The Best Presentation I Have Ever Seen!

The best presentation I have ever seen was extremely easy for me to pick. It was a video shown to me in a sociology class. At first, I assumed it would be another boring video about the fundamentals or concepts of sociology. However, to my surprise, I immediately found this video very interesting and when it was shown to me for the second time this year, I obtained the same interest. Personally, I think if you can watch something over and over again and still be intrigued, then it is clearly set up and presented well. For example, take the programme 'Friends', a programme that is still being replayed on television 10 years later.

The presentation that I found to be so interesting, is by Sir Ken Robinson. It is a diagram formatted presentation approach to the changing education paradigms. Although we are unable to see Sir Ken Robinson in it, the video itself is unbelievably easy to understand and follow due to Sir ken Robinson's expression of tone. I found his tone of voice so convincing and easy to listen to. This significantly helped my understanding of education patterns, a main reason as to why I found this presentation to be so good and helpful.

What makes a good presentation?

Well according to the Academy of Art University (Academy Resource Centre), the key to the making of a good presentation is entirely up to the presenters skills.

1. Delivery: Things like a loud voice, variety in the voice, and a relaxed atmosphere are important when presenting, and Robinson effectively masters them.
2. Organisation: If the "concept and support is easy to follow" and the "information mixed with interesting examples and stories" (Academy Resource Centre), then it will be easily viewed by the audience. In this particular presentation, humour is brought into it which added interest for me.
3. The Presenters Enthusiam: If the presenter talks about the topic with passion and excitement, then the audience is going to become excited with him. Also, if interest is shown towards the audience, the audience will follow with the same attention.

Reference List:

Academy of Art University, Academy Resource Centre, Available at: http://arc.academyart.edu/esl/whatmakesgood.html [Accessed 25th Novemeber].

Robinson, K (2012), Image Derived from:   http://www.millersville.edu/education/EducationOnLocation.php [Accessed 3rd December].

What is Critical Reading?

What exactly is critical reading? Critical reading can be best defined as a reader who "applies certain processes, models, questions, and theories that result in enhanced clarity and comprehension." (Cleveland Sate University) In order for one to become a critical reader, it is vital that the text is read both carefully and under close observation.  Unlike skim reading, where all the reader gains is "the text, superficial characteristics and information." (Cleveland Sate University), critical reading, however involves one to look at the structure of the text "that is, logical consistency, tone, organisation, and a number of other very important sounding terms." (Cleveland Sate University).

 Beneficial and knowledge wise, it is far more useful to critically read.

Here are seven strategies that I found to be extremely helpful when it comes to mastering critical reading. One should bear the following mind, as it helps to critically read.

1. Previewing: Very similar to skim reading, previewing is reading the text closely so as to obtain both a rough idea and image. "Previewing enables readers to get a sense of what the text is about and how it is organised before reading it closely." (Salisbury University).
2. Contextualising:  Contextualising involves understanding the context of the text and the time frame it was written in. An open mind is key in this part of critical reading. You must be able to accept other time periods and settings.
3. Questioning to Understand & Remember: To fully understand something, there are always going to be questions. An effective way of learning is to ask questions. As readers, and especially as students, it is our job to make sure we know what we are studying so we can ask relevant questions.
4. Reflecting on Challenges to your Beliefs and Values: Debating your own opinions and beliefs when you read any piece of work is allowed. It is important to stand up for what you believe in, as there exists no law prohibiting disagreement, so if you need to disagree, do so.
5. Outlining &Summarising: I find this part to be the easiest when critically reading. This is done by "Identifying the main ideas and restating them in your own words." (Salisbury University).
6. Evaluating an Argument: This part of critically reading introduces the notion of 'bias', and not believing everything that is written to be a representation of the truth, but to "recognise every assertion as an argument that must be carefully evaluated." (Salisbury University).
7. Comparing & Contrasting Related Readings: Both comparing and contrasting is one of the most important things to do when critically reading. "Exploring likenesses and differences between texts to understand them better." (Salisbury University).

Reference List:
Cleveland State University Centre (2012),Critical Reading: What is Critical Reading, and why do I need to do it?, Available at: http://www.csuohio.edu/academic/writingcenter/critread.html [Accessed 3rd December]

Salisbury University, Seven Critical Reading Strategies, Available at: http://www.salisbury.edu/counseling/new/7_critical_reading_strategies.html [Accessed 4th Decemeber].

Image Derived from: http://schol.wordpress.com/2009/10/14/a-guide-to-critical-reading/ [Accessed 6th December].

If any, which is most important, Cognitive Intelligence or Emotional Intelligence?

The above question to this day is argued by many in regards to what is significantly more important. There is no right or wrong answer; it is entirely a personal decision and choice. Although one would assume that cognitive intelligence would be seen to be more valuable, I personally see the importance of both on an equal level, as they are two different characteristics that can both determine a person’s success.

Firstly, defining both intelligences sees that the IQ is "a number that signifies the relative intelligence of a person," whereas the EQ is "a measure of one's emotional intelligence, as defined by the ability to use both emotional and cognitive thought." However, I would be slightly in favour to the view of Emotional Intelligence, especially on a personal note and from past experiences. "IQ will get you through school, but EQ gets you through life." (Mgjeffrey Blog).

To redefine emotional intelligence, it is "the dimension of intelligence that is responsible for our ability to manage ourselves and our relationships with others." (B. Lynn 2002, p.2.) What a lot of people don’t realise, is the importance of emotional intelligence in the working field. It is assumed that pure intelligence is mainly considered in most professional status jobs. Although this is important, business recruitment also look for staff that are able to emotionally relate to potential clients and customers as it contributes to success. "Exploring and developing emotional intelligence not only makes us happier and more successful, but it helps us motivate ourselves, manage stress more effectively, and resolve conflict with others." (Hughes et al. 2005, p.1.)

The following is a framework which is useful to follow to help develop EQ skills effectively and efficiently. The first one being self-awareness & control, allows the person to be fully aware of  their emotions and themselves. By controling this you can "anticipate and plan emotional reactions to maximize effectivness." (B.Lynn 2002, p.3.). Empathy is the main key to emotional intelligence. It "requires the ability to understand how others perceive situations" (B.Lynn 2002, p.3.). The next one is social expertness which is "the ability to build genuine relationships and bonds with others that are based on an assumption of human equality." (B.Lynn 2002, p.3.) Personal influence is something I find to be so easy but yet so encouraging. By inspiring "others through example, words and deeds" (B.Lynn 2002, p.3.) can extremely motivate.
Referencing List:
B. Lynn, A (2002) The Emotional Intelligence Activity Book: 50 Activities for Promoting EQ at Work, United States of America, HRD Press.

Hughes, M & Patterson, L. B & Bradford Terrell, J (2005) Emotional Intelligence In Action: Training and Coaching Activities for Leaders and Managers, San Francisco, Pfeiffer.

HubPages, Mgjeffrey Blog, Intelligence (IQ) vs. Emotional Intelligence (EQ), Available at: http://mqjeffrey.hubpages.com/hub/Intelligence-IQ-vs-Emotional-Intelligence-EQ [Accessed 22nd Novemeber].

Image Derived from: http://www.inovizion.com/iq-vs-eq/ [Accessed 1st December].

How I would enlighten a new student to the task of Plagiarism & Referencing?..

Firstly, from my own personal experience of plagiarism and referencing, I will be the first to agree with anyone who finds the thoughts of it terrifying! After completing a previous course where I attended numerous classes on the subject alone, I can honestly say I am still waiting to fully master the technique. On the first day of college I found myself sitting in a large lecture room amongst 120 students, and hearing the two words 'plagiarism' and 'referencing' genuinely frightened me. The one thing I have found to be pushing me towards finally being able to apply this referencing efficiently in my work is simply practice. Practice makes perfect and there is no other way of putting it.

To those of you who are completely new to this form of academic writing, I strongly recommend printing out a copy of the Harvard referencing stanfordshire guide . It will be your bible for your duration of college! My first approach to get my head around referencing was reading this guide and I found it to be a significant help. Referencing is a technique that needs to be learnt and mastered. Patience and time is crucial in order for it to improve.

Firstly, let me start by defining both referencing & plagiarism. Why do we reference? We reference to "enable the the user to find the source of documents as quickly and easily as possible." (Pears & Shields 2004, p.1.). By providing referencing in your work you "demonstrate the breadth of your research, allow the reader to independently consult and verify your sources of information & avoid plagiarism." (Pears & Shields 2004, p.1.). Plagiarism on the other hand "is using someone else's words or ideas without properly acknowledging them."(Pears & Shields 2004, p.1.). It can also be defined as plagiarism if one is to put someones else's work "in another way" (Pears & Shields 2004, p.1.) without acknowledgement to the person.
The information and sources throughout this piece have been taken from 'Cite them right: referencing made easy' by Richard Pears and Graham Shields, another helping factor which is great for this topic.

Referencing List:
Pears, R & Shields, G (2004) Cite them right: referencing made easy, Newcastle, Northumbria University Trinity Building.

Academic Skills Tutors/Librarians, Information Services. (2012) Harvard Quick Referencing Guide, Available at: (http://www.staffs.ac.uk/assets/harvard_quick_guide_tcm44-47797.pdf [Accessed 22nd Novemeber].

Image Derived from: http://www.socialmediamom.com/2011/03/age-most-important-in-choosing-kids-books.html [Accessed 21st November].