Phd Program: AIIAS - Baraton

So proud of the class which made it to the end of the graduation. Congratulations doctors.

Prof. Safary Wa-Mbaleka, kindly receive some of the photos we enjoyed taking with you

Download Critical Thinking by Paul and Elder

http://course.sdu.edu.cn/Download/cbbf5d26-e7f4-4995-b0ca-68244138e324.pdf

Change & Crisis Management class - nature walk

http://xa.yimg.com/kq/groups/20750879/1556099183/name/Switch+How+to+Change+Things+When+Change+is+Hard.pdf

http://xa.yimg.com/kq/groups/20750879/1556099183/name/Switch+How+to+Change+Things+When+Change+is+Har

The 5 Types of Power in Leadership
By Gina Abudi | Posted on August 26, 2011
http://quickbase.intuit.com/blog/2011/08/26/the-5-types-of-power-in-leadership/

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Power means many different things to different people. For some, power is seen as corrupt. For others, the more power they have, the more successful they feel. For even others, power is of no interest at all. The five bases of power were identified by John French and Bertram Raven in the early 1960’s through a study they had conducted on power in leadership roles. The study showed how different types of power affected one’s leadership ability and success in a leadership role.

The five bases of power are divided in two categories:

Formal Power

Coercive

Coercive power is conveyed through fear of losing one’s job, being demoted, receiving a poor performance review, having prime projects taken away, etc. This power is gotten through threatening others. For example, the VP of Sales who threatens sales folks to meet their goals or get replaced.

Reward

Reward power is conveyed through rewarding individuals for compliance with one’s wishes. This may be done through giving bonuses, raises, a promotion, extra time off from work, etc. For example, the supervisor who provides employees comp time when they meet an objective she sets for a project.

Legitimate

Legitimate power comes from having a position of power in an organization, such as being the boss or a key member of a leadership team. This power comes when employees in the organization recognize the authority of the individual. For example, the CEO who determines the overall direction of the company and the resource needs of the company.

Personal Power

Expert

Expert power comes from one’s experiences, skills or knowledge. As we gain experience in particular areas, and become thought leaders in those areas, we begin to gather expert power that can be utilized to get others to help us meet our goals. For example, the Project Manager who is an expert at solving particularly challenging problems to ensure a project stays on track.

Referent

Referent power comes from being trusted and respected. We can gain referent power when others trust what we do and respect us for how we handle situations. For example, the Human Resource Associate who is known for ensuring employees are treated fairly and coming to the rescue of those who are not.

- See more at: http://quickbase.intuit.com/blog/2011/08/26/the-5-types-of-power-in-leadership/ .PksI2fhu.dpuf

The 5 Types of Power in Leadership Power means many different things to different people. For some, power is seen as corrupt. For others, the more power they have, the more successful they feel. For even others, power is of no interest at all. The five bases of …

http://www.lc.unsw.edu.au/onlib/pdf/critical_review.pdf

How to Evaluate Journal Articles
[Summary version of How to Evaluate Journal Articles]
http://lib.colostate.edu/howto/evaljrl2.html


To evaluate a journal article look for:

Purpose of Article: Why was the article written? To:
persuade the reader to do something?
For example: vote a certain way, purchase an item, attend an event
inform the reader?
For example: results of a study/experiment, what happened at an event
prove something?
For example: that a behavior is bad/good, a method works/doesn't work
Type of Journal: For college-level term papers, information should be obtained mostly from scholarly journals.
Scholarly Journals contain articles describing high quality research that has been reviewed by experts in the field prior to publication.
Trade magazines may be useful for topics in business or where economic data is needed. There are also good for learning what the current "hot topics" are in an area.
Popular magazines, such as Time and Newsweek, should be used sparingly, or not at all.
For more details on how to distinguish popular, trade and scholarly journals, see: Popular vs Trade vs Scholarly Journals.
See also Evaluation Clues for Articles Taken from the Web and PubList.com, The Internet Directory of Publications (for information about audience--registration is required).
Organization and Content: Is the material organized and focused? Is the argument or presentation understandable? Is this original research, a review of previous research, or an informative piece?
Bias (of the publisher): Some publications have an inherent bias that will impact articles printed in them. Is the journal:
left/liberal?
right/conservative?
center?
an alternative press?
published by a political action (PAC) group?
Magazines for Libraries (Z6941 .M23 17th 2008 INFO DESK) identifies ideological slants for 6076 periodicals. This is a small percentage of all periodicals available, but the book is still very useful because it describes journals that are likely to be in libraries. It also is a good place to identify journals in a particular subject area.
Date of Article: Some topics, such as those in the health sciences, require current information. Other subjects, such as geology, value older material as well as current. Know the time needs of your topic and examine the timeliness of the article; is it:
up-to-date,
out-of-date, or
timeless?
Bibliography: Scholarly works always contain a bibliography of the resources that were consulted. The references in this list should be in sufficient quantity and be appropriate for the content. Look for:
if a bibliography exists,
if the bibliography is short or long,
if the bibliography is selective or comprehensive,
if the references are primary sources (ex. journal articles) or only secondary sources (ex. encyclopedias),
if the references are contemporary to the article or much older, and
if the citation style is clear and consistent.
Usefulness: Is the article relevant to the current research project? A well-researched, well-written, etc. article is not going to be helpful if it does not address the topic at hand. Ask, "is this article useful to me?" If it is a useful article, does it:
support an argument
refute an argument
give examples (survey results, primary research findings, case studies, incidents)
provide "wrong" information that can be challenged or disagreed with productively
Authority: Is the author an expert in this field? Where is the author employed? What else has he/she written? Has he/she won awards or honors?
Coverage: Does the article cover the topic comprehensively, partially, or is it an overview?
Audience: For what type of reader is the author writing? This ties in with the type of journal, as popular magazine are geared to the general reader, while trade magazines are for the specialist and scholarly journals are directed at researchers, scholars or experts in the field. Is the article for:
general readers,
students (high school, college, graduate),
specialists or professionals,
researchers or scholars?
Illustrations: Are charts, graphs, maps, photographs, etc. used to illustrate concepts? Are the illustrations relevant? Are they clear and professional-looking?

How to evaluate journal articles | Libraries | Colorado State University Use this page as a guide to evaluating articles. Is the information trustworthy? Valid? From an authoritative source? Etc.

Analyzing Scholarly Articles

Sometimes you are asked to read an article in a scholarly journal and write a critical analysis of it. Instructors often assign this sort of analysis so that students can demonstrate that they’ve read and comprehended the article and thought critically about what it says. In writing an analysis, you begin by prewriting; then, you formulate a thesis and offer support from the article.

Prewriting

Begin by reading the article carefully. Then make notes about the various parts of the article and how they contribute to its thesis, or argument.

Title. Consider the title of the journal article or essay. It may help you determine information about the article’s audience or the author’s intentions. A title can also give clues about the author’s attitude towards the subject or set the tone for a paper. For example, “Racial and Social Class Gradients in Life Expectancy in Contemporary California” (C. A. Clarke and others) creates a scholarly tone for a report on a sociological study of health. In contrast, “Ten Things Everyone Should Know about Race” (Public Broadcasting System) is geared to an educated but more general audience.

Introduction. The introduction of a scholarly article usually reviews some of the literature on the issue (what others have written about it) and provides insight into a problem. It typically explains why a problem is worth considering and why previous attempts to solve it were inadequate or not even attempted. It may briefly introduce methods used to investigate the problem. It often ends by stating the main argument that will be advanced in the article (the thesis) or the author’s primary findings.

Thesis. Understanding the main argument is paramount to your analysis. Distinguish between the subject and argument. The subject is the topic, such as stem cell research. The argument is a statement such as “Stem cell research should not be restricted because it is essential to finding a cure for cancer.” The thesis in a scholarly article is often found in the abstract and in the first few paragraphs.

Ex .1 By identifying patterns of cross-orientation friendships, this study shows which straight students might learn about sexual diversity from which sexual minority students. At the school level, cross-orientation friendships serve as bridges between sexual minority and straight student population. . . The results from the present study will indicate where these bridges are built in relation to social group boundaries. (From “Patterns of Cross-Orientation Friendships in High Schools,” K. Ueno)

Ex .2 The common school prepares immigrant youth not only through Americanization and socialization, but also through academic preparation and linguistics training. (From “Preparing for Citizenship: Immigrant High School Students’ Curriculum and Socialization,” R. M. Callahan and others)

Methods. Some articles, especially in the sciences, technical fields, social sciences, and education, have a detailed section explaining the research methods used in the study, while articles in the humanities may not even mention methods. If considerable space is devoted not only to describing and explaining but also to justifying methods, you should assume that those methods are controversial for that sort of study. You will want to evaluate whether the methods described seem appropriate to answering the research questions posed in the introduction.

Evidence and Results. Once you understand what the article is trying to achieve (the thesis), and how it has gone about investigating an issue (the methods), turn your attention to the results and evaluate them.

In a more scientifically or technically-oriented article, findings will be clearly labeled and often presented in tables or graphs and discussed. As you evaluate the evidence, look for how well it is tied to the thesis/research questions, look for missing details or gaps, and consider the quality of interpretation.

If you are looking at an argument based on logic, make sure you can follow every step and that each sub-claim is well-supported. Look for unwarranted assumptions or generalizations. Is the writer appealing to logic or relying too heavily on emotion or reputation?

Critical Evaluation: So What?

In writing up your critical essay, you will need to include the following:

Summary of the article you are critiquing: this shows you understood it. Provide a brief overview of what the article was trying to do (i.e., the problem), methods, if relevant, and the thesis or findings. Make sure to mention the title and author’s name.
Your critical evaluation of the article. You might address the article’s problem, methods, or findings, or all of these, offering specific support from the text itself (using paraphrase or direct quote and indicating the page number) for your observations. Below are some guiding questions to help you think of what to write:
Did the article ask the right question in the first place? How does it fit with other articles on the same topic? Did it miss any important studies it should have considered?
Did the problem match the methods? For example, to understand student behavior, were students observed or interviewed, or did all the data come from teachers?
Were the findings reported in a consistent and clear format? Did you notice problems in the data that the article overlooked? Did the article fail to acknowledge and explain any limitations?
Was the logic clear and were claims properly supported with convincing data? Did you spot any fallacies?
Your opinion of the article. Did you agree with the thesis or believe the findings? If everything was logical, clear, and well-ordered, yet you remain skeptical, how would you explain that? Perhaps a fundamental difference in values would explain it, or perhaps you know of counter-evidence not considered by the author.
Your estimation of the article’s contribution to knowledge and its implications or applications to our world.

http://writingcenter.tamu.edu/2005/types-communication/academic-writing/analyzing-scholarly-articles/

Analyzing Scholarly Articles This handout offers questions to ask when analyzing a journal article or essay.

http://www.uis.edu/ctl/wp-content/uploads/sites/76/2013/03/Howtocritiqueajournalarticle.pdf

http://www.uis.edu/ctl/wp-content/uploads/sites/76/2013/03/Howtocritiqueajournalarticle.pdf

http://twp.duke.edu/uploads/media_items/scientificarticlereview.original.pdf

http://twp.duke.edu/uploads/media_items/scientificarticlereview.original.pdf