at the link given here takes us to an example regarding a quote that while virtually unremarkable these days would have been incendiary during the time of the Salem Witch Trials.