TNC21 WEEK 2- Identifying Parts of a Whole.pptxJunah Sagadal
Â
TRENDS, NETWORK AND CRITICAL THINKING IN THE 21ST CENTURY WEEK 2-
Identifying Parts of a Whole. (Hierarchy of Trends: Microtrends, Macrotrends, Megatrends, Gigatrends)
TNC21 WEEK 2- Identifying Parts of a Whole.pptxJunah Sagadal
Â
TRENDS, NETWORK AND CRITICAL THINKING IN THE 21ST CENTURY WEEK 2-
Identifying Parts of a Whole. (Hierarchy of Trends: Microtrends, Macrotrends, Megatrends, Gigatrends)
This topic is the lesson 2 for the Trends, Networks and Critical Thinking in the 21st Century Culture, an academic specialized subject of the Senior High School K-12 Basic Education Curriculum of the Republic of the Philippines.
This topic is the lesson 1 for the Trends, Networks and Critical Thinking in the 21st Century Culture, an academic specialized subject of the Senior High School K-12 Basic Education Curriculum of the Republic of the Philippines. This powerpoint presentation was prepared by Renante A. Rogador.
Social networks and learning -- examples and highlights of studies on social networks and learning communities.
Haythornthwaite, C. (June 30, 2014). Network Madness: A node, a relation, a network. Invited presentation, Learning Analytics Summer Institute 2014 - Public Event, Harvard University, Boston MA (one of four invited speakers). Organizer Garron Hillaire. http://www.meetup.com/Learning-Analytics-Boston/events/187455892/
This topic is the lesson 2 for the Trends, Networks and Critical Thinking in the 21st Century Culture, an academic specialized subject of the Senior High School K-12 Basic Education Curriculum of the Republic of the Philippines.
This topic is the lesson 1 for the Trends, Networks and Critical Thinking in the 21st Century Culture, an academic specialized subject of the Senior High School K-12 Basic Education Curriculum of the Republic of the Philippines. This powerpoint presentation was prepared by Renante A. Rogador.
Social networks and learning -- examples and highlights of studies on social networks and learning communities.
Haythornthwaite, C. (June 30, 2014). Network Madness: A node, a relation, a network. Invited presentation, Learning Analytics Summer Institute 2014 - Public Event, Harvard University, Boston MA (one of four invited speakers). Organizer Garron Hillaire. http://www.meetup.com/Learning-Analytics-Boston/events/187455892/
Power no longer resides exclusively (if at all) in states, institutions, or large corporations. It is located in the networks that structure society. Social network analysis seeks to understand networks and their participants and has two main focuses: the actors and the relationships between them in a specific social context.
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
1.2 Assessing Your Social Network Profile Heightened awareness of SantosConleyha
Â
1.2 Assessing Your Social Network Profile Heightened awareness of how messages help create meanings should increase your ability to make more reasoned and reasonable choices in your interpersonal interactions.
Examine your own social network profile (or that of a friend) in terms of the principles of interpersonal communication discussed in this chapter: 1. What purposes does your profile serve? In what ways might it serve the five pur-poses of interpersonal communication identified here (to learn, relate, influence, play, and help)?
2. In what way is your profile page a package of signals? In what ways do the varied words and pictures combine to communicate meaning?
3. Can you identify and distinguish between content from relational messages? 4. In what ways, if any, have you adjusted your profile as a response to the ways in which others have fashioned their profiles?
5. In what ways does your profile exhibit interpersonal power? In what ways, if any, have you incorporated into your profile the six types of power discussed in this chapter (legitimate, referent, reward, coercive, expert, or information)?
6. What messages on your profile are ambiguous? Bumper stickers and photos should provide a useful starting point.
7. In what ways (if any) can you identify the process of punctuation? 8. What are the implications of inevitability, irreversibility, and unrepeatability for publishing a profile on and communicating via social network sites?26 Chapter 1
______ 6. Purposes. Adjust your interpersonal commu-nication strategies on the basis of your specific purpose.
______ 7. Packaging. Make your verbal and nonverbal messages consistent; inconsistencies often create uncertainty and misunderstanding.
______ 8. Content and relationship. Listen to both the con-tent and the relationship aspects of messages, distinguish between them, and respond to both.
Key Terms
ambiguity asynchronous communication channel
choice points code switching code coercive power
communication accommodation theory
content messages
context of communication cultural context culture decoder effect
encoder ethics
expert power
feedback feedforward inevitability
information overload information power
interpersonal communication interpersonal competence irreversibility legitimate power message
metamessage mindfulness mindlessness noise
persuasion power physical context physical noise physiological noise
power
principle of adjustment psychological noise
punctuation of communication receiver referent power relationship messages response reward power semantic noise
signal-to-noise ratio social-psychological context source stimulus synchronous communication temporal context transactional view unrepeatability
Skill Building Exercises 1.1 Distinguishing Content and Relationship Messages
Content and relationship messages serve different communication functions. Being able to distinguish between them is prerequisite to using and responding to them effectively. How would you communicate both ...
1.2 Assessing Your Social Network Profile Heightened awareness of BenitoSumpter862
Â
1.2 Assessing Your Social Network Profile Heightened awareness of how messages help create meanings should increase your ability to make more reasoned and reasonable choices in your interpersonal interactions.
Examine your own social network profile (or that of a friend) in terms of the principles of interpersonal communication discussed in this chapter: 1. What purposes does your profile serve? In what ways might it serve the five pur-poses of interpersonal communication identified here (to learn, relate, influence, play, and help)?
2. In what way is your profile page a package of signals? In what ways do the varied words and pictures combine to communicate meaning?
3. Can you identify and distinguish between content from relational messages? 4. In what ways, if any, have you adjusted your profile as a response to the ways in which others have fashioned their profiles?
5. In what ways does your profile exhibit interpersonal power? In what ways, if any, have you incorporated into your profile the six types of power discussed in this chapter (legitimate, referent, reward, coercive, expert, or information)?
6. What messages on your profile are ambiguous? Bumper stickers and photos should provide a useful starting point.
7. In what ways (if any) can you identify the process of punctuation? 8. What are the implications of inevitability, irreversibility, and unrepeatability for publishing a profile on and communicating via social network sites?26 Chapter 1
______ 6. Purposes. Adjust your interpersonal commu-nication strategies on the basis of your specific purpose.
______ 7. Packaging. Make your verbal and nonverbal messages consistent; inconsistencies often create uncertainty and misunderstanding.
______ 8. Content and relationship. Listen to both the con-tent and the relationship aspects of messages, distinguish between them, and respond to both.
Key Terms
ambiguity asynchronous communication channel
choice points code switching code coercive power
communication accommodation theory
content messages
context of communication cultural context culture decoder effect
encoder ethics
expert power
feedback feedforward inevitability
information overload information power
interpersonal communication interpersonal competence irreversibility legitimate power message
metamessage mindfulness mindlessness noise
persuasion power physical context physical noise physiological noise
power
principle of adjustment psychological noise
punctuation of communication receiver referent power relationship messages response reward power semantic noise
signal-to-noise ratio social-psychological context source stimulus synchronous communication temporal context transactional view unrepeatability
Skill Building Exercises 1.1 Distinguishing Content and Relationship Messages
Content and relationship messages serve different communication functions. Being able to distinguish between them is prerequisite to using and responding to them effectively. How would you communicate both ...
Scholar Practitioner Project (11â15 pages)
TOPIC:
An education and awareness campaign to help homeless Veterans
1. Explain the social change issue.
2. Describe the community you have selected.
3. Differentiate between need and demand as they relate to the issue and community.
4. Outline/describe steps you would take to conduct a needs assessment.
5. Describe the current state of social policies that either do or do not address the social change issue
you identified.
6. State which stakeholders you would contact and why you would contact each.
7. Develop a survey related to your social change issue.
8. The survey must be at least 10 questions.
9. Provide a short justification for each question on the survey.
10. Provide a rationale for the type/format of questions on the survey.
11. State how you would vary items on the survey based on the role of the stakeholders who would complete it (administration, leadership, staff, recipient of surveys)
12. Identifying the population which can be the target for change or can be stakeholders who are involved in the process.
13. Outline your proposed policy or policy change.
14. Describe and justify at least two advocacy intervention strategies appropriate to your policy. Support your strategies with reference to the Learning Resources, your annotated bibliography, and current literature.
15.Develop a detailed plan for implementation of your policy or policy change. Include descriptions of your timeline, necessary resources, and desired outcomes, as well as an explanation of how you will measure achievement of those outcomes.
CRM 365SAINT LEO UNIVERSITYCOLLEGE OF EDUCATION AND SOCIAL SERVICES
DEPARTMENT OF CRIMINAL JUSTICE
CRM 365 Local Response to Terrorism3 CREDITS
Spring I 2020
Instructor:
Dr. Delmar P. Wright
Office:
Fort Lee Center
Phone:
(O) 804-861-9634
Fax:
804-861-1816
email:
D2L Classlist email Browser
Class Meets: Mondays â 5 PM to 7:30 PM Eastern
Office Hours: Mondays 11:00 AM to 5 PM Eastern
Course Prerequisite: none
Catalog Description
This course provides a comprehensive overview of the need to plan for the possibility of a terrorist event on the local level. A terrorist event could take place that restricts or retards the state and federal governmentâs response to a local community. The course will give the student the tools needed to prepare a local agency for immediate response to an event in his or her community. The course will give an introduction to the National Incident Management System and will provide the student with the information necessary to ensure local government compliance with federal law.Â
Text(s)
Walsh, D. W., et al. (2012). National Incident Management System: Principles and Practice. (2nd ed.). Sudbury, MA: Jones and Bartlett. ISBN-13: 978-0-7637-8187-3. ISBN-10: 0-7637-8187-8
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC
Commercial software program templates are ava.
A Strategic Approach: GenAI in EducationPeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Â
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Â
Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Â
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Home assignment II on Spectroscopy 2024 Answers.pdf
Â
Trends, Network and Critical Thinking 2 Understanding Local Networks
1. Unit 2
UNDERSTANDING LOCAL NETWORKS
Trends, Networks, and Critical
Thinking in the 21st Century
Senior High School Grade 11
2.1 Strategic Analysis
2.2 Intuitive Thinking
2. Networks and Linkages: Introduction
The school can enjoy linkages and
networking activities with international,
national and local organizations in the
community for mutual benefits and
assistance needed.
3. Linkage and networking are different in the
degree of commitment by the partners.
In linkage, the relationship between partner
organizations is quite loose, while in
networking, it is much stronger, usually because
the groups and agencies have common
objectives and beneficiaries. Networking is
basically extending the outreach of the
resources in different ways so as to increase the
effectiveness of the program.
4. Networks
⢠A relationship structure wherein the members
of the network are able to share resources
with one another.
⢠A network is composed of several institutions
(consortium) of several colleges of different
universities that bind together for a common
goal.
⢠Work together to attain common objectives,
undertake innovative practices and update
members regarding breakthrough in different
disciplines.
5. Kinds of Networks:
1. Human Network
2. Knowledge Network
3. Computer Network
4. Trade Network
5. Ecological Network
6. Linkages
⢠Intends to serve members of both
sides according to their respective
needs, interest, and objectives
⢠Create bonds together to solicit
support and assistance for
purposeful activities
7. National and Local Linkages
⢠It is established between universities
and colleges offering identical degrees
in which cross-enrolment for subjects
needed for graduation is allowed.
⢠It is also a joint researches that could be
conducted by two or three universities
depending on their field of expertise
8.
9.
10. Networks can be considered as linkages if they link
one network to another creating a bigger network.
11. 3 Categories of Social Network:
a. Family
b. Peers
c. Contacts
12. 3 Categories of Social Network:
a. Family â first sphere of our social
network
- first group of individuals with whom we
establish social relations
- they ensure our survival after we are
born
13. b. Peers â we met them through our
family (family friends, acquaintances of
siblings, neighbors), while others we meet
on our own (classmates, officemates,
church mates, etc)
- they can provide help not provided by
family.
14. c. Contacts â provide things neither
our families nor friends provide
Ex. Delivery boy, tindera, teachers,
doctors, etc.
15. Family Relations based on the Family
Code of the Philippines
1. Husband and Wife
2. Parents and children
3. among descendants and ascendants
4. among brothers and sisters, full or
half-blood
16. Rules to Remember on Family Relations
(Family Code)
1. Family relations exist among the relatives
aforementioned even if they are not living
together.
2. Other relatives like cousin, nephews, nieces
and domestic helpers who grew up and are
living together with the family are members of
the household but not of the family.
3. Illegitimate children are not included in the
family relations because they have their own
family.
17. 4. Adopted children being part of the family
are included.
5. Nephews and nieces, uncles and aunts are
not included because they have their own
families.
6. Relatives mentioned in the article include
those of the husband and wife.
18. The notion/idea of the family may include a
lot more than what is stipulated in the law
⢠Pets as part of the family
⢠Best friends
⢠Work place, colleagues, communities,
school, church etc.
19. STRATEGIC ANALYSIS
Strategy
- from Greek work âStrategiaâ, meaning skills
possessed by generals and are necessary to win
battles
Analysis
- careful study of each part of a whole and
understanding how each part and their
relationships with each other result in the
world.
20. Strategic Analysis
- involved examination and evaluation of
strengths, weakness, opportunities, threats,
environments and resources, with the purpose
of drawing up a strategy from the results of
the analysis to achieve certain goals over time.
- the use of Logic
21. SWOT ANALYSIS
- an incredibly simple, yet powerful tool to help
you develop your strategy.
SWOT stands for Strengths, Weaknesses,
Opportunities, and Threats.
22.
23. Strengths and Weaknessesâinternal things
that you have some control over and can
change.
Opportunities and Threats â are external,
things that are on the outside. You can take
advantage of opportunities and protect
against threats, but you canât change them.
24. Example:
Choosing which school to enroll in college
Use strategic analysis
- personal interest
- courses available
- strengths and weakness of the school
- capacity to pay
- distance
- etc.
25. INTUITIVE THINKING
- the kind of thinking that helps you understand
reality in the moment, without logic or analysis.
There's no language involved in it, either. It's
entirely about signs and sensations. Most of the
time, it goes against whatever we might think of
as ârationalâ. It is more of familiarity and
experience.
26. Intuition
- is a form of knowledge that appears in
consciousness without obvious deliberation.
Hunches (âkutobâ) are generated by the
unconscious mind rapidly sifting through past
experience and cumulative knowledge.
- Not a result of a process of analysis and
deliberation but that of quick and reflexive
thinking to give immediate response.