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164 Cards in this Set
- Front
- Back
Non-facilitated, self-paced, student centered teaching that uses online learning resources to facilitate information sharing outside the normal constraints of time and location to effectively deliver course content |
Asynchronous Teaching |
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The methods by which instruction is provided |
Teaching Methods |
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To stop and think for a period of time about a recent experience, action, or information |
Self-Reflection |
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An opportunity to check and reinforce your understanding of lesson material by answering multiple types of questions. |
Progress Checks |
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The presentation of a simulated but realistic situation which reinforces an educational objective |
Case Study/Scenerio |
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CHOOSE: Personal, Organizational, People/Team |
Personal |
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CHOOSE: Personal, Organizational, People/Team |
Personal |
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CHOOSE: Personal, Organizational, People/Team |
Organizational |
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CHOOSE: Personal, Organizational, People/Team |
Organizational |
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CHOOSE: Personal, Organizational, People/Team |
People/Team |
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CHOOSE: Personal, Organizational, People/Team |
People/Team |
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CHOOSE: Personal, Organizational, People/Team |
Organizational |
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CHOOSE: Personal, Organizational, People/Team |
Organizational |
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART: |
Adaptability |
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART: |
Negotiating |
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART: |
Global/Regional Cultural Awareness |
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART: |
Diversity |
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART: |
Active Listening |
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART: |
Operational and Strategic Art |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Pre-Class activities |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
include main ideas and supporting details |
Take Notes
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Defintion of Learning |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Lifelong learning |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Additional Study |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Summative evaluations |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Study and practice |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Listen and participate |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Formative Exercises |
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING: |
Test Taking |
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Choose; Visual, Auditory, or Tactile |
Auditory |
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Choose; Visual, Auditory, or Tactile |
Auditory |
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Choose; Visual, Auditory, or Tactile |
Visual |
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Choose; Visual, Auditory, or Tactile |
Visual |
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Choose; Visual, Auditory, or Tactile |
Auditory |
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Choose; Visual, Auditory, or Tactile |
Auditory |
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Choose; Visual, Auditory, or Tactile |
Visual |
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Choose; Visual, Auditory, or Tactile |
Visual |
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Choose; Visual, Auditory, or Tactile |
Tactile |
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Choose; Visual, Auditory, or Tactile |
Tactile |
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True or False |
True |
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True or False |
True |
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True or False |
True |
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True or False |
True |
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True or False |
False |
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ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE: |
Knowledge |
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ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE: |
Comprehension |
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ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE: |
Application |
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CHOOSE: VALUING, RESPONDING, RECEIVING: |
Receiving |
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CHOOSE: VALUING, RESPONDING, RECEIVING: |
Valuing |
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CHOOSE: VALUING, RESPONDING, RECEIVING: |
Responding |
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explain the expected cognitive outcomes for students. Terminal cognitive objectives almost always begin with either the verb know, comprehend, or apply. Remember the cognitive domain contains three levels of learning: knowing, comprehension, and application. |
Terminal Cognitive Objectives |
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describe the knowledge, skills, or attitudes students are expected to demonstrate at the end of a lesson. Because they almost always begin with explain, give example, or predict, you can easily determine the depth of learning expected. Explain is simply describing a concept in your own words whereas predict is describing a future state. |
Terminal cognitive samples of behavior |
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explain the affective level outcomes students are expected to accomplish during a lesson. In the example, students will value how team building enhances success. Almost all EPME strive to reach the value level of learning in affective objectives. |
Affective learning objectives |
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Select the domain and level of learning which best describes the type of learning objective shown |
D. Cognitive : Comprehension |
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Select the domain and level of learning which best describes the type of learning objective shown |
A. Affective : Value |
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Value the impact history and heritage has on the AF. |
C. Affective Objective |
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Comprehend Continuous Improvement and/or its impact on subordinate, SNCO, unit, and mission effectiveness. |
A. Terminal Cognitive Objective |
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Define IDDP |
Identify, Differentiate, Determine and Predict. Justify lies in the middle of the IDDP Model |
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Define the Differentiate step |
Distinguish whether actions, decisions, or behaviors described in the scenario are appropriate / inappropriate, effective/ineffective, or most effective according to lesson concepts and principles. |
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Define FRLD |
Full Range Leadership Development |
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP: |
Leadership-Member Exchange Theory |
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP: |
Style Theory |
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP: |
Trait Theory |
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP: |
Skills Theory |
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP: |
Management by Exception - Passive |
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP: |
Authentic Leadership Theory |
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD: |
Management by Exception - Active |
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD: |
Situational Leadership Theory |
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD: |
Psychodynamic Theory |
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD: |
Path-Goal theory |
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD: |
Full Rage Leadership Development (FRLD) |
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING: |
Contingency Theory |
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING: |
Laissez-Faire |
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING: |
Skinner’s Operant Conditioning |
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING: |
Transformational Leadership |
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What an organization provides such as pay, training, and medical benefits. |
System level Rewards |
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Leadership behavior where a reward is provided for positive behavior |
Performance Level |
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Theory that identifies three essential requirements a person must satisfy to be motivated. |
McClelland's Needs Theory |
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Refers to a person’s desire to achieve, receive, or avoid some result for his/her behavior. |
Extrinsic Motiviation |
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When a person’s basic needs are still being satisfied, they tend to be more involved in the work center and contribute as long as leadership recognizes their contributions. |
Transactional Leadership |
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This is the highest level of commitment where members feel their personal needs are met. |
Involvement Level |
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Members at this level only work to meet the minimum acceptable standard. |
Membership Level |
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Refers to a person and their response to fun or challenges associated with a task rather than receiving external rewards |
Intrinsic Motivation |
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Where a person’s motivation and productivity |
Contemporary Motivation |
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Includes praise, time-off, bonus pay, and special assignments for personnel who go above and beyond the standard. |
Supervisory rewards |
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Like intrinsic motivation, these come from a personal satisfaction by completing tasks one enjoys. |
Personal rewards |
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This person is someone who influences others to achieve a goal, they are not perfect, but displays ethical behavior, virtues, and character strengths. |
Leader |
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According to FRLD principles, how is a situation defined? |
The relative circumstances, position, or context that surrounds the leaders and followers |
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INTRINSIC OR EXTRINSIC MOTIVATION |
Intrinsic |
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INTRINSIC OR EXTRINSIC MOTIVATION |
Extrinsic |
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INTRINSIC OR EXTRINSIC MOTIVATION |
Intrinsic |
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INTRINSIC OR EXTRINSIC MOTIVATION |
Extrinsic |
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INTRINSIC OR EXTRINSIC MOTIVATION |
Extrinsic |
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INTRINSIC OR EXTRINSIC MOTIVATION |
Intrinsic |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
MBE-PASSIVE |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
MBE-ACTIVE |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
CONTINGENT REWARD |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
TRANSFORMATIONAL LEADERSHIP |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
LAISSEZ-FAIRE |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
TRANSFORMATIONAL LEADERSHIP |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
CONTINGENT REWARD |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
LAISSEZ-FAIRE |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
MBE-PASSIVE |
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD: |
MBE-ACTIVE |
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A form of punishment where the leader applies or presents an unfavorable action or result to a follower who has demonstrated an undesirable behavior |
POSITIVE PUNISHMENT |
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Favorable actions, results, or outcomes that a leader presents to a follower after the follower demonstrates a desired behavior |
POSITIVE REINFORCEMENT |
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The removal of something valued by the follower after they have demonstrated an undesirable or unacceptable behavior. |
NEGATIVE PUNISHMENT |
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The removal of unpleasant, unfavorable actions or events the follower is currently experiencing that occurs after they have displayed a desirable behavior |
NEGATIVE Reinforcement |
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People operating at his level demonstrate initiative and actually solve problems so long as their efforts are recognized and rewarded by leadership |
PERFORMANCE LEVEL |
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People operating at this level identify problems and offer solutions and strive for personal and organizational success |
INVOLVEMENT LEVEL |
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Individuals at this level avoid getting too involved in their jobs and often complain about their work but never take action to improve the situation |
MEMBERSHIP LEVEL |
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Fully enjoy work, strive to exceed every standard |
PERSONAL REWARDS |
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Pay, training, annual leave, medical and dental benefits |
SYSTEM LEVEL REWARDS |
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Praise, public recognition, time-off, bonus pay, promotions, special assignments, greater roles and responsibilities |
SUPERVISORY REWARDS |
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Critical thinking is more than thinking _______ it also means thinking _______. |
logically or analytically; rationally or objectively |
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-How can Critical Thinkers be both “open-minded” and still maintain a healthy sense of skepticism? Critical Thinkers... |
-seek out facts, information sources and reasoning to support issues you intend to judge |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
INTELLECTUAL HUMILITY |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
INTELLECTUAL COURAGE |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
INTELLECTUAL EMPATHY |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
INTELLECTUAL AUTONOMY |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
INTELLECTUAL INTEGRITY |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
INTELLECTUAL PERSEVERANCE |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
CONFIDENCE IN REASON |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON: |
FAIR-MINDEDNESS |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
CLARITY |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
ACCURACY |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
PRECISION |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
RELEVANCE |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
DEPTH |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
BREADTH |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
LOGIC |
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE: |
FAIRNESS |
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Air traffic controllers often have difficulty making good judgments after long hours on duty |
Physical & Emotional Hindrances |
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If one believes that more murders occur during a full moon, then one will tend to take notice of murders that occur during a full moon and tend not to take notice of murders that occur at other times |
Confirmation Bias & Selective Thinking |
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Dramatic stories of Bigfoot sightings do not prove the existence of Bigfoot |
Testimonial Evidence |
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Some people are biased against claims made by scientists because their worldview appears too cold and impersonal |
Personal Biases & Prejudices |
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Police officers should not show a photo of a possible assailant to a Witness prior to a police lineup, or the actual memory of the witness may be unconsciously replaced. |
False Memories & Confabulation |
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Referring to a family as “a bounded plurality of role playing individuals” or a homeless person as a “non-goal oriented member of society” |
Double Speak Jargon |
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An ad that claims a battery lasts “up to” 30% longer, but does not say it will last 30% longer, and if it did, longer than what? |
Meaningless Comparisons |
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Expressions such as “as everyone knows…”, and “Common sense tells you that…” |
Assuring Expressions |
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From the statement “lying expert testified at trial”, is the expert a liar or is the person and expert on telling when someone is lying? |
Ambiguity |
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The dairy industry cleverly expresses fat content as a percentage of weight, not calories. Thus 2% “low” fat milk really has 31% fat when measured as a percentage of calories |
False Impication |
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Naming detergents “Joy” and “Cheer”(positive), not “Dreary” and “Tedious(negative). The military using the phrase “neutralizing the opposition *(less negative) rather than “killing” (negative). |
Emotive Content |
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After using a magnetic belt for a while, a woman notices her back pain is less, even though there may be a dozen other reasons for the reduced back pain |
Pragmatic Fallacy |
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“Because regulators have controlled smoking in public places, their ultimate goal is to control everything else in your lives” |
Slippery Slope Fallacy |
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Making a claim that printer A makes better copies than Printer B, while ignoring the important fact that only Printer B can also fax, copy and scan |
Irrelevant Comparisons |
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Believing that there must be life on Mars because no one has proved that there is not life on Mars |
Arguement from Ignorance |
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Irrationally believing that how one wears their hat while watching a football game can influence the score |
Apophenia and Superstition |
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Arguing that two children sharing the same bedroom is wrong because double-celling of criminals is a penitentiary can lead to bad behavior |
False Analogies |
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Making jokes about one’s own character in order to disarm critics & evade having to defend poicy |
Evading the issue, Red herring |
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”Anyone who supports removing the troops from Iraq is a traitor!” |
Poisoning the Well |
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“You should not believe a word my opponent says because he is just bitter because I am ahead in the polls” |
Ad hominem Fallacy |
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“You are either with us, or with them!” |
Fallacy of false Dilemma, Either / Or |
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Thousands of years ago the average person believed that the world was flat simply because most other people believed so |
Ad populum, Bandwagon Fallacy |
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Advertisements that appeal to one’s vanity, pity, guilt, fear, or desire for pleasure, while providing no logical reasons to support their product being better than a competitor |
Emotional Appeals |
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Why should you evaluate information sources with caution? |
To ensure they are credible |
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What kinds of questions should you consider when you evaluate information sources? |
What is the source’s qualifications? |
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-What approaches to human decision making are discussed in Critical Thinking? |
Reflective thinking |
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How may SNCOs improve their effectiveness by appropriately using System-1 thinking? |
They will be perceived as credible & reliable |
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How may SNCOs hinder their effectiveness by inappropriately using System-1 thinking? |
-They might make mistakes |
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-How may SNCOs improve their effectiveness by appropriately using System-2 thinking? |
They will improve their critical thinking skills |
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How may SNCOs hinder their effectiveness by inappropriately using System-2 thinking? |
They may over think simple tasks |
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Which of these are steps of Decision Analysis? |
-Decision Statement |
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- Conducting a ____________ during decision making helps the decision maker plan for contingencies in the event something goes wrong. |
risk analysis |