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comm 1010 chapter 2 - Subjecto.com

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comm 1010 chapter 2 – Subjecto.com

37. Speechmaking is a form of power and therefore carries with it heavy responsibilities.a. logical

b. ethical

c. psychological

d. emotional

e. sociological

b

38. As your textbook makes clear, speechmaking carries heavy ethical responsibilities because it is a form ofa. power.

b. authenticity.

c. self-expression.

d. communication.

e. privilege.

a

39. Because speechmaking is a form of power, we must always be sure to speaka. concisely.

b. persuasively.

c. ethically.

d. forcefully.

e. consistently.

c

40. According to your textbook, the branch of philosophy that deals with human issues of right and wrong is termeda. morality.

b. rationalism.

c. ethics.

d. legality.

e. existentialism.

c

41. As a public speaker, you face ethical issues whena. selecting the topic for your speech.

b. researching your speech.

c. organizing your speech.

d. a and b.

e. all of the above.

e

42. In public speaking, sound ethical decisions involve weighing a potential course of action againsta. the frame of reference of the audience.

b. a set of ethical guidelines or standards.

c. the speaker’s strategic objectives.

d. a socially accepted code of legal rules.

e. the personal opinions of the speaker.

b

43. In public speaking, sound ethical decisions involve weighing a potential course of action againsta. the persuasive goals of the speaker.

b. an interpretation of the U.S. Constitution.

c. the frame of reference of the audience.

d. a set of ethical guidelines or standards.

e. the majority views of public opinion.

d

44. All of the following are presented in your textbook as guidelines for ethical speechmaking excepta. be honest in what you say.

b. avoid name calling and other forms of abusive language.

c. be fully prepared for each speech.

d. make sure your goals are ethically sound.

e. explain your credibility on the speech topic.

e

45. Which of the following is presented in your textbook as a guideline for ethical speechmaking?a. Put ethical principles into practice.

b. Adapt to the audience’s frame of reference.

c. Make sure your goals are ethically sound.

d. All of the above.

e. a and c only.

e

46. All of the following are presented in your textbook as guidelines for ethical speechmaking excepta. explain your motives for speaking to the audience.

b. put your ethical principles into practice.

c. avoid name-calling and other forms of abusive language.

d. make sure your goals are ethically sound.

e. be fully prepared for each speech.

a

47. Which of the following is presented in your textbook as a guideline for ethical speechmaking?a. Explain your motives for speaking.

b. Cite your sources in the introduction.

c. Make sure your goals are ethically sound.

d. All of the above.

e. a and c only.

c

48. Which of the following are included in your textbook as guidelines for ethical speechmaking?a. Make sure your goals are ethically sound, stay within your time limits, and practice your speech delivery.b. Be honest in what you say, be fully prepared for each speech, and make sure your goals are ethically sound.c. Avoid global plagiarism, use quotations rather than paraphrases, and put your ethical principals into practice.

d. Be fully prepared for each speech, avoid name-calling, and stay within your time limits.

e. Establish your credibility, be honest in what you say, and put your ethical principles into practice.

b

49. All of the following are presented in your textbook as guidelines for ethical speechmaking except

a. be fully prepared for each speech.

b. make sure your goals are ethically sound.

c. avoid name-calling and other forms of abusive language.

d. respect your listeners’ frame of reference.

e. put your ethical principles into practice.

d

50. Which of the following is presented in your textbook as a guideline for ethical speechmaking?

a. Be fully prepared for each speech.

b. Explain your credibility in the introduction.

c. Present your main points in nontechnical language.

d. Use visual aids to clarify statistical trends.

e. Be alert to feedback from the audience.

a

51. To avoid plagiarism when using information from an Internet document in your speech, your textbook recommends that you keep a record of

a. the title of the document.

b. the author or organization responsible for the document.

c. the date on which you accessed the document.

d. all of the above.

e. a and b only.

d

52. As explained in your textbook, public speakers have an ethical obligation to avoid name-calling and other forms of abusive language because such language

a. demeans the dignity of the groups or individuals being attacked.

b. violates current standards of political correctness on college campuses.

c. undermines the right of all groups in the U.S. to express their ideas.

d. all of the above.

e. a and c only.

e

53. As explained in your textbook, public speakers have an ethical obligation to avoid name-calling and other forms of abusive language because such language

a. is forbidden by the first amendment to the U.S. Constitution.

b. violates current standards of political correctness on college campuses.

c. changes meaning based on the frame of reference of the audience.

d. is used by speakers who are not fully prepared for their presentations.

e. demeans the personal dignity of the groups or individuals being attacked.

e

54. For his informative speech, Douglas told his classmates how to get free food at a drive-through restaurant. Rather than focusing on legitimate deals, such as student discounts or coupons, Douglas talked about ways to trick employees into believing you had already paid for food when you had not. His instructor gave the speech a poor grade because it violated the ethical criteria for public speaking presented in your textbook. The major guideline Douglas violated was:

a. Be fully prepared for each speech.

b. Make sure your goals are ethically sound.

c. Avoid name-calling and other forms of abusive language.

d. Adapt to your audience’s frame of reference.

e. Avoid plagiarism.

b

55. Having spent two years working in a television newsroom, Madison decided to give her informative speech on that topic. Because she knew a lot about it and was comfortable speaking to an audience, she didn’t spend much time preparing. As a result, her speech was poorly organized, ran overtime, and did not have a clear message. Which guideline for ethical public speaking discussed in your textbook did Madison fail to live up to?

a. Be fully prepared for each speech.b. Make sure your goals are ethically sound.

c. Avoid name-calling and other forms of abusive language.

d. Be honest in what you say.

e. Avoid plagiarism.

a

56. According to your textbook, global plagiarism occurs when a person

a. bases his or her speech completely on foreign sources.

b. fails to cite sources throughout the body of the speech.

c. takes a speech entirely from one source and passes it off as her or his own.

d. uses two or three sources and blends the information into a unified whole.

e. bases the speech entirely on his or her personal experience.

c

57. Emil began his research early and found some excellent sources for his informative speech. He cut and pasted passages from several Web sites into a file in his word processor. When he started putting his speech together, he used some complete sentences from the cut-and-pasted materials, paraphrases from other passages, and several original ideas of his own. Unfortunately, Emil forgot to record his sources in his research notes, so he didn’t cite any of the sources in his speech. Which of the following statements best describes Emil’s situation?a. Emil is guilty of global plagiarism.

b. Emil is ethical because he used many of his own ideas.

c. Emil is ethical because he started his research early and found good materials.

d. Emil is ethical because he meant to take better notes about his sources.

e. Emil is guilty of incremental plagiarism.

e

58. Tanya went to the beach instead of staying in town and working on her speech. When she realized how soon the speech was due, she asked a friend who had already taken public speaking to loan her an old outline, which she used verbatim for her class speech. Which of the following statements best describes Tanya’s actions?

a. Tanya should have planned better, but she isn’t guilty of plagiarism.

b. Tanya is guilty of global plagiarism.

c. Tanya is guilty of patchwork plagiarism.

d. Tanya is ethical if she cites the friend whose speech she used.

e. Tanya is guilty of incremental plagiarism.

b

59. Jerome found several excellent sources for his informative speech. He pulled key information from them, blended those ideas into his own perspective, and cited his sources when he presented the speech. Which of the following statements best describes this situation?

a. Jerome is ethical because he cited his sources and used them to develop his own slant on the topic.

b. Jerome is guilty of incremental plagiarism because he used quotations and paraphrases from other people in his speech.

c. Jerome is ethical because he did not copy his speech from a single source.

d. Jerome is guilty of patchwork plagiarism because he used ideas from several different sources in his speech.

e. Jerome is guilty of global plagiarism because he did not develop his speech entirely from his own knowledge and experience.

a

60. Ryan Tompkins located three excellent sources for his persuasive speech. He copied long sections from each source word for word, strung them together with a few transitions, and mentioned the sources of his information in passing. Which of the following statements best describes Ryan’s situation?

a. Ryan is ethical because he did research for his speech.

b. Ryan is guilty of global plagiarism.

c. Ryan is guilty of patchwork plagiarism.

d. Ryan is ethical because he mentioned the sources of his information.

e. Ryan is guilty of incremental plagiarism.

c

61. According to your textbook, plagiarism occurs when a speaker copies word for word from two or three sources.

a. global

b. incremental

c. patchwork

d. scientific

e. valid

c

62. As your textbook explains, a speaker who assembles a speech by copying word for word from two or three sources is committing what kind of plagiarism?a. global

b. incremental

c. scientific

d. patchwork

e. credible

d

63. According to your textbook, plagiarism occurs when the speech as a whole is ethical but the speaker fails to give credit for particular quotations and paraphrases.a. incidental

b. informative

c. inferential

d. invalid

e. incremental

e

64. According to your textbook, plagiarism occurs when the speech as a whole is ethical but the speaker fails to give credit for particular quotations and paraphrases.a. incremental

b. patchwork

c. accidental

d. incidental

e. global

a

65. Which of the following is recommended by your textbook as a way to avoid plagiarism?a. Avoid using direct quotations from other people in your speech.

b. Try to use as few sources as possible in researching your speech.

c. Avoid citing quotations and paraphrases in your speech.

d. Get an early start on researching and preparing your speech.

e. Make sure you include information from the library in your speech.

d

66. Which of the following does your textbook recommend as a way to steer clear of incremental plagiarism?a. Avoid using direct quotations from other people in your speech.

b. Only use your original ideas so there is no risk of plagiarism.

c. Avoid citing sources that might make someone suspect plagiarism.

d. Cite the sources of all quotations and paraphrases in your speech.

e. Avoid paraphrasing information from other people in your speech.

d

67. The three kinds of plagiarism discussed in your textbook area. valid plagiarism, incremental plagiarism, and necessary plagiarism.

b. patchwork plagiarism, speech plagiarism, and global plagiarism.

c. literary plagiarism, scientific plagiarism, and speech plagiarism.

d. idea plagiarism, quotation plagiarism, and paraphrase plagiarism.

e. global plagiarism, patchwork plagiarism, and incremental plagiarism.

e

68. The three guidelines for ethical listening discussed in your textbook area. listen attentively, take accurate notes, and avoid prejudging the speaker.

b. support free speech, avoid name-calling, and listen attentively.

c. listen attentively, avoid prejudging the speaker, and support free speech.

d. take accurate notes, support free speech, and avoid name-calling.

e. avoid stereotyping the speaker, support free speech, and take accurate notes.

c

69. A listener’s ethical obligation to avoid prejudging a speaker means that a listener should

a. agree with everything the speaker says.

b. strive to understand the speaker before criticizing his or her ideas.

c. focus on the speaker’s delivery when responding to the speech.

d. all of the above.

e. a and c only.

b

70. A listener’s ethical obligations includea. being courteous and attentive during a speech.

b. agreeing with everything a speaker says.

c. maintaining the free and open expression of ideas.

d. all of the above.

e. a and c only.

e

71. According to your textbook, the ethical obligations of listeners in a public speaking situation includea. maintaining the free and open expression of ideas.

b. judging the speaker on the basis of her or his prestige.

c. being courteous and attentive during the speech.

d. all of the above.

e. a and c only.

e

72. According to your textbook, the guidelines for ethical listening in a public speaking situation includea. maintaining the free and open expression of ideas.

b. judging the speaker on the basis of her or his prestige.

c. taking accurate notes of what the speaker says.

d. all of the above.

e. a and c only.

a

73. In his persuasive speech, Jeremy argued that the category “sexual orientation” should be added to his state’s civil rights law. Most of Jeremy’s classmates listened carefully to his argument. Some were persuaded, while others continued to believe that the current system was justified. Two audience members disagreed so strongly with Jeremy that instead of listening, they wrote notes back and forth to each other throughout the speech. Which of the following statements best describes the issues of ethical listening involved in this situation?

a. Everyone in the class was an ethical listener because no one interrupted Jeremy or prevented him from speaking.

b. The people who listened carefully to Jeremy’s arguments were ethical listeners, regardless of whether they were persuaded.

c. The two classmates who refused to listen to Jeremy’s speech and wrote notes back and forth violated the guidelines for ethical listening.

d. All of the above.

e. b and c only.

e

74. According to your textbook, the ethical obligations of listeners include

a. judging the speaker on the basis of his or her delivery.

b. listening to the speaker courteously and attentively.

c. maintaining the free and open expression of ideas.

d. all of the above.

e. b and c only.

e

75. When Susan attended the first discussion section for her math class and heard her instructor begin speaking with an unfamiliar accent, she immediately decided, “I won’t learn anything from this teacher.” Susan failed to uphold which guideline for ethical listening?

a. Listen attentively.

b. Avoid prejudging the speaker.

c. Take accurate notes.

d. Support free speech.

e. Avoid name-calling.

b

which of the following is presented in your textbook as a

which of the following is presented in your textbook as a – Which of the following is presented in your textbook as a guideline for ethical speechmaking? a. Put ethical principles into practice. b. Adapt to the audience's frame of reference. c. Make sure your goals are ethically sound. d. All of the above. e. a and c only.Which of the following is presented in your textbook as a guideline for ethical speechmaking? Make sure your goals are ethically sound. All of the following are presented in your textbook as guidelines for ethical speechmaking except. Explain your credibility on the speech topic.- The five guidelines for ethical speechmaking includes (1) Make sure your goals are ethically sound, (2) Be fully prepared for each speech, (3) Be honest in what you say, (4) Avoid name-calling and other forms of abusive language and (5) Put ethical principles into practice". 3. Chp 5 ethical public speaking 1.

Speech Chapter 1 & 2 – Subjecto.com – 45. Which of the following is presented in your textbook as a guideline for ethical speechmaking? a. Put ethical principles into practice. b. Adapt to the audience's frame of reference. c. Make sure your goals are ethically sound. d. All of the above. e. a and c only. e. 46.Establish your credibility, be honest in what you say, and put your ethical principles into practice. 2. All of the following are presented in your textbook as guidelines for ethical speechmaking except 1. a. explain your motives for speaking to the audience. b. put your ethical principles into practice. c. avoid name-calling and other forms ofQuestion 9 2 pts All of the following are presented in your textbook as guidelines for ethical speechmaking except Explain your motives for speaking to the audience. Put your ethical principles into practice. Avoid name-calling and other forms of abusive language. Make sure your goals are ethically sound. O Be fully prepared for each speech.

Speech Chapter 1 & 2 - Subjecto.com

5 guidelines for ethical public speaking – All of the following are presented in your textbook as guidelines for ethical speechmaking except 3 Chapter 3 21. Even when we are listening carefully, we usually grasp only about __50__ percent of what we hear.Which of the following is presented in your textbook as a guideline for ethical speechmaking? a. Explain your motives for speaking. b. Cite your sources in the introduction. c. Make sure your goals are ethically sound. d. all of the above e. a and c only Answer: c. Make sure your goals are ethically sound.All of the following are presented in your textbook as guidelines for ethical speechmaking except A) Be honest in what you say. B) Avoid name-calling and other forms of abusive language. C) Be fully prepared for each speech. D) Make sure your goals are ethically sound. E) Explain your credibility on the speech topic.

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COOL4ED – Liz Harris – Communication Studies – San Jose State University – [ Music ] >> My name is Elizabeth Strangio
Harris [assumed spelling].
I'm currently at San
Jose State University and Mission College
in Santa Clara. I'm a lecturer, a full-time
position at San Jose State and part-time at Mission. I'm using a fabulous book
called "Stand up and Speak". And I used two chapters
last semester at San Jose State
comparing them to the book that we were required to use. And this semester, I'm using
the entire book for both of my classes at
Mission College. And I'm already finding
it to be quite beneficial. There was a call out for
book reviews, I think, about a year and a half ago. And I signed up for that. Then they had led
me to an OER site which I could not get enough of. So I kept looking at that. And then came a call,
if anyone would want to try using these texts
in their classrooms, and I signed up immediately. I wasn't sure how the students
would do reading online. And I wanted to know if
the chapters, they thought, were comparable to the ones that
they could use in their hand. And it turned out they liked
it just as well if not better. The classes — the syllabus for the classes looks
kind of like this. And I have embedded the
book right into the syllabus so it's right there for them. And then you can tell when the
homework is going to be due and what chapters they should be
reading a little further down. So that works out pretty well. Now I use the book online because they can do all
their homework and reading and then come to class ready to
do engagements and assignments that we can use the
face-to-face time with. I've also used the two chapters in what are called
hybrid courses where I only meet them once a
week instead of face-to-face. And I can't waste any time
bringing the book into it. They already have had to
have done the readings, the extra little quizzes, the
takeaways so we can discuss. The face-to-face
time is so important. I don't want to use
it for a quiz. I don't want to use
it for anything that makes us sit
and be separate. I need them to be engaged
and together and involved. So this is the "Stand
up, Speak: the Practice and Ethics of Public Speaking". It's the OER. Like I said, the first
couple things that they do — why, you know, why is
public speaking important? It kind of sets the stage. It gets them ready to engage. Actually, we talk about
Berlo's Model of Communication. We talk about just the
fact that they can't — this is public speaking
not public reading. I have to really talk
about that to them. So this is pretty much what
we talk about, the channel, the message, the feedback
that is so important. And that's just every
day normal things. So the first big
assignment that I assign, this is actually chapter
two which is on ethics. So don't get sick. Close your mind here. And the reason is they
will become more powerful. And, to me, it's the
most important thing that they be an ethical speaker. Chapter two then talks
about The National Communication Association. The next chapter that I
used was on research and how to cite your sources so
they could avoid plagiarism. They become better
critical listeners. Like I said, ethics is
the first assignment. And it travels all the
way through the class because the first speaking
engagement is probably, you know, just a
few minutes long. They find out that they
don't actually need to — they get a little used to it. But the last one is a persuasive
speech where they actually have to persuade us to do something, to move away from
the status quo. And they — I'm hoping
that it's not going to be something horrendous but
to be an ethical proposition that they're presenting. Yes. They have two
speeches that are part of an assignment
called change the world. And on the first day of class, I
tell them that's what they have to do in this class
is what would they do if they could change anything? So they are an informative
speech. It proves the existence of
some one thing whether it's an organization, a hospital,
a concept, I don't know and their last speeches
to persuade us to do something about it. If you were to go —
like in chapter seven, you'd get the research
and why it's important. It's a very large book but
that's because it's got so many cool, little
things, the takeaways at the end of the chapters. I have to say, it doesn't
have as many pictures in it as you would think a
long book would have. I think they would
take advantage of that but they didn't. But they do have self
quizzing capabilities. So you could like take the
little quiz and think oh, did I get that example? Look at the beginning
of a chapter. This particular one is
kind of a checklist to see if you are speaking ethically and did you write
your speech ethically? So it's a real important,
little piece that they get every time
they go to the book. Everyone has read it
electronically so far. I did have a student ask if
they could print the book. I'm giving them the information
about the [inaudible] on Friday because that's the class
I meet only once a week. And I'm going to give them —
and say here, you can print it. The OER text is far superior to
the one that they have in hand. And the cost, I was so
dismayed when it was presented as if it wouldn't cost that much
and they changed the edition. And it — there were
no last year editions. It was like 0. Thirty students to a classroom,
that's just a lot of money. And I didn't find
it that valuable. I said don't even bother
reading some of these chapters. Close to 30 students per class,
seven classes pretty much. Sometimes there is 26,
sometimes there is 28, sometimes there is 32. So it all pretty much adds up. It gets to be a lot of money, especially since the hardbound
book, they continually want to bundle it with things
that are online anyway where once you're online,
you can just stay online and go anyplace you need to go
if that's what you needed to do. I've never had one say, so far, that they couldn't
read the chapters because it's all
in their syllabus. So that was pretty nice. Because they all have the same
book and they have access to it on any digital device that
they have, they can access it in class between themselves if they need something
clarified, which is wonderful. We just had a midterm today and
that's exactly what they did. Tablets, cell phones, and even
nice, little laptops, and, again, one student
wants to print the book. And I said all right. I'm going to get that for her. So it's a nice —
it's just a nice way to give them something
they don't have to — one more thing, one
more headache that a student doesn't
have to worry about. I would look too. If I could find the time, I
would put a lot online, OER. I would. I don't
know where I'm going to find the next ten
minutes sometimes, but maybe I could
collaborate with someone and we all get together
and start writing chapters. [ Music ] .

5 tips to improve your critical thinking – Samantha Agoos – المترجم: Mohammed Basheer
المدقّق: omar idmassaoud في كل يوم، يمتد أمامنا
عدد كبير من القرارات.
بعضها صغير وغير مهم، والبعض الآخر له تأثير كبير على حياتنا. على سبيل المثال،
لمَن سأصوت من السياسيين؟ هل يجب أن أجرب أحدث حمية غذائية؟ أو هل ستجعلني
رسالة بريد الكتروني مليونيرًا؟ تواجهنا كثير من القرارات التي من المستحيل أن نتخذ فيها قرارًا
صائبًا في كل مرة. لكن هنالك العديد من الطرق لتحسين فرصنا، وإحدى التقنيات الفعّالة على وجه الخصوص
هي التفكير النقدي. وهي طريقة لتحليل السؤال تجعلنا نقيّّم الوضع بعناية، ونكشف المشكلات الخفية،
كالتحيز و الخداع. ثم نتخذ أفضل قرار. إذا كانت كلمة "نقدي" تبدو سلبية،
فهذا لأنها كذلك بالفعل. فبدلا من اختيار إجابة فقط
بسبب الشعور أنها صائبة، الشخص الذي يستخدم التفكير النقدي يجعل كل الخيارات المتاحة
خاضعة للشك وللتدقيق. باستخدام الأدوات في متناوله، سيستبعد أي شيء عدا المعلومات
المفيدة والموثوق بها. توجد طرق عديدة للوصول للتفكير النقدي. لكن هذه طريقة من 5 خطوات قد تساعدك في حل أي عدد من المشاكل. أولا: قم بصياغة السؤال. بمعنى آخر أعرف ما تبحث عنه. هذا ليس دائما بالبساطة التي يبدو عليها. مثلا، إذا كنت تفكر في هل ستقوم
بتجربة حمية غذائية جديدة، أسبابك لفعل هذا قد تكون
مبنية على عوامل أخرى. كالإدعاء بأنك ستحصل على نتائج في أسبوعين. لكن عندما تباشر عملية اتخاذ القرار مع رؤية واضحة عما تريد تحقيقه
من النظام الغذائي سواء كان ذلك فقدان الوزن، أو تغذية أفضل، أو الحصول على طاقة أكبر، هذا سوف يجهزك بمعلومات دقيقة، وستجد ما تبحث عنه، وستقرر ما إذا كان هذا الهوس الجديد
حقًا يحقق احتياجاتك. تانيًا: اجمع البيانات. يوجد الكثير منها هنا، لذلك تحديد فكرة لسؤالك سوف يساعدك
في تحديد المفيدة منها. إذا كنت تحاول اتخاذ قرار في حمية غذائية
لتحسين نظامك الغذائي، يمكن أن تطلب من الخبراء بعض النصائح، أو الحصول على شهادات الآخرين من تجاربهم. جمع المعلومات يساعدك على
مفاضلة الخيارات المختلفة، ويجعلك تقترب من القرار الذي يحقق هدفك. ثالثا: تطبيق المعلومات، شيء تفعله بطرح سؤال انتقادي. تواجه السؤال وتسأل نفسك،
"أي الأفكار تعمل بشكل أفضل؟" "ما هي الافتراضات الموجودة؟" "هل تفسيري للمعلومات منطقي؟" مثلًا: في رسالة البريد التي تعدك بالملايين يجب أن تأخذ بعين الاعتبار
"ما الذي يجعلني أتقدم في هذا الوضع؟" "هل أفترض أن المرسل صادق؟" "بناءًا على الأدلة، هل من المنطقي افتراض
أنني سأحصل على نقود؟" رابعًا: التفكير في الآثار المترتبة
على اتخاذ القرار. تخيل، أنه وقت الانتخابات، وقد قمت بالتصويت لمرشح سياسي
بناءًا على وعوده بتخفيض أسعار الوقود. للوهلة الأولى، يبدو ذلك عظيما. لكن ماذا عن الآثار البيئية
على المدى الطويل؟ إذا كان استخدام البنزين غير
مقيّد بالتكلفة، هذا من الممكن أن يحدث طفرة في تلوث الهواء. عاقبة غير مقصودة ولكن يجب التفكير بها. خامسًا: استطلاع وجهات النظر الأخرى. اسأل نفسك لماذا ينجذب الكثير من الناس إلي السياسات المعارضة للمرشح السياسي؟ حتى ولو كنت لا توافق كل ما يقوله المرشح، استعراض كل الآراء أولًا قد يفسر لك لماذا بعض السياسات التي تبدو
غير صالحة بالنسبة لك، تروق للآخرين. هذا سيسمح لك باستعراض البدائل، وتقوم بتقييم خيارك الخاص، وأخيرًا يساعدك في صناعة قرار متعمق. عملية الخمس خطوات هي مجرد أداة واحدة، في الوقت الراهن لايمكنها معالجة
القرارات الصعبة في حياتنا. لكن يمكنها مساعدتنا في زيادة أرقام
القرارات الإيجابية التي نقوم باتخاذها. يمكن أن يعطينا التفكير النقدي
الأدوات للتدقيق في بحر من المعلومات والحصول على ما نبحث عنه. وإذا استخدمه عدد كاف من الناس، فإن لديه القدرة على جعل العالم
مكانًا أكثر اتزانًا وعقلانية. .

Higher Education Next Generation Virtual and Physical Learning Environments – Part 6 – .