Ask yourself the following questions as you read:
What is the topic of the book or reading?
What issues are addressed?
What conclusion does the author reach about the issue(s)?
What are the author's reasons for his or her statements or belief?
Is the author using facts, theory, or faith?
Facts can be proven
Theory is to be proved and should not be confused with fact
Opinions may or may not be based on sound reasoning
Faith is not subject to proof by its nature
Has the author used neutral words or emotional words?
Critical readers look beyond the language to see if the reasons are clear
Be aware of why you do, or do not, accept arguments of the author
Characteristics of Critical Thinkers
They are honest with themselves
They resist manipulation
They overcome confusion
They ask questions
They base judgments on evidence
They look for connections between subjects
They are intellectually independent
Flash exercise contributed by Jennifer Kelly and Dr. Brad Hokanson, Interactive Media (DHA 4384) School of Design, University of Minnesota.
See also:
Mindquest Academy's free course "Effective Reading" with sections on
Reading Profile, Building Vocabulary, Understanding, Using Patterns.
See the index if you wish to register with an instructor
Ruth Sunda & Kyrene de las Brisas: Bloom’s Critical Thinking/Questioning Strategies (9/26/02)
Wakefield, D.V., From a paper to the Governor's Teaching Fellows, Athen,s Georgia, November 19, 1998.
Tuesday, July 10, 2007
Thursday, July 5, 2007
Story A
STORY A
(1)A certain west coast university scientist chartered a ship for exploration purposes.
(2) When a large white bird was sighted the scientist asked permission to kill it.
(3)He stated that white albatrosses are usually found only off the cost of Australia.
(4)He wanted the bird as a specimen for the university museum.
(5)The crew protested against the killing of the bird, calling the scientist’s attention to the old sea superstition that bad luck followed the killing of a white albatross.
(6)Nevertheless the captain granted permission to kill the bird and the bird was killed.
(7)These mishaps happened after the bird was killed:
(8)The net cables fouled up three times.
(9)The net caught on the bottom and was ripped to shreds.
(1O)The shaft on the main winch snapped and it took the crew members five hours to reel in by hand 1700 feet of cable.
(1 1)A rib was broken when Jackie Larson, a scientific aide, fell down a hatch ladder.
(12)The scientist became seasick for the first time in his life.
(13)Lost gear forced the ship to head for land.
(14)The cook left his job.
(1)A certain west coast university scientist chartered a ship for exploration purposes.
(2) When a large white bird was sighted the scientist asked permission to kill it.
(3)He stated that white albatrosses are usually found only off the cost of Australia.
(4)He wanted the bird as a specimen for the university museum.
(5)The crew protested against the killing of the bird, calling the scientist’s attention to the old sea superstition that bad luck followed the killing of a white albatross.
(6)Nevertheless the captain granted permission to kill the bird and the bird was killed.
(7)These mishaps happened after the bird was killed:
(8)The net cables fouled up three times.
(9)The net caught on the bottom and was ripped to shreds.
(1O)The shaft on the main winch snapped and it took the crew members five hours to reel in by hand 1700 feet of cable.
(1 1)A rib was broken when Jackie Larson, a scientific aide, fell down a hatch ladder.
(12)The scientist became seasick for the first time in his life.
(13)Lost gear forced the ship to head for land.
(14)The cook left his job.
Story A Questions
Questions on Story A
1 .The scientist had never been seasick before.
2.The purpose of the voyage was primariiy pleasure and sight-seeing.
3.The story lists various incidents which follow the killing of a bird.
4.After the scientist shot the albatross the troubles happened.
5.No scientist’s name was mentioned in the story.
6.The scientist was surprised to see a white albatross in the vicinity.
7.The scientist was not from a university or college.8.The scientist asked the captain for permission to kill the bird.
9.It took the crew members less than five minutes to reel in the seventeen hundred feet of cable,
1O.A lost gear made it necessary for the ship to return to the west coast.
11 .Fortunately, the net cables never fouled up.
12.A ship was chartered by a scientist.
13.The net was ripped in the bottom of the sea.
14.The cook was fired because of his objection to the killing of the bird.
15 .Larson broke a leg.
1 6.After the bird was killed the mishaps occurred.
17.The white albatross was sighted near Australia.
1 8.When an albatross was sighted flying near the ship the scientist asked permission to kill it.
19.The net was not damaged.
20.The troubles happened after the albatross was killed.
21 .The scientist was less influenced by the old sea superstition than were the members of the crew.
22.The ship, propelled by a motor, was in difficulty after the gear broke.
23 .Permission to kill the bird was given by the captain.
24. Seventeen hundred feet of cable were reeled in by hand.
25 .The bird that was killed was an albatross.
26.The sailors were not disturbed when the scientist violated the old sea superstition.
27.The person who fell down a hatch ladder was a man named Larson.
28.Larson broke one of the ribs of the ship.
29.The scientist did not want the bird as a specimen for the university museum.
30.The naturalist did not charter the ship.
31 .The scientist did not asked the crew for permission to kill the albatross.
32.The scientist attention was called to the old sea superstition that bad luck follows the killing of the white albatross.
33.The naturalist did not ask permission to kill the bird on order to secure it as a museum specimen.
34.The scientist expected to see a white albatross in that vicinity.
35 .The scientist was influenced by the warning of the crew.
36.The cook did not leave his job.
37.The captain broke one of his ribs.
38 .The bird was killed against the captains orders.
3 9.The crew members were only to frighten the scientist by protesting against the killing of the bird.
40.A lost gear was not the reason the ship landed.
41 .The crew protested against the killing of the bird.
42.Jackie Larson became seasick before the albatross was killed.
43.The scientist’s aide was Jackie Larson.
44.The bird was not killed.
45.The bird was killed by scientist.
46.The cook helped reel in the seventeen hundred feet of cable.
47.While the crew men were undoubtedly upset by the scientist’s action the cook was the only man to actually leave his job.
48.A scientist fell down a hatch ladder.
1 .The scientist had never been seasick before.
2.The purpose of the voyage was primariiy pleasure and sight-seeing.
3.The story lists various incidents which follow the killing of a bird.
4.After the scientist shot the albatross the troubles happened.
5.No scientist’s name was mentioned in the story.
6.The scientist was surprised to see a white albatross in the vicinity.
7.The scientist was not from a university or college.8.The scientist asked the captain for permission to kill the bird.
9.It took the crew members less than five minutes to reel in the seventeen hundred feet of cable,
1O.A lost gear made it necessary for the ship to return to the west coast.
11 .Fortunately, the net cables never fouled up.
12.A ship was chartered by a scientist.
13.The net was ripped in the bottom of the sea.
14.The cook was fired because of his objection to the killing of the bird.
15 .Larson broke a leg.
1 6.After the bird was killed the mishaps occurred.
17.The white albatross was sighted near Australia.
1 8.When an albatross was sighted flying near the ship the scientist asked permission to kill it.
19.The net was not damaged.
20.The troubles happened after the albatross was killed.
21 .The scientist was less influenced by the old sea superstition than were the members of the crew.
22.The ship, propelled by a motor, was in difficulty after the gear broke.
23 .Permission to kill the bird was given by the captain.
24. Seventeen hundred feet of cable were reeled in by hand.
25 .The bird that was killed was an albatross.
26.The sailors were not disturbed when the scientist violated the old sea superstition.
27.The person who fell down a hatch ladder was a man named Larson.
28.Larson broke one of the ribs of the ship.
29.The scientist did not want the bird as a specimen for the university museum.
30.The naturalist did not charter the ship.
31 .The scientist did not asked the crew for permission to kill the albatross.
32.The scientist attention was called to the old sea superstition that bad luck follows the killing of the white albatross.
33.The naturalist did not ask permission to kill the bird on order to secure it as a museum specimen.
34.The scientist expected to see a white albatross in that vicinity.
35 .The scientist was influenced by the warning of the crew.
36.The cook did not leave his job.
37.The captain broke one of his ribs.
38 .The bird was killed against the captains orders.
3 9.The crew members were only to frighten the scientist by protesting against the killing of the bird.
40.A lost gear was not the reason the ship landed.
41 .The crew protested against the killing of the bird.
42.Jackie Larson became seasick before the albatross was killed.
43.The scientist’s aide was Jackie Larson.
44.The bird was not killed.
45.The bird was killed by scientist.
46.The cook helped reel in the seventeen hundred feet of cable.
47.While the crew men were undoubtedly upset by the scientist’s action the cook was the only man to actually leave his job.
48.A scientist fell down a hatch ladder.
Tuesday, July 3, 2007
Prepositions: Spaptial Relationships
pre-position
post-position
re-position
Prepositions of Position
at the back of
at the bottom of
at the top of
behind
between
in the corner of
in the middle of
next to
to the left of
on the other side of
to the right of
on the side of
on top of
opposite
Thursday, June 28, 2007
Tuesday, June 26, 2007
Unit 5: Weather Vocabulary
from http://www.bom.gov.au/info/wwords/
Description of Phenomena
Fog: Suspension of very small water droplets in the air, reducing visibility at ground level to less than a kilometer.
Smog: Smog ( contraction for 'smoke fog') is a fog in which smoke or other forms of atmospheric pollutant have an important part in causing the fog to thicken, and have unpleasant and dangerous physiological effects.
Mist: Similar to fog, but visibility remains more than a kilometre.
Frost: Deposit of soft white ice crystals or frozen dew drops on objects near the ground; formed when surface temperature falls below freezing point.
Precipitation: Any or all of the forms of water particles, whether liquid (e.g. rain, drizzle) or solid (e.g. hail, snow), that fall from a cloud or group of clouds and reach the ground. (See Drizzle, Rain)
Drizzle: Fairly uniform precipitation composed exclusively of very small water droplets (less than 0.5 mm in diameter) very close to one another.
Rain: Precipitation of liquid water drops greater than 0.5 mm in diameter. In contrast to showers, it is steadier and normally falls from stratiform (layer) cloud.
Showers: Usually begin and end suddenly. Relatively short-lived, but may last half an hour. Often, but not always, separated by blue sky.
Blizzard: Violent and very cold wind which is laden with snow, some part, at least, of which has been raised from snow covered ground.
Thunderstorms: Thunderstorms are one or more convective clouds in which electrical discharge can be seen as lightning and heard as thunder by a person on the earth's surface.
A severe thunderstorm produces one or more of :-
hail at the ground with diameter of 2 cm or more;
wind gusts at the ground of 90 km/h or more;
tornadoes; or
very heavy rain likely to cause flash flooding.
Tornado: A tall, rapidly rotating column of air between 5 and 1000 metres in diameter which is attached to the base of a cumulonimbus or large cumulus cloud and which is capable of producing damage at the earth's surface.
Precipitation
Duration
Brief: Short duration.
Intermittent: Precipitation which ceases at times.
Occasional: Precipitation which while not frequent, is recurrent.
Frequent: Showers occurring regularly and often.
Continuous: Precipitation which does not cease, or ceases only briefly.
Periods of Rain: Rain is expected to fall most of the time, but there will be breaks.
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Intensity
Slight or Light:
Rain: Individual drops easily identified, puddles form slowly, small streams may flow in gutters.
Drizzle: Can be felt on the face but is not visible. Produces little run off from roads or roofs. Generally visibility is reduced, but not less than 1000 m.
Snow: Small sparse flakes. Visibility generally reduced but not less than 1000 m.
Hail: Sparse hailstones of small size, often mixed with rain.
Moderate:
Rain: Rapidly forming puddles, down pipes flowing freely, some spray visible over hard surfaces.
Drizzle: Window and road surfaces streaming with moisture. Visibility generally between 400 and 1000 m.
Snow: Large numerous flakes and visibility generally between 400-1000 m.
Hail: Particles numerous enough to whiten the ground.
Heavy:
Rain: Falls in sheets, misty spray over hard surfaces, may cause roaring noise on roof.
Drizzle: Visibility reduced to less than 400 m.
Snow: Numerous flakes of all sizes. Visibility generally reduced below 400 m.
Hail: A proportion of the hailstones exceed 6 mm diameter.
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Distribution of Showers(or other weather phenomena)
Few: Indicating timing, not an area.
Isolated: Showers which are well separated in space during a given period.
Local: Restricted to relatively small areas.
Patchy: Occurring irregularly over an area.
Scattered: Irregularly distributed over an area. Showers which, while not widespread, can occur anywhere in an area. Implies a slightly greater incidence than isolated.
Sporadic: Scattered or dispersed in respect of locality or local distribution. Characterised by occasional or isolated occurrence.
Widespread: Occurring extensively throughout an area.
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Wind Terms
The wind is a continuous succession of gusts and lulls associated with equally rapid changes of direction over a range which may exceed 30°. The mean wind speed over a period of time is therefore the mean of many gusts and lulls. Usually only the mean wind is forecast, unless the gusts are expected to be a significant feature. For instance, Fresh, gusty southwest winds indicates that the mean wind speed will be between 17 and 21 knots and the mean wind direction will be from the southwest, but that there will also be gusts to speeds significantly higher than the mean.
Gust: A gust is any sudden increase of wind of short duration, usually a few seconds.
Squall: A squall comprises a rather sudden increase of the mean wind speed which lasts for several minutes at least before the mean wind returns to near its previous value. A squall may include many gusts.
Wind descriptions (derived from the Beaufort Wind Scale) Wind speeds are given as the equivalent speed at a standard height of 10 metres above open flat ground
Description of Phenomena
Fog: Suspension of very small water droplets in the air, reducing visibility at ground level to less than a kilometer.
Smog: Smog ( contraction for 'smoke fog') is a fog in which smoke or other forms of atmospheric pollutant have an important part in causing the fog to thicken, and have unpleasant and dangerous physiological effects.
Mist: Similar to fog, but visibility remains more than a kilometre.
Frost: Deposit of soft white ice crystals or frozen dew drops on objects near the ground; formed when surface temperature falls below freezing point.
Precipitation: Any or all of the forms of water particles, whether liquid (e.g. rain, drizzle) or solid (e.g. hail, snow), that fall from a cloud or group of clouds and reach the ground. (See Drizzle, Rain)
Drizzle: Fairly uniform precipitation composed exclusively of very small water droplets (less than 0.5 mm in diameter) very close to one another.
Rain: Precipitation of liquid water drops greater than 0.5 mm in diameter. In contrast to showers, it is steadier and normally falls from stratiform (layer) cloud.
Showers: Usually begin and end suddenly. Relatively short-lived, but may last half an hour. Often, but not always, separated by blue sky.
Blizzard: Violent and very cold wind which is laden with snow, some part, at least, of which has been raised from snow covered ground.
Thunderstorms: Thunderstorms are one or more convective clouds in which electrical discharge can be seen as lightning and heard as thunder by a person on the earth's surface.
A severe thunderstorm produces one or more of :-
hail at the ground with diameter of 2 cm or more;
wind gusts at the ground of 90 km/h or more;
tornadoes; or
very heavy rain likely to cause flash flooding.
Tornado: A tall, rapidly rotating column of air between 5 and 1000 metres in diameter which is attached to the base of a cumulonimbus or large cumulus cloud and which is capable of producing damage at the earth's surface.
Precipitation
Duration
Brief: Short duration.
Intermittent: Precipitation which ceases at times.
Occasional: Precipitation which while not frequent, is recurrent.
Frequent: Showers occurring regularly and often.
Continuous: Precipitation which does not cease, or ceases only briefly.
Periods of Rain: Rain is expected to fall most of the time, but there will be breaks.
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Intensity
Slight or Light:
Rain: Individual drops easily identified, puddles form slowly, small streams may flow in gutters.
Drizzle: Can be felt on the face but is not visible. Produces little run off from roads or roofs. Generally visibility is reduced, but not less than 1000 m.
Snow: Small sparse flakes. Visibility generally reduced but not less than 1000 m.
Hail: Sparse hailstones of small size, often mixed with rain.
Moderate:
Rain: Rapidly forming puddles, down pipes flowing freely, some spray visible over hard surfaces.
Drizzle: Window and road surfaces streaming with moisture. Visibility generally between 400 and 1000 m.
Snow: Large numerous flakes and visibility generally between 400-1000 m.
Hail: Particles numerous enough to whiten the ground.
Heavy:
Rain: Falls in sheets, misty spray over hard surfaces, may cause roaring noise on roof.
Drizzle: Visibility reduced to less than 400 m.
Snow: Numerous flakes of all sizes. Visibility generally reduced below 400 m.
Hail: A proportion of the hailstones exceed 6 mm diameter.
Back to Menu
--------------------------------------------------------------------------------
Distribution of Showers(or other weather phenomena)
Few: Indicating timing, not an area.
Isolated: Showers which are well separated in space during a given period.
Local: Restricted to relatively small areas.
Patchy: Occurring irregularly over an area.
Scattered: Irregularly distributed over an area. Showers which, while not widespread, can occur anywhere in an area. Implies a slightly greater incidence than isolated.
Sporadic: Scattered or dispersed in respect of locality or local distribution. Characterised by occasional or isolated occurrence.
Widespread: Occurring extensively throughout an area.
Back to Menu
--------------------------------------------------------------------------------
Wind Terms
The wind is a continuous succession of gusts and lulls associated with equally rapid changes of direction over a range which may exceed 30°. The mean wind speed over a period of time is therefore the mean of many gusts and lulls. Usually only the mean wind is forecast, unless the gusts are expected to be a significant feature. For instance, Fresh, gusty southwest winds indicates that the mean wind speed will be between 17 and 21 knots and the mean wind direction will be from the southwest, but that there will also be gusts to speeds significantly higher than the mean.
Gust: A gust is any sudden increase of wind of short duration, usually a few seconds.
Squall: A squall comprises a rather sudden increase of the mean wind speed which lasts for several minutes at least before the mean wind returns to near its previous value. A squall may include many gusts.
Wind descriptions (derived from the Beaufort Wind Scale) Wind speeds are given as the equivalent speed at a standard height of 10 metres above open flat ground
Student Blogs
Mathew's Blog for Reading Comprehension:
http://4rc.blogspot.com
Eve's Blog for Reading Comprehension:
http://eve4rc.blogspot.com/
http://4rc.blogspot.com
Eve's Blog for Reading Comprehension:
http://eve4rc.blogspot.com/
Inference discussion items
Humans automatically "fill-in the blanks" whenever we hear a story, and don't usually try to separate what we know "for sure" from what we infer "for sure". Once a person makes an inference, s/he is reluctant to accept that it might not be true.
Uncritically accepting an inference makes it easier to accept related inferences as true.
Uncritically accepting an inference makes it likely a person will reject conflicting inferences.
Arguments, even wars, can result from a failure to examine and verify inferences.
Any given inference can prove to be true.
Any given inference can prove to be false.
Once you begin thinking about an observation, many possible inferences from it come to mind.
Contradictory inferences can be drawn from the same observation.
Uncritical Inference Test: Billy and Tom
The Story
Billy and Tom were lifelong friends. Everything they did was with the other in mind. They had even considered going into the ministry together, but had decided against it at the last minute.
Both were happy with the way things had worked out for them in the army. They had joined on the "buddy system" to insure that they could stay together, and that their friendship would continue. Currently, they were stationed at Camp Bingo, a minor supply base in a war zone, miles away from enemy action.
Things couldn't have been more perfect for the two of them.
One day while the two were on a routine patrol just outside the camp, an enemy soldier suddenly appeared in the bushes and opened fire. At least one of the bullets hit Billy.
Seeing Billy fall, Tom turned just in time to witness the sniper run off. Tom raised his rifle and took aim. He pulled the trigger, but there was no shot. His rifle had jammed. In an instant, he was in pursuit.
Moments later, he spotted the sniper who lay writhing in pain on the ground. The sniper had fallen after breaking a leg when he tripped on a prominent tree root overgrown with weeds. As Tom approached, the sniper began to yell, "I surrender! I surrender!"
Tom glanced over his shoulder in Billy's direction, then approached the sniper.
The Statements
____ 1. Billy and Tom had been friends all of their lives.
____ 2. Both had doubts about their religious beliefs.
____ 3. The sniper spoke English well.
____ 4. Tom and Billy graduated high school together.
____ 5. When the sniper opened fire, Billy and Tom were side by side.
____ 6. Tom walked with a limp.
____ 7. In his anger over Billy's death, Tom wanted to kill the sniper with his bare hands.
____ 8. Tom and Billy were unhappy in the Army.
____ 9. Had the sniper not lost his rifle when he tripped, he would not have wanted to surrender.
____ 10. Tom cleaned his rifle regularly.
____ 11. Camp Bingo was not in the United States.
____ 12. Camp Bingo was a dangerous place.
____ 13. The sniper was working alone.
____ 14. Another member of Billy and Tom's patrol stopped the sniper by shooting him as he was running off.
____ 15. Tom approached the sniper as he lay writhing in pain on the ground.
Billy and Tom were lifelong friends. Everything they did was with the other in mind. They had even considered going into the ministry together, but had decided against it at the last minute.
Both were happy with the way things had worked out for them in the army. They had joined on the "buddy system" to insure that they could stay together, and that their friendship would continue. Currently, they were stationed at Camp Bingo, a minor supply base in a war zone, miles away from enemy action.
Things couldn't have been more perfect for the two of them.
One day while the two were on a routine patrol just outside the camp, an enemy soldier suddenly appeared in the bushes and opened fire. At least one of the bullets hit Billy.
Seeing Billy fall, Tom turned just in time to witness the sniper run off. Tom raised his rifle and took aim. He pulled the trigger, but there was no shot. His rifle had jammed. In an instant, he was in pursuit.
Moments later, he spotted the sniper who lay writhing in pain on the ground. The sniper had fallen after breaking a leg when he tripped on a prominent tree root overgrown with weeds. As Tom approached, the sniper began to yell, "I surrender! I surrender!"
Tom glanced over his shoulder in Billy's direction, then approached the sniper.
The Statements
____ 1. Billy and Tom had been friends all of their lives.
____ 2. Both had doubts about their religious beliefs.
____ 3. The sniper spoke English well.
____ 4. Tom and Billy graduated high school together.
____ 5. When the sniper opened fire, Billy and Tom were side by side.
____ 6. Tom walked with a limp.
____ 7. In his anger over Billy's death, Tom wanted to kill the sniper with his bare hands.
____ 8. Tom and Billy were unhappy in the Army.
____ 9. Had the sniper not lost his rifle when he tripped, he would not have wanted to surrender.
____ 10. Tom cleaned his rifle regularly.
____ 11. Camp Bingo was not in the United States.
____ 12. Camp Bingo was a dangerous place.
____ 13. The sniper was working alone.
____ 14. Another member of Billy and Tom's patrol stopped the sniper by shooting him as he was running off.
____ 15. Tom approached the sniper as he lay writhing in pain on the ground.
Monday, June 25, 2007
SQ3R - A Reading and Study Skill System
SQ3R - A Reading and Study Skill System
Classic system presented by way of Virginia Tech: http://www.ucc.vt.edu/stdysk/sq3r.html
SURVEY - gather the information necessary to focus and formulate goals.
- Read the title - help your mind prepare to receive the subject at hand.
- Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points.
- Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come.
- Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them.
- Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember.
QUESTION - help your mind engage and concentrate.
One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.
READ - fill in the information around the mental structures you've been building.
Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions.
RECITE - retrain your mind to concentrate and learn as it reads.
After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite.
REVIEW - refine your mental organization and begin building memory.
Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.
REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!
Critical Thinking Links from Text
Text Online site:
http://highered.mcgraw-hill.com/sites/0072473762/information_center_view0/
http://highered.mcgraw-hill.com/sites/0072473762/information_center_view0/
Sunday, June 24, 2007
Friday, June 22, 2007
Student Blogs
Joey's CT Blog:
http://joeyblink.blogspot.com/
Irene's CT Blog:
http://aiyuncheng.blogspot.com/
Arleigh's Blog:
http://ablog4ct.blogspot.com/
Mathew's Blog:
http://mathewct.blogspot.com/
Yolanda's Blog:
http://yolandayuan.blogspot.com/
Bobby's Blog:
http://bmopn.blogspot.com/
Josh's Blog:
http://mycriticalthinking.blogspot.com/
Mogi's Blog:
http://onon-onon.blogspot.com/
Cook's Blog:
http://2cookie.blogspot.com/
Noom's Blog:
http://noomcthink.blogspot.com/
Fuat's Blog:
http://fuatscritic.blogspot.com/
Jade's Blog:
http://jadequianalearn.blogspot.com/
Benji's Blog:
http://tempo-benji.blogspot.com/
http://joeyblink.blogspot.com/
Irene's CT Blog:
http://aiyuncheng.blogspot.com/
Arleigh's Blog:
http://ablog4ct.blogspot.com/
Mathew's Blog:
http://mathewct.blogspot.com/
Yolanda's Blog:
http://yolandayuan.blogspot.com/
Bobby's Blog:
http://bmopn.blogspot.com/
Josh's Blog:
http://mycriticalthinking.blogspot.com/
Mogi's Blog:
http://onon-onon.blogspot.com/
Cook's Blog:
http://2cookie.blogspot.com/
Noom's Blog:
http://noomcthink.blogspot.com/
Fuat's Blog:
http://fuatscritic.blogspot.com/
Jade's Blog:
http://jadequianalearn.blogspot.com/
Benji's Blog:
http://tempo-benji.blogspot.com/
Thursday, June 21, 2007
Extreme Sports
Definitions of extreme sports on the Web:
Extreme sports (now also known as action sports) is a general, somewhat hazily-defined term for a collection of newer sports involving adrenaline-inducing action. They often feature a combination of speed, height, danger and spectacular stunts. Levels of danger vary widely, but there is always an element — an "extreme" factor — that causes an adrenaline rush which keeps participants loyal to their sport. ...
en.wikipedia.org/wiki/Extreme_Sports
Extreme sports (now also known as action sports) is a general, somewhat hazily-defined term for a collection of newer sports involving adrenaline-inducing action. They often feature a combination of speed, height, danger and spectacular stunts. Levels of danger vary widely, but there is always an element — an "extreme" factor — that causes an adrenaline rush which keeps participants loyal to their sport. ...
en.wikipedia.org/wiki/Extreme_Sports
TFY Text Link
Companion site for TFY 7th Edition
http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=141301772X&discipline_number=300
http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=141301772X&discipline_number=300
Wednesday, June 20, 2007
Student Work (examples: Picasa, html, Flash)
Map album at Picasa:
Irene CRCB C1 PDF:
http://www.docsyl.com/Cthink%20Maps/CRCB%20C1.pdf
Irene Flash:
http://www.docsyl.com/Cthink%20Maps/Irene%20CRCB%20C1%20f9%20flash1.html
Joey TFY C1 Gloss PDF:
http://www.docsyl.com/Cthink%20Maps/Critical_Thinking_[Joey][1].pdf
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| CThink Maps |
Irene CRCB C1 PDF:
http://www.docsyl.com/Cthink%20Maps/CRCB%20C1.pdf
Irene Flash:
http://www.docsyl.com/Cthink%20Maps/Irene%20CRCB%20C1%20f9%20flash1.html
Joey TFY C1 Gloss PDF:
http://www.docsyl.com/Cthink%20Maps/Critical_Thinking_[Joey][1].pdf
Links
To get Freemind:
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Links for getting Java Runtime:
From Sun -- http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1
From Download -- http://java.sun.com/j2se/1.4.2/download.html
Link for prepositions: http://www2.actden.com/writ_den/tips/sentence/preposit.htm:
Link for Freemind tutorial: http://www.geocities.com/shaila_kishore/Freemind
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Links for getting Java Runtime:
From Sun -- http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1
From Download -- http://java.sun.com/j2se/1.4.2/download.html
Link for prepositions: http://www2.actden.com/writ_den/tips/sentence/preposit.htm:
Link for Freemind tutorial: http://www.geocities.com/shaila_kishore/Freemind
Tuesday, June 19, 2007
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