Abstract This paper explains that Sarah Orne Jewett's "A War Debt" is about the journey of the story's main character Tom, who was instructed by his grandmother to return a stolen cup, which his grandfather had recovered during the American civil war , back to its owners in Virginia. The author points out that there is no real climatic event in the story, which makes it very flat; however, the style of the writing, which splits the story between simplistic dialog and extremely descriptive narration, adds a great deal of interest to the text. The paper relates that, like any war, the psychological affects after the American civil war were devastating: Individuals were faced with many hardships and obstacles that came about from their known world crumbling down around them.
From the Paper "Sarah Orne Jewett, in her own way, captured this heartache and expressed it in a unique way throughout her story. In many different passages, there are examples of how the war had affected the characters psychologically. Right from the beginning, the reader is introduced to Mrs. Burton, Tom's grandmother, who Jewett described as wearing an unmistakable look of pain and sorrow. As Mrs. Burton explains the story of the cup to Tom and how she wants him to bring it back to its owners, her state of distress is first revealed to the reader: "Every time I have thought of it I have been more and more ashamed to have it in my house. People weren't so shocked by such things at first; they would only be sentimental about the ruined homes, and say that, 'after all, it was the fortune of war.' That cup was stolen."'
Abstract The paper discusses how crisis management has grown and evolved since public relations was first conceived in dealing with organizational and governmental crisis management. The paper provides a literature review and shows how new and strategically suitable methods for coping during crisis management are required by today's public relations management. The paper explains that an effective public relations manager will turn to those in the legal department and other departments throughout the organization through establishment of an ongoing dialog. The paper demonstrates how this increases the likelihood that the manager will have the benefit of a multi-dimensional perspective during the management of the crisis.
Outline:
Objective
Introduction
Discussion and Conclusion
From the Paper "The work of Mark Schannon entitled: "Issue Management: Trying to Create Rational Explanations in a Non-Rational World" states that millions of dollars are spent each year in the attempt to answer the questions that are asked in relation to crisis management by the organization. Schannon states that: "Sophisticated research, econometric analyses, media analyses, NGO analyses, and past and future trends are scoured" in the attempt to answer questions of crises management. Schannon reviews the convention issues management model which was used by many organizations and specifically used by the Public Affairs Council until about 2001."
A discussion regarding the religious and psychological dimensions of the practice of mystical piety in Hasidism, focusing on Maurice Friedman's text, "Religion and Psychology: A Dialogical Approach".
Abstract This paper reviews Maurice Friedman's discussion and analysis of Hasidism in the text, "Religion and Psychology: A Dialogical Approach".
The paper reports that the author looks into the religious beliefs and practices that characterize Hasidism as a mystical religion.
From the Paper "Looking into Hasidism from a psychological, specifically psychoanalytical, point of view, it provides a good example of how the individual makes sense of his/her realities as a Hasid. Unlike other religions, Hasidism and its practices and traditions does not bring forth problems of self-deprivation in order to achieve the state of otherworldliness, since it already advocates for the individual's establishment of being in sync with the material world. However, Hasidism is unique in that it tries to balance both the individual's needs and community's requirements in the practice of Hasidist religious experiences."
Abstract This paper is a literature review which concentrates on the role of dialogic argumentation and it's paradoxical effects on generating higher levels of collaboration in both CSCL and CSA-based (common service architecture) online environments. The paper explains that dialogic argumentation has proven to be highly effective in teaching students how to be more capable of generating abstract thought and also taking historical constructs into the formation of entirely new reasoning and interpretation frameworks. The paper also points out that the use of scaffolding within CSCL teaching strategies has the potential of strengthening personalized learning strategies in addition to being a catalyst for more students gaining greater understanding of abstract concepts, thereby becoming more critical thinkers as a result. The paper then looks at the role of technology as an enabler of CSCL platforms and its influence on students' performance, motivation, and attitude.
Outline:
Introduction
Defining CSCL Learning Strategies Using Dialogic Argumentation
Developing Dialogic Argumentation as a Learning Strategy
Computer-Supported Collaboration Argumentation (CSCA) Effectiveness
The Paradox of CSCL Teaching Strategies: Argumentation Creates Collaboration
Creating Personalized Learning Strategies Using Scaffolding with CSCL Tools
Technology's Role as an Enabler of CSCL and Online Teaching Strategies
Implications of CSCL Strategies on Student Performance
Implications of CSCL Strategies on Student Attitude
Implications of CSCL Strategies on Student Satisfaction
Assessing CSCL Effectiveness as a Teaching Strategy
Summary
From the Paper "In the study the research issues of whether education was significantly contributing to the development of constructed-based learning in students showed that the attainment this level of academic performance was the exception versus the rule. The study began with the concept of students being able to understand the causal factors that lead to a more thorough understanding of history and its concepts. Dialogic approaches to teaching history need to include the how and why things happened in the past, identify what information is reliable, reflect on the information and make sound conclusions (Gagnon, 1989)."
Abstract This research study focuses on understanding the impact that the use of computer-supported-collaborative-learning (CSCL) tools have on the outcomes relating to the critical thinking skills of the student and the attitude that the student has toward the study of history as well as the achievement of the student in history class. This paper makes a general assessment of the impact that CSCL tools have on the development of the student's critical thinking in history education. More specifically, this research provides a cognitive map where future research efforts can be drawn so that the use of technology such as the CSCL tool will be facilitated during learning in history education. The research also specifically examines the extent of the effectiveness of scaffolding critical thinking process using a CSCL tool along with primary sources, to engage secondary school students in studying history.
Table of Content:
Problem Statement - History Education in schools
Dialogic Approach for Critical Thinking Lessons in History
Argumentation as a Dialogic Approach in History Education
Dialogic approach via Computer-Supported Collaborative Argumentation
Purpose of the Study
Research Questions
Significance of the Study
Introduction
Literature Review
Argumentation Defined
Three Perspectives of Argumentation
Argumentation - Role in Problem-Solving
Three Perspectives of Argumentation
Argumentation Role in Problem-Solving
Argumentation through Computer Supported Collaboration
Literature Review of CSCL
Online Learning Model
Assessment of Online Learning
Emergence of Theories of CSCL
Scaffolding with CSCL Tools
Tools for Collaboration
Effects of CSCL on Learning and Achievement
Advances in Computer Supported Collaborative Learning
Summary of Literature Reviewed
Research Design
Research Questions
Research Approach
Data Sources, Collection and Analysis
Schedule for the Research
Proposed Schedule and Procedure
Appendixes
Pre-Test Survey/Questionnaire
Post-Test Survey/Questionnaire
From the Paper "Despite the effectiveness of rubrics in assessing students' learning, developing an adequate rubric for a given course discussion requires time and multiple revisions. Primary consideration in developing a discussion, grading rubric identifies and establishes the goal or goals of the discussion. For example, some instructors want to use on-line discussion to help students learn argumentation techniques, whereas others might be more interested in students coming to consensus on a topic. Evidently different assessment rubrics would be needed to encourage each. "
Abstract In this article, the writer explains that CSCL offers a unique opportunity to engage learners in the study of history and to animate historical information enhancing learning and acquisition of knowledge for the learners. This study is designed to provide information concerning the underlying nature of scaffolding strategies in computer-supported collaborative learning. The writer discusses how scaffolding based on CSCL can deliver exceptional results in enriching students with more valuable educations than merely memorizing dates, names, locations, and other mechanized forms of knowledge that will not help them become critical, discerning thinkers in the future. The writer concludes that ultimately the need is to position history as a subject that has a very high level of vitality associated with it, one that has the potential of revolutionizing their perspective and view of the world by contributing entirely new frameworks and analytical constructs by which students can make sense of a rapidly changing world.
Outline:
Problem Statement -History Education in Singaporean Schools
Dialogic Approach for Critical Thinking in History Lesson
Argumentation as a Dialogic Approach in History Education
Dialogic Approach via Computer-Supported Collaborative Argumentation
Purpose of the Study
Research Questions
Significance of the Study
From the Paper "Another approach which Wright (2002) has mentioned is that of infusion. In this approach, critical thinking is incorporated into different subject matters in various ways. Existing lesson plans are being restructured in many subject areas to incorporate critical thinking. Means have also been developed so that any subject matter can be given a critical thinking focus. Also, integration of critical thinking into history materials is one of the ways by which infusion was done by the proponents of the method. The disadvantage however is that with the infusion method, the teaching of critical thinking loses sensible sequence or coherence because of a little of everything is taught and therefore the student does not learn how to have a mastery of a particular subject. Also, to be able to work out infusion effectively, there should be an efficient coordination between social studies teachers and teachers of other subject areas so that the basics of critical thinking would be all covered in an intelligent way."
Explores the attributes of high performance and defines a model for superior team development within organizations possessing similar geographic, diverse, and resource allocation metrics.
Abstract This paper begins by discussing the characteristics of a high-performance team. Next, an examination of the organizational effects, as well as, team dynamics and external influences is evaluated. Further, the paper explores the high-performance team, discussing its importance related to organizational success, loyalty, and longevity. In addition, this research paper focuses on current motivating team factors, and the evolution of high-performance team organizational philosophies.
Outline:
Abstract
Statement of the Problem
Research Question
Significance of Study and Organizational Benefit
Research Design and Methodology
Characteristics of a High-performance Team
1.1 Defining the High-Performance Team
1.2 Evolution of the High-Performance Team
1.3 Differences Between High-Performance Teams and the Traditional Grouping of Logical Skill Sets
2. High-performance Teams Require High-performance Personnel
2.1 The Importance of Selecting the Right People
2.2 Establishing the Criteria for Staff Selection
2.3 Matching Skill Sets With Roles, Responsibilities, and Assignments
2.4 Understanding Diversity and High-Performance
3. Team Environment
3.1 Why Collaboration and Professional Dialog are Important?
3.2 Aligning Risk Taking with Management
3.3 Understanding Various Techniques to Promote Team Dialog 3.4 Why is a Collaborative Project Team Environment Important
Transformation to a High-Performance Team.
4.1 The Importance of Defining High-Performance Project Team Goals
4.2 What are the Methods Used to Gain Team Members' Commitments
4.3 The Importance of Strategic Leadership on High-Performance Project Teams
5. Organizational Benefit Derived from High-performance Teams
5.1 Organizational Reputation and Public Perception
5.2 Organizational Loyalty
5.3 Increased Organizational Success
5.4 High-Performance Team Influence and the Traditional Team Concept
6. Summary /Conclusion
References
From the Paper "Finally the high-performance approach helps \managers spot opportunities for what Andrew Grove, in his book High Output Management calls leverage. By broadening the attention to include action strategies that maximize ability and support in the work settign (the more tangible of the performance factors), the high-peformance approach shows manager how to gain a substantial spillover impact on effort (the more tangible of the factors), the high-performance approach show managers how to gain a substantial spillover impact on effot ( the least tangibile of the factors). When people have the necessary abilities and support to do their jobs, it is likely that feeligns of personal competency will provide a lot of motivation to work hard and do these jobs well. However, in spite of the significant positive impact of HPWSs, only about 13% of American companies have actually implemented HPWSs (White, 1994), and even then, there is little research on the impact of HPWSs in the service sector. "
Abstract This paper discusses how in the context of culture, many factors have been considered to constitute the basis of differentiations between various cultures, such as: national character, language, thinking, behavior, values, time and space concept, social grouping and non-verbal communication. This paper focuses on -verbal communication and how it affects the communication in organizations, namely multinational ones. It looks at how the cross-cultural communication becomes more and more challenging in the context of globalization and how non-verbal elements are important as the lack of knowledge about them can distort dialog messages and knowledge about it can enhance dialog outcome.
Outline:
Introduction
Theories
Literature review
Conclusion
From the Paper "A good example for the close relationships and emotions characteristics involves Asian and Western societies. Asians like to take their time and build relationships before getting down to business. Body language becomes a negotiation tool. Also, a large part of the communication process is implicit, indirect, and rather suggestive. Westerners are direct and explicit (Abdullah, 1996) and when it comes to the way they negotiate, they just want to get down to business. The comparison between Asian and Western individuals can provide good examples for direct and indirect communication. High context communication implies indirect messages. The person initiating the dialogue expects the interlocutor to understand the message without saying it out loud completely. This is typical for Asian cultures. Western cultures use direct, clearly defined messages, while communicating, which for the Asian cultures may come as offending in some circumstances. "
The following in-depth paper discusses ways in which schools can improve their own public confidence in a specific school district including communication between schools and community.
Abstract This report discusses schools and community relations with reference to four different models proposed by Grunig and Hunt for public relations: Press agency/publicity, information, the two-way asymmetric model and the two-way symmetric model. The author contends that it is imperative for a school board to work for the betterment of students. This paper stresses the importance of having the students' interests first, when coming up with ways to improve community relations. It also deals with ways in which to improve relations between staff and board members, parents and children by building forum structures in order to discuss problems. In addition ways in which to ensure quality education and strict discipline are also proposed amongst other issues.
From the Paper "The schools in the district should do an effective job and let the public know about the success and challenges faced by the school. The confidence of the public in the schools should be increased, by encouraging more residents of the school district to participate in the school decisions. It was determined that education is rated as the highest concern by the public-higher than crime and taxes. The schools should make the public aware of the difficulties experienced in the classroom such as: disruptive behavior by students, students disrespect for authority and resistance of the student towards learning. Regular school district meetings may help the school get suggestions from the public in handling these problems. Schools should be personalized to suit the community that it serves. All involved should be aware of their individual roles in the operation of the various schools in the district. Educators should collectively try to gain the public and legislative confidence and support. Educators should stop fighting among themselves and form better working relationships with the business community in the area."
The following paper introduces and discusses the works of Dickinson and Douglas, compares their backgrounds and discusses their beliefs with regards to literature .
Abstract This paper compares the way in which Emily Dickinson is only concerned with herself and her art form, while Frederick Douglas is only concerned with ending slaving and has no concern about being skillful in his use of literary form. Included in this paper is a dialog where Dickinson and Douglas meet, and discuss what their writing careers mean to them.
From the Paper "In the beginning, two authors could not seem more different. Frederick Douglass was born a slave, and his name was not even Douglass, he changed it later. After several owners shifted him back and forth between them, he ran away from his master, and eventually purchased his freedom. He spent his life working to educate the world about the plight of slaves in the United States. ;Though I was not a murderer fleeing from justice I felt perhaps quite as miserable as such a criminal;I reached New York Tuesday morning, having completed the journey in less than twenty-four hours. Such is briefly the manner of my escape from slavery--and the end of my experience as a slave. Other chapters will tell the story of my life as a freeman;
Tags: freedom, Civil, War, spiritual, world, realism
Abstract The paper examines the film "1492: Conquest of Paradise" in light of the historical telling of the Columbus story. The film's setting, portrayal of character, dialog and violence are assessed against fact. The film is found to overall not be a realistic portrayal of historical fact.
From the Paper "This film depicts the violence of the Spaniards when the first discovered the New World, and shows how cruel man can be to fellow man, in the name of conquest and riches. It depicts Columbus as "also a good deal more convincing as a human being. As played by Gerard Depardieu, he seems huge and shaggy and dogged, just the kind of man who would get an idea in his head and refuse to surrender it" (Ebert).
In the film, director Ridley Scott portrays him as arrogant at times, which an explorer would have to be to lead three tiny ships into the unknown to prove his theories. In the movie he says to Sanchez, the Spanish royal treasurer: "Look out there! What do you see?" Sanchez: "I see clouds ... I see palaces, I see steeples: I see civilization ... and I see spires that reach ... to the sky." Columbus: "All of them created by people like me. No matter how long you live Sanchez, there is something that will never change between us: I did it, you didn't" (1492)."
Abstract This paper argues the position that nonviolent resistance is the only proper way to achieve social change. It concludes this is so because history has proven nonviolent resistance to be effective in different countries across the world. The paper examines the successes of this form of resistance in the case of Martin Luther King during the civil rights era and Ghandi in his drive for independence from the British in India. The paper argues that nonviolent resistance promotes dialog and compromise between the oppressed and the oppressor, thus making it an effective solution in promoting social change in Israel and bringing an end to the conflict.
From the Paper "It forces the oppressor to view their actions as they are seen by those who are oppressed. When non-violent resistance is used the oppressor is forced to see the way their actions affect the lives of the oppressed and how the oppressor can be affected greatly if social change does not occur. For instance during the civil rights era blacks boycotted busses which hurt the bus lines economically. In this instance the oppressor saw how not treating people fairly could hurt them economically. Ultimately the powers that be decided that they would rather treat people fairly than suffer economic losses. The oppressed demonstrated that they had power and that they would use it to effect change?and social change occurred."
Abstract This paper discusses the following five themes of liberation in oppression in the film, "The Matrix": 1) dehumanization vs. remaining human, 2) the student-teacher relationship, 3) identifying with the oppressor, 4) learning as liberation, and 5) the liberation of dialogic man. The characters, their relationships with each other, and aspects of the plot pertinent to the exploration of these themes are discussed and analyzed.
From the Paper "The Matrix postulates a world, after it has been conquered by an alien force, that leaves behind computers to run the world. It is never clear what the aliens get out of this arrangement, but the filmmakers obviously do not care to raise the issue. They instead tell the story from the point of view of a small group of humans who discover the truth--that their bodies are stored and that the world they believe they see, touch, taste, feel, and hear is only a computer simulation fed to their brains. They liberate their bodies and then tap into this computer simulation from their own vantage point, making use of their knowledge to perform feats that would be considered fantastic in the real world but that are possible when you know the world is only an illusion."
Abstract Focuses on three films: "The Grapes of Wrath", "My Darling Clementine", and "Rio Grande". Discusses the common issue of family, including personal and greater families. Describes the similar use of traditional American music, stark black-and-white images, and sparse dialog.
From the Paper "his paper analyzes John Ford's themes and styles in three of his most distinctive films, The Grapes of Wrath, My Darling Clementine, and Rio Grande. These three all focus on different aspects of one issue that reoccurs throughout his films, the issue of..."
Abstract This paper examines the significance of the body in anthropological thought and further argues that the body is the material locus of subjectivity. In order to build this hypothesis, it critically reviews the work of three key thinkers Merleau-Ponty (1964), Bourdieu (1984, 1990), and Taussig (1980, 1986, 1993). It also argues, together with Csordas (1990), for the possibility of a productive dialogic relationship between the preobjective and a conception of representation that includes a consideration of habitus.
From the Paper "Bourdieu (1990: 71-72) notes that the body takes metaphor seriously. By this Bourdieu implies that we live our lives through actions structured in time and space. Moreover, the material world that surrounds us is one in which we use our living bodies to give substance to the social distinctions and differences that underpin social relationships and symbolic systems. In the context of anthropological theory, Bourdieu's sentence takes on another meaning. The body has inherited a Cartesian dichotomy between the thinking mind and the mechanic body that means the metaphors ascribed to it did not give any agency to the body. The body takes this very seriously because, as Foucault (1979) shows, the body became a site of bio-political struggle."
