This is my powerpoint presentation for the Wayne State Writing Project (2010)- Title of Presentation: "We Want Our City Back: Using Critical Lenses to Breathe New Life into Abandoned Spaces."
Media Studies - Year 1 - Intro to course and representationElle Sullivan
This document provides an overview of a first year media studies course. Students will be assessed through two exams worth 70% of their grade and a non-examined music video coursework project worth 30%. The exams cover media language and representation as well as audiences and industries. The coursework involves producing a music video and writing a reflective evaluation. Other course content includes studying advertising, newspapers, television, magazines, online media, and topics like representation, industries, and audiences. The document provides advice on doing well in the course through organization, attendance, practice, and asking for help when needed.
Esther Productions Inc is hosting a free writing workshop called "Inside Job: The Art of Personal Essay Writing - The Sequel" on October 19th for teen girls ages 14 to 17. The workshop will be led by award-winning writer and performer Bomani Armah and will teach participants how to craft personal essays through learning the differences between personal essays and other forms of writing. Participants will leave with either a finished personal essay or an outline for a work of creative non-fiction. Registration is required as seating is limited.
The document discusses the importance of critical literacy in education. It advocates for curriculum that emphasizes meaning-making, multiple ways of knowing, and critical inquiry. Several strategies for teaching critical literacy are presented, such as examining different perspectives, interrogating implicit messages, and taking social action. The goal is to help students think deeply about issues and develop an awareness of power dynamics.
This document discusses media representations and stereotypes. It defines key concepts like stereotypes, archetypes, and countertypes. It explains that media institutions use stereotypes as visual shortcuts that become normalized through frequent repetition. Gatekeepers like media producers and moguls control the representations that audiences see. The document analyzes representations in images and advertisements and discusses theories around gender representation, subcultures, and myths. It prompts the reader to analyze representations in a film opening sequence using various frameworks.
Bring your classroom to life: Use your cameras in teachingChinese Teachers
The document discusses the importance of visual literacy and using images in the classroom. It provides examples of how teachers can incorporate visuals into their lessons, including using images to start discussions and exploring different cultural perspectives. A variety of techniques are presented, such as having students make observations about images, analyze cultural products and practices, and create their own images and stories. The goal is to bring more visual forms of communication into the classroom to reflect the visual nature of the modern world.
The document discusses several book blogs that focus on promoting multicultural and diverse literature. These blogs provide reviews of new and upcoming books, compile reading lists of titles by authors of color, and help publicize books that may not receive mainstream attention. Maintaining an active blog allows readers to have conversations through comments and helps book bloggers influence the marketplace and build relationships with other bloggers and readers.
Multicultural Literature Making the ConnectionsK.C. Boyd
The document discusses ways that multicultural literature can be used to support different subject areas in K-12 education. It provides examples of books that introduce minority viewpoints or contributions in subjects like art, social studies, science, math, language arts, and foreign language. The books help bring diversity and represent different cultures while complementing topics in each subject area.
This document provides feedback on a spring assessment. It discusses textual analysis, representation, terminology related to analysis such as denotation and connotation, and tips for answering questions on these topics. It also provides example responses and analysis for two advertisements that construct representations of age in different ways. Key advice includes analyzing a minimum of 5 examples from the text, discussing connotations separately, and linking evidence to media terminology.
Media Studies - Year 1 - Intro to course and representationElle Sullivan
This document provides an overview of a first year media studies course. Students will be assessed through two exams worth 70% of their grade and a non-examined music video coursework project worth 30%. The exams cover media language and representation as well as audiences and industries. The coursework involves producing a music video and writing a reflective evaluation. Other course content includes studying advertising, newspapers, television, magazines, online media, and topics like representation, industries, and audiences. The document provides advice on doing well in the course through organization, attendance, practice, and asking for help when needed.
Esther Productions Inc is hosting a free writing workshop called "Inside Job: The Art of Personal Essay Writing - The Sequel" on October 19th for teen girls ages 14 to 17. The workshop will be led by award-winning writer and performer Bomani Armah and will teach participants how to craft personal essays through learning the differences between personal essays and other forms of writing. Participants will leave with either a finished personal essay or an outline for a work of creative non-fiction. Registration is required as seating is limited.
The document discusses the importance of critical literacy in education. It advocates for curriculum that emphasizes meaning-making, multiple ways of knowing, and critical inquiry. Several strategies for teaching critical literacy are presented, such as examining different perspectives, interrogating implicit messages, and taking social action. The goal is to help students think deeply about issues and develop an awareness of power dynamics.
This document discusses media representations and stereotypes. It defines key concepts like stereotypes, archetypes, and countertypes. It explains that media institutions use stereotypes as visual shortcuts that become normalized through frequent repetition. Gatekeepers like media producers and moguls control the representations that audiences see. The document analyzes representations in images and advertisements and discusses theories around gender representation, subcultures, and myths. It prompts the reader to analyze representations in a film opening sequence using various frameworks.
Bring your classroom to life: Use your cameras in teachingChinese Teachers
The document discusses the importance of visual literacy and using images in the classroom. It provides examples of how teachers can incorporate visuals into their lessons, including using images to start discussions and exploring different cultural perspectives. A variety of techniques are presented, such as having students make observations about images, analyze cultural products and practices, and create their own images and stories. The goal is to bring more visual forms of communication into the classroom to reflect the visual nature of the modern world.
The document discusses several book blogs that focus on promoting multicultural and diverse literature. These blogs provide reviews of new and upcoming books, compile reading lists of titles by authors of color, and help publicize books that may not receive mainstream attention. Maintaining an active blog allows readers to have conversations through comments and helps book bloggers influence the marketplace and build relationships with other bloggers and readers.
Multicultural Literature Making the ConnectionsK.C. Boyd
The document discusses ways that multicultural literature can be used to support different subject areas in K-12 education. It provides examples of books that introduce minority viewpoints or contributions in subjects like art, social studies, science, math, language arts, and foreign language. The books help bring diversity and represent different cultures while complementing topics in each subject area.
This document provides feedback on a spring assessment. It discusses textual analysis, representation, terminology related to analysis such as denotation and connotation, and tips for answering questions on these topics. It also provides example responses and analysis for two advertisements that construct representations of age in different ways. Key advice includes analyzing a minimum of 5 examples from the text, discussing connotations separately, and linking evidence to media terminology.
Multicultural Literature: Overview and AssignmentK.C. Boyd
The document discusses multicultural literature and its importance in education. It defines multicultural literature as works that portray non-white racial and ethnic groups in the US. It highlights four major ethnic groups represented in multicultural literature and explains how such works can enhance understanding of diversity, provide varied perspectives, and affirm cultural identities for minority students. The document also provides guidance on evaluating the cultural authenticity of multicultural literature.
The document discusses how art can be used as a tool for activism and social justice. It describes an organization called Facing History and Ourselves that uses primary sources, discussions, and character exploration to promote empathy and reflection. It provides an overview of the Stitching Truth guide that covers Chile during Pinochet's dictatorship, using poetry, letters, interviews and images of protest art to highlight the role of women in restoring democracy. The document also includes examples of student art projects about issues like LGBTQ rights, Japanese internment, the Holocaust, and gender inequality that were used to start campus conversations.
Poster set created by Facing History and Ourselves and the Smithsonian Institution Traveling Exhibition Service to encourage dialogue, engagement, respect, and participation in our communities. For more information, visit www.facinghistory.org.
Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
The document describes a critical collage workshop for teachers focused on social issues. In the workshop, teachers identified a social issue from a book, researched it further by reading supporting and contradictory information, then created a collage representing the issue. One teacher initially chose a book but realized through further research that it appropriated Indigenous culture. Her collage represented this issue of cultural appropriation, using hands to symbolize how it hides Indigenous culture. The conclusions were that the workshop supported critical thinking skills by having teachers view issues differently, question assumptions, and take ownership of their representations through creative works.
This document provides information on the 2008 film "Happy Go Lucky" directed by Mike Leigh. It examines the film's portrayal of two contrasting teaching styles through the characters of Poppy, an optimistic primary school teacher, and Scott, a strict driving instructor. The document outlines the film's aims of exploring stereotypes of teachers and messages about the meaning of teaching. It also summarizes the plots, characters, themes, and critical analysis of the film's depiction of teaching and gender.
This document outlines a proposed 2-3 week lesson plan for a 4th-5th grade mixed gender English Language Arts class examining gender roles in media. The lesson plan includes analyzing gender portrayals in fairy tales and comparing them to modern advertisements. Students will then work in groups to create their own advertisement challenging stereotypes. The culminating project and peer assessments aim to help students think critically about gender messaging in media.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
The document discusses intercultural education and active listening skills. It provides an overview of key concepts in intercultural education like diversity, interaction, intercultural competence. It outlines some teaching methods used in intercultural education like experiential learning, awareness building, storytelling. The document also discusses active listening skills like making eye contact, paraphrasing, and using empathetic responses without interrupting or sharing one's own experiences.
Presenting Who I Am - AS comms presentation introSimon Gummer
The document provides guidance for students to develop a creative presentation on the topic of personal and cultural identity. It discusses choosing two key concepts from communication and cultures to focus on, such as identity, value, power, and representation. Students are advised to explore how these concepts relate to who they are in different cultural contexts using Goffman's theory of self-presentation. The document also provides examples of possible presentation formats and gives recommendations on incorporating various visual and audio elements to engage the audience.
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
This document is a wiki project on epistemologies of ignorance in education presented by Patricia French and Lauren Walls. It contains several sections on the topics of epistemology, incorporating diversity in the classroom, expressing culture through art, literature and materials, and references related videos and resources. The purpose is to explore how ignorance can promote racism and privilege and how teachers can acknowledge cultural differences among students to create a more positive classroom environment.
This document proposes revising the curriculum for Social Studies 10 to better align with developmental theories from Vygotsky and Duckworth. It summarizes feedback from students that the current curriculum lacks relevance and engagement. The revised curriculum focuses on four topics: immigration trends over time, Canadian identity, First Nations perspectives, and gender roles in art. Sample lessons are provided that incorporate experiential learning, group work, community involvement, and interactions with experts, in line with Vygotsky and Duckworth's emphasis on social learning.
The document discusses issues of voice in second language writing. It includes comments from several participants in a discussion on how L2 writers' voices are shaped by their cultural backgrounds and experiences with different discourse communities. Some key points discussed are: how assertions may come across differently across cultures; the need to balance fostering students' voices with meeting audience expectations; and the idea that learning a new language involves taking on aspects of that language's culture and rhetoric.
This lesson plan is for a 4th year English class with 25 students. The lesson focuses on gender stereotypes and diversity. Students will express their views on genres through individual and group work, develop empathy for gender diversity, and practice language skills. The plan includes icebreaker questions to learn about each other, writing reflections on past gender messages, watching videos on gender roles, and designing a poster campaign promoting respect for diversity. Scaffolding strategies like modeling, explaining and discussion are incorporated throughout.
This document contains summaries of three activities related to exploring gender roles and stereotypes:
1. The first activity involves students writing about their opinions of the opposite gender and sharing their writings in single-gender groups to discuss perceptions and differences.
2. The second activity tasks students with listing behaviors and jobs that are stereotypically associated with "acting like a man" or "acting like a woman" to analyze where gender roles are learned.
3. The third activity uses an occupation checklist for students to match jobs as being primarily for men, women, or both. Students then analyze the results for trends in gender representation in careers and discuss reasons for inequities.
This document provides an agenda and overview for a curriculum study meeting for the Upper Merion World Language Department. The agenda includes discussing trends in world language teaching, an overview of a world language program, integrating authentic materials, connecting with students, and having hands-on time to work on individual curriculum visions. It also outlines the key elements of the proposed curriculum framework, including the 5Cs model (communication, cultures, connections, comparisons, communities), six themes for instruction, recommended contexts or sub-themes, essential questions, the three modes of communication (interpersonal, interpretive, presentational), six learning objectives, and the three aspects of culture (products, practices, perspectives).
The document outlines an educator's personal philosophy of education which draws from various teaching philosophies discussed in a class. The educator aims to establish relationships with students and parents, utilize multiple technologies and teaching styles to enrich learning, push students to think critically and challenge norms. Their philosophy is influenced by the film Dead Poet's Society and focuses on promoting civic responsibility, introducing difficult real-life issues, and establishing a love of learning. Videos and images provided give examples of how different philosophies are implemented in lessons focusing on poetry, literature, and problem-solving.
T he single biggest problem in communication is the illusion that .docxdeanmtaylor1545
T he single biggest problem in communication is the illusion that it has taken place."George Bernard Shaw
Week 5 Assignments
For the Inclusive Communication discussion we are looking at Chapter 9 of The Ecology of Diversity (Kahn, 2015). It showcases the need to bridge communication by demonstrating that we respect and value each other’s differences. It offers a variety of perspectives including listening and communication skills. Have you ever been in a situation when you made use of inclusive communication? What was the context and what was your rationale for using this type of communication? How did you avoid miscommunication or cultural clashes based on language? Be sure to support the response with primary academic research this week.
Watch this video, from our text, to get a better understanding of how communication is affected by language.
We all have times where communication can be improved for sure within our various relationships both old and new. This week review some of the times when you were not the best listener or you spoke too much versus the times when you actively were present and listened to the person speaking. There are times and places for all types of communication and learning more about yourself and others around you can ensure better communication overall.
In the written assignment Cultural Perspectives Draft this week we will look at perception. We can all be in a situation together and see it very differently. Just like a show or ride at an amusement park. One person in the group might think it is the best thing ever while others find it to be boring, scary, and sad or something else. We all see things through our own lens based on our experiences in life. I have some groups of friends for example that I can count on for live music events while others are not into that experience with crowds, loud noises and traffic. You might have a breakdown of a relationship and one person sees it very differently why it ended than the other. These are just some examples of how we perceive things differently.
Keep in mind the academic requirements of graduate level responses using research, critical thinking and writing style. This assignment requires students to write based on a compare-contrast structure. Editing Checklist for Compare-Contrast Paper (Links to an external site.) document, to review and edit your work. You can also use The Elements of Reasoning and the Intellectual Standards (Links to an external site.) to help hone your critical thinking skills as they relate to your assignments.
References
Kahn, A. (2015). The ecology of diversity. San Diego, CA: Bridgepoint Education.
Weekly Discussion 5
Inclusive Communication
Your readings this week showcase the need to use communication techniques to bridge cultures and to demonstrate that we respect and value each other’s differences. Conversely, words can often be used in a divisive way.
Instructions:
Find two examples of when communication was used to bridge tw.
Multicultural Literature: Overview and AssignmentK.C. Boyd
The document discusses multicultural literature and its importance in education. It defines multicultural literature as works that portray non-white racial and ethnic groups in the US. It highlights four major ethnic groups represented in multicultural literature and explains how such works can enhance understanding of diversity, provide varied perspectives, and affirm cultural identities for minority students. The document also provides guidance on evaluating the cultural authenticity of multicultural literature.
The document discusses how art can be used as a tool for activism and social justice. It describes an organization called Facing History and Ourselves that uses primary sources, discussions, and character exploration to promote empathy and reflection. It provides an overview of the Stitching Truth guide that covers Chile during Pinochet's dictatorship, using poetry, letters, interviews and images of protest art to highlight the role of women in restoring democracy. The document also includes examples of student art projects about issues like LGBTQ rights, Japanese internment, the Holocaust, and gender inequality that were used to start campus conversations.
Poster set created by Facing History and Ourselves and the Smithsonian Institution Traveling Exhibition Service to encourage dialogue, engagement, respect, and participation in our communities. For more information, visit www.facinghistory.org.
Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
The document describes a critical collage workshop for teachers focused on social issues. In the workshop, teachers identified a social issue from a book, researched it further by reading supporting and contradictory information, then created a collage representing the issue. One teacher initially chose a book but realized through further research that it appropriated Indigenous culture. Her collage represented this issue of cultural appropriation, using hands to symbolize how it hides Indigenous culture. The conclusions were that the workshop supported critical thinking skills by having teachers view issues differently, question assumptions, and take ownership of their representations through creative works.
This document provides information on the 2008 film "Happy Go Lucky" directed by Mike Leigh. It examines the film's portrayal of two contrasting teaching styles through the characters of Poppy, an optimistic primary school teacher, and Scott, a strict driving instructor. The document outlines the film's aims of exploring stereotypes of teachers and messages about the meaning of teaching. It also summarizes the plots, characters, themes, and critical analysis of the film's depiction of teaching and gender.
This document outlines a proposed 2-3 week lesson plan for a 4th-5th grade mixed gender English Language Arts class examining gender roles in media. The lesson plan includes analyzing gender portrayals in fairy tales and comparing them to modern advertisements. Students will then work in groups to create their own advertisement challenging stereotypes. The culminating project and peer assessments aim to help students think critically about gender messaging in media.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
The document discusses intercultural education and active listening skills. It provides an overview of key concepts in intercultural education like diversity, interaction, intercultural competence. It outlines some teaching methods used in intercultural education like experiential learning, awareness building, storytelling. The document also discusses active listening skills like making eye contact, paraphrasing, and using empathetic responses without interrupting or sharing one's own experiences.
Presenting Who I Am - AS comms presentation introSimon Gummer
The document provides guidance for students to develop a creative presentation on the topic of personal and cultural identity. It discusses choosing two key concepts from communication and cultures to focus on, such as identity, value, power, and representation. Students are advised to explore how these concepts relate to who they are in different cultural contexts using Goffman's theory of self-presentation. The document also provides examples of possible presentation formats and gives recommendations on incorporating various visual and audio elements to engage the audience.
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
This document is a wiki project on epistemologies of ignorance in education presented by Patricia French and Lauren Walls. It contains several sections on the topics of epistemology, incorporating diversity in the classroom, expressing culture through art, literature and materials, and references related videos and resources. The purpose is to explore how ignorance can promote racism and privilege and how teachers can acknowledge cultural differences among students to create a more positive classroom environment.
This document proposes revising the curriculum for Social Studies 10 to better align with developmental theories from Vygotsky and Duckworth. It summarizes feedback from students that the current curriculum lacks relevance and engagement. The revised curriculum focuses on four topics: immigration trends over time, Canadian identity, First Nations perspectives, and gender roles in art. Sample lessons are provided that incorporate experiential learning, group work, community involvement, and interactions with experts, in line with Vygotsky and Duckworth's emphasis on social learning.
The document discusses issues of voice in second language writing. It includes comments from several participants in a discussion on how L2 writers' voices are shaped by their cultural backgrounds and experiences with different discourse communities. Some key points discussed are: how assertions may come across differently across cultures; the need to balance fostering students' voices with meeting audience expectations; and the idea that learning a new language involves taking on aspects of that language's culture and rhetoric.
This lesson plan is for a 4th year English class with 25 students. The lesson focuses on gender stereotypes and diversity. Students will express their views on genres through individual and group work, develop empathy for gender diversity, and practice language skills. The plan includes icebreaker questions to learn about each other, writing reflections on past gender messages, watching videos on gender roles, and designing a poster campaign promoting respect for diversity. Scaffolding strategies like modeling, explaining and discussion are incorporated throughout.
This document contains summaries of three activities related to exploring gender roles and stereotypes:
1. The first activity involves students writing about their opinions of the opposite gender and sharing their writings in single-gender groups to discuss perceptions and differences.
2. The second activity tasks students with listing behaviors and jobs that are stereotypically associated with "acting like a man" or "acting like a woman" to analyze where gender roles are learned.
3. The third activity uses an occupation checklist for students to match jobs as being primarily for men, women, or both. Students then analyze the results for trends in gender representation in careers and discuss reasons for inequities.
This document provides an agenda and overview for a curriculum study meeting for the Upper Merion World Language Department. The agenda includes discussing trends in world language teaching, an overview of a world language program, integrating authentic materials, connecting with students, and having hands-on time to work on individual curriculum visions. It also outlines the key elements of the proposed curriculum framework, including the 5Cs model (communication, cultures, connections, comparisons, communities), six themes for instruction, recommended contexts or sub-themes, essential questions, the three modes of communication (interpersonal, interpretive, presentational), six learning objectives, and the three aspects of culture (products, practices, perspectives).
The document outlines an educator's personal philosophy of education which draws from various teaching philosophies discussed in a class. The educator aims to establish relationships with students and parents, utilize multiple technologies and teaching styles to enrich learning, push students to think critically and challenge norms. Their philosophy is influenced by the film Dead Poet's Society and focuses on promoting civic responsibility, introducing difficult real-life issues, and establishing a love of learning. Videos and images provided give examples of how different philosophies are implemented in lessons focusing on poetry, literature, and problem-solving.
T he single biggest problem in communication is the illusion that .docxdeanmtaylor1545
T he single biggest problem in communication is the illusion that it has taken place."George Bernard Shaw
Week 5 Assignments
For the Inclusive Communication discussion we are looking at Chapter 9 of The Ecology of Diversity (Kahn, 2015). It showcases the need to bridge communication by demonstrating that we respect and value each other’s differences. It offers a variety of perspectives including listening and communication skills. Have you ever been in a situation when you made use of inclusive communication? What was the context and what was your rationale for using this type of communication? How did you avoid miscommunication or cultural clashes based on language? Be sure to support the response with primary academic research this week.
Watch this video, from our text, to get a better understanding of how communication is affected by language.
We all have times where communication can be improved for sure within our various relationships both old and new. This week review some of the times when you were not the best listener or you spoke too much versus the times when you actively were present and listened to the person speaking. There are times and places for all types of communication and learning more about yourself and others around you can ensure better communication overall.
In the written assignment Cultural Perspectives Draft this week we will look at perception. We can all be in a situation together and see it very differently. Just like a show or ride at an amusement park. One person in the group might think it is the best thing ever while others find it to be boring, scary, and sad or something else. We all see things through our own lens based on our experiences in life. I have some groups of friends for example that I can count on for live music events while others are not into that experience with crowds, loud noises and traffic. You might have a breakdown of a relationship and one person sees it very differently why it ended than the other. These are just some examples of how we perceive things differently.
Keep in mind the academic requirements of graduate level responses using research, critical thinking and writing style. This assignment requires students to write based on a compare-contrast structure. Editing Checklist for Compare-Contrast Paper (Links to an external site.) document, to review and edit your work. You can also use The Elements of Reasoning and the Intellectual Standards (Links to an external site.) to help hone your critical thinking skills as they relate to your assignments.
References
Kahn, A. (2015). The ecology of diversity. San Diego, CA: Bridgepoint Education.
Weekly Discussion 5
Inclusive Communication
Your readings this week showcase the need to use communication techniques to bridge cultures and to demonstrate that we respect and value each other’s differences. Conversely, words can often be used in a divisive way.
Instructions:
Find two examples of when communication was used to bridge tw.
How To Write An Essay Structure In English - Writing Section Tips: How .... 141 Topics For Writing That Are Deep And Thoughtful - Kids n Clicks. Writing english essays 31 topics. Essay Topics - Easy English Lesson. Writing english essays help.
Narrative Essay Topics For College StudentsWanda Buck
Unforgettable Narrative Essay Topics For College Students Thatsnotus. 010 Narrative Essay Topics For College Ideas Essays Personal Stu .... 017 Narrative Essay Example College Everything Numbers Text Thatsnotus. Buy A Narrative Essay Topics For College Students: Personal Narrative Essay. Personal Narrative Essay Examples. 005 Personal Narrative Essays Essay Example Examples High School .... Narrative essay for college - The Writing Center.. 100 College Essay Examples MS Word, PDF Examples. Phenomenal Literacy Narrative Essay Example Thatsnotus. Free Essay Sample Narrative Sample Essay Sample Why This College .... This link will provide you with list o
This document provides a template for a technology-enhanced kindergarten lesson plan about people and places in the local community. The lesson involves students using an online neighborhood building tool to discuss community features. They will then read books, watch videos, and sing songs to learn about community helpers and buildings. Finally, students will create drawings and short descriptions of community people or places to contribute to a class e-book. The goal is for students to explore and share their understanding of the roles of different individuals and locations within their own community.
Argumentative Essay On Creativity
Design Thinking Essay examples
A Creative Classroom Essay
Reflection Of Creative Writing
Creative Innovation : Creativity And Innovation
Creative Person
My Passion For Creative Writing
What Creativity Means to Me: An Opinion Essay
Reflection Of Creative Writing
Creative Writing: The Storm
Storm Creative Writing
Personal Reflection On Creativity
Reflection Essay On Creativity
Creative Writing : The Great Gatsby
Creative Writing: Trapped! Essay
Reflective Essay On Creative Writing
Subcultures in The Classroom: Informing ELT, engaging students!Andrés Ramos
More often than we expect, there is a disconnect between our well-meaning efforts to make English classes meaningful to students and their “whatever” attitude. Is it us? Is it them? Is it the books? We will review the application of key concepts from demographics and sociolinguistics as simple research tools, and their application along with ELT strategies. As teachers, we can develop skills to replicate our students’ subcultures and urban tribes, so that they can contextualize English as a relevant aspect of their lives, in ways conducive to their really speaking and writing.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.