...marks) Short essay type responses (15 marks) 2 Section D How you should prepare Define terms you have learnt in this unit and think about examples of these concepts. Review the slides and refer to the respective pages in the textbook. The summary of each chapter is also a very useful reference. Practice the exercises in the textbook and handouts / slides to reinforce your learning Practice writing essays 3 Lesson 1a & 1b Critical Thinking What is What are critical the barriers thinking? to critical Why is it thinking? important? How to develop critical thinking skills? What is an argument? How to differentiate arguments from nonarguments? 4 Lesson 1a What is Critical Thinking? Complex process of deliberation involving a range of skills and attitudes Identifying arguments Reading between the lines Drawing conclusions Evaluating Evidence Recognising techniques Presenting viewpoints Weighing arguments Reflecting on issues Critical thinking focuses on: Arguments Evaluate messages conveyed through speech, writing, performance or other media Identify the obvious and hidden messages more accurately Understand the process by which an argument is constructed Consider our own reasoning or other people’s reasoning - Reasoning involves analysing evidence & drawing conclusions from it. - E.g. “It is a cold day” At college and university you will be: Presented with many different viewpoints ...
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...Description: In this course we will engage in an interdisciplinary analysis of oral, written, visual, and material representations of American life and culture and the historical and social contexts in which they are produced and consumed. Our analyses will necessitate a survey the interplay of the popular arts and American society, using American studies interdisciplinary methodologies. The framework of the course is the development of critical thinking and writing skills. All students are encouraged to avail themselves of the free services at the University’s Writing Center, http://www.umbc.edu/lrc/writing_center.htm List of assignments and percentage of grade Formal Assignment #1/Critical Analysis 20% Formal Assignment #2/Creative Production 30% Response Papers (4) 20% Participation 15% In-class Quizzes (3) 15% General Policies Grading Assignments will be due in class on the due date; after class the assignment becomes one day late. Grades for assignments one day late will be dropped one full grade; assignments two days late will be dropped two full grades. Note that weekend days count as full days. A grade of...
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...Your book review assignment is to 1) read Ruth Gomberg-Muñoz’s ethnography, Labor and Legality, and 2) write a book review by 11am, November 3rd. 1. The point of a review is to take a position with respect to the book and to present a cogent, all-argued paper. Depth, originality and critical thinking in your arguments will be important part of grading. You should use concepts we have been discussing in class (structural violence, colonialism, etc.) to guide your argument. However, the concept of the paper is open-ended. Please develop your thoughts based on the book Labor and Legality. 1. A quality paper will have a strong analysis that draws from concepts learned from the book and also from class. Your arguments should be supported by proper evidence from the book. In other words, your thoughts must be fully engaged with the reading. Thus, proper citations, a clear structure, and also format requirements listed below would be important. 1. Format requirement. 1) Your review should be 3-5 pages (with a separate references cited page), which is a small adjustment from the syllabus. You will still need to use 1-inch margins, double-spaced, 12-point font. 2) Please review the section of the syllabus labeled “2” under “expectations” for information on academic integrity. Plagiarism will not be tolerated. Use in-text citations per the Chicago Style Manual when directly quoting or paraphrasing an author and make sure to include a “works cited” section. If there is any...
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...conduct a critical analysis of your development. This assignment should be 4 pages. This assignment covers chapters 6 – 8 of the textbook. This requires you to read ahead of where we may be currently in the readings. ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- * ------------------------------------------------- Cover page/Title page - Include a title page (see example on Blackboard) that contains the page number, running head, title of essay, student author full name, Department of Behavioral Sciences, Winston-Salem State University and the course number and name. * ------------------------------------------------- Follow APA guideline and refer to the syllabus for writing guidelines. Submit APA style checklist with paper. (1) Download and save the APA checklist, (2) after the document opens, click on fill & sign (on the right) and use the tools at the top (check mark, etc) to complete the form (3) click save as to save and submit the document along with your paper via Bb. ------------------------------------------------- * ------------------------------------------------- Briefly describe yourself using any or all of the following areas (i.e., age, gender, sexual orientation, socioeconomic status, ethnicity, religious and/or spiritual convictions, personality – values and beliefs influencing your way(s) of feeling, thinking, and behaving)...
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...Course Description This course focuses on the issues, challenges, and opportunities presented by U.S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P., & Allard, M. J. (2009). Understanding and managing diversity (4th ed.). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed.). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due ...
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...COR 160 Essential Academic Writing Skills Individual Assignment 01 (January 2011 Presentation) Prepared by: *Lee Kuan Liang (Y1114698 ) Focus: Overall Comments Dear Student, While you have made a reasonably good effort at writing the Personal Response, you may consider working on improving your Summary. Some specific remarks discussing the good points and the comparatively weaker areas in your paper are marked below for your consideration. Additionally, we have noted some areas of text where language and/or grammar issues exist. Some pertinent language errors have been marked in blue font on your paper using the legend shown below. Please go through the paper to identify and correct any other similar errors. Noun: (n.) Pronoun: (pro.) Verb: (vb.) Preposition: (prep.) Articles: (art.) Spelling: (sp.) Punctuation: (punc.) Word Choice: (wc.) Sentence Structure: (ss.) Reference: COR 160 Essential Academic Writing Skills Question 1 (Summary) (It is a good idea to start by giving a clear picture to the readers as to what this summary is all about and where it comes from—i.e., the article and author details. You could also mention here that this article describes the struggles of migrant domestic workers (DWs) in Asia and the Middle East, to set the context correctly.) In the continent of Asia and (art.: the) Middle East, nearly one quarter of the migrant population is migrant (delete/redundant) domestic workers. During the...
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...material. When assigning a paper, use material from the classroom in the prompt. It is far more difficult for a hired writer to incorporate material from a class they did not attend. Instead of asking for a basic character analysis of the Montague family, ask students to compare each character to a member of the class or the school. It's highly unlikely that a would-be cheater will find material on something so specific, or a writer for hire who is familiar with your class. Makes papers a continuation of discussion. Asking students to continue a discussion from class in their papers serves two purposes. Similarly to the above suggestion, it makes plagiarizing or purchasing an essay more difficult. But more importantly, it promotes critical thinking and allows pupils to delve more deeply into classroom material. Write in class. This is probably the most effective way to curb cheating, although it does require more shuffling on the teacher's part. Instead of conducting the...
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...The Dirty Thirties and the Emergence Of Canadian Social Assistance Grade 10 Academic-CHC2D Dec. 12, 2011 By: Kate Raatzs, Archana Selvaragan and Jennifer Joseph Table of Contents Task Page Design Plan Statement 1 Course Outline 2-5 Unit Overview 6 Unit Calendar 7-8 Enduring Understandings/Essential Questions 9-10 Lesson Summaries: a) Causes of Economic Troubles 11 b) Population Changes and Immigration 12-14 c) Technology of the 1930s 15 d) Life in the 1930s 16 e) On-To-Ottawa and Social Unrest 17 f) Social Assistance Programs 18 g) Then and Now Review Lesson 19-21 h) Then and Now Round Table Assignment 22-23 Appendix A: Round Table Discussion Handout 24 Rubric for Round Table Discussion and other Assessment ideas 25-28 Topic Organizer 29-31 Speech Planner 32 Design Process Statement Our group initially decided to work together because each of us was specifically interested in developing lessons for Grade 10 Canadian History – Academic. Some of us wanted to develop our understanding of the curriculum itself, while others wanted to focus on working with students of this age. After reviewing the curriculum...
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...|[pic] |Course Syllabus | | |College of Humanities | | |SOC/315 Version 4 | | |Cultural Diversity | Copyright © 2010, 2005, 2004 by University of Phoenix. All rights reserved. Course Description This course focuses on the issues, challenges, and opportunities presented by U.S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently...
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...FAMILY THEORIES (HDFS 865) Fall 2010 Tuesdays, 2:25-4:55 pm 1339 Sterling Professor Lynet Uttal Office: 338 Old Middleton Building, 1305 Linden Drive luttal@wisc.edu 306 Ingraham Hall, 1155 Observatory Drive (corner of Charter) 608-263-4026 Office hours: By appointment. Send me an email with 2-3 times you are available. Course Overview HDFS 865 Family Theories is a survey course that examines the interdisciplinary study of families. The course content is organized into two sections: a) theories, ideologies and definitions of families and b) applications of family theories in practice, family programs, and policies. This course will examine “what is theorizing in family studies?” Family theories are explanatory frameworks for different ways of understanding families. Theorizing about families involves conceptualizing the lived experiences of people in relation to their own families as well as developing explanations of the social role of families in society, tracking demographic changes over time, and identifying ideologies and social forces that influence and are influenced by family life. Some theories look at how individuals develop over the life span in the context of families; others define the forms and functions of families as a social unit in society. Some look at “the family” as a unit and focus in on the internal dynamics of relationships between family members, while others look at “the family” as a subsystem or institution in the larger scope of...
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...the paper is to conduct a global literature review and develop a viewpoint on the most critical success factors required to develop a global leadership mindset. Design/methodology/approach – The paper takes the form of a global literature review and the author's viewpoint. Findings – Global leadership development must be driven by an organization's global business strategy. Having “global” experiences at work does not guarantee effective global leadership. The acquisition of a true global mindset enables leadership effectiveness in a global capacity. As cultural and business complexity increase so does the demand for a global mindset, almost exponentially given the intersect of this complex environment. Practical implications – Methods for global leadership development include examination, education, experience and exposure. Originality/value – The paper provides a fresh perspective. Journal: Industrial and Commercial Training Volume: 42; Number: 1; Year: 2010; pp 310Copyright © Emerald Group Publishing Limited ISSN: 0019-7858. Effective global leadership requires a global mindset by Dr. Stephen L. Cohen True or false? Effective global leadership requires …: • • • • • • … having lived in more than one country. … having traveled to other countries. … speaking more than one language fluently. … managing a globally diverse team. … having experienced an international assignment. … having been schooled abroad. Most people would say...
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...Question 1 Video 1: https://www.ted.com/talks/eric_liu_why_ordinary_people_need_to_understand_power/transcript?language=en a. Liu’s definition of power: The definition of power means the capacity to make others do what you would have them to do. b. Liu’s definition of civics: The definition of civics simply means the art of being a pro-social, problem-solving, problem-solving contributor in a self-governing community. c. The result of our creeping fatalism in public life is: Depressingly low levels of civic knowledge, civil engagement, and participation awareness. The whole business of politics has been effectively subcontracted out to a band of professionals, money people, outreach people, message people, and research people. The rest of us are meant to feel like amateurs in the sense of suckers. We become demotivated to learn more about how things work. We begin to opt out. d. If people don't learn power, people don't wake up, and if they don't wake up, they get left out. e. All of civics boils down to the simple question of who decides, and you have to play that out in a place, in an arena f. Liu argues the best place to practice power is the city. g. What is the challenge and opportunity in citizen power today? Do you have command of these elemental questions of power? Could you put into practice effectively what it is that you know? Question 2 Video 2: http://ed.ted.com/lessons/how-to-understand-power-eric-liu#watch ...
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...Methods/Solutions for Collegians in Poverty Abstract “The convergence of low literacy levels, poverty, an aging population, immigration, and the globalization of business means that working with the growing and significant segment of the population that comes from generational poverty is no longer just a moral obligation, it has become an economic imperative.” (Krodel, Becker, Ingle, and Jakes, 2008) This quotation highlights the plight of impoverished adults seeking a college education. Hampered by This paper first addresses key learning influencers such as memory, perception, emotion and cognition as they are affected by generational poverty. Then, the principles of brain-based learning are applied to suggest andragogy which mitigates these affects. The community college has been highlighted by no less than Barack Obama as one means to lift the mantle of poverty from those whose development and educational opportunities have been severely limited by virtue of their economic circumstances. In a June, 2009 appearance, the President noted that "community colleges are an essential part of our recovery in the present and our prosperity in the future." Its universal access, local influence and community reach make the community college an ideal institution to undertake this role. And, here in Cleveland, Ohio, this role is particularly critical. In 2012, Cleveland, Ohio was once again designated one of the “Poorest Big Cities in America,” a title it has long attempted to...
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...says “go slow”. There’s probably not going to be much going there though where one can pull down a livable wage with benefits. Africa has also sounded good from time to time. I once met a soldier from Ghana. He informed me one day he was going home for vacation and as the conversation progressed, I learned that on an income of less than $1500 one could live like a king with an estate, a driver and servants. However, Western Africa may be a bit hostile for my taste. As the list narrows, I am left with Mexico, Germany and England. I have never been to England. To begin with, I would never give up my citizenship as an American. I enjoy the American exceptionalism and the bravado that comes with being the best in the world, so my assignment, or job, in a foreign country would have to be a short term, no more than five years. There would be many challenges and adventures to overcome and enjoy while in a foreign land. Things to consider are taxes, the cost of living, driving, national rights (akin to our Constitutional rights), work rules/customs and work...
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...Unit: BO1COAC216 Cost Accounting Program: Bachelor of Business Trimester 1, 2015 OVERVIEW The unit introduces cost accounting and enables students to explain its roles in efficient resources allocation. Students will be introduced to the traditional and modern approaches to costing for evaluation in decision making and profitability analysis. The role of cost accounting in performance appraisal is examined and investigated by analyzing the various topics presented. Overall, the unit will assist students in an understanding of how learning cost accounting techniques and procedures can better serve the company as a whole. DETAILS Level | Undergraduate | Credit Points | 6 | PRE-REQUISITES OR CO-REQUISITES PREREQUISITE: ACCT105 Business Accounting ATTENDANCE REQUIREMENTS All students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record) OFFERINGS Trimester 1, 2015 | Sydney/Melbourne | WEBSITE This unit has a website, within the Moodle system, which is available at the start of the trimester. It is important that you visit your Moodle site throughout the trimester. Class and Assessment...
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