Four broad themes are presented, each subsuming four or five separate issues. The general themes include: development (SAPs, NGOs, debt relief, "Afro-pessimism"); agriculture/environment (food production, biotech crops [GMOs], parks and conservation, deforestation); social issues (FGC, AIDS policies, demography, gender, language policies); and politics/governance (democratization, foreign aid, corruption, "peacekeeping" initiatives). For each issue, presented as a question, there are two texts five-to-ten pages in length, taking "yes" and "no" positions and preceded by short introductions. The editor also provides a short introduction and a "postscript" to the issue as a whole; these frame the larger cultural and historical contexts involved.

Hall currently resides in Bucks County, Pennsylvania, where he facilitates a civics program at North Penn High School. In the program, students present proposals for change which are evaluated by a panel of community leaders.[9] Hall helped found Out & Equal Philadelphia and sits as a member of the Executive Council.[10] Hall has provided training for companies including Merck & Co., JP Morgan Chase, The Hershey Company, University of Pennsylvania, The United States Department of Energy, and The Public Service Electric and Gas Company (PSE&G).[1][2][11]

Taking Sides Mcgraw-hill Pdf 37

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The goal of this assignment was to help pharmacy students learn and practice critical thinking. Student responsibility was to distinguish among fact and opinion, identify and refute bias/propaganda and weakness in the argument of their opponents, and present their own argument in a logical and clear manner. Students were expected to appreciate different sides of an issue and construct a logical and strong argument to defend the assigned side for the dEbate.

Some students commented that they would have preferred to choose their dEbate topic and/or side. There are 2 reasons why the coordinators decided to assign topics and sides to each team. First, people are generally motivated to learn more when they have to defend an unfamiliar proposition or a side that is against their preconceived notion. Second, one of the purposes of the assignment was to encourage students to appreciate the rationale held by both sides. We believe this practice is necessary to help students develop objectivity and an open-minded perspective; nevertheless, it might be beneficial to explain the reasons to the students prior to beginning the dEbates. While the coordinators considered offering more choice in student topics, there was the need to limit the number of topics to allow for standardization among graders. New dEbate topics will be selected for subsequent offerings of the assignment.

We believe in many different ways. One very common one is by supporting ideas we like. We label them correct and we act to dismiss doubts about them. We take sides about ideas and theories as if that was the right thing to do. And yet, from a rational point of view, this type of support and belief is not justifiable. The best we can hope when describing the real world, as far as we know today, is to have probabilistic knowledge. In practice, estimating a real probability can be too hard to achieve but that just means we have more uncertainty, not less. There are ideas we defend that define, in our minds, our own identity. And recent experiments have been showing that we stop being able to analyze competently those propositions we hold so dearly. In this paper, I gather the evidence we have about taking sides and present the obvious but unseen conclusion that these facts combined mean that we should actually never believe in anything about the real world, except in a probabilistic way. We must actually never take sides since taking sides compromise our abilities to seek for the most correct description of the world. That means we need to start reformulating the way we debate ideas, from our teaching to our political debates. Here, I will show the logical and experimental basis of this conclusion. I will also show, by presenting new models for the evolution of opinions, that our desire to have something to believe is probably behind the emergence of extremism in debates. And we will see how this problem can even have an impact in the reliability of whole scientific fields. The crisis around p-values is discussed and much better understood under the light of this paper results. Finally, I will debate possible consequences and ideas on how to deal with this problem. be457b7860

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