Module 20: Using Language Conversations are dynamic interactions between two or more people (Garrod & Pickering, 2004; Pickering & Garrod, 2004). The important thing to mention is that conversation is more than the act of speaking. Each person brings their own knowledge, and conversations are much easier to process if participants bring in shared knowledge. In this way, participants are responsible of how they bring in new knowledge. Grice (1975) proposed a basic principle of conversation and four "conversational maxims." His cooperative principle states that the speaker and listener agree that the person speaking should strive to make statements that further the agreed goals of conversation. The four maxims state the way of how to achieve this principle. 1. Quantity: The speaker should try to be informative, no over-/underinformation. 2. Quality: Do not say things which you believe to be false or lack evidence of. 3. Manner: Avoiding being obscure or ambiguous. 4. Relevance: Stay on topic of the exchange. An example of a rule of conversation incorporating three of those maxims is the given-new-contract. It states that the speaker should construct sentences so that they include given and new information. Consequences of not following this rule were demonstrated by Haviland and Clark (1974) by presenting pairs of sentences (either following or ignoring the given-new-contract) and measuring the time participants needed until they fully understood the sentence. They found that participants needed longer in pairs of the type: "We checked the picnic supplies. The beer was warm." Rather than: "We got some beer out of the trunk. The beer was warm." The reason that it took longer to comprehend the second sentence of the first pair is that inferencing has to be done (beer has not been mentioned as being part of the picnic supplies).

Module 21: Problem Solving Same place, different day. Perry is sitting at his desk again, staring at a blank document in front of him, while nervously playing with a pen in his right hand. Just a few hours left to hand in his essay, and he has not written a word. He rubs his fingers against his temple and mutters, "I need a plan!" That thing Perry is confronted with is something many of us encounters in his daily life. He has a problem, and he does not really know how to solve it. But what exactly is a problem? Are there strategies to solve problems? These are just a few of the questions we want to answer in this chapter.

1, 2, 3 Write! provides step-by-step instruction to build college writing skills. It combines comprehensive grammar and mechanics review with sentence, paragraph and essay writing techniques and practice. Links to example essays from professional and student writers demonstrate the skills studied and provide reading and critical thinking opportunities.

Module 22: Judgment and Reasoning No matter which public topic you discuss or which personal aspect you worry about – you need reasons for your opinion and argumentation. Moreover, the ability of reasoning is responsible for your cognitive features of decision making and choosing among alternatives. Everyone uses these two abilities in everyday life to the utmost. Let us, therefore, consider one more scene of Perry's life: It is again a rainy afternoon and Perry is tired of observing the black crows in his garden and decides to escape from the shabby weather and spend his mid-semester break in Mexico. Perry has never been to Mexico before and is pretty excited. He will leave the next day; thus, he begins packing his bag. The crucial things first: some underwear, some socks, a pair of pajamas and his wash bag with a toothbrush, shampoo, soap, sunscreen, and bug spray. But, Perry cannot find the bug spray until his friend, Terry, tells him that he lost it and will buy him a new bottle. Terry advises Perry to take an umbrella for the way to the corner store as it is raining outside before he turns back to his packing task. But what did he already pack into his bag? Immediately, he remembers and continues, packing his clothing into the bag, considering that each piece fits another one and finally his iPod as he exclusively listens to music with this device. Since he is going on somewhere warm, Perry specifically packs shorts and T-Shirts into his bag. After approximately half an hour, he is finally convinced that he has done everything necessary for having some fine holidays. Using Perry's vacation preparation, we will explain the basic principles of reasoning and decision making.

Module 23: Decision Making According to the different levels of consequences, each process of making a decision requires appropriate effort and various aspects to be considered. The following excerpt from the story about Perry makes this obvious: “After considering facts like the warm weather in Mexico and shirts and shorts being much more comfortable in this case (information gathering and likelihood estimation) Perry reasons that he needs them for his vacation. In consequence, he finally makes the decision to pack mainly shirts and shorts in his bag (final act of choosing).” Now it seems like there cannot be any decision making without previous reasoning, but that is not true. Of course, there are situations in which someone decides to do something spontaneously, with no time to reason about it. We will not go into detail here, but you might think about questions like "Why do we choose one or another option in that case?"

This book is meant to be a short course to help you prepare to move your teaching online. Do a chapter a day. Or just pick the ones you like.

This resource includes 2 video lectures and a worksheet covering the concepts and basic calculations of equilbrium.  These videos corresponds to Chemistry Atoms First 2e Chapter 13.1 and 13.2https://openstax.org/books/chemistry-atoms-first-2e/pages/13-introduction  

This pressbook covers how James Paul Gee's 13 principles of learning in games can be applied to classroom teaching.

This very robust initiative is our University's Quality Enhancement Plan (QEP). In an effort to ultimately impact academic success, it proposes to address issues and challenges related to the “whole student.” The plan proposes activities that directly engage students as soon as they express an interest in the university. It also proposes activities that support and empower students to matriculate beyond the first year and ultimately progress to graduation. The primary thrust of this plan includes targeted interventions during the initial months of enrollment designed to help students have a strong acclimation to the University from the onset. TSU has identified a topic through its ongoing comprehensive planning and evaluation processes, that include 14 key areas across campus ranging from Admissions, Financial Aid, Information Technology and Campus Engagement.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 1200

HOW TO ENROLL: Participants are automatically enrolled in this program if they meet eligibility requirements

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

PRELIMINARY OUTCOMES DATA: During COVID-19 we achieved the highest Fall to Fall persistence rate on record at our University, which was 68% (Fall 2020-2021).

DEPARTMENT(S) OVERSEEING PROGRAM: The Quality Enhancement Plan Executive Committee

CONTACT FOR MORE INFO: Shermetra Imo at Shermetra.Imo@tsu.edu or 713-313-7293

Jeffrey Rosen of the National Constitution Center in conversation with Walter Isaacson of the Aspen Institute. Created by Aspen Institute.

Artist Maurizio Cattelan duct taped a banana to a wall, titled it "Comedian", and sold 5 editions of the artwork for as much as $150,000 each. Why did it capture our attention, curiosity, and memes? What does it mean?

In Southwest Texas Junior College's 15/30/40+ Credit Hours Interventions, Success Coaches meet with students whom are seeking an Associate of Arts or Associate of Science when they meet key credit milestones. Success Coaches meet with each student to monitor student progress and plan future courses to keep students on track using student planning at each marker of 15/30/40+. Transfer pathways are also part of student planning. 15/30/40+ are markers for retention and completion. Once a student reaches the 40+ credit mark, the college's transfer team contacts each student to discuss graduation and transfer

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Services

CONTACT FOR MORE INFO: Yesenia Silva at ymsilva@swtjc.edu or 830-591-7376

Jeffrey Rosen of the National Constitution Center in conversation with Walter Isaacson of the Aspen Institute. Created by Aspen Institute.

By the 1920s, a majority of the US population lived in cities rather than in rural areas. In this video, Kim explores the economic opportunities cities offered to women, migrants, and immigrants, as well as the passage of new immigration restrictions.

In this second video giving an overview of World War II, we see Germany and the Axis powers only continue to gain momentum in 1940.

In 1941, the Axis gains further momentum with control of most of Continential Europe. Hitler decides to break pact and invade Stalin's Soviet Union. United States enters World War II after Japanese attack on Pearl Harbor.

In 1942 we see the Axis get pushed back in North Africa and get bogged down in the Soviet Union. The tide of war turns in favor of the Allies.

In 1943, the tide really turns in favor of the Allies in World War II. They are able to push the Axis out of N.Africa and force a surrender from Italy (along with Mussolini being deposed). The Soviets are able to start pushing the Axis out of the Soviet Union.