...Shared Inquiry Discussions The leader of a shared inquiry make the interpretive questions, and regulate the flow. Leaders challenge false statements, and encourage a follow up from participants. Leaders also redirect focus to the shared inquiry discussion, and the text. Leaders must keep the conversation moving once a question has been resolved, to avoid an awkward silence from the participating parties. Interpretation is the main purpose of a shared inquiry, as inquiries will vary tremendously. Composing questions about the text is the best preparation for a shared inquiry discussion. It is helpful in creating a stimulating shared inquiry discussion. A good interpretive question is genuine, and is unresolved prior to the shared inquiry discussion. Interpretive questions call for a careful analyzation of what is meant in the work being discussed in the shared inquiry discussion. In a shared inquiry discussion, there should be two answers to an interpretive question, each supported with evidence...
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...The leader of a shared inquiry discussion doesn’t only prepare the questions that initiate discussion, but it also regulates the flow. The leaders challenge the participants’ inaccurate, contradictory, and unclear statements; follow up on their answers; ask for evidence; and ask for other responses. If the participants go off topic it is the leader’s responsibility to redirect their attention with a question. Leaders must recognize when a question has been set and then, by adding a new question, you must direct the group’s efforts toward another problem of meaning. Interpretation is the main purpose of shared inquiry discussion, interpretations will vary, stimulate lively conversations, and repeatedly appeal to the text for supporting evidence. Questions raised in shared inquiry discussion - including the opening question - it will be interpretive. Therefore, interpretive questions are the first tools a discussion leader creates to lead a group through the various levels of the meanings that are present in the writings selected for shared inquiry discussions. Making questions about the text is the best thing for discussion, because it forces the leader to engage with the work and form some preliminary ideas about the meaning. It’s...
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...The Qualitative Report Volume 8 Number 3 September 2003 447-461 http://www.nova.edu/ssss/QR/QR8-3/mccaslin.pdf The Five-Question Method For Framing A Qualitative Research Study Mark L. McCaslin University of Idaho, Idaho Falls, Idaho, USA Karen Wilson Scott University of Idaho, Idaho Falls, Idaho, USA The Five-Question Method is an approach to framing Qualitative Research, focusing on the methodologies of five of the major traditions in qualitative research: biography, ethnography, phenomenology, grounded theory, and case study. Asking Five Questions, novice researchers select a methodology appropriate to the desired perspective on the selected topic. The Method facilitates identifying and writing a Problem Statement. Through taking a future perspective, the researcher discovers the importance and direction of the study and composes a Purpose Statement. The process develops an overarching research question integrating the purpose and the research problem. The role of the researcher and management of assumptions and biases is discussed. The Five-Question Method simplifies the framing process promoting quality in qualitative research design. A course outline is appended. Key words: Qualitative Research, Five-Question Method, Biography Research, Phenomenology Research, Grounded Theory Research, Case Study Research, and Ethnography Research Introduction Planning a qualitative study for the first time tends to be an intimidating venture for graduate students just entering...
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...practices into what he called 'The 5 Learning Disciplines' as well as coming up with the concept-label of 'learning organisations'. The 5 Learning Disciplines – Shared Vision, Mental Models, Personal Mastery, Team Learning and Systems Thinking – are each made up of a set of tools and practices for building and sustaining learning leadership capability in organisations. Each Discipline consists of: | Principles, propositions or concepts (Senge calls these ‘guiding ideas’) | | Tools or techniques that, once learned and practised, assist in making the Disciplines come to life | | Practices or precepts to follow in your own leadership behaviour and approaches | According to Senge, leaders in learning organisations learn to thrive on change and constantly innovate by methodically cultivating these 5 Disciplines. They may never be fully mastered, but learning-centred leaders, teams and organisations practise them continuously. Our approach to workplace improvement and learning-centred leadership is based firmly in the values, concepts, principles and language of learning organisations. The 5 Leadership Learning Disciplines in brief are: | Shared Vision: The key vision question is ‘What do we want to create together?’. Taking time early in the change process to have the conversations needed to shape a truly shared vision is crucial to build common understandings and commitments, unleash people’s aspirations and hopes and unearth reservations and resistances....
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...Is Sociology a Science? A Classroom Exercise for Promoting Discussion* Royce A. Singleton, Jr. College of the Holy Cross *I wish to thank Dave Hummon for his helpful comments on an earlier draft of this paper. Paper presented at the annual meetings of the American Sociological Association, San Francisco, 1998. © 2005 Royce A. Singleton, Jr. Is Sociology a Science? A Classroom Exercise for Promoting Discussion Abstract Though sociology was founded on the idea that the social order is subject to scientific study, the “science” question remains controversial. By learning about this controversy, students can learn much about the discipline. This paper describes an exercise, together with data collected from six classes, that asks students to project their personal images of scientists and social scientists. These images invariably contain half-truths and misconceptions that can be used to address three related questions: (1) What is science? (2) How is sociology scientific? and (3) What are the major challenges to sociology as a science? I draw upon my own students’ responses to show how the exercise can generate a wide-ranging discussion of these issues. Is Sociology a Science? A Classroom Exercise for Promoting Discussion The question of whether sociology is a science has a long history in the discipline. It was addressed by virtually all the classical social theorists. But for some time the debate about the scientific status of sociology was muted. In the post-World...
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...learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. * Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups. * Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. * Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk. * Experiential Learning - Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises. * Games/Experiments/Simulations - Games, experiments and simulations can be rich learning environments for students. Students today have grown up playing games and using interactive tools such as the Internet, phones, and other...
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...| Business Leadership and Human Values Seminar2 CreditsBU 131.601.F5Summer Session 2016Wednesdays 1:30-4:30pm -- June 8 – July 27 Harbor East Room 230 | Instructor Rick Milter, Ph.D. Contact Information Phone Number: 410.234.9422 milter@jhu.edu Office Hours Typically before class session or by appointment. Required Learning Materials This course is a series of thematic conversations about human values and your responsibilities as an emerging/aspiring business leader. There is no traditional textbook, but there is much reading. You are required to read The Moral Compass: Leadership for a Free World, a workbook by Lindsay Thompson available online as a PDF in Course Documents. You will find details about required learning materials in the Bibliography and Theme Briefs sections of the Syllabus. Course Description and Overview This course explores ethical leadership as a framework for enterprise value creation in a complex environment of competing economic and moral claims. Students examine the intrinsic ethical challenges of leadership and the concept of a moral compass as a foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits) Syllabus Table of Contents Page Topic 2 Bibliography & Learning Resources 6 Calendar, Seminar Structure, Theme Briefs, Content 42 Seminar Preparation Toolkit 48 Learning Objectives, Graded Assignments...
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...material and enable them to meet the objectives. Of course, the key is to align instructional strategies with the other two components. Many instructional strategies are flexible, and can be used in service of several learning objectives, but some of them are better suited for a particular set of objectives. In most cases, we will need to use a combination of instructional strategies. This table focuses on two of three components of course design. Instructional Strategy | Suitable Objectives | Lectures | Transmit information which supplements or enhances reading; promote understanding via explanations; respond to student misconceptions or difficulties; create or engage interest in a new area; motivate reading or other assignments | Discussions | Practice thinking and communicating in the subject/discipline; evaluate positions, arguments, or designs; defend own position; identify problems, conflicts and inconsistencies; get feedback from/about students; draw on students’ expertise and prior knowledge | Case studies | Actively involve students in learning; apply disciplinary methods of analysis; practice problem solving; practice high-level cognitive skills (i.e., application, analysis, synthesis, evaluation); think critically; blend cognitive and affective dimensions (if the case has ethical or controversial dimensions); develop collaborative skills; relate knowledge to real world; formulate arguments and counterarguments | Writing | Develop systematic relationships among...
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...CHAPTER IV RESULTS AND DISCUSSIONS This chapter includes the actual and honest observations of the researchers. The interpretation of the results based on the objectives were presented and the results of the validation and testing. 4.1 System/ Software Evaluation Testing In this section shows the result of survey in Online Grade Encoding and Inquiry System for Colegio de Santo Cristo de Burgos conducted to the students, faculty, staff and registrar with a total of ten (10) respondents. The questionnaire is based on ISO 9126 that contains the following aspects: Efficiency, Accessibility, Reliability, Usability and Accuracy. ACCURACY | Functions | SA(4) | A(3) | D(2) | SD(1) | AWM | REMARKS | 1. The system informs the user regarding invalid data input. | 3(12) | 7(21) | 0 | 0 | 3.3 | A | 2. The system gives data correctly free from bugs and errors. | 5(20) | 5(15) | 0 | 0 | 3.5 | SA | 3. The system gives accurate computation of General Weighted Average. | 10(40) | 0 | 0 | 0 | 4.0 | SA | AVERAGE WEIGHTED MEAN | 3.6 | SA | Table11. Weighted Mean Distribution of Accuracy In Accuracy Question no. 1 as shown in this table, 3 out of 10 respondents answer the Strongly Agree and the remaining 7 respondents answered Agree. In question no. 2, Strongly Agree and Agree got 5 points each and in question no. 3, all the respondents answer the Strongly Agree. USABILITY | Functions | SA(4) | A(3) | D(2) | SD(1) | AWM | REMARKS | 1. The system can be used without much effort...
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...ortV THE DECISION OF THE HIGH COURT By a majority of five to two, the High Court dismissed the appeal. Of the majority judges, Gleeson CJ, Gummow and Hayne JJ delivered a joint judgment, and Callinan and McHugh JJ separate judgments. Gaudron and Kirby JJ (dissenting) delivered a joint judgment. A The Interpretation of s 223(1)(c): ‘the Rights and Interests are Recognised by the Common Law of Australia’ Six of the seven judges[28] held that the Full Court erred in holding that continuity, either of traditional laws and customs, or of society, was required by s 223(1)(c). Rather than being required by s 223(1)(c), continuity is relevant to s 223(1)(a) and the interpretation of the phrase ‘traditional laws and customs’.[29] Gleeson CJ, Gummow and Hayne JJ (McHugh J concurring on this point[30] ) held that s 223(1)(c) does not incorporate a pre-existing body of common law into the Native Title Act.[31] In their judgment, Gleeson CJ, Gummow and Hayne JJ held that the significance of s 223(1)(c), recognition by the common law, is that it points to the relevant intersection between legal systems occurring at the time of settlement. The native title rights and interests that are recognised by the common law are those that existed at sovereignty and can now be enforced and protected.[32] Gaudron and Kirby JJ held that recognition and protection of native title depends upon native title not having been extinguished.[33] The court confirmed [34] that s 223(1)(c) required that the...
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...Learning in Action - A guide to putting the learning organization to work By David A Garvin Harvard Business School Press, 2000 This insightful book is meant to help companies understand how to leverage knowledge and make it a key corporate asset. The learning process involves acquiring, interpreting and applying knowledge. Author, David Garvin of Harvard Business School examines the challenges associated with each of these steps. He also explains how the three modes of learning, intelligence gathering, experience and experimentation can be effectively deployed. He examines the role leadership must play in making learning a day-to-day reality in their organizations. From individual to organizational learning Learning is the most natural of activities. It is an essential part of human experience. And it is a life long process, whether we recognize it or not. As individuals, we are motivated to learn to satisfy our curiosity, pass an examination, solve a problem or move on to a new role/career. Though the importance of learning is widely acknowledged, many managers remain cynical. They look at learning as something of “questionable value” that diverts the attention of employees from “real work.” Learning is also viewed by many managers as something which releases human potential, not something which improves the bottom-line. Another point to be noted is that managers like stability and predictability. This is somewhat inconsistent with learning which encourages...
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...149). He stated, ‘I want to interrupt you for a minute… because I think something important just happened here a few minutes ago I want to focus on for a second. I’m real interested, Bob, in what you just said about your own gay experience from when you were younger.” This comment from Yalom redirected the group back to a significant thing that happened. Bob shared some personal information for the first time. He had only shared this with one other individual, a previous therapist. The fact that he shared this in group, in front of a group of peers and therapist, is a huge breakthrough. Yalom recognizes that and allows Bob to recognize and verbalize it himself through...
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...Q1 Greatest Leader A) One of the greatest leaders that have inspired myself, the world and other leaders has been Mohandas Gandhi (1869-1948). He became a great leader through using the concepts of love and truth to achieve his goals. Gandhi was a leader that challenged the most powerful nations by using peace, love, integrity as his method of change. He used the principle of non-violence protest to achieve political and social progress was powerful. Gandhi was influenced by Hinduism as well as Jainism and Christianity but also by great writers such as Tolstoy and Thoreau. He developed the belief of Satyagraha, a new non-violent way to restore wrongs. This was well demonstrated in the Salt March in 1930, where Gandhi and others were beaten, arrested and killed but no one fought back. Here his use to leadership behaviour was clearly illustrated. (Kouzes and Posner) Another example was he believed that Britain has a conscience that could appeal to, he used the teaching of the New Testament, “ one who enters into no dispute with his neighbor, he either attacks nor uses violence. On the contrary, he suffers himself without resistance and by his attitude towards evil not only sets himself free but helps to free the world at large from all outward authority.” This was Tolstoy’s version of a Christian man in his book, The Kingdom of God is within you, using this Gandhi fought for independence for India. Gandhi exemplified a number of characteristics of a great leader, he made...
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... 2014, pp 12-11 Effective Solutions in the Implementation of the K to12 Mathematics Curriculum Melanie T. Braza Sweden S. Supapo West Visayas State University College of Education La Paz, Iloilo City, Philippines brazamelanie@gmail.com swedensupaposobrevega@gmail.com ABSTRACT This study was an attempt to find out the problems and solutions of one rural grade 7 teacher in a Philippine public high school in the implementation of K to 12 Mathematics curriculum. It is believed that knowledge is constructed when learners are able to draw ideas from their own experiences and connects them to new ideas while cooperative learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task. There were three main problem categories/themes including administrativerelated, teacher-related and student-related. The findings include: (a) lack of trainings, seminars, unclear standard operating procedures, (b) late arrival and lack of modules, (c) developing/weak teaching skills and strategies, (d) teacher’s difficulty in teaching the subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability or lack of instructional materials, (g) non-mastery of the basic concepts and skills, (h) poor problem solving and critical thinking skills (i) indifferent student behaviour. The solutions are sharing of modules or guides, conducting cooperative learning class, giving extra time for research work...
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...practitioners in fields as diverse as anthropology, education, nursing, psychology, sociology, and marketing regularly use qualitative methods to address questions about people’s ways of organizing, relating to, and interacting with the world. Despite the interdisciplinary recognition of the value of “qualitative research” (or perhaps because of it), qualitative research is not a unified field of theory and practice. On the contrary, a plethora of viewpoints, sometimes diametrically opposed to one another, exist on the subject. Scholars regularly debate about what qualitative research is, how and why it should be conducted, how it should be analyzed, and in what form it should be presented. In fact, fundamental and often heated disagreements about philosophical assumptions and the nature of data exist among qualitative researchers. We don’t pretend to be able to solve any of these controversies. Nor do we suggest one approach or viewpoint is superior to another in the grand scheme of things. How one approaches qualitative research, and research in general, depends on a variety of personal, professional, political, and contextual factors. Ultimately, there is no right or wrong way of conducting a qualitative research project. Nevertheless, some approaches and methods are more conducive to certain types of qualitative inquiry than are others. A key distinction in this regard is the difference between pure and applied research. It is the latter of these—applied research—for which...
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