Stuff From Class Lessons
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Radiolab "Stochasticity" (link)
Photo Slideshow Assignment
October 30:
1. Read the following advice on how to make slideshows, and answer these questions (on paper):
http://blog.soundslides.com/eva-gilliams-audio-slideshow-checklist-dont-leave-home-without-it/
a. What two things should you plan out ahead of time?
b. Why is it a good idea to get recordings of people introducing themselves?
c. List one piece of advice Gilliam gives for capturing sound.
http://www.poynter.org/how-tos/newsgathering-storytelling/visual-voice/171050/5-types-of-photos-that-make-for-strong-photo-essays-audio-slideshows/
d. What are the five types of photos you should be sure to get?
http://www.jprof.com/photojournalism/•-audio-slide-shows/
e. List one way the photos can be ordered in a slideshow.
f. Why is it good to read from a script?
2. Download this template for Proposing An Audio Slideshow Article and fill it out, then print it.
3. Staple the two sheets together and hand in to Ms. Ross on Friday.
1. Read the following advice on how to make slideshows, and answer these questions (on paper):
http://blog.soundslides.com/eva-gilliams-audio-slideshow-checklist-dont-leave-home-without-it/
a. What two things should you plan out ahead of time?
b. Why is it a good idea to get recordings of people introducing themselves?
c. List one piece of advice Gilliam gives for capturing sound.
http://www.poynter.org/how-tos/newsgathering-storytelling/visual-voice/171050/5-types-of-photos-that-make-for-strong-photo-essays-audio-slideshows/
d. What are the five types of photos you should be sure to get?
http://www.jprof.com/photojournalism/•-audio-slide-shows/
e. List one way the photos can be ordered in a slideshow.
f. Why is it good to read from a script?
2. Download this template for Proposing An Audio Slideshow Article and fill it out, then print it.
3. Staple the two sheets together and hand in to Ms. Ross on Friday.
Design & Photography
October 15:
1. Go to wired.com and time.com to look at what kind of images professional publications use to accompany their articles. Make a list (start a Word document) of the types of images you see (e.g. photograph, time chart...), and in what articles you see them. Find at least 8 different types of images.
2. Read the article The Importance of Visual Content as well as the slideshow The Power of Graphics and the article (with video) Visuals are Important in Journalism. Also look at the Visual Journalism Tactics provided by the Dart Center for Journalism & Trauma, which specifically addresses how to deal with graphic stories.
3. Now that you have a better idea why visuals are important, take another look at a journalistic article that includes visuals of some kind. It doesn't need to be a long article, but it should have at least two visuals. In your Word document, paste the URL of the article. Then explain for each visual: what is the purpose of this visual? Why is this a good choice of visual for the kind of information it gives? Is this an effective (interesting AND informative) visual--why or why not?
4. Lastly, copy and paste the article below into your Word document. Create and/or find visuals to accompany it--at least three visuals in total, each one a different type of visual. If you take the visuals from another source, be sure to cite where you go it. If you decide to create visual(s), explore the options online to help you create it, rather than doing it from scratch. You will need to create visuals for your own articles in the future, so use this as practice.
Evaluation:
4/4 All questions answered accurately, in depth and with insight. Provided visuals are created, accurate, and effective.
3/4 All questions answered accurately. Provided visuals may be borrowed (and cited) or created, and are accurate and somewhat effective.
2/4 Some questions answered accurately. Provided visuals are accurate.
The Article (taken from http://www.huffingtonpost.com/uloop/cheating-in-college-where_b_4826136.html)
Cheating In College: Where It Happens, Why Students Do It and How to Stop It
Posted: 02/20/2014
In May 2012, a teaching fellow for a government class at Harvard started noticing similarities between students' final exams that shouldn't have been there. The professor brought the case forward and it was discovered that approximately 125 students -- nearly half the entire lecture class -- had been cheating. If students at Harvard -- the most prestigious school in the world -- can be caught cheating in large numbers, it's safe to assume that cheating happens on every campus much more often than we would like to think.
About 75 percent of college students admit to cheating, suggesting that probably even more than three quarters of college students have done something against the rules to improve their grades. With an increasingly competitive atmosphere and a culture that some say is more accepting of cheating than it was in past generations, cheating has sadly become a somewhat expected phenomenon at universities across the country.
It's hard to say what makes cheating common and acceptable. There are many different opinions about the prevalence of cheating yesterday and today and why students are so likely to take part.
Has cheating become more prevalent today than it was 50 years ago? According to the Boston Globe, the number of students who admit to cheating has remained constant since it was first measured in 1963. As our culture changes, college campuses become more competitive and internet gives cheating new forms, it seems surprising that the percentage of students cheating would remain the same. While this may or may not tell us something about ourselves and people in general, it clearly indicates that whatever is being done to stop cheating today hasn't worked.
A blog post by Ralph Heibutzki on GlobalPost.com put students' reasons for cheating in five different categories. These categories were ambiguous attitudes, competitive pressures, institutional apathy, lack of understanding, and self interest. A student's decision to cheat could come from any one of these five sources or a combination of more than one.
First, ambiguous attitudes among students about what qualifies as cheating may cause more academic dishonesty than intended by students. While most students will call plagiarism cheating, many of them will define plagiarism in a way that allows them to indirectly copy the work of others.
Competitive pressures placed on children at a very young age carry on with them through high school and college. With so much pressure to stand out as the smartest in a class, some students may give in to the opportunity to succeed at the price of integrity.
Institutional apathy likely causes many students to cheat as they do not see the academic environment as one that deserves their honesty. Just like cheating at Monopoly is easier to justify than tax evasion, if students don't believe their university deserves high standards then they may see no reason to follow all the rules about grading. Lack of respect for the collegiate institution should also prevent students from reporting instances of dishonesty they see around them.
Many students lack understanding of what constitutes cheating as most probably haven't read their student rules. This lack of understanding may lead students to cheat on accident or in a way that isn't known to be called cheating.
Self interest is the final category but would appear to encompass all cheating. Students are hoping to see a return on their investment of time and resources in college and watching someone else make a better grade can be painful. With only his or herself in mind, cheating is hard not to justify when someone can get away with it.
As the internet makes cheating easier than ever and the college environment becomes more competitive, how can cheating be stopped?
Tightening the rules on classroom behavior during exams seems like the most obvious and readily available solution. The University of Central Florida has a testing center designed to prevent, or at least limit, cheating on campus. Exam proctors record everything suspicious, measures are taken to prevent students from photographing a test, and students aren't even allowed to chew gum as it provides a way to hide that they're talking into a hidden microphone.
Since cultural ideas may influence the prevalence of cheating, the best long-term solution may be to take a societal approach. For cheating to be reduced, instead of seeing cheating as something that can't be done, they must come to recognize that it should not be done. Removing the desire to cheat is the least immediately practical but most assured way of encouraging academic integrity.
So instead of laughing it off when you hear a friend's story about cheating, confront them about it. And when you see someone cheating in class, don't be afraid to report it to a teacher. Cheating in college poses a threat to all of our educations, and it can only be reduced by us choosing to stop it from happening.
By: Bryce Buchmann, Texas A&M
1. Go to wired.com and time.com to look at what kind of images professional publications use to accompany their articles. Make a list (start a Word document) of the types of images you see (e.g. photograph, time chart...), and in what articles you see them. Find at least 8 different types of images.
2. Read the article The Importance of Visual Content as well as the slideshow The Power of Graphics and the article (with video) Visuals are Important in Journalism. Also look at the Visual Journalism Tactics provided by the Dart Center for Journalism & Trauma, which specifically addresses how to deal with graphic stories.
3. Now that you have a better idea why visuals are important, take another look at a journalistic article that includes visuals of some kind. It doesn't need to be a long article, but it should have at least two visuals. In your Word document, paste the URL of the article. Then explain for each visual: what is the purpose of this visual? Why is this a good choice of visual for the kind of information it gives? Is this an effective (interesting AND informative) visual--why or why not?
4. Lastly, copy and paste the article below into your Word document. Create and/or find visuals to accompany it--at least three visuals in total, each one a different type of visual. If you take the visuals from another source, be sure to cite where you go it. If you decide to create visual(s), explore the options online to help you create it, rather than doing it from scratch. You will need to create visuals for your own articles in the future, so use this as practice.
Evaluation:
4/4 All questions answered accurately, in depth and with insight. Provided visuals are created, accurate, and effective.
3/4 All questions answered accurately. Provided visuals may be borrowed (and cited) or created, and are accurate and somewhat effective.
2/4 Some questions answered accurately. Provided visuals are accurate.
The Article (taken from http://www.huffingtonpost.com/uloop/cheating-in-college-where_b_4826136.html)
Cheating In College: Where It Happens, Why Students Do It and How to Stop It
Posted: 02/20/2014
In May 2012, a teaching fellow for a government class at Harvard started noticing similarities between students' final exams that shouldn't have been there. The professor brought the case forward and it was discovered that approximately 125 students -- nearly half the entire lecture class -- had been cheating. If students at Harvard -- the most prestigious school in the world -- can be caught cheating in large numbers, it's safe to assume that cheating happens on every campus much more often than we would like to think.
About 75 percent of college students admit to cheating, suggesting that probably even more than three quarters of college students have done something against the rules to improve their grades. With an increasingly competitive atmosphere and a culture that some say is more accepting of cheating than it was in past generations, cheating has sadly become a somewhat expected phenomenon at universities across the country.
It's hard to say what makes cheating common and acceptable. There are many different opinions about the prevalence of cheating yesterday and today and why students are so likely to take part.
Has cheating become more prevalent today than it was 50 years ago? According to the Boston Globe, the number of students who admit to cheating has remained constant since it was first measured in 1963. As our culture changes, college campuses become more competitive and internet gives cheating new forms, it seems surprising that the percentage of students cheating would remain the same. While this may or may not tell us something about ourselves and people in general, it clearly indicates that whatever is being done to stop cheating today hasn't worked.
A blog post by Ralph Heibutzki on GlobalPost.com put students' reasons for cheating in five different categories. These categories were ambiguous attitudes, competitive pressures, institutional apathy, lack of understanding, and self interest. A student's decision to cheat could come from any one of these five sources or a combination of more than one.
First, ambiguous attitudes among students about what qualifies as cheating may cause more academic dishonesty than intended by students. While most students will call plagiarism cheating, many of them will define plagiarism in a way that allows them to indirectly copy the work of others.
Competitive pressures placed on children at a very young age carry on with them through high school and college. With so much pressure to stand out as the smartest in a class, some students may give in to the opportunity to succeed at the price of integrity.
Institutional apathy likely causes many students to cheat as they do not see the academic environment as one that deserves their honesty. Just like cheating at Monopoly is easier to justify than tax evasion, if students don't believe their university deserves high standards then they may see no reason to follow all the rules about grading. Lack of respect for the collegiate institution should also prevent students from reporting instances of dishonesty they see around them.
Many students lack understanding of what constitutes cheating as most probably haven't read their student rules. This lack of understanding may lead students to cheat on accident or in a way that isn't known to be called cheating.
Self interest is the final category but would appear to encompass all cheating. Students are hoping to see a return on their investment of time and resources in college and watching someone else make a better grade can be painful. With only his or herself in mind, cheating is hard not to justify when someone can get away with it.
As the internet makes cheating easier than ever and the college environment becomes more competitive, how can cheating be stopped?
Tightening the rules on classroom behavior during exams seems like the most obvious and readily available solution. The University of Central Florida has a testing center designed to prevent, or at least limit, cheating on campus. Exam proctors record everything suspicious, measures are taken to prevent students from photographing a test, and students aren't even allowed to chew gum as it provides a way to hide that they're talking into a hidden microphone.
Since cultural ideas may influence the prevalence of cheating, the best long-term solution may be to take a societal approach. For cheating to be reduced, instead of seeing cheating as something that can't be done, they must come to recognize that it should not be done. Removing the desire to cheat is the least immediately practical but most assured way of encouraging academic integrity.
So instead of laughing it off when you hear a friend's story about cheating, confront them about it. And when you see someone cheating in class, don't be afraid to report it to a teacher. Cheating in college poses a threat to all of our educations, and it can only be reduced by us choosing to stop it from happening.
By: Bryce Buchmann, Texas A&M