...Peer’s Critique Feedback COMM/110 Peers Critique Feedback Peer review would refer to the many habits in which peers can share their creativity for constructive feedback then uses that feedback to revise and improve their work. The writing process, the modification is necessary as the draft of presenting, but peers often feel that they could not let go of their original words for introducing. Peers offer productive feedback, accept constructive criticism. Methods on critiques a presentation speech, to critique a speech or a presentation it's necessary to evaluate the presenters abilities in both speech and delivery. On determining whether the presenter is using facts and narratives to make a case. One method will be evaluating the content, by including word choices, references, and sketches should tailor to the audience that will be listening to the speech or presentation. Then it will follow the evaluation the speech or presentation clarity. The presenter should use correct grammar and easy to understanding language, making it pleasant to listen to the speech and follow what it is. Other would be on seeing if the statement is convincing and educational, in a well-written speech or presentation arguments are skillfully put forth to prove high points. The implementation that I would plan on the suggestions that my teammates have mentioned and will be adding to my future presentations. The tone of voice was the critiques that my teammates comment on my tone of voice was...
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...Game Journal 6 The school of criticism that made the most sense to me was by far the biographical critique. In my opinion the vast majority of the other critiques read as though the author was simply trying to find examples for that particular type of critique where there was probably very little intentioned meaning behind it. Some of the meaning behind the game that was analyzed seemed as though it was forced. The biographical critique, however, analyzes the author’s intent behind the game using quotes from the author himself. This lends more authority to the critique and prevented it from feeling as though meaningless aspects of the game were being critiqued. In the biographical critique for Katamari Damacy the critic uses the author’s own words to describe how the author intended the game to affect his audience. This is information straight from the source and thus allows for the game to be looked at in a new light. The author intended the game’s peaceful, fun, game that is almost devoid of conflict to brighten the lives of everyone that played it and thus make the world better. The critic in a more thorough analysis could then have described whether the game is successful in doing that, and if so by how much. The biographical critique provided the author’s motivations behind making the game. This is a strong basis on which to critique the game. Analyze the author’s intent behind making the game along with how well the game imparts the author’s message. By doing this...
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...PLEASE READ THIS FIRST PAGE CAREFULLY. IT SHOULD BE DELETED WHEN YOU SUBMIT YOUR ASSIGNMENT FOR GRADING. General Rationale This document contains the instructions for the Speech Criticism Assignment. It is designed as an opportunity for you to observe and critique a presentation in a formal manner using the canons of rhetoric as a framework. Instructions 1. Carefully listen to and view the assigned presentation for this assignment. Review your professor’s announcements for the specific presentation(s) for this assignment. 2. Write an introductory section that gains the audience’s attention, gives a sense of your overall impression of the presentation, and sets up the rest of your critique. 3. Write a section about the invention canon of rhetoric as related to this presentation. 4. Write a section about the arrangement canon of rhetoric as related to this presentation. 5. Write a section about the style canon of rhetoric as related to this presentation. 6. Write a section about the delivery canon of rhetoric as related to this presentation. 7. Write a concluding section that summarizes the major critiques of the presentation and ends comfortably. Additional Expectations and Suggestions * This should be three or four double-spaced pages. * Use headings to identify clearly which canon through which you are evaluating. The four middle sections should be relatively equally developed. * Use the Questions for Canons of Rhetoric document in...
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...E. Defintion of Terms Assess - to estimate officially the value of (property, income, etc.) as a basis for taxation. Critique - is an in-depth analysis of a work, where in the end different components of that work are given recommendations for improvement. Critiques are perhaps most popular in the working world. Colleague - is someone you work with at your job. When you are a teacher, the other teachers are your colleagues. When you work as a cashier at 7-11, the guy at the deli counter is your colleague as well. Comprise - to include or contain: The Soviet Union comprised several socialist republics. Phenomenon – a fact, occurrence, or circumstance observed or observable: to study the phenomena of nature. Publication - the act of publishing a book, periodical, map, piece of music, engraving, or the like. Retain - to keep possession of. Social – pertaining to, devoted to, or characterized by friendly companionship or relations: a social club. tend - To have the care of; watch over; look after: tend a child. Various - Being more than one; several. CHAPTER III Methodology The researcher gathered data from its respondents by using Analytical method on the data presented.We can use also use Descriptive Method because we have to describe every detail of gathering data. The questionnaires were given to thirty (30) selected students. They were asked to fll-up the survey forms in their most honest way. They were able to answer the ten (10) simple questions...
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...Total Points: 100pts (25 points per critique) Instructions: 1. Each student must review FOUR peer’s ePortfolio sites. Review it carefully for all required items. 2. Score each site using the below Peer Critique Worksheet. Please provide comments justifying the score issued (this is required!). 3. Submit on Blackboard using the assignment link all FOUR critiques by the due date and time. Due Date: • Monday, March 20, 2012 by 11:59 pm. (NO LATE SUBMISSIONS ALLOWED!) Your Name: __________________ Peer Name (Site you Critiqued): ____________________ Skill Exceptional: [20 points] Effective: [15 points] Acceptable: [10 points] Unsatisfactory: [5 points] (Did not turn in an ePortfolio) [0 points] Student Score Response to ePortfolio Assignment (Required Content Areas) Followed all of professor’s directions; completed the assignment; added extra material. Followed most of the professor’s directions; completed the assignment. Did not follow most of the professor’s directions or failed to complete part of the assignment. Disregarded professor’s directions and failed to complete a significant part of the assignment. Did not complete the ePortfolio assignment. Creative Use of Technology Innovative use of graphics, sounds, e-mail, links, additional software and Internet resources: superior presentation. Several creative sounds, graphics, and links used; presentation: keeps readers attention. Some uses of interesting sounds...
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...be wrong but my opinion on “Young people need models not critics” still holds. I do however slightly understand when adults want us to know right from wrong, and know to do the right thing. My problem with this is after or in some occasions before they preach to us about being the best we can be, they demonstrate the total opposite. Being part of the younger generation I’m not sure if I’m speaking for myself when I say we don’t need a how to. What we need are people who understand us and who demonstrate the things that they speak upon, rather than pointing fingers and demonstrating the opposite of which they speak. Adults aren’t perfect but if they’re able to critique the actions of the younger generation, they should be able to perform those same things they advised us to do better. Maybe its even better to not critique us, and once we...
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...Fundamentals of Effective Communication in the Workplace 1 Fundamentals of Effective Communication in the Workplace Bret Hart Intro to Business February 5th, 2014 Fundamentals of Effective Communication in the Workplace 2 Getting elected to take over another project at work seemed less than exciting when I noticed that the program was not running to the best of its ability. In 2010, I was asked to take over the Demo program, meaning to monitor the inventory that was being issued out to Reps (who than used the inventory to close big deals and/or to gain business). Days into my new duty I noticed that the amount of merchandise being issued out was not being returned and/or lost. Reps were not being held accountable for the devices and there was no way to track how much inventory was being issued to each Rep. I knew this was becoming a problem and needed to be addressed immediately, so I emailed my supervisor and asked to have a one-on-one to discuss possible resolutions. During our meeting, I presented him with a Past Due Report, which would keep track of who checked out what inventory, their reporting manager, their associate director and the dollar amount of all equipment that was out in the field. I explained how the report would create responsibility, structure and the opportunity to be more successful for all who was actively involved with this program. Accountability. Since the report was approved and has now become a permanent piece of this program, Reps...
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...To Brooklyn Bridge" is the opening section of Hart Crane's most famous poem, The Bridge. Crane's masterpiece is one of the most beautiful and influential American literary works of the first half of the 20th century. It is a poem that defies easy description, at once mystical, romantic, bewildering, witty, secretive, and soaring. That's a lot of adjectives, but as you'll soon see, Crane loves adjectives. Crane labels "To Brooklyn Bridge" a prelude, or "Proem," that will introduce the themes of The Bridge. And if we had to slap a big ol' English AP-test theme word on the whole poem, it would be "Unity," or even, "Mystic Unity." With the whole "Unity" idea, Crane is taking a cue from Walt Whitman, the great 19th-century American poet whose "Crossing Brooklyn Ferry" was a direct influence on The Bridge. For Crane, as for Whitman, Brooklyn Bridge is a symbol of a manmade structure that can join together the fractured parts of society. The Brooklyn Bridge was finished in 1883. At that time, it was the longest suspension bridge in the world, an architectural and engineering marvel. For Crane, the bridge provides a symbol for the possibility of redeeming the modern world from the chains of money and commerce. Published in 1930, The Bridge was panned by many for being too darned difficult and wordy. We'll say it straight up: this poem, like much of Crane's work, is incredibly difficult in the sense of, "What the heck is this guy even talking about?" But the payoff is worth it, because...
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...In his book, Act One: An Autobiography, Moss Hart says, “The theater is an inevitable refuge of the unhappy child.” (Hart, p 10, 1959) This theory, coming from a man who created some of Broadway’s brightest and most memorable musical comedies, represents a duality that is crucial to understanding his life and its works. While he was notorious for his extravagant belongings and spending indulgences, reaping the spoils from his place at the pinnacle of the world he’d always obsessed over, Hart also suffered from massive bouts of depression and self-doubt. (Wolcott) If his lifetime worth of work that brought people such joy really was a result of experiencing the lowest of personal lows, it may shed light into why he was such a tireless worker throughout his thirty year career on Broadway. Moss Hart was born October 24, 1904 in the Upper East Side of Manhattan in New York City, New York. His parents, immigrants of England, worked as cigar makers and had their dreams of a better life in a new country dashed not long after moving to America with the introduction of the machine manufactured cigar. (Teachout, p 90, 2010) Hart would frequently joke that he was, “Born on Fifth Avenue… on the wrong end.” While some might look back on a hard upbringing with gratitude and appreciation, even as he grew very rich Hart always viewed his impoverished childhood with contempt and disgust. (Aronson, p 170, 1995) He described it in his autobiography as growing up with, “the dark brown taste...
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... 1 What is the nature of Law? What is the Law? Does humanity have any regard for laws?Do all societies have the same laws? The answer to these questions, are thought to have two competing answers. The classical answer is provided by natural law theory, which is frequently characterized as asserting that there is an essential relationship between law and morality or justice. The modern answer is provided by legal positivism, which, as developed by John Austin, asserted that law is the command of the sovereign backed by the threat of punishment. Arguments over the nature of law focus on a revised set of positions. Legal positivism is represented by analytic legal positivists, like H.L.A. Hart, Joseph Raz, and Jules Coleman. The natural law tradition is defended by John Finnis. And a new positition,interpretivism is represented by Ronald Dworkin. The "What is law?" question has been approached by contemporary legal philosophers who have over many decades attempted to define the term. For example, the sociological tradition includes important work on the nature of law by Max Weber and Niklas Luhmann. . Natural law theory is strongly associated with classical and medieval thought, especially Aristotle, Roman jurisprudence, and St. Thomas Aquinas. There are several challenges associated with the task of explicating natural law theory, and one of the most important tasks of this introductory entry is simply to identify these challenges...
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...R outledge Revision: Questions & Answers Jurisprudence 2011–2012 Each Routledge Q&A contains approximately 50 questions on topics commonly found on exam papers, with answer plans and comprehensive suggested answers. Each book also offers valuable advice as to how to approach and tackle exam questions and how to focus your revision effectively. New Aim Higher and Common Pitfalls boxes will also help you to identify how to go that little bit further in order to get the very best marks and highlight areas of confusion. And now there are further opportunities to hone and perfect your exam technique online. New editions publishing in 2011: Civil Liberties & Human Rights Commercial Law Company Law Constitutional & Administrative Law Contract Law Criminal Law Employment Law English Legal System Routledge Q&A series Equity & Trusts European Union Law Evidence Family Law Jurisprudence Land Law Medical Law Torts For a full listing, visit http://www.routledge.com/textbooks/revision R outledge Revision: Questions & Answers Jurisprudence 2011–2012 David Brooke Senior Lecturer in Law and Module Leader in Jurisprudence at Leeds Metropolitan University Fifth edition published 2011 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Simultaneously published in the U S A and Canada by Routledge 270 Madison Avenue, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011...
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...Fundamentals of Effective Communication in the Workplace Fundamentals of Effective Communication in the Workplace 1 Fundamentals of Effective Communication in the Workplace Bret Hart Intro to Business February 5th, 2014 Fundamentals of Effective Communication in the Workplace 2 Getting elected to take over another project at work seemed less than exciting when I noticed that the program was not running to the best of its ability. In 2010, I was asked to take over the Demo program, meaning to monitor the inventory that was being issued out to Reps (who than used the inventory to close big deals and/or to gain business). Days into my new duty I noticed that the amount of merchandise being issued out was not being returned and/or lost. Reps were not being held accountable for the devices and there was no way to track how much inventory was being issued to each Rep. I knew this was becoming a problem and needed to be addressed immediately, so I emailed my supervisor and asked to have a one-on-one to discuss possible resolutions. During our meeting, I presented him with a Past Due Report, which would keep track of who checked out what inventory, their reporting manager, their associate director and the dollar amount of all equipment that was out in the field. I explained how the report would create responsibility, structure and the opportunity to be more successful for all who was actively involved with this program. Accountability. Since the report was approved and has now become...
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...3.2 God in the Critique of Pure Reason's Transcendental Dialectic 3.2.1 The Ens Realissimum The Transcendental Dialectic's “Ideal of Reason” contains the best known and most frequently anthologized components of Kant's philosophy of religion. In addition to its portrayal of the ens realissimum, one finds within it Kant's objections to the Ontological, Cosmological and Physico-theological (Design) arguments for God's existence. It is thus the text most central to the negative elements of Kant's philosophy of religion and is integral to the widely held view that Kant is deeply hostile to faith. The general aim of the Transcendental Dialectic is to expose reason's excesses, its drive to move beyond the limits of possible experience, and to bring all concepts into a systematic unity under an “unconditioned condition.” The Transcendental Dialectic begins with a critique of reason's illusions and errors within the sphere of Rational Psychology. It then moves on to a critique of cosmological metaphysics, and then to the “Ideal of Reason” where Kant turns to Rational Theology and its pursuit of religious knowledge. As Kant explains, underlying all the traditional proofs for God's existence is the concept of the ens realissimum, the most real being. Reason comes to the idea of this being through the principle that every individuated object is subject to the “principle of complete determination.” While the generality of concepts allow them to be less than fully determined (e.g...
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...and wrote on philosophy and anthropology during the Enlightenment at the end of the 18th century.[1] Kant's major work, the Critique of Pure Reason (Kritik der reinen Vernunft, 1781),[2] aimed to unite reason with experience to move beyond what he took to be failures of traditional philosophy and metaphysics. He hoped to end an age of speculation where objects outside experience were used to support what he saw as futile theories, while opposing the skepticism of thinkers such as Berkeley and Hume. He stated: "It always remains a scandal of philosophy and universal human reason that the existence of things outside us ... should have to be assumed merely on faith, and that if it occurs to anyone to doubt it, we should be unable to answer him with a satisfactory proof."[3] Kant proposed a "Copernican Revolution-in-reverse", saying that: "Up to now it has been assumed that all our cognition must conform to the objects; but ... let us once try whether we do not get farther with the problems of metaphysics by assuming that the objects must conform to our cognition."[4] Kant published other important works on ethics, religion, law, aesthetics, astronomy, and history. These included the Critique of Practical Reason(Kritik der praktischen Vernunft, 1788) and the Metaphysics of Morals (Die Metaphysik der Sitten, 1797), which dealt with ethics. And the Critique of Judgment (Kritik der Urteilskraft, 1790), which looks at aesthetics and teleology. He aimed to resolve disputes between empirical and rationalistapproaches...
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...Compare Kant’s theory of transcendental idealist space with that if one of the philosophers (Newton/Clarke) that Kant claims have a transcendental realist conception of space. Which conception if space is more true and why? The ontological nature of space is one of the fundamental questions in Kant’s metaphysics and is the foundation around which he constructs his notion of transcendental idealism laid out in his Critique of Pure Reason. Written in response to the previous ‘realist’ conceptions of space Kant challenged strongly the view of its ultimate reality and served to shift the scope of the ontological argument from one of ‘absolutism’ versus ‘relationalism’ to a more developed debate of ‘realism’ against ‘idealism’ as he brought the relationship between space and time, and the mind strongly to the fore. In this essay I am going to contrast this Kantian notion of space as being ‘transcendentally ideal’ against the branded ‘transcendental realism’ of Newton and Clarke. Starting with the latter I’ll go on to bring in the former then proceed to analyse the developments Kant forges past his predecessors. I will then conclude by assessing how and why his view holds more metaphysical depth than that put forward in the Newtonian model by looking at how he accounts for the scope and perspective of human consciousness and the epistemological limits inherent within it. To begin however I will now go to the absolutist models put forward by Newton and Clarke. Prior to Kant,...
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