This document discusses endangered species in Australia and provides information and assessments for students to learn about protecting threatened animals. It notes that over 200 years, many Australian species have gone extinct due to human activity that destroys habitats and introduces diseases. Students will learn why species become endangered, strategies to protect them, and complete two assessments: 1) creating an online poster about a specific endangered species and 2) investigating a threatened local animal and creating an audiovisual presentation to raise awareness and inspire conservation efforts. The purpose is for students to understand endangered animals and help ensure future protection of Australia's disappearing wildlife.
This document discusses endangered species in Australia and provides information and assessments for a classroom unit on the topic. It notes that over the last 200 years, many Australian species have gone extinct and many more are now endangered due to human activity like habitat destruction. The unit aims to help students understand why species become endangered and what can be done to protect them. Assessments include reflections on video clips about endangered wildlife, creating online posters about specific endangered species, and presenting multimedia projects about threatened local animals to inspire conservation action.
This document provides guidance on developing a research topic and thesis statement for a social sciences paper. It discusses choosing a topic of interest from current events, personal experiences or classes. Tools for exploring topics like the library catalog and online resources are presented. The importance of a clear, focused thesis statement that makes an arguable claim is emphasized. Different types of theses for papers like argumentative, cause/effect, and comparative essays are covered. Developing a narrow, specific thesis that can be supported with evidence is advised.
Three sentences:
Humans are largely responsible for endangering many animal species through destroying habitats, pollution, overhunting, and introducing invasive species. Students will learn about threatened Australian animals and ways to help prevent their extinction by creating informative posters and multimedia presentations about specific endangered local species to raise awareness of the threats they face and actions people can take to protect them. The assessments are designed to help students understand why animals become endangered and develop strategies to conserve threatened species.
The document provides ground rules for a presentation on Pakistani society and culture. Attendees are instructed to be attentive, not leave the room or talk during the presentation, switch off phones and laptops, and save questions for the end.
The presentation defines key terms like society, culture, norms, mores, and folkways. It discusses the origin and development of Pakistani society and the primary units of social life. The culture of Pakistan and various regions is described, including traditions, languages, foods, and handicrafts. The importance of understanding different cultures in nursing is also reviewed.
This document provides an overview of the transition from Society 1.0 to Society 3.0, with a focus on changes in human capital development. Society 1.0 was agricultural/family-based, Society 2.0 was industrial/job-based, and Society 3.0 is characterized by accelerating change, globalization, and an innovation society fueled by "knowmads" or mobile knowledge workers. Education 3.0 is also discussed, which is shaped by Society 3.0 and involves learning that is contextual, socially constructed, and takes place everywhere.
This document discusses the functions of the family in society. It lists 9 functions: childbearing, regulating sexual behavior, identifying social status, social control, child-rearing, education, socialization, religion, and politics. It also discusses family structures like patrilineal, matrilineal, and bilateral. Additionally, it notes the importance of the family in transmitting culture and values to children, teaching social responsibility, and serving as a model for future relationships.
A society is a group of people who interact and live together in an organized community, subject to common political and cultural structures. Societies are characterized by patterns of social relationships and interactions between members who share a culture. More broadly, a society comprises the economic, social, and political institutions that make up the infrastructure supporting a group of individuals, who can come from different ethnic groups. Throughout history, societies have been organized based on their primary means of subsistence, ranging from hunter-gatherer to pastoral, horticultural, agricultural, industrial, and post-industrial.
This document discusses endangered species in Australia and provides information and assessments for students to learn about protecting threatened animals. It notes that over 200 years, many Australian species have gone extinct due to human activity that destroys habitats and introduces diseases. Students will learn why species become endangered, strategies to protect them, and complete two assessments: 1) creating an online poster about a specific endangered species and 2) investigating a threatened local animal and creating an audiovisual presentation to raise awareness and inspire conservation efforts. The purpose is for students to understand endangered animals and help ensure future protection of Australia's disappearing wildlife.
This document discusses endangered species in Australia and provides information and assessments for a classroom unit on the topic. It notes that over the last 200 years, many Australian species have gone extinct and many more are now endangered due to human activity like habitat destruction. The unit aims to help students understand why species become endangered and what can be done to protect them. Assessments include reflections on video clips about endangered wildlife, creating online posters about specific endangered species, and presenting multimedia projects about threatened local animals to inspire conservation action.
This document provides guidance on developing a research topic and thesis statement for a social sciences paper. It discusses choosing a topic of interest from current events, personal experiences or classes. Tools for exploring topics like the library catalog and online resources are presented. The importance of a clear, focused thesis statement that makes an arguable claim is emphasized. Different types of theses for papers like argumentative, cause/effect, and comparative essays are covered. Developing a narrow, specific thesis that can be supported with evidence is advised.
Three sentences:
Humans are largely responsible for endangering many animal species through destroying habitats, pollution, overhunting, and introducing invasive species. Students will learn about threatened Australian animals and ways to help prevent their extinction by creating informative posters and multimedia presentations about specific endangered local species to raise awareness of the threats they face and actions people can take to protect them. The assessments are designed to help students understand why animals become endangered and develop strategies to conserve threatened species.
The document provides ground rules for a presentation on Pakistani society and culture. Attendees are instructed to be attentive, not leave the room or talk during the presentation, switch off phones and laptops, and save questions for the end.
The presentation defines key terms like society, culture, norms, mores, and folkways. It discusses the origin and development of Pakistani society and the primary units of social life. The culture of Pakistan and various regions is described, including traditions, languages, foods, and handicrafts. The importance of understanding different cultures in nursing is also reviewed.
This document provides an overview of the transition from Society 1.0 to Society 3.0, with a focus on changes in human capital development. Society 1.0 was agricultural/family-based, Society 2.0 was industrial/job-based, and Society 3.0 is characterized by accelerating change, globalization, and an innovation society fueled by "knowmads" or mobile knowledge workers. Education 3.0 is also discussed, which is shaped by Society 3.0 and involves learning that is contextual, socially constructed, and takes place everywhere.
This document discusses the functions of the family in society. It lists 9 functions: childbearing, regulating sexual behavior, identifying social status, social control, child-rearing, education, socialization, religion, and politics. It also discusses family structures like patrilineal, matrilineal, and bilateral. Additionally, it notes the importance of the family in transmitting culture and values to children, teaching social responsibility, and serving as a model for future relationships.
A society is a group of people who interact and live together in an organized community, subject to common political and cultural structures. Societies are characterized by patterns of social relationships and interactions between members who share a culture. More broadly, a society comprises the economic, social, and political institutions that make up the infrastructure supporting a group of individuals, who can come from different ethnic groups. Throughout history, societies have been organized based on their primary means of subsistence, ranging from hunter-gatherer to pastoral, horticultural, agricultural, industrial, and post-industrial.
This module focuses on endangered species. Students will learn about endangered animals, threats to their habitats, and ways to help protect them. They will research an endangered species, write a report, and participate in online discussions. The instructor will use individualized and cooperative learning to engage students. The goals are for students to communicate knowledge about endangered animals and take action to protect biodiversity.
This document summarizes research on the sociological specialty of "animals and society". It discusses three main areas of focus within the field.
The first area examines how the exploitation of animals connects to other forms of domination and oppression. This work provides insights into challenging inequality more broadly by considering the treatment of animals alongside issues like racism and sexism.
The second area examines research on the connection between animal abuse and human violence. This work challenges assumptions about a direct link and also reveals animals are often victims in domestic violence situations.
The third area uses human-animal interactions to challenge dominant sociological views of self and identity. This expands understanding of what it means to live in a social world by considering relationships between people
This document provides guidance on how to bring Animal Studies into academia and keep it alive as a field of study. It recommends starting by writing papers and theses on animal-related topics and joining academic networks in Animal Studies. Organizing a student or national conference, starting a website or blog, and teaching a course in Animal Studies are also suggested. Publishing introduction articles and books can help spread knowledge and engage broader audiences. Staying active in Animal Studies organizations and publishing in journals in the field will help establish and continue developing it as an area of academic focus.
‘Man-eaters’ in the Media: Representation of Human-leopard Interactions in In...Kalli Doubleday
This presentation was given at the 2017 Annual Meeting of the American Association of Geographers presenting the results of the peer-reviewed article "‘Man-eaters’ in the Media: Representation of Human-leopard Interactions in India Across Local, National, and International Media" in Conservation & Society, by Crystal A. Crown & Kalli F. Doubleday http://www.conservationandsociety.org/article.asp?issn=0972-4923;year=2017;volume=15;issue=3;spage=304;epage=312;aulast=Crown
Allegory and the lorax visible thinking Sara Marino
The document provides an introduction to the concept of allegory and discusses Dr. Seuss' book "The Lorax" as an example. It defines allegory as a story that can reveal a hidden meaning, especially related to moral or political issues, through symbolic characters and events. Dr. Seuss was skilled at allegory and many of his children's books, including "The Lorax" and "Yertle the Turtle", were allegories about important political or moral issues aimed at adults. The document suggests analyzing "The Lorax" to identify characters, setting, plot, messages, and emotional reactions.
The document discusses several key topics related to the environment and sustainability:
1. It provides an overview of environmental science and ecology, explaining how scientists study environments and organisms.
2. It discusses the history of conservation and environmentalism, from pragmatic resource conservation to modern global environmental citizenship.
3. It outlines some major causes of environmental degradation, like population growth, resource extraction, and pollution from fossil fuel burning and waste.
4. It also examines issues of sustainability and environmental justice, like poverty, consumption patterns, and the rights of indigenous peoples.
The document discusses the debate around conserving giant pandas. It provides background on pandas, including that their population is around 1,800, they are listed as vulnerable on the IUCN Red List, and their natural habitat and diet are outlined. The document also discusses the perspectives of conserving versus letting pandas go extinct. Students are asked to research keystone and flagship species, compare the threatened and endangered categories, identify other endangered species in pandas' region, and suggest conservation methods.
This document summarizes a class session on considering people and nature. It includes a discussion of Richard Louv's concept of nature deficit disorder, different views on the relationship between humans and nature, and models for including local communities in natural resource management. Environmental determinism viewed culture as determined by the environment, while possibilism saw the environment setting limits on human options. More recently, there is a shift to see people as part of nature and acknowledge traditional ecological knowledge. Protected areas were historically established without consent, separating humans from nature, but now aim to involve local communities through co-management models.
I gave a keynote presentation at Carolinian Canada's Ecosystem Recovery Forum at the Royal Botanic Gardens, Hamilton, Ontario, asking, "Why Don't Ecologists Get More Respect?"
https://caroliniancanada.ca/events/2014-ecosystem-recovery-forum
This document discusses the different types of paragraphs. It defines a paragraph as a grammatical structure that contains a main idea and related sentences. There are four main types of paragraphs: descriptive, narrative, argumentative, and expository. The document provides examples and explanations of each type of paragraph to illustrate their distinguishing characteristics. It also discusses other ways paragraphs can be classified, such as by logical structure, location within a document, or content.
What to know how you're related to a brown rat? Interpret this infographic to find out.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Scientific Method Lecture 1 WA UAM 1MA/2 sem/2013Barbara Konat
This document outlines the syllabus and structure for a course on scientific method taught by Barbara Konat. The course covers the scientific process, empirical research methods, and how to design a research study. It is divided into three modules: introduction to scientific inquiry, analyzing scientific articles, and developing a research plan. Students will work in groups to design and present their own research project at the end of the course. The document provides contact information for the instructor and notes on course assignments, presentations, and participation requirements.
This document contains information about an introductory environmental science unit on ecosystems and populations, including:
- The unit questions focus on understanding the value of diversity and how resilience is achieved through diversity.
- Assessment tasks include an ecological survey lab and unit test.
- Review tasks involve quizzes on ecosystems and communities and populations.
- Several sections provide information on diversity, why it is important to measure, and challenges tracking species diversity in Brazil.
- Additional passages discuss human population reaching 7 billion and the IUCN Red List categories for threatened species.
The document discusses the Encyclopedia of Life (EOL) project, which aims to create a web page for every known species containing key information about it. It outlines EOL's goals of aggregating biodiversity data from various sources and making it openly accessible online. The document also describes EOL's efforts to establish a taxonomic framework and infrastructure to facilitate collaborative curation of species pages.
This study compared attitudes of school children in Germany and Costa Rica towards invertebrates. 271 students (134 Costa Rican and 137 German) in grades 4-6 completed a semantic differential questionnaire rating 13 adjective pairs related to invertebrates. Only 3 of the 13 pairs showed significant differences: Costa Rican students rated invertebrates as more dangerous, while Costa Rican boys rated them as more interesting and precious than German students. Although negative attitudes towards invertebrates seem culturally universal, experiential learning like nature outings can improve knowledge of and emotions towards invertebrates. The lack of appreciation for invertebrates in countries where they pose no danger requires further examination.
Negative feelings and an insufficient awareness of invertebrates seem to be culturally universal and can be found in different countries and continents. To better understand the underlying mechanisms we want to compare the attitudes of school children in Germany and Costa Rica towards invertebrates. The sample of the study comprised a total of 271 school children (grade 4, 5 and 6); 134 Costa Rican students (61 girls, 73 boys) and 137 German students (53 girls, 84 boys). Attitudes towards small animals such as beetles, wood lice, centipedes or spiders were assessed with the help of a semantic differential. Altogether students marked their choices for 13 bipolar adjective pairs that focused on the perceived value of animals and the emotions towards them. Only 3 of the 13 bipolar adjective pairs showed significant differences. Although Costa Rican schoolchildren rated invertebrates more dangerous than German schoolchildren, especially the Costa Rican boys rated the invertebrates more interesting and more precious in comparison with the German students.
1
SAMPLE PREPARATION OUTLINE
STUDENT:
INSTRUCTOR:
COURSE: COMM 2200-XX
DATE:
TITLE:
Specific Purpose: To inform my audience about the nature, extent, and symptoms of panic
attacks.
Central Idea: Panic attacks are serious medical conditions whose fearful symptoms affect
millions of people.
Introduction
I. Attention: I can't breathe, my arms are tingling, I'm really dizzy, and it feels as if
my heart is about to fly out of my chest. When this happened to me three years ago
at an outdoor concert, I was really frightened. At the time, I had no idea what was
going on.
II. Topic: My doctor told me later that I had experienced a panic attack.
III. Credibility: I have learned a lot about my condition during the past three years, and
I did additional research for this speech from sources such as the National Institute
of Mental Health and the American Psychiatric Association as well as others.
IV. Preview: Today I would like to inform you about the nature of panic attacks, the
people affected most often by them, and the options for treatment.
(Transition: Let's start with the nature of panic attacks.)
I. Panic attacks are a severe medical condition with a number of physical and mental
symptoms.
2
A. As defined by the National Institute of Mental Health, panic attacks involve
"unexpected and repeated episodes of intense fear accompanied by physical
symptoms."
1. The attacks usually come out of nowhere and strike when least
expected.
2. Their length can vary from a few minutes to several hours.
B. There are a number of symptoms common to most panic attacks.
1. Physical symptoms include a pounding heart, shortness of breath,
lightheadedness, and numbness or tingling sensations in the arms
and legs. (Baskin)
2. Mental symptoms include acute fear, a sense of disaster or
helplessness, and a feeling of being detached from one's own body.
(Transition: Now that you know something about the nature of panic attacks, let's look at
how widespread they are.)
II. Panic attacks affect millions of people.
A. According to the American Psychiatric Association, six million Americans
suffer from panic attacks.
B. Some groups have a higher incidence of panic attacks than do other groups.
1. The National Institute of Mental Health reports that panic attacks
strike women twice as often as men.
2. Half the people who suffer from panic attacks develop symptoms
before the age of 24. (National Institutes of Health)
3. Presentation aid (United)
(Transition: Given the severity of panic attacks, I'm sure you are wondering how they can
be treated.)
III. There are two major options for treating panic attacks.
A. One option is medication.
1. Antidepressants are the most frequently prescribed medication for
panic attacks.
2. They rearrange the brain's chemical levels so as to get rid of
unwanted fear responses. (Choy)
B. Another option is cognitive-behavioral therapy. ...
Essential human sciences in 2 lessons (with extension if required)Kieran Ryan
The document provides an overview of the key concepts in human sciences, including definitions, research methodologies, and approaches. It discusses the differences between human sciences and natural sciences, as well as three main approaches to research in human sciences: positivism, interpretivism, and critical theory. Examples are given to illustrate these approaches. Students are given tasks to match examples to different research approaches and consider reasons for differences between qualitative and quantitative research.
Essential human sciences in 2 lessons (with extension if required)Kieran Ryan
The document provides an overview of the key concepts in human sciences, including definitions, research methodologies, and approaches. It discusses the differences between human sciences and natural sciences, as well as three main approaches to research in human sciences: positivist, interpretivist, and critical theory. Examples are given for each approach. The document also describes some criticisms of human sciences from the perspective of natural sciences and discusses challenges around qualitative versus quantitative research.
50 Great Topics for a Process Analysis Essay. Process analysis essay topics. 100 Great Process Analysis Essay Topics. Process analysis essay writing tips. Process analysis essay outline. Process Analysis Essay: Topics .... Process Analysis Essay Template Business. Process Analysis Essay Example Expository essay, Expository essay .... Good process speech topics. An academic guide to 25 Best Process .... Process Analysis Essay: Topics, Outline and Examples EssayPro. 60 Unique Process Analysis Essay Topics for Your Inspiration - Blog .... What is a process analysis essay. Process Analysis Essay Writing .... 50 Great Topics for a Process Analysis Essay - How to write a process .... Process Analysis Essay PDF Essays Cognition. 005 Process Essay Examples Sample Topics Outline And How To Example Of .... ️ Types of process analysis. The Best Process Analysis Essay Topics for .... 26 Good Process Essay Topics Gif - scholarship. Process Essay - 24 Examples, Format, Pdf Examples. Process Analysis Essay Essay, Essay writing structure, Essay outline. Process analysis assignment. Process Analysis Essays - The Key To Writing A Process Analysis Essay. Process Analysis Essay Example Essay examples, Essay, Analysis. Process analysis writing. Process Analysis. 2022-10-21. Process analysis ideas. 50 Great Topics for a Process Analysis Essay .... Process analysis essay topic ideas. 160 Process Analysis Essay Topics .... How to Write a Process Analysis: Examples amp; Outline. Structuring a Process Analysis Essay. Download Process Essay Thesis Examples Pics - Exam. Free process analysis essay examples: PDFPaper 2: Process Analysis .... 004 Essay Example Process Topics For High School English Ana Analytical .... How to Write a Process Analysis Essay: Basic Guidelines Wr1ter. 003 Processanalysisassignment Phpapp02 Thumbnail Essay Example Process .... Analysis by division essay examples. How to Write My Division or .... How to start a process analysis essay. Learn How to Write a Process ... Process Analysis Essay Topics Pr
The document discusses the origins and history of the SUNY Student Computing Access Program (SCAP). SCAP was started in 1983 to provide over $75 million for student computing needs like hardware and software. It was created to address the growing role of technology and concerns about costs. SCAP funding is distributed to campuses and has helped make SUNY a leader in technology. The goals of SCAP are to fund direct student access, minimize reporting efforts, and encourage long-term campus technology planning while maintaining strong support. Potential issues discussed include changing technology needs, decreased per-student funding, and ensuring SCAP continues to effectively promote innovation.
This module focuses on endangered species. Students will learn about endangered animals, threats to their habitats, and ways to help protect them. They will research an endangered species, write a report, and participate in online discussions. The instructor will use individualized and cooperative learning to engage students. The goals are for students to communicate knowledge about endangered animals and take action to protect biodiversity.
This document summarizes research on the sociological specialty of "animals and society". It discusses three main areas of focus within the field.
The first area examines how the exploitation of animals connects to other forms of domination and oppression. This work provides insights into challenging inequality more broadly by considering the treatment of animals alongside issues like racism and sexism.
The second area examines research on the connection between animal abuse and human violence. This work challenges assumptions about a direct link and also reveals animals are often victims in domestic violence situations.
The third area uses human-animal interactions to challenge dominant sociological views of self and identity. This expands understanding of what it means to live in a social world by considering relationships between people
This document provides guidance on how to bring Animal Studies into academia and keep it alive as a field of study. It recommends starting by writing papers and theses on animal-related topics and joining academic networks in Animal Studies. Organizing a student or national conference, starting a website or blog, and teaching a course in Animal Studies are also suggested. Publishing introduction articles and books can help spread knowledge and engage broader audiences. Staying active in Animal Studies organizations and publishing in journals in the field will help establish and continue developing it as an area of academic focus.
‘Man-eaters’ in the Media: Representation of Human-leopard Interactions in In...Kalli Doubleday
This presentation was given at the 2017 Annual Meeting of the American Association of Geographers presenting the results of the peer-reviewed article "‘Man-eaters’ in the Media: Representation of Human-leopard Interactions in India Across Local, National, and International Media" in Conservation & Society, by Crystal A. Crown & Kalli F. Doubleday http://www.conservationandsociety.org/article.asp?issn=0972-4923;year=2017;volume=15;issue=3;spage=304;epage=312;aulast=Crown
Allegory and the lorax visible thinking Sara Marino
The document provides an introduction to the concept of allegory and discusses Dr. Seuss' book "The Lorax" as an example. It defines allegory as a story that can reveal a hidden meaning, especially related to moral or political issues, through symbolic characters and events. Dr. Seuss was skilled at allegory and many of his children's books, including "The Lorax" and "Yertle the Turtle", were allegories about important political or moral issues aimed at adults. The document suggests analyzing "The Lorax" to identify characters, setting, plot, messages, and emotional reactions.
The document discusses several key topics related to the environment and sustainability:
1. It provides an overview of environmental science and ecology, explaining how scientists study environments and organisms.
2. It discusses the history of conservation and environmentalism, from pragmatic resource conservation to modern global environmental citizenship.
3. It outlines some major causes of environmental degradation, like population growth, resource extraction, and pollution from fossil fuel burning and waste.
4. It also examines issues of sustainability and environmental justice, like poverty, consumption patterns, and the rights of indigenous peoples.
The document discusses the debate around conserving giant pandas. It provides background on pandas, including that their population is around 1,800, they are listed as vulnerable on the IUCN Red List, and their natural habitat and diet are outlined. The document also discusses the perspectives of conserving versus letting pandas go extinct. Students are asked to research keystone and flagship species, compare the threatened and endangered categories, identify other endangered species in pandas' region, and suggest conservation methods.
This document summarizes a class session on considering people and nature. It includes a discussion of Richard Louv's concept of nature deficit disorder, different views on the relationship between humans and nature, and models for including local communities in natural resource management. Environmental determinism viewed culture as determined by the environment, while possibilism saw the environment setting limits on human options. More recently, there is a shift to see people as part of nature and acknowledge traditional ecological knowledge. Protected areas were historically established without consent, separating humans from nature, but now aim to involve local communities through co-management models.
I gave a keynote presentation at Carolinian Canada's Ecosystem Recovery Forum at the Royal Botanic Gardens, Hamilton, Ontario, asking, "Why Don't Ecologists Get More Respect?"
https://caroliniancanada.ca/events/2014-ecosystem-recovery-forum
This document discusses the different types of paragraphs. It defines a paragraph as a grammatical structure that contains a main idea and related sentences. There are four main types of paragraphs: descriptive, narrative, argumentative, and expository. The document provides examples and explanations of each type of paragraph to illustrate their distinguishing characteristics. It also discusses other ways paragraphs can be classified, such as by logical structure, location within a document, or content.
What to know how you're related to a brown rat? Interpret this infographic to find out.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Scientific Method Lecture 1 WA UAM 1MA/2 sem/2013Barbara Konat
This document outlines the syllabus and structure for a course on scientific method taught by Barbara Konat. The course covers the scientific process, empirical research methods, and how to design a research study. It is divided into three modules: introduction to scientific inquiry, analyzing scientific articles, and developing a research plan. Students will work in groups to design and present their own research project at the end of the course. The document provides contact information for the instructor and notes on course assignments, presentations, and participation requirements.
This document contains information about an introductory environmental science unit on ecosystems and populations, including:
- The unit questions focus on understanding the value of diversity and how resilience is achieved through diversity.
- Assessment tasks include an ecological survey lab and unit test.
- Review tasks involve quizzes on ecosystems and communities and populations.
- Several sections provide information on diversity, why it is important to measure, and challenges tracking species diversity in Brazil.
- Additional passages discuss human population reaching 7 billion and the IUCN Red List categories for threatened species.
The document discusses the Encyclopedia of Life (EOL) project, which aims to create a web page for every known species containing key information about it. It outlines EOL's goals of aggregating biodiversity data from various sources and making it openly accessible online. The document also describes EOL's efforts to establish a taxonomic framework and infrastructure to facilitate collaborative curation of species pages.
This study compared attitudes of school children in Germany and Costa Rica towards invertebrates. 271 students (134 Costa Rican and 137 German) in grades 4-6 completed a semantic differential questionnaire rating 13 adjective pairs related to invertebrates. Only 3 of the 13 pairs showed significant differences: Costa Rican students rated invertebrates as more dangerous, while Costa Rican boys rated them as more interesting and precious than German students. Although negative attitudes towards invertebrates seem culturally universal, experiential learning like nature outings can improve knowledge of and emotions towards invertebrates. The lack of appreciation for invertebrates in countries where they pose no danger requires further examination.
Negative feelings and an insufficient awareness of invertebrates seem to be culturally universal and can be found in different countries and continents. To better understand the underlying mechanisms we want to compare the attitudes of school children in Germany and Costa Rica towards invertebrates. The sample of the study comprised a total of 271 school children (grade 4, 5 and 6); 134 Costa Rican students (61 girls, 73 boys) and 137 German students (53 girls, 84 boys). Attitudes towards small animals such as beetles, wood lice, centipedes or spiders were assessed with the help of a semantic differential. Altogether students marked their choices for 13 bipolar adjective pairs that focused on the perceived value of animals and the emotions towards them. Only 3 of the 13 bipolar adjective pairs showed significant differences. Although Costa Rican schoolchildren rated invertebrates more dangerous than German schoolchildren, especially the Costa Rican boys rated the invertebrates more interesting and more precious in comparison with the German students.
1
SAMPLE PREPARATION OUTLINE
STUDENT:
INSTRUCTOR:
COURSE: COMM 2200-XX
DATE:
TITLE:
Specific Purpose: To inform my audience about the nature, extent, and symptoms of panic
attacks.
Central Idea: Panic attacks are serious medical conditions whose fearful symptoms affect
millions of people.
Introduction
I. Attention: I can't breathe, my arms are tingling, I'm really dizzy, and it feels as if
my heart is about to fly out of my chest. When this happened to me three years ago
at an outdoor concert, I was really frightened. At the time, I had no idea what was
going on.
II. Topic: My doctor told me later that I had experienced a panic attack.
III. Credibility: I have learned a lot about my condition during the past three years, and
I did additional research for this speech from sources such as the National Institute
of Mental Health and the American Psychiatric Association as well as others.
IV. Preview: Today I would like to inform you about the nature of panic attacks, the
people affected most often by them, and the options for treatment.
(Transition: Let's start with the nature of panic attacks.)
I. Panic attacks are a severe medical condition with a number of physical and mental
symptoms.
2
A. As defined by the National Institute of Mental Health, panic attacks involve
"unexpected and repeated episodes of intense fear accompanied by physical
symptoms."
1. The attacks usually come out of nowhere and strike when least
expected.
2. Their length can vary from a few minutes to several hours.
B. There are a number of symptoms common to most panic attacks.
1. Physical symptoms include a pounding heart, shortness of breath,
lightheadedness, and numbness or tingling sensations in the arms
and legs. (Baskin)
2. Mental symptoms include acute fear, a sense of disaster or
helplessness, and a feeling of being detached from one's own body.
(Transition: Now that you know something about the nature of panic attacks, let's look at
how widespread they are.)
II. Panic attacks affect millions of people.
A. According to the American Psychiatric Association, six million Americans
suffer from panic attacks.
B. Some groups have a higher incidence of panic attacks than do other groups.
1. The National Institute of Mental Health reports that panic attacks
strike women twice as often as men.
2. Half the people who suffer from panic attacks develop symptoms
before the age of 24. (National Institutes of Health)
3. Presentation aid (United)
(Transition: Given the severity of panic attacks, I'm sure you are wondering how they can
be treated.)
III. There are two major options for treating panic attacks.
A. One option is medication.
1. Antidepressants are the most frequently prescribed medication for
panic attacks.
2. They rearrange the brain's chemical levels so as to get rid of
unwanted fear responses. (Choy)
B. Another option is cognitive-behavioral therapy. ...
Essential human sciences in 2 lessons (with extension if required)Kieran Ryan
The document provides an overview of the key concepts in human sciences, including definitions, research methodologies, and approaches. It discusses the differences between human sciences and natural sciences, as well as three main approaches to research in human sciences: positivism, interpretivism, and critical theory. Examples are given to illustrate these approaches. Students are given tasks to match examples to different research approaches and consider reasons for differences between qualitative and quantitative research.
Essential human sciences in 2 lessons (with extension if required)Kieran Ryan
The document provides an overview of the key concepts in human sciences, including definitions, research methodologies, and approaches. It discusses the differences between human sciences and natural sciences, as well as three main approaches to research in human sciences: positivist, interpretivist, and critical theory. Examples are given for each approach. The document also describes some criticisms of human sciences from the perspective of natural sciences and discusses challenges around qualitative versus quantitative research.
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3. Synopsis of Assignment
Each person will submit a PowerPoint presentation, or other electronic presentation, that
features gathered social media (webpages, images, tweets, videos, etc) that extends the
discussion of the social imaginary and animals and/or animals and the environment to a case
of your choice. The presentation should include the following:
I. A brief description of how the selected subject matter relates to one or more of Waldau’s
Four questions;
II. At least one reference to Herzog;
III. At least one reference to Nibert and/or Mooallem;
IV. A brief discussion of how understanding this topic contributes to a greater understanding
of the broad field of Society and Animals.
Each presentation should include a brief (2-3) page summary of the presentation and its
findings.
4. Animal Studies: An Introduction
Author: Paul Waldau
Core: “Animal studies” is a growing,
interdisciplinary field
5. Some We Love, Some We Hate, Some We Eat: Why
It's So Hard to Think Straight About Animals
Author: Hal Herzog
Core: How we think about animals is rooted in human perceptions and
Interactions, not in the “nature” of animals
6. Animal Oppression and Human Violence:
Domesecration, Capitalism, and Global Conflict
Author: David A. Nibert
Core: Human history and societies cannot be adequately understood
without understanding the roles played by “domescration”
7. Summary of
Animal Rights/Human Rights
Primary variables
Factor One: Economic exploitation;
Factor Two: Unequal power “largely vested
in control of the state”;
Factor Three: Ideological control
9. Wild Ones: A Sometimes Dismaying, Weirdly Reassuring Story
About Looking at People Looking at Animals in America
Author: Jon Mooallem
Core: How do we come to identify with certain animals, many of which
we have never met?
New York Times 100 Notable books of 2013
11. International Union for Conservation of Nature and
Natural Resources Red List of Endangered Species
Taxonomy [top]
Kingdom Phylum Class Order Family ANIMALIA ARTHROPODA
ARACHNIDA ARANEAE LYCOSIDAE
Scientific Name: Pardosa diuturna Species Authority: Fox, 1937
Common Name/s: English – Glacier Bay Wolf Spider Assessment
Information [top]
Red List Category & Criteria: Vulnerable D2 ver 2.3 Year Published:
1996 Date Assessed: 1996-08-01 Annotations: Needs updating
Assessor/s: World Conservation Monitoring Centre History: 1994 –
Rare (Groombridge 1994) 1990 – Rare (IUCN 1990) 1988 – Rare (IUCN
Conservation Monitoring Centre 1988) 1986 – Rare (IUCN
Conservation Monitoring Centre 1986
http://www.iucnredlist.org/details/full/16219/0
12. Intents of assignments
Syncretic assignment
Requiring students to synthesize different,
interdisciplinary texts
Critical thinking through engaging texts
Deploying ideas from texts in new directions
13. Intents of assignments
Application of theoretical/ conceptual material
Taking theoretical perspectives/concepts and directly applying them in
their own research
Student engagement through data-driven
research
Could students generate their own data sets and apply ideas
from the above texts in their own research?
Editor's Notes
Brief agenda: explain texts, and then the intent of the assignment, followed by sample student responses
Waldau has taught a course on Animal law at Harvard
Waldau’s questions:
What is Animal Studies?
Who and what are animals?
Why is Animal Studies important?
What explains the personal connection so evident when meeting animals?
“…telling the entire story about our past with other living beings.”
“…to develop perspectives on other living beings; individual and communal…our inquiry is about their realities”
To “explore future possibilities”
4. To identify the nature and (potential) limits about what we may know about other living beings
Nice synthesis of narratives from Herzog’s own research and approachable synopses of scholarship
Offers a comparative-historical approach and deductive theory, based on his previous book Animal Rights/Human Rights
Part of Mooallem’s thesis: how Americans react to certain animals and problems associated with them, and not others:
Case in point: Nissan commercial conflating global warming and the plight of the polar bear, and other threatened species – case of the Glacier Bay Wolf Spider – whose image is ignored even by scientists that purport to be acting on its behalf
Glacier Bay Wolf Spider , mentioned on page 56
Encourages students to reassess materials
Requires students to apply what they have been exposed to
Ideally providing an opportunity for students to apply theories and to see their strengths and limitations