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History Day in MN
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2011 Theme discussion and explanation
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The purpose of this forum is to encourage you to think through the major debates that occurred after the drafting of the Constitution. These are important debates both for the historic nature of the debates and for the ways in which those debates shaped the lines of political debate throughout American history. After the Constitution was written, major debates ensued between the Federalists and the Anti-Federalists over proper role, size, and scope of the government. In this assignment, you will have the opportunity to explore, explain, and analyze this debate. Refer to the significance/role of the Bill of Rights, Madison’s Federalist Paper #10, and the 9th and 10th Amendments (among other things). What were the major arguments of the Anti-Federalists and the Federalists? Based upon your course reading, were the Anti-Federalist or the Federalists more consistent with American political thought? Find an example of Anti-Federalist thought in current events and find an example of Anti-Federalist thought in current events. Explain how your example represents the perspective you’re describing. .
The purpose of this forum is to encourage you to think through the m.docx
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lourapoupheq
Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: Case Using the five assumptions underlying Bolman and Deal’s Political Frame, assess the complex political forces (e.g., coalitions, networks, and sources of power) at work in a specific organizational situation. SLP Using the Political Frame, identify key political activities or behaviors in your organization, and discuss their relative impact on the organization. Discussion Discuss the ways in which the Political Frame can be used as a lens for assessment of the session-long Discussion case study. Module 3 - Background THE POLITICAL FRAME Let’s begin here with an excerpt from Bolman, L. G. & Deal, T. E. (2003). Reframing organizations: artistry, choice, and leadership (3rd ed.). San Francisco: John Wiley. Note the assumptions of the Political Frame, as you will use these to guide the writing of your Case: Assumptions of the Political Frame The political frame views organizations as living, screaming political arenas that host a complex web of individual and group interests. Five propositions summarize the perspective: Organizations are coalitions of diverse individuals and interest groups. · There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality. · Most important decisions involve allocating scarce resources—who gets what. · Scarce resources and enduring differences make conflict central to organizational dynamics and underline power as the most important asset. · Goals and decisions emerge from bargaining, negotiation, and jockeying for position among competing stakeholders. · All five propositions of the political frame came to the fore in the Challenger incident: · Organizations are coalitions. NASA did not run the space shuttle program in isolation. The agency was part of a complex coalition including contractors, Congress, the White House, the military, the media—even the American public. Consider, for example, why Christa McAuliffe–was aboard. Her expertise as a social science teacher was not critical to the mission. But the American public was bored with white male pilots in space. Human interest was good for both NASA and Congress; it built public support for the space program. McAuliffe's participation was a magnet for the media because it made for a great human interest story. Three years earlier, Sally Ride generated excitement as the first female astronaut. Now the idea of putting an ordinary citizen in space—especially a teacher—caught the public's imagination. Symbolically, Christa McAuliffe represented all Americans. Everyone flew with her. · There are enduring differences among coalition members. NASA's hunger for funding competed with the public's interest in lower taxes. Astronauts' concerns about safety were at odds with pressures on NASA and its contractors to maintain an ambitious flight schedule. · Important decision ...
Modular Learning OutcomesUpon successful completion of this modu.docx
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roushhsiu
Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: Case Using the five assumptions underlying Bolman and Deal’s Political Frame, assess the complex political forces (e.g., coalitions, networks, and sources of power) at work in a specific organizational situation. SLP Using the Political Frame, identify key political activities or behaviors in your organization, and discuss their relative impact on the organization. Discussion Discuss the ways in which the Political Frame can be used as a lens for assessment of the session-long Discussion case study. Module 3 - Background THE POLITICAL FRAME Let’s begin here with an excerpt from Bolman, L. G. & Deal, T. E. (2003). Reframing organizations: artistry, choice, and leadership (3rd ed.). San Francisco: John Wiley. Note the assumptions of the Political Frame, as you will use these to guide the writing of your Case: Assumptions of the Political Frame The political frame views organizations as living, screaming political arenas that host a complex web of individual and group interests. Five propositions summarize the perspective: Organizations are coalitions of diverse individuals and interest groups. · There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality. · Most important decisions involve allocating scarce resources—who gets what. · Scarce resources and enduring differences make conflict central to organizational dynamics and underline power as the most important asset. · Goals and decisions emerge from bargaining, negotiation, and jockeying for position among competing stakeholders. · All five propositions of the political frame came to the fore in the Challenger incident: · Organizations are coalitions. NASA did not run the space shuttle program in isolation. The agency was part of a complex coalition including contractors, Congress, the White House, the military, the media—even the American public. Consider, for example, why Christa McAuliffe–was aboard. Her expertise as a social science teacher was not critical to the mission. But the American public was bored with white male pilots in space. Human interest was good for both NASA and Congress; it built public support for the space program. McAuliffe's participation was a magnet for the media because it made for a great human interest story. Three years earlier, Sally Ride generated excitement as the first female astronaut. Now the idea of putting an ordinary citizen in space—especially a teacher—caught the public's imagination. Symbolically, Christa McAuliffe represented all Americans. Everyone flew with her. · There are enduring differences among coalition members. NASA's hunger for funding competed with the public's interest in lower taxes. Astronauts' concerns about safety were at odds with pressures on NASA and its contractors to maintain an ambitious flight schedule. · Important decision.
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1 Finding the Good Argument OR Why Bother With Logic? by Rebecca Jones The word argument often means something negative. In Nina Paley’s cartoon (see Figure 1), the argument is literally a cat fight. Rather than envisioning argument as something productive and useful, we imagine intractable sides and use descriptors such as “bad,” “heated,” and “violent.” We rarely say, “Great, argument. Thanks!” Even when we write an academic “argument paper,” we imagine our own ideas battling others. Figure 1. This cartoon demonstrates the absurdity of either/or arguments. (© 1997-1998 by Nina Paley. Image available under a Creative Commons Attribution-Share Alike license.) Linguists George Lakoff and Mark Johnson explain that the controlling metaphor we use for argument in western culture is war: It is important to see that we don’t just talk about arguments in terms of war. We actually win or lose arguments. We see the person we are arguing with as an opponent. We attack his positions and we defend our own. We gain and lose ground. We plan and use strategies. If we find a position indefensible, we can abandon it and take a new line of attack. Many of the things we do in arguing are partially structured by the concept of war. (4) If we follow the war metaphor along its path, we come across other notions such as, “all’s fair in love and war.” If all’s fair, then the rules, principles, or ethics of an argument are up for grabs. While many warrior metaphors are about honor, the “all’s fair” idea can lead us to arguments that result in propaganda, spin, and, dirty politics. The war metaphor offers many limiting assumptions: there are only two sides, someone must win decisively, and compromise means losing. The metaphor also creates a false opposition where argument (war) is action and its opposite is peace or inaction. Finding better arguments is not about finding peace—the opposite of antagonism. Quite frankly, getting mad can be productive. Ardent peace advocates, such as Jane Addams, Mahatma Gandhi, and Martin Luther King, Jr., offer some of the most compelling arguments of our time through 2 concepts like civil disobedience that are hardly inactive. While “argument is war” may be the default mode for Americans, it is not the only way to argue. Lakoff and Johnson ask their readers to imagine something like “argument is dance” rather than “argument is war” (5). While we can imagine many alternatives to the war metaphor, concepts like argument as collaboration are more common even if they are not commonly used. Argument as collaboration would be more closely linked to words such as dialogue and deliberation, cornerstone concepts in the history of American democracy. However, argument as collaboration is not the prevailing metaphor for public argumentation we see/hear in the mainstream media. One can hardly fault the average American for not being able to imagine argument beyond the war metaphor. Think b ...
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Touchstone 1: Case Study Close Reading ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions: Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed? Meaning: What is the author’s main idea? What is the text generally about? Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument? Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)? This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems. Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit. Touchstone 1 Template A. Directions Select a case study from the list below: Topic Case Study Article Agriculture and Social Change Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries Civil Rights and WWII The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad Civil Rights and Women Title IX and the Gender Binary: Trajectories of Equality Media and Communications The American Military and the Press: From Vietnam to Iraq Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template. Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. 1. Origin and context ❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic? ❒ Have you identified the events being discussed? 2. Meaning ❒ Have you identified the author’s main idea? ❒ Have you described what the text is generally about? 3. Argument ❒ Have you identified the author’s point of view? Are they trying to convince the reader of something? ❒ Have you identified the evidence used to support the argument? 4. Skills ❒ Have you explained ways in which agility or problem solving skills are being used? To Prepare.
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Module 11 - Negotiation What's the benefit of studying this topic? Working, perhaps living in different countries, means multiple levels of negotiation. Holding an awareness of cultural impact in your negotiations will enable you to be open and effective. This mindset sets you up for success in a global, interconnected work life. Readings: · Adler Ch 9 emphasizes specifics of different negotiation styles likely tied to a range of cultural values · Adler Ch 10 explores cultural transitions when living in different countries · Adler Ch 11 suggests an important role for your spouse as you/your family adventure across country borders and cultural values. Although US-centric culture often omits an emphasis on family, when managing professional advancement, family goals are emphasized in other cultures, and underpin important career negotiations. · Lecture 11 (below) Review: · Power Point offers insights on the qualities of a good negotiator, and a checklist for managing the negotiation environment. (Scroll down to locate power point). · Select 1 video clip or more, to add ideas. (See last section at the end of this web page). Module 11Negotiations in Multi-Cultural Settings to Bring It All Together Introduction: Setting the Stage Keep three key areas in mind discussed in other modules: ethics, motivation, and decision making. Think about how the ideas within these earlier topics also impact conflict and negotiation. The course elements are inter-related -- leadership is about many differing areas of importance in an integrated way. But a leader must be an agent of change. As a change agent, he or she will navigate through conflict and negotiations in making decisions. Change is improved with effective management of conflict in the organization. Along with conflicts and negotiating them to solutions, comes stress–let's spend a minute thinking about what stress can do. Take the use of steel in construction. Steel is a durable, yet flexible material that can accept much stress; enabling stability in a building. The benefit over wood is that in a fire, the stress of the heat won't cause damage as quickly. Yet, should the stress be overwhelming on an increasing basis, the steel too, will cease to function; and the building will fall. Stress is generally a good thing; it allows the building to settle, and it absorbs the effects of weather; but too much stress is not healthy for the building or for leaders and workers. In managing conflict negotiations well, you as a leader will need to also balance time, pace, and communication to find the right level of stress. At-a-glance Definitions: Conflict: Difference of view points, opposing perspectives, or a disagreement. As a conflict deepens there is growing understanding of harmful risk and expanded resistance to seeing other opinions. Negotiation: A process for determining agreement and cooperation. This process is not a bad thing or situation. The need to negotiate suggests awareness that something ca ...
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Judicial Review & Dual Sovereignty ONLY REFERENCE AN ARTICLE IF IT’S THE BASIS OF YOUR ANSWER. EXAMPLE: “ARTICLE 3 IN THE US CONSTITUTION SERVES AS A STRONG MODEL FOE JUSDICIAL CREATION” DO NOT CITE A FULL CASE (EXAMPLE:MAPP V OHIO, 237 f2d, 1998) Limit your response to 100 words total for both parts Part #1 : Judicial Review How does judicial review balance the governmental powers between the different governmental branches, the President, the Legislature and the Supreme Court? Part 2: Dual Sovereignty What powers should be decided by the federal government, and only the federal government, under a dual sovereignty system of government? Policy Futures in Education Volume 12 Number 3 2014 www.wwwords.co.uk/PFIE 417 http://dx.doi.org/10.2304/pfie.2014.12.3.417 Constructive Controversy as a Means of Teaching Citizens how to Engage in Political Discourse DAVID W. JOHNSON & ROGER T. JOHNSON University of Minnesota, Minneapolis, USA ABSTRACT Positive political discourse is the heart of democracy. The purposes of political discourse include making an effective decision about the course the society should take and building a moral bond among all members of the society. A responsibility of social sciences within a democratic society is to provide the theory, research, and normative procedures needed to make political discourse constructive. A theory underlying political discourse is constructive controversy. There is considerable research that indicates controversy results in significant increases in the quality and creativity of decision making and problem solving, the quality of relationships among citizens, and improvements in the psychological health of the citizenry. From the validated theory, both a teaching and decision making procedure has been developed and field tested. The theory of constructive controversy, the supporting research, and the normative procedure provide a valid empirically based process for political discourse. Introduction In a democratic society, each generation has to learn how to participate in the democratic process. To be good citizens, individuals need to learn how to engage in collective decision making about community and societal issues (Dalton, 2007). Collective decision making involves political discourse. While the word ‘discourse’ has been defined in many different ways by linguists and others (Foucault, 1970; Fairclough, 1995; Jaworski & Coupland, 1999), according to Webster’s Dictionary (Merrian-Webster, 2003), the concept ‘discourse’ has two major meanings: (a) formal communication of thoughts about a serious subject through words (spoken or written); and (b) rationality or the ability to reason. ‘Political discourse’ is the formal exchange of reasoned views as to which of several alternative courses of action should be taken to solve a societal problem. In political discour ...
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The purpose of this forum is to encourage you to think through the major debates that occurred after the drafting of the Constitution. These are important debates both for the historic nature of the debates and for the ways in which those debates shaped the lines of political debate throughout American history. After the Constitution was written, major debates ensued between the Federalists and the Anti-Federalists over proper role, size, and scope of the government. In this assignment, you will have the opportunity to explore, explain, and analyze this debate. Refer to the significance/role of the Bill of Rights, Madison’s Federalist Paper #10, and the 9th and 10th Amendments (among other things). What were the major arguments of the Anti-Federalists and the Federalists? Based upon your course reading, were the Anti-Federalist or the Federalists more consistent with American political thought? Find an example of Anti-Federalist thought in current events and find an example of Anti-Federalist thought in current events. Explain how your example represents the perspective you’re describing. .
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Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: Case Using the five assumptions underlying Bolman and Deal’s Political Frame, assess the complex political forces (e.g., coalitions, networks, and sources of power) at work in a specific organizational situation. SLP Using the Political Frame, identify key political activities or behaviors in your organization, and discuss their relative impact on the organization. Discussion Discuss the ways in which the Political Frame can be used as a lens for assessment of the session-long Discussion case study. Module 3 - Background THE POLITICAL FRAME Let’s begin here with an excerpt from Bolman, L. G. & Deal, T. E. (2003). Reframing organizations: artistry, choice, and leadership (3rd ed.). San Francisco: John Wiley. Note the assumptions of the Political Frame, as you will use these to guide the writing of your Case: Assumptions of the Political Frame The political frame views organizations as living, screaming political arenas that host a complex web of individual and group interests. Five propositions summarize the perspective: Organizations are coalitions of diverse individuals and interest groups. · There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality. · Most important decisions involve allocating scarce resources—who gets what. · Scarce resources and enduring differences make conflict central to organizational dynamics and underline power as the most important asset. · Goals and decisions emerge from bargaining, negotiation, and jockeying for position among competing stakeholders. · All five propositions of the political frame came to the fore in the Challenger incident: · Organizations are coalitions. NASA did not run the space shuttle program in isolation. The agency was part of a complex coalition including contractors, Congress, the White House, the military, the media—even the American public. Consider, for example, why Christa McAuliffe–was aboard. Her expertise as a social science teacher was not critical to the mission. But the American public was bored with white male pilots in space. Human interest was good for both NASA and Congress; it built public support for the space program. McAuliffe's participation was a magnet for the media because it made for a great human interest story. Three years earlier, Sally Ride generated excitement as the first female astronaut. Now the idea of putting an ordinary citizen in space—especially a teacher—caught the public's imagination. Symbolically, Christa McAuliffe represented all Americans. Everyone flew with her. · There are enduring differences among coalition members. NASA's hunger for funding competed with the public's interest in lower taxes. Astronauts' concerns about safety were at odds with pressures on NASA and its contractors to maintain an ambitious flight schedule. · Important decision ...
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Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: Case Using the five assumptions underlying Bolman and Deal’s Political Frame, assess the complex political forces (e.g., coalitions, networks, and sources of power) at work in a specific organizational situation. SLP Using the Political Frame, identify key political activities or behaviors in your organization, and discuss their relative impact on the organization. Discussion Discuss the ways in which the Political Frame can be used as a lens for assessment of the session-long Discussion case study. Module 3 - Background THE POLITICAL FRAME Let’s begin here with an excerpt from Bolman, L. G. & Deal, T. E. (2003). Reframing organizations: artistry, choice, and leadership (3rd ed.). San Francisco: John Wiley. Note the assumptions of the Political Frame, as you will use these to guide the writing of your Case: Assumptions of the Political Frame The political frame views organizations as living, screaming political arenas that host a complex web of individual and group interests. Five propositions summarize the perspective: Organizations are coalitions of diverse individuals and interest groups. · There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality. · Most important decisions involve allocating scarce resources—who gets what. · Scarce resources and enduring differences make conflict central to organizational dynamics and underline power as the most important asset. · Goals and decisions emerge from bargaining, negotiation, and jockeying for position among competing stakeholders. · All five propositions of the political frame came to the fore in the Challenger incident: · Organizations are coalitions. NASA did not run the space shuttle program in isolation. The agency was part of a complex coalition including contractors, Congress, the White House, the military, the media—even the American public. Consider, for example, why Christa McAuliffe–was aboard. Her expertise as a social science teacher was not critical to the mission. But the American public was bored with white male pilots in space. Human interest was good for both NASA and Congress; it built public support for the space program. McAuliffe's participation was a magnet for the media because it made for a great human interest story. Three years earlier, Sally Ride generated excitement as the first female astronaut. Now the idea of putting an ordinary citizen in space—especially a teacher—caught the public's imagination. Symbolically, Christa McAuliffe represented all Americans. Everyone flew with her. · There are enduring differences among coalition members. NASA's hunger for funding competed with the public's interest in lower taxes. Astronauts' concerns about safety were at odds with pressures on NASA and its contractors to maintain an ambitious flight schedule. · Important decision.
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1 Finding the Good Argument OR Why Bother With Logic? by Rebecca Jones The word argument often means something negative. In Nina Paley’s cartoon (see Figure 1), the argument is literally a cat fight. Rather than envisioning argument as something productive and useful, we imagine intractable sides and use descriptors such as “bad,” “heated,” and “violent.” We rarely say, “Great, argument. Thanks!” Even when we write an academic “argument paper,” we imagine our own ideas battling others. Figure 1. This cartoon demonstrates the absurdity of either/or arguments. (© 1997-1998 by Nina Paley. Image available under a Creative Commons Attribution-Share Alike license.) Linguists George Lakoff and Mark Johnson explain that the controlling metaphor we use for argument in western culture is war: It is important to see that we don’t just talk about arguments in terms of war. We actually win or lose arguments. We see the person we are arguing with as an opponent. We attack his positions and we defend our own. We gain and lose ground. We plan and use strategies. If we find a position indefensible, we can abandon it and take a new line of attack. Many of the things we do in arguing are partially structured by the concept of war. (4) If we follow the war metaphor along its path, we come across other notions such as, “all’s fair in love and war.” If all’s fair, then the rules, principles, or ethics of an argument are up for grabs. While many warrior metaphors are about honor, the “all’s fair” idea can lead us to arguments that result in propaganda, spin, and, dirty politics. The war metaphor offers many limiting assumptions: there are only two sides, someone must win decisively, and compromise means losing. The metaphor also creates a false opposition where argument (war) is action and its opposite is peace or inaction. Finding better arguments is not about finding peace—the opposite of antagonism. Quite frankly, getting mad can be productive. Ardent peace advocates, such as Jane Addams, Mahatma Gandhi, and Martin Luther King, Jr., offer some of the most compelling arguments of our time through 2 concepts like civil disobedience that are hardly inactive. While “argument is war” may be the default mode for Americans, it is not the only way to argue. Lakoff and Johnson ask their readers to imagine something like “argument is dance” rather than “argument is war” (5). While we can imagine many alternatives to the war metaphor, concepts like argument as collaboration are more common even if they are not commonly used. Argument as collaboration would be more closely linked to words such as dialogue and deliberation, cornerstone concepts in the history of American democracy. However, argument as collaboration is not the prevailing metaphor for public argumentation we see/hear in the mainstream media. One can hardly fault the average American for not being able to imagine argument beyond the war metaphor. Think b ...
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Touchstone 1: Case Study Close Reading ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions: Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed? Meaning: What is the author’s main idea? What is the text generally about? Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument? Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)? This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems. Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit. Touchstone 1 Template A. Directions Select a case study from the list below: Topic Case Study Article Agriculture and Social Change Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries Civil Rights and WWII The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad Civil Rights and Women Title IX and the Gender Binary: Trajectories of Equality Media and Communications The American Military and the Press: From Vietnam to Iraq Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template. Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. 1. Origin and context ❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic? ❒ Have you identified the events being discussed? 2. Meaning ❒ Have you identified the author’s main idea? ❒ Have you described what the text is generally about? 3. Argument ❒ Have you identified the author’s point of view? Are they trying to convince the reader of something? ❒ Have you identified the evidence used to support the argument? 4. Skills ❒ Have you explained ways in which agility or problem solving skills are being used? To Prepare.
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
lillie234567
International Relations Essay Topics
International Relations Essay Topics
International Relations Essay Topics
Buy A Literature Review Paper
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discussion forum 65.docx
discussion forum 65.docx
bkbk37
The practice of non-violence may contest and go against the lawful authority of a nation. Given this fact, argue for why non-violent action is ethical.
220104074 kevin james nolan peac100 a1 t2 2012
220104074 kevin james nolan peac100 a1 t2 2012
Kevin Nolan
Module 11 - Negotiation What's the benefit of studying this topic? Working, perhaps living in different countries, means multiple levels of negotiation. Holding an awareness of cultural impact in your negotiations will enable you to be open and effective. This mindset sets you up for success in a global, interconnected work life. Readings: · Adler Ch 9 emphasizes specifics of different negotiation styles likely tied to a range of cultural values · Adler Ch 10 explores cultural transitions when living in different countries · Adler Ch 11 suggests an important role for your spouse as you/your family adventure across country borders and cultural values. Although US-centric culture often omits an emphasis on family, when managing professional advancement, family goals are emphasized in other cultures, and underpin important career negotiations. · Lecture 11 (below) Review: · Power Point offers insights on the qualities of a good negotiator, and a checklist for managing the negotiation environment. (Scroll down to locate power point). · Select 1 video clip or more, to add ideas. (See last section at the end of this web page). Module 11Negotiations in Multi-Cultural Settings to Bring It All Together Introduction: Setting the Stage Keep three key areas in mind discussed in other modules: ethics, motivation, and decision making. Think about how the ideas within these earlier topics also impact conflict and negotiation. The course elements are inter-related -- leadership is about many differing areas of importance in an integrated way. But a leader must be an agent of change. As a change agent, he or she will navigate through conflict and negotiations in making decisions. Change is improved with effective management of conflict in the organization. Along with conflicts and negotiating them to solutions, comes stress–let's spend a minute thinking about what stress can do. Take the use of steel in construction. Steel is a durable, yet flexible material that can accept much stress; enabling stability in a building. The benefit over wood is that in a fire, the stress of the heat won't cause damage as quickly. Yet, should the stress be overwhelming on an increasing basis, the steel too, will cease to function; and the building will fall. Stress is generally a good thing; it allows the building to settle, and it absorbs the effects of weather; but too much stress is not healthy for the building or for leaders and workers. In managing conflict negotiations well, you as a leader will need to also balance time, pace, and communication to find the right level of stress. At-a-glance Definitions: Conflict: Difference of view points, opposing perspectives, or a disagreement. As a conflict deepens there is growing understanding of harmful risk and expanded resistance to seeing other opinions. Negotiation: A process for determining agreement and cooperation. This process is not a bad thing or situation. The need to negotiate suggests awareness that something ca ...
Module 11 - NegotiationWhats the benefit of studying this t.docx
Module 11 - NegotiationWhats the benefit of studying this t.docx
annandleola
Judicial Review & Dual Sovereignty ONLY REFERENCE AN ARTICLE IF IT’S THE BASIS OF YOUR ANSWER. EXAMPLE: “ARTICLE 3 IN THE US CONSTITUTION SERVES AS A STRONG MODEL FOE JUSDICIAL CREATION” DO NOT CITE A FULL CASE (EXAMPLE:MAPP V OHIO, 237 f2d, 1998) Limit your response to 100 words total for both parts Part #1 : Judicial Review How does judicial review balance the governmental powers between the different governmental branches, the President, the Legislature and the Supreme Court? Part 2: Dual Sovereignty What powers should be decided by the federal government, and only the federal government, under a dual sovereignty system of government? Policy Futures in Education Volume 12 Number 3 2014 www.wwwords.co.uk/PFIE 417 http://dx.doi.org/10.2304/pfie.2014.12.3.417 Constructive Controversy as a Means of Teaching Citizens how to Engage in Political Discourse DAVID W. JOHNSON & ROGER T. JOHNSON University of Minnesota, Minneapolis, USA ABSTRACT Positive political discourse is the heart of democracy. The purposes of political discourse include making an effective decision about the course the society should take and building a moral bond among all members of the society. A responsibility of social sciences within a democratic society is to provide the theory, research, and normative procedures needed to make political discourse constructive. A theory underlying political discourse is constructive controversy. There is considerable research that indicates controversy results in significant increases in the quality and creativity of decision making and problem solving, the quality of relationships among citizens, and improvements in the psychological health of the citizenry. From the validated theory, both a teaching and decision making procedure has been developed and field tested. The theory of constructive controversy, the supporting research, and the normative procedure provide a valid empirically based process for political discourse. Introduction In a democratic society, each generation has to learn how to participate in the democratic process. To be good citizens, individuals need to learn how to engage in collective decision making about community and societal issues (Dalton, 2007). Collective decision making involves political discourse. While the word ‘discourse’ has been defined in many different ways by linguists and others (Foucault, 1970; Fairclough, 1995; Jaworski & Coupland, 1999), according to Webster’s Dictionary (Merrian-Webster, 2003), the concept ‘discourse’ has two major meanings: (a) formal communication of thoughts about a serious subject through words (spoken or written); and (b) rationality or the ability to reason. ‘Political discourse’ is the formal exchange of reasoned views as to which of several alternative courses of action should be taken to solve a societal problem. In political discour ...
Judicial Review & Dual SovereigntyONLY REFERENCE AN ARTICLE IF I
Judicial Review & Dual SovereigntyONLY REFERENCE AN ARTICLE IF I
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