GASA01H3 Lecture Notes - Lecture 9: Political Sociology, Thick Description, The Lost Villages

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amethystferret210

15 Mar 2018

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Information on gas/his program: book review prompt. Find the underlying structure of a text, the underlying argument and purpose in a text. We will then learn how to (cid:498)reverse outline(cid:499). This is a skill that teachers often call (cid:498)close reading(cid:499) or (cid:498)critical reading. (cid:499) along with note taking it is perhaps the most important skill you can learn in a humanities class-room. Why? to both understand the strength and weaknesses of a text: to see how an argument is put together to argue with an author, or argue back, to assess the quality of an argument (including your own) It is invaluable for research papers, term papers, projects that ask you to think, present and write. But it is also a key aspect of being a global citizen. Look at these two opening paragraphs of the reading assigned for today (shiv. Read it two times for (1) what the text says (2) what the text does.

Related Questions

Grade 9 english:

Think back to Charlotte Edmund's article, "7 skills all young people need to survive the future of the workplace" from the first activity in this lesson. Choose the skill you believe to be the most important to your future
Write a few paragraphs to explain why you feel this way. If you think there's a skill the author didn't mention that's more crucial to your future, explain what it is and why you believe so. Give your strongest writing. Plan your ideas before you start writing, then use paragraphs to organize your piece. After you have a first draft, revise it, looking at paragraph unity, sentences, spelling, and capital letters.

Article:

7 skills all young people need to survive the future of the workplace

Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, argues that today's
school children are facing a "global achievement gap," which is the gap between what even
the best schools are teaching and the skills young people need to learn.
This has been exacerbated by two colliding trends: firstly, the global shift from an industrial
economy to a knowledge economy, and secondly, the way in which today's school children —
brought up with the internet — are motivated to learn.
In his book "The Global Achievement Gap," Wagner identifies seven core competencies every
child needs in order to survive in the coming world of work.
1. Critical thinking and problem-solving
Companies need to be able to continuously improve products, processes and services in order
to compete. And to do this they need workers to have critical thinking skills and to be able to
ask the right questions to get to the bottom of a problem.
2. Collaboration across networks and leading by influence
Given the interconnected nature of the business world, leadership skills and the ability to
influence and work together as a team has become increasingly important. And the key to
becoming an effective leader? It's twofold, says Wagner, involving "creative problem-solving
and a clear ethical framework".
3. Agility and adaptability
The ability to adapt and pick up new skills quickly is vital for success: workers must be able to
use a range of tools to solve a problem. This is also known as "learnability", a sought-after
skills among job candidates.
4. Initiative and entrepreneurialism
There is no harm in trying: often people and businesses suffer from a tendency to be riskaverse. It is better to try 10 things and succeed in eight than it is to try five and succeed in all
of them.
5. Effective oral and written communication
Recruits' fuzzy thinking and inability to articulate their thoughts were common complaints that
Wagner came across from business leaders when researching his book. This isn't so much
about young people's ability to use grammar and punctuation correctly, or to spell, but how to
2/3
communicate clearly verbally, in writing or while presenting. "If you have great ideas but you
can't communicate them, then you're lost," Wagner says.
6. Accessing and analyzing information
Many employees have to deal with an immense amount of information on a daily basis: the
ability to sift through it and pull out what is relevant is a challenge. Particularly given how
rapidly the information can change.
7. Curiosity and imagination
Curiosity and imagination are what drive innovation and are key to problem solving. "We're all
born curious, creative and imaginative," says Wagner. "The average four-year-old asks a
hundred questions a day. But by the time that child is 10, he or she is much more likely to be
concerned with getting the right answers for school than with asking good questions.
"What we as teachers and parents need do to keep alive the curiosity and imagination that, to
a greater or lesser extent, is innate in every child."

jhonny

Provide a peer review

(Provide feedback relating to each rubric component (Article pros and cons, course application, defense of
position, and quality of writing). 5 points each making up 20 points.

Stoichiometry is traditionally a topic that is covered in each of the different levels at Argo Community High School (Argo). While the Honors Chemistry and Advanced Placement (AP) Chemistry courses stress a mathematical approach to mass and mole relationships, the Regular Chemistry course typically receives a lighter, scaled back approach due to a lower level of math skill and achievement. In Birdâs âStoichiometric Calculations Using Equivalent Molar Expressionsâ, the argument is made for a different mathematical approach using equivalent molar expressions instead of the standard unit or dimensional analysis method (2006). While this method does have some unique benefits for all students it would be difficult to implement completely at all levels of chemistry at Argo. One of the best aspects of using âequivalent molar expressionsâ is it shows the importance of the relationship of a balanced equation to the reacting moles (Bird, 2016). Students at Argo currently have two paths into Chemistry; a traditional biology first sequence and a nontraditional physics first sequence. The teachers in the freshman physics first sequence stress dimensional analysis throughout the course. For Sophomore Honors and AP Chemistry students stoichiometry occurs early in the semester and is continued throughout the school year. Although students have had at least one previous year using dimensional analysis, their proficiency in using dimensional analysis determines the studentsâ success or failure with stoichiometry. Students often rely on rote methods to arrive at a final answer but cannot always explain the value they calculated. Using the molar expressions method, each equivalent mole of reactant or product is determined by using the relationship of the coefficient to the starting or ending moles in the reaction. Through this method the students can see that the moles are equivalent and interchangeable, thus making a stronger connection to a particle approach to stoichiometry. Instead of a rote method of a series of dimensional analysis problems the student can quickly and easily determine the moles or other quantity desired in a balanced equation. Another positive aspect of the molar expression method is its flexibility in use with various topics. This method, combined with an ICE/BCA table (Initial, Change, End or Before, Change, After) approach, can be used to quickly inform the student of how much excess remains, how much product is formed, and what is present in the reaction vessel at the end of a reaction (May, 2017). Students in Honors and AP Chemistry at Argo struggle with determining the amount of excess reactant that remains at the end of a reaction. Various wrong methods to determine excess remaining are applied as it is a different calculation than their rote processes previously developed. Using molar expressions, combined with an ICE/BCA table, students can quickly see the amount remaining and will more accurately understand the process of the limiting reactants and the reaction itself. The students can also see that at the end there are some reactants and products remaining. Combining molar expressions with an ICE/BCA table has an added benefit of introducing ICE tables earlier in the curriculum. Although using equivalent moles can simplify stoichiometry calculations while also clarifying many mathematical misconceptions, the worst argument is the inclusion of the actual molar expression to the calculations as it is an unnecessary addition and one that would be detrimental to understanding the stoichiometry of the reaction. When students see a myriad of equations for the numerator they either quickly look for a method to memorize all of these diverse equations or simply assume it is too complicated to understand. If instead the mole was used and equivalent moles was determined instead of equivalent molar expressions, the work would become less clouded with variables. High School students may lose vigor when confronted with such a problem. Instead the students should rely on their ability to convert into moles by using molarity, the ideal gas law, or simply grams to moles, and then use equivalent moles, the process of stoichiometry can be kept separate from the method of determining moles in various ways. Using equivalent molar expressions, or just equivalent moles as I have argued, a connection can be made to both Extreme Whoosh Bottle Trio and Big Time Ethyl Alcohol Explosion videos provided by Flinn (Bracken, Dombrink, & Long, 2017; Marek, 2017). To make the demonstrations quantitative you could simply measure the amount of water generated in each demonstration. The Extreme Whoosh Bottle Trio lends itself particularly to a quantitative treatment as three different concentrations of alcohol were used. By determining the amount of water that should be generated by the 70% isopropyl solution and then comparing it to the amount of water that is actually generated, students can quickly see the application of stoichiometry as well as the use of equivalent molar expressions. The same treatement can be applied to the pure ethanol as well as the 95% isopropyl, allowing several examples as either an introduction or a summation set of demonstrations. The general idea of the equivalent molar expressions is applicable and should be used in all classes at Argo, with some modification (Bird, 2016). While the AP and Honors Chemistry students can definitely use the molar expression within the ICE/BCA table described within this paper, I have argued that the students will find it simpler without the molar expression, instead just using moles in the expression. But it would be advantageous to use molar expressions at the end of the year as a mathematical summation of several topics including percent composition, molarity, and ideal gases. However, the Regular Chemistry students would see no benefit of including molar expressions into the ICE/BCA table. The complexity of several different possible numerators would prove to be too cumbersome. Instead, it would be more appropriate to implement equivalent moles in those classes.

As you may recall in the work of Triplett (1898), the presence of others in a bicycle race was found to enhance individual performance. This is called social facilitation (Williams, Harkins, & Karau, 2007). At times, however, the presence of others can detract from individual performance, which is termed social inhibition (Crisp & Turner, 2007). Similarly, social loafing can occur when an individualâs performance within a group decreases due to his or her reliance on others in the group (Crisp & Turner, 2007).

For this Discussion, review the media program, Week 5: The Virtual Office. Focus on the characters in the media and determine which characters displayed social facilitation, social inhibition, and social loafing.

With these thoughts in mind:

Post by Day 3 a description of the characters in the media program demonstrating social loafing, social inhibition, and social facilitation. Explain how you identified them. Then, select one of the characters and, using the current literature, explain two ways you might mitigate their behavior.

Media Program

(Onscreen Text: The employees at the United Cardboard Company often work individually on projects, but as with most environments, they are occasionally asked to participate in group projects. One such group is about to meet right now to plan a presentation for the Board of Directors. Observe the conversation and reactions of various group members to determine which group members exhibit signs of the following: Social Loafing, Social Inhibition, and Social Facilitation.)

(Interior of an office. Ken stands at the front of the conference room.)

KEN: OK, I guess we might as well all get started. As we all know, the big man has requested the five of us to get together and write and conceptualize a presentation to the board on our new packaging system. Maybe we can start by going around and throwing out some initial ideas.

KATHY: Sounds good to me. I think a PowerPoint presentation would do the job well.

GAVIN: I agree. We could follow it up with a physical demonstration of how the packaging looks and folds-- maybe a video of the larger pieces that won't fit into the boardroom.

KEN: Sounds perfect to me. Amanda, Brian, what do you guys think?

BRIAN: Yeah, what you guys said sounds fine.

(Amanda thinks, âI donât know what to say!â)

KEN: Amanda?

AMANDA: I don't know. I didn't really get much chance to think about this. We only found out we needed to do this together three days ago.

KEN: OK, no worries. Let's focus on the PowerPoint idea. I've been doing a lot of them lately, so I'm happy to take the lead on the design aspect. What do you guys think we should all incorporate into the slides?

GAVIN: I think we should start with where we got the idea for this new packaging -- the company that designed it and the different sizes that it comes in.

KATHY: We should follow that with a graph comparing the old prices to the new ones to illustrate how much we'll be saving over time. Amanda, didn't you have most of that information collected at some point?

(Amanda thinks, âOh no! What if I deleted that?)

AMANDA: I don't know, maybe, it's been so long. I didn't think I'd need it again for a group project like this.

(Gavin thinks, âI wonder whatâs gotten into her. Sheâs not usually this tense.â)

KEN: That's OK, Amanda, I'm sure we can easily dig it up again. Brian, do you have any other ideas for the PowerPoint slides?

BRIAN: Nah, I think what you guys mentioned sounds right.

(Kathy thinks, âWow. Way to contribute Brian.â)

KEN: OK then, Kathy and Gavin why don't you send me all of the info and I'll write it up and make the slides. Amanda, don't worry about the cost saving document, I'm sure I can dig it up from my old emails and put it into that slide too.

AMANDA: Are you sure? I'm happy to look. I mean I'm sure I have it somewhere. (Kathy thinks, âShe really needs to get it together. Why is she so nervous?â) At least I think I have it somewhere. You won't tell the Board of Directors if I lost it, will you?

KEN: Of course not, we're in it together. So as I was saying, I'll write up and prepare all the PowerPoint slides. Then we can start our presentation with reading and explaining each slide. Then, what?

KATHY: Well, and then I think we should show them the packaging live, and the quick deconstructing techniques.

KEN: Great idea. You and Amanda can demonstrate the folding, while I narrate what you're doing.

(Amanda thinks, âIs he doing too much of the work? And what if I drop everything while heâs talking?â)

GAVIN: And after you all demonstrate the smaller packaging, we could show a quick video of how the really big ones function down at the warehouse. Brian, would you be able to go film that quickly one of these days?

BRIAN: I don't really have any experience with video cameras or anything like that, so...

(Gavin thinks, âI should have seen that one coming.â)

KEN: That's OK. My wife actually just got me this great little camera for our anniversary. It takes great videos. So I can just run down to the warehouse, get some footage, then put it together on this new editing software I just downloaded. Maybe add a little music. It's going to be really slick!

KATHY: Are you sure, I wouldn't mind doing that too.

KEN: Oh no, it's fine. I love this kind of stuff; just leave it to me. But I suppose that's enough planning. Now it's time to get to work and make the presentation a knock out. Go team!

GASA01H3 Lecture Notes - Lecture 9: Political Sociology, Thick Description, The Lost Villages

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