A Collection of Prize-Winning Works Produces by Students of the Program for Writing and Rhetoric
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NEVERAGAINMSD STUDENT ACTIVISM: LESSONS for AGONIST POLITICAL EDUCATION in an AGE of DEMOCRATIC CRISIS Kathleen Knight Abowitz
731 #NEVERAGAINMSD STUDENT ACTIVISM: LESSONS FOR AGONIST POLITICAL EDUCATION IN AN AGE OF DEMOCRATIC CRISIS Kathleen Knight Abowitz Department of Educational Leadership Miami University Dan Mamlok School of Education Tel Aviv University Abstract. In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies. Key Words. citizenship education; agonism; political emotion; transactionalism; articulation Introduction Philosophers of education have made good use of agonist critiques of democ- racy to propose reforms for school-based political and citizenship education. Ago- nist treatments of curriculum and pedagogy emphasize the importance of curricu- lum focused on the arts of disagreement and adversarial position-taking. -
Argumentation and Fallacies in Creationist Writings Against Evolutionary Theory Petteri Nieminen1,2* and Anne-Mari Mustonen1
Nieminen and Mustonen Evolution: Education and Outreach 2014, 7:11 http://www.evolution-outreach.com/content/7/1/11 RESEARCH ARTICLE Open Access Argumentation and fallacies in creationist writings against evolutionary theory Petteri Nieminen1,2* and Anne-Mari Mustonen1 Abstract Background: The creationist–evolutionist conflict is perhaps the most significant example of a debate about a well-supported scientific theory not readily accepted by the public. Methods: We analyzed creationist texts according to type (young earth creationism, old earth creationism or intelligent design) and context (with or without discussion of “scientific” data). Results: The analysis revealed numerous fallacies including the direct ad hominem—portraying evolutionists as racists, unreliable or gullible—and the indirect ad hominem, where evolutionists are accused of breaking the rules of debate that they themselves have dictated. Poisoning the well fallacy stated that evolutionists would not consider supernatural explanations in any situation due to their pre-existing refusal of theism. Appeals to consequences and guilt by association linked evolutionary theory to atrocities, and slippery slopes to abortion, euthanasia and genocide. False dilemmas, hasty generalizations and straw man fallacies were also common. The prevalence of these fallacies was equal in young earth creationism and intelligent design/old earth creationism. The direct and indirect ad hominem were also prevalent in pro-evolutionary texts. Conclusions: While the fallacious arguments are irrelevant when discussing evolutionary theory from the scientific point of view, they can be effective for the reception of creationist claims, especially if the audience has biases. Thus, the recognition of these fallacies and their dismissal as irrelevant should be accompanied by attempts to avoid counter-fallacies and by the recognition of the context, in which the fallacies are presented. -
Common Tools for Team Collaboration Problem: Working with a Team (Especially Remotely) Can Be Difficult
Common Tools for Team Collaboration Problem: Working with a team (especially remotely) can be difficult. ▹ Team members might have a different idea for the project ▹ Two or more team members could end up doing the same work ▹ Or a few team members have nothing to do Solutions: A combination of few tools. ▹ Communication channels ▹ Wikis ▹ Task manager ▹ Version Control ■ We’ll be going in depth with this one! Important! The tools are only as good as your team uses them. Make sure all of your team members agree on what tools to use, and train them thoroughly! Communication Channels Purpose: Communication channels provide a way to have team members remotely communicate with one another. Ideally, the channel will attempt to emulate, as closely as possible, what communication would be like if all of your team members were in the same office. Wait, why not email? ▹ No voice support ■ Text alone is not a sufficient form of communication ▹ Too slow, no obvious support for notifications ▹ Lack of flexibility in grouping people Tools: ▹ Discord ■ discordapp.com ▹ Slack ■ slack.com ▹ Riot.im ■ about.riot.im Discord: Originally used for voice-chat for gaming, Discord provides: ▹ Voice & video conferencing ▹ Text communication, separated by channels ▹ File-sharing ▹ Private communications ▹ A mobile, web, and desktop app Slack: A business-oriented text communication that also supports: ▹ Everything Discord does, plus... ▹ Threaded conversations Riot.im: A self-hosted, open-source alternative to Slack Wikis Purpose: Professionally used as a collaborative game design document, a wiki is a synchronized documentation tool that retains a thorough history of changes that occured on each page. -
Coach's Word Packets©
! ! Coach’s Word Packets © ! 1. Level 1-100 a. Phrases b.Sentences c. Story – “A Bus Trip to the River” ! 2. Level 101-200 a. Phrases b.Sentences c. Story – “Two Houses” ! 3. Level 201-300 a. Phrases b.Sentences c. Story – “A Trip to the Country” ! 4. Level 301-400 a. Phrases b.Sentences c. Story – “My School Day” ! 5. Level 401-500 a. Phrases b.Sentences c. Story – “The Good Book” ! ! ©copyright 2014 ! ! ! !2 The New First 100 Fry Words in Phrases ! 1. The people 28. We had their dog 2. of the water 29. By the river water 3. Now and then 30.The first words 4. This is a good day. 31. But not for me 5. From here to there 32. Not him or her 6. up in the air 33. What will they do? 7. Now is the time 34. All or some 8. Can you see? 35. We were 9. That dog is 36. We like to write 10. He has it. 37. When will we 11. He called me. 38. Write your 12. There was 39. Can he 13. for some people 40. She said to go 14. on the bus. 41. So there you are 15. How long are 42. No use 16. as big as the first 43. An angry cat 17. with his mother 44. Each of us 18. for his people 45. Which way 19. What did they say 46. She sat 20. I like him. 47. Do you 21. at your house 48. How did they 22. -
Tiddlywiki in Science Education
1 TiddlyWiki in Science Education Franco Bagnoli Dipartimento di Energetica & Centro Dinamiche Complesse Universita` di Firenze, I-50139 Firenze, Italy Email: [email protected] Peter Jipsen Department of Mathematics and Computer Science Chapman University, Orange, CA 92866, USA Email: [email protected] Andrea Sterbini Dipartimento di Informatica Universita` di Roma 1, I-00198 Roma, Italy Email: [email protected] Abstract— We discuss here an ongoing experiment and questions are communicated and answered by which uses ASciencePad [1], an adapted version of Tid- voice, or using e-mail, web forms and chat forums, dlyWiki [2] as a support for teaching/learning physics but seldom stored and/or converted to a structured (elementary and advanced) to engineering students. form, like for instance a FAQ table. ASciencePad is a “live math notebook” that is editable with a modern browser and includes a WYSIWYG editor This almost one-way communication is rather with mathematical formulas and SVG plots. It allows unsatisfactory, especially when teachers and stu- also the inclusion of JavaScript simulations, that can be dents come from a very different background, like easily edited by users and therefore can be used as a in our case of teaching physics for two master playground for computational experiments. Our graph level courses in environmental engineering. Stu- drawing extension allows the construction of graph maps dents’ feedback, possibly in the form of an edited of the learning paths to help the student navigate through the notebook topics. frequently asked question (FAQ) list, is a didacti- This client-side tool is complemented by a wiki-based cally valuable tool. -
Section 6: Reporting Likelihood Ratios Components
Section 6: Reporting Likelihood Ratios Components • Hierarchy of propositions • Formulating propositions • Communicating LRs Section 6 Slide 2 Likelihood Ratio The LR assigns a numerical value in favor or against one propo- sition over another: Pr(EjHp;I) LR = ; Pr(EjHd;I) where Hp typically aligns with the prosecution case, Hd is a reasonable alternative consistent with the defense case, and I is the relevant background information. Section 6 Slide 3 Setting Propositions • The value for the LR will depend on the propositions chosen: different sets of propositions will lead to different LRs. • Choosing the appropriate pair of propositions can therefore be just as important as the DNA analysis itself. Section 6 Slide 4 Hierarchy of Propositions Evett & Cook (1998) established the following hierarchy of propositions: Level Scale Example III Offense Hp: The suspect raped the complainant. Hd: Some other person raped the complainant. II Activity Hp: The suspect had intercourse with the complainant. Hd: Some other person had intercourse with the complainant. I Source Hp: The semen came from the suspect. Hd: The semen came from an unknown person. 0 Sub-source Hp: The DNA in the sample came from the suspect. Hd: The DNA in the sample came from an unknown person. Section 6 Slide 5 Hierarchy of Propositions • The offense level deals with the ultimate issue of guilt/ innocence, which are outside the domain of the forensic scientist. • The activity level associates a DNA profile or evidence source with the crime itself, and there may be occasions where a scientist can address this level. • The source level associates a DNA profile or evidence item with a particular body fluid or individual source. -
Three Juniors Allowed to Live in Alfond Senior Apartments
em? byaidir_gs pSar_ r_ed for social scgetices, devei@priier_t j»B^y JON SILBERSTEIN LOEB plan. Library steps will not be obstructed, To remedy the problem, the PPG is off, and technical issues, such as fund- Students and ITS out of Lovejoy will NEWS EDITOR Although plans for the two new Adams expects the alumni and devel- proposing to move the road. The pro- ing, must be conducted. How much the create more classroom space,and facul- buildings are still tentative, there has opment building to be close to the posed road will follow the perimeter of state or the College will pay to move ty offices. As part of the "creative campus already been significant funding con- Lunder House, while' the social sci- the Arboretum, down below the the road is yet to be determined. The increased number of offices and planni ng and development" portion of tributed for the creation of the build- ences building will be.closer to the ten- women's rugby field, behind the "I don't think (the state) will object," space for administration and faculty the Strategic Plan for Colby, two new ings. Vice President of Financial Affairs Lunder House, tennis courts, and base- said Adamis of the plan to move the means that Averill residence hall will buildings are in the research-and- W.Arnold Yasinski was not at liberty to ball field arid down to the bottom of the road. not be changed into a new administra- development process. In January, tlie say who donated the money, how hill where the railroad tracks pass over Construction of an alumni and tion building but will instead continue Board of Trustees approved "fundrais- much had been donated, or which the rpad. -
10Th Grade Accelerated English (10X) North Central High School Summer Reading 2021
1 Name: _____________________________________________________________ Date:__________________________ Period: _________ 10th Grade Accelerated English (10X) North Central High School Summer Reading 2021 Assignment: Read and annotate the following texts: ● “Ethnic Hash” By Patricia J. Williams ● “Who Am I This Time?” By Kurt Vonnegut In addition to having read the texts and annotated them, you are exPected to: 1. make claims about characters’ identities 2. find evidence in support of those claims 3. explain how that evidence supports your claims in detail ○ Avoid making a general statement about the quotation as a whole. Focus your explanation on specific parts of the quotation. If typed, responses must be typed in 12-point font and double-spaced. All responses must have a professional, uniform, and neat appearance. The grade earned on the responses will affect your initial grade in the class. Note: Please include an in-text citation, author’s last name and paragraph number, for each quotation. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ “Ethnic Hash” Claim: Williams’ identity is best described as __________________________________________________. Quotation: ExPlanation: 2 “Who Am I This Time?” Claim: Harry’s identity is best described as __________________________________________________. Quotation: ExPlanation: Claim: Helene’s identity is best described as __________________________________________________. Quotation: ExPlanation: 3 “Ethnic Hash” Patricia J. Williams [1] Recently, I was invited to a book party. The book was about pluralism. "Bring an hors d'oeuvre representing your ethnic heritage," said the hostess, innocently enough. Her request threw me into a panic. Do I even have an ethnicity: I wondered. It was like suddenly discovering you might not have a belly button. I tell you, I had to go to the dictionary. -
Karaoke Songs by Title
Songs by Title Title Artist Title Artist #9 Dream Lennon, John 1985 Bowling For Soup (Day Oh) The Banana Belefonte, Harry 1994 Aldean, Jason Boat Song 1999 Prince (I Would Do) Anything Meat Loaf 19th Nervous Rolling Stones, The For Love Breakdown (Kissed You) Gloriana 2 Become 1 Jewel Goodnight 2 Become 1 Spice Girls (Meet) The Flintstones B52's, The 2 Become 1 Spice Girls, The (Reach Up For The) Duran Duran 2 Faced Louise Sunrise 2 For The Show Trooper (Sitting On The) Dock Redding, Otis 2 Hearts Minogue, Kylie Of The Bay 2 In The Morning New Kids On The (There's Gotta Be) Orrico, Stacie Block More To Life 2 Step Dj Unk (Your Love Has Lifted Shelton, Ricky Van Me) Higher And 20 Good Reasons Thirsty Merc Higher 2001 Space Odyssey Presley, Elvis 03 Bonnie & Clyde Jay-Z & Beyonce 21 Questions 50 Cent & Nate Dogg 03 Bonnie And Clyde Jay-Z & Beyonce 24 Jem (M-F Mix) 24 7 Edmonds, Kevon 1 Thing Amerie 24 Hours At A Time Tucker, Marshall, 1, 2, 3, 4 (I Love You) Plain White T's Band 1,000 Faces Montana, Randy 24's Richgirl & Bun B 10,000 Promises Backstreet Boys 25 Miles Starr, Edwin 100 Years Five For Fighting 25 Or 6 To 4 Chicago 100% Pure Love Crystal Waters 26 Cents Wilkinsons, The 10th Ave Freeze Out Springsteen, Bruce 26 Miles Four Preps, The 123 Estefan, Gloria 3 Spears, Britney 1-2-3 Berry, Len 3 Dressed Up As A 9 Trooper 1-2-3 Estefan, Gloria 3 Libras Perfect Circle, A 1234 Feist 300 Am Matchbox 20 1251 Strokes, The 37 Stitches Drowning Pool 13 Is Uninvited Morissette, Alanis 4 Minutes Avant 15 Minutes Atkins, Rodney 4 Minutes Madonna & Justin 15 Minutes Of Shame Cook, Kristy Lee Timberlake 16 @ War Karina 4 Minutes Madonna & Justin Timberlake & 16th Avenue Dalton, Lacy J. -
False Dilemma Wikipedia Contents
False dilemma Wikipedia Contents 1 False dilemma 1 1.1 Examples ............................................... 1 1.1.1 Morton's fork ......................................... 1 1.1.2 False choice .......................................... 2 1.1.3 Black-and-white thinking ................................... 2 1.2 See also ................................................ 2 1.3 References ............................................... 3 1.4 External links ............................................. 3 2 Affirmative action 4 2.1 Origins ................................................. 4 2.2 Women ................................................ 4 2.3 Quotas ................................................. 5 2.4 National approaches .......................................... 5 2.4.1 Africa ............................................ 5 2.4.2 Asia .............................................. 7 2.4.3 Europe ............................................ 8 2.4.4 North America ........................................ 10 2.4.5 Oceania ............................................ 11 2.4.6 South America ........................................ 11 2.5 International organizations ...................................... 11 2.5.1 United Nations ........................................ 12 2.6 Support ................................................ 12 2.6.1 Polls .............................................. 12 2.7 Criticism ............................................... 12 2.7.1 Mismatching ......................................... 13 2.8 See also -
DISCOGRAPHY Cornelius Hager Producer, Songwriter, Composer, Arranger
Zippelhaus 5a 20457 Hamburg DISCOGRAPHY Tel: 040 / 28 00 879 - 0 Fax: 040 / 28 00 879 - 28 Cornelius Hager mail: [email protected] producer, songwriter, composer, arranger Unheilig "Gipfelstürmer" (2xGER) (AUT) Platin Award Unheilig "Alles Hat Seine Zeit - Best Of"" (2xGER)(AUT) Music Productions P: Producer E: Engineer M: Mixer R: Remixer Co-W: Co-Writer W: Writer ED: Editor Pro: Programmer A: Arrangement Mus: Musician SD: Sound Design Year Artist Title Project Label Credit 2018 Schwarz "In Your Eyes" EP Styleheads Music Co-P, A, Co-W 2017 Romar "Your Heart" Single Spinnup Co-W, P Brings "Liebe gewinnt" Single Electrola String A Alina "Die Einzige" Albumtracks Universal Music String A Alina "Nie Vergessen" Single Universal Music String A, Pro Johannes Oerding "100 Leben" Single Sony Music String A Romar "Try Harder" Single ROMAR/Spinnin' Records P, M Schwarz "Home" Single Spinnin' Records Co-P, W "Deja Vu", "Sommerregen", Pro, SD, 2015 Björn Landberg Albumtracks Electrola "Wir haben geliebt" Orchest. A Pro, SD, 2014 Unheilig Gipfelstürmer 2 Albumtracks "Die Weisheit des Lebens", Vertigo Berlin "Glück auf das Leben" Orchest. A Alles Hat Seine Zeit - Best Of Pro, SD, Unheilig 1 Albumtrack Vertigo Berlin Unheilig 1999 - 2014 Orchest. A Pro, SD, Unheilig "Als Wär's Das Erste Mal" Single/ESC Version Vertigo Berlin Orchest. A We The Kings "Just Keep Breathing" Radio-Single (aus dem Film "Keinohrhase Vertigo Berlin Pro, SD und Zweiohrküken") 2012 Stanfour "Love Is Your Enemy" Radio-Single We Love Music Pro, SD P: Producer E: Engineer -
Individual Claimsmaking After the Parkland Shooting* Deana A
Individual Claimsmaking after the Parkland Shooting* Deana A. Rohlinger, Ph.D. Professor of Sociology Florida State University Caitria DeLucchi Graduate Student in Sociology Florida State University Warren Allen, Ph.D. Teaching Faculty Rutgers University *We thank Sourabh Singh for his feedback on this paper. The lead author thanks her early morning “writing with randos” group for their support, including Beth Popp Berman, Danna Agmon, Christina Ho, Sarah Woulfin, Derek Gottlieb, Dahlia Remler, Dale Winling, Meredith Broussard, Adam Slez, Didem Turkoglu, Jason Windawi, Elizabeth Mazzolini, Jennifer Sessions, Louise Seamster, Daniel Hirschman. 1 On February 14, 2018, a former student killed 17 people and injured 17 others at Marjory Stoneman Douglas High School in Parkland, Florida. Some of the student survivors mobilized in protest of loose gun laws, and state legislatures across the country began passing bills to restrict gun access. This was true even in Florida, which is a testing-ground for National Rifle Association (NRA) legislation and whose Republican-dominated legislature often rejects modest restrictions on gun access. In less than a month, the legislature passed “the Marjory Stoneman Douglas High School Public Safety Act” (SB 7026), which raised the minimum age requirement for purchasing a firearm from 18 to 21, required a three-day waiting period for the purchase of a gun, prohibited the purchase and selling of bump stocks, expanded mental health services in the state, allocated monies to help harden schools, and funded a “marshal” program that allowed the arming of teachers and staff. Arguably, there are a number of reasons that the legislature opted for quick action.