A500.9.4.RB_Course Reflection

             MLSD 500: Leadership Found in Research

     A500.9.4RB – Course Reflections

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

October 6, 2015

         

Course Reflections

It was quoted that technology continues to expand and intertwine itself with everyday life. When teaching students about higher learning, ePortfolios offer numerous benefits, like facilitating reflection on learning in a course, showcasing career skills, aiding in program review, and showcasing professional standards (Chatham-Carpenter, Seawel, & Raschig, 2009).

Everything that we have handed in for this course supports this theory. We wrote blogs about our professional and personal standards; we created concept maps to allow us to think conceptually, while using a new software program; and we captured and edited research into media master showpieces.

The course I am referring to is MLSD 500, a.k.a., Leadership Foundation in Research. We started the course learning and then debating the differences between a claim and a fact. An example is that Pluto was known factually to be a planet. I had been taught and therefore always believed that Pluto was a planet within our solar system.

Scientists rescinded their claim and, instead, years later, have identified the “planet” rather a “dwarf planet”. FACT. Really!!?? I don’t believe you anymore! Is it a dog?

This course guided the students in the discipline of discourse and debate on topics like fallacies. The concept of fallacy dates back to the time of Aristotle. I did not realize that there were so many fallacies and outcomes of rationalization. There happen to be more than 200.

I gravitated toward the black-or-white fallacy, or the limitation of two choices that allow only two outcomes. I have definitely rationalized myself out of a two-option problem. I like this example of a black-or-white fallacy:  Will you contribute $20 to our environmental fund, or are you on the side of environmental destruction?  A rational response is: I do want to prevent the destruction of our environment, but I don't want to give $20 to your fund (Dowden, 2015).

I feel as though politics and party lines tend to be black or white and not a lot of color in between.

Speaking of politics, the Iran Nuclear Deal was actually being debated and voted upon simultaneously, during the course of our learning process and debates regarding critical thinking. Our President actually spoke about critical thinking numerous times in his speech. Iran's supreme leader, the Ayatollah Ali Khamenei, demonstrated that he also thought critically about the destruction of a country and their people - many times, publicly.

Somehow the Iran Nuclear Deal went through, and the very next day Iran's supreme leader, the Ayatollah Ali Khamenei, gave a speech that Israel will not see the end of the next 25 years, according to the IRN. "God willing, there will be no such thing as a Zionist regime in 25 years. Until then, struggling, heroic and jihadi morale will leave no moment of serenity for Zionists" (McLaughlin, 2015).  

Oh good.  I am glad that leaders are demonstrating their critical thinking capabilities, as I have been asked to do over the past few months. In fact, I was even asked to submit a research project that covered improving some area of personal significance. I had been struggling to develop a twenty-year plan. Actually, the past four years, I had been searching for answers or even some guidance. This project enabled me to hone in on my long-term goal and to develop an implementation strategy. As part of the strategy, I identified potential companies that aligned with my values, goals and desired lifestyle working environments.

The outcome was fantastic! I had the opportunities for deep reflection, the time to reach out to those who truly knew me – my family and friends – by creating a survey to validate my direction, and the time to identify companies that were in alignment with my vision. I came up with not just one summation for my twenty-year plan but two videos!

And this is where I signoff as ERAUgirl76, concluding my course reflection with my action research report videos:

Cheers to another fantastic ERAU semester!

References:
Chatham-Carpenter, April. (2009). Avoiding the Pitfalls: Current Practices and Recommendations for ePortfolios in Higher Education. Retrieved from pdf.

Dowden, Bradley. 2015. Fallacies. IEP, A Peer-Reviewed Academic Resource. California State University, Sacramento. ISSN 2161-0002. Retrieved from http://www.iep.utm.edu/fallacy/#Black-or-White

McLaughlin, Eliott, C. (2015). Iran's Supreme Leader: There will no such thing as Israel in 25 years. Retrieved from http://www.cnn.com/2015/09/10/middleeast/iran-khamenei-israel-will-not-exist-25-years/

A500.8.3RB_Good Presentation Design

             MLSD 500: Leadership Found in Research

     A500.8.3RB – Good Presentation Design

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

September 30, 2015

         

HOW TO ROCK YOUR PRESENTATION!

The backlash to the traditional PowerPoint has started. There are ways in which we can improve our effectiveness and allow our content to connect in more powerful ways. One key concept is simplicity. Making the simple complicated is commonplace; making the complicated simple, that is creativity (Reynolds, 2015).

One key factor for consideration is how the audience will actually process the presentation. A design must take advantage of how people process information. People process information is three ways: dual-channels, which is having separate information that separates visual and verbal material; limited capacity, where people can pay attention to only a few pieces of information in each channel at a time; and active processing, understanding the presented material when the audience pays attention to the relevant material.  That means it is organized in a coherent mental structure and integrated within their prior knowledge (Reynolds, 2015). 

Multimedia combines the use of several media or medium of expression or communication, such as sound/narration and images.  The results are more impactful and memorable than single mediums. Modality principle focuses on audio narration over on-screen text, particularly for complex presentations, as in these cases, the concept is that people learn better when words are presented as narration rather than text. The redundancy principle states that people learn more readily with narration and graphics/animation and that text is not necessary. And, the coherence principle asserts that people learn better when extraneous visual material is excluded (Reynolds, 2015).

When creating a PowerPoint presentation, one should limit the use of slide information, as that it overloads people's cognitive systems. Successful PowerPoint presentations use verbal and visual methods, limiting them to three seconds for effective comprehension. Following these recommendations, the presenter will be assured of targeted learning capability. A good presentation guideline will include the following elements:  a targeted end as an initial step; creation in analog mode; and, cultivation of a sense of community. It is best to avoid reading from slides, and instead to include pamphlets for distribution after the presentation.  It is always best to keep it simple (Reynolds, 2015).

People respond well to PowerPoint presentations that use high-quality graphics, photography, slide transitions, and video and audio (Reynolds, 2015).

When delivering the presentation, one should pretend that everyone in the audience is naked, connect with the audience by making eye contact and smile (my late grandmother was a very famous politician and these were her words of wisdom and advice)!

Contrast is what we notice, that is, how things differ, and it is what gives a design its energy. Contrast is one of the most powerful design concepts of all, because any design element can be contrasted with another. It can be achieved through manipulation of space, colored choices, text selection, and the position of elements. Contrast allows the viewer to understand the point of the design quickly. Every good design has a strong and clear focal point and having a clear contrast among elements helps. Designs that have strong contrast attract interest and help the viewer make sense of the visual (Reynolds, 2015). 

Repetition means that the same elements are reused throughout the presentation. It brings a sense of unity, consistency, and cohesiveness. Repetition is viewed as being part of a larger whole. However, too much repetition may overload viewers and creative a negative reaction (Reynolds, 2015). 

Alignment refers to organization within a presentation, where everything is lined up via an invisible line. Alignment is about obtaining unity among elements of a single slide, but with a visual connection. Without alignment, presentations look less sophisticated and less professional (Reynolds, 2015).

Proximity has to do with movement of things closer or farther apart to achieve a more organized look. Information, images and content should be grouped together so they are processed as a group or idea, as opposed to conflicting ideas. It is important not confuse so that the information is clearly presented. A rule of thumb is to group like-minded things together so that it catches one’s eye (Reynolds, 2015). It is all about location, location, location! 

Bottom-line:

• Design matters, yet design is not about decoration or ornamentation.         

  Design is about making communication as easy and clear for the viewer as possible.

• The principle of signal-versus-noise should be kept in mind so all nonessential elements are eliminated.  Visual clutter should be removed and 3-D effects avoided.

• People remember visuals better than bullet points. Always consider how the use of strong visual—including quantitative displays to enhance narrative.

• Empty space can be a powerful tool. Learn to see and manipulate empty space to give slide designs greater organization, clarity, and interest.

• The principle of contrast can create strong dynamic differences among elements that are different. If it is different, make it very different.

• The principle of repetition can be used to repeat selected elements throughout the slides. This can help give the slides unity and organization.

• The principle of alignment can be used to connect elements visually (through invisible lines) on a slide. Grids are very useful for achieving good alignment. This will give the slide a clean, well-organized look.

• The principle of proximity may be used to ensure that related items are grouped together. People will tend to interpret items together or near to each other as if they belong to the same group.

References:
Reynolds, Garr. (2015). Presentation Zen: How to deliver presentations like a pro. Sociable Media, Inc. Retrieved from http://www.garrreynolds.com/Presentation/pdf/presentation_tips.pdf
Reynolds, Garr. (2015). Presentation Zen: How to deliver presentations like a pro. Sociable Media, Inc. Retrieved from http://www.presentationzen.com/chapter6_spread.pdf  

A500.5.3RB_Critically Thinking

             MLSD 500: Leadership Found in Research

     A500.5.3RB – Critically Thinking About Critical Thinking

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

September 11, 2015

         

Critical thinking is an intellectually, self-guided and self-disciplined process at the highest level of analysis, in an unbiased way, that functions as a guide to belief and action. People who think critically consistently attempt to live rationally, reasonably, emphatically (Glaser, 2013). 

To think critically, one should:

* Strive to diminish the power of egocentric and socio-centric tendencies.   

* Use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.

* Work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.   

* Realize that no matter how skilled the thinkers, reasoning abilities can always be improved. They may at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, untested or trending social rules and taboos, self-interest, and vested interest. 

* Strive to improve the world in whatever ways are possible and contribute to a more rational, civilized society.    

* Recognize the complexities often inherent in doing so.   

* Avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others. 

* Recognize the complexities in developing as thinkers, and commit to life-long practice toward self-improvement.   

I have always had an interest in developing intellectual virtues. I think it is critical to reflect upon humility, civility, empathy, justice and confidence in reason. We all learn at different rates, but I believe it is important to reflect and make decisions from a solid foundation regardless. There have been many lessons that I have learned from this critical thinking advantage point. An important lesson I learned just recently, through the analysis of divergent viewpoints on a particular subject, is that it is crucial to identify as many valid facts as possible, comparing and contrasting the information, and objectively assessing the issue in order to arrive at a sound decision, one that is based on logic and fact, without prejudices, biases or distortions. 

As an example, I chose to compare and contrast facts from different sources of the Iran Nuclear Deal. Our President spoke about critical thinking numerous times in his speech. Iran's supreme leader, the Ayatollah Ali Khamenei, demonstrated that he also thought critically about the destruction of a country and their people, immediately after the approval of the Iran Nuclear Deal. Here are some excerpts that identify the level of critical thinking among international leaders. 

President Barack Obama gave a press conference on August 5, 2015 stating that, "today, I want to speak to you about the Iran Nuclear deal, and the most consequential foreign policy debate that our country has had since the invasion of Iraq, as Congress decides whether to support this historic diplomatic breakthrough, or instead blocks it over the objection of the vast majority of the world. We need clear thinking in our foreign policy in order to respond to the Iranian nuclear program. The question is not whether to prevent Iran from obtaining a nuclear weapon, but how" (The White House: Office of the Press Secretary, 2015).

"Under this deal, Iran cannot acquire the plutonium needed for a bomb.  The core of its heavy-water reactor at Arak will be pulled out, filled with concrete, and replaced with one that will not produce plutonium for a weapon.  The spent fuel from that reactor will be shipped out of the country, and Iran will not build any new heavy-water reactors for at least 15 years" (The White House: Office of the Press Secretary, 2015). 

Iran's supreme leader, the Ayatollah Ali Khamenei, gave a speech the day after being approved in favor of the Iranian Nuclear Deal according to the IRN, that Israel will not see the end of the next 25 years. "God willing, there will be no such thing as a Zionist regime in 25 years. Until then, struggling, heroic and jihadi morale will leave no moment of serenity for Zionists" (McLaughlin, 2015).

And President Obama concludes his speech with, "to friends of Israel and to the Israeli people, I say this:  A nuclear-armed Iran is far more dangerous to Israel, to America, and to the world than an Iran that benefits from sanctions relief" (The White House: Office of the Press Secretary, 2015).  

Each leader believes his position is the result of efficacious critical thinking. Only time will tell.

References:

Glaser, Edward. (2013). Defining Critical Thinking: Another Brief Conceptualization of Critical Thinking. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766

McLaughlin, Eliott, C. (2015). Iran's Supreme Leader: There will no such thing as Israel in 25 years. Retrieved from http://www.cnn.com/2015/09/10/middleeast/iran-khamenei-israel-will-not-exist-25-years/

Nosich, G. M. (2012). Learning to think things through: Critical thinking across the curriculum. Columbus, OH: Prentice Hall. (ISBN: 9780137085149)

The White House: Office of the Press Secretary. (August 5, 2015). President Barack Obama Speech: Remarks by the President on the Iran Nuclear Deal. The White House. Retrieved from https://www.whitehouse.gov/the-press-office/2015/08/05/remarks-president-iran-nuclear-deal 

A500.1.5.RB_IntellectualPerseverance

  MLSD 500: Leadership Found in Research

       
A500.1.5RB - Intellectual Perseverance

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

August 11, 2015

State it:

The topic for discussion today is intellectual perseverance. According to the Foundation of Critical Thinking, one can achieve an elevated state of intellect when one becomes conscious of the need and significance to overcome difficulties, obstacles and frustrations by using intellectual insights and truths to reach rational principles.  Intellectual perseverance is further described as a sense of need to struggle with confusion and unsettled questions over an extended period of time to achieve deeper understanding or insight (The Critical Thinking Community, 2014).

Explanation:

To understand the view others hold, one must invest in and implement rigorous intellectual processes to overcome personal biases that might impede understanding. Views that tend to be vast or complex in nature require dedicated intellectual perseverance in order to comprehend the micro and macro elements. This has proven to be essential in all areas of higher-level thinking. Working through complex questions on the job and in relationships necessitates patience in order to process and solve everyday frustrations (West Side Toast Masters, 2015).

Example:

Critical thinking opens up other viable courses of action that may provide more successful outcomes and possibly leave stakeholders far more fulfilled, directions that otherwise might have never been considered. Because we think conceptually, we like or dislike, based on the influence of the very concepts that we are familiar with (Nosich, 2012). Concepts bring us joy, pleasure, pain and expectations. Instincts and intuition are learned behaviors that also shape decision-making. 

It is imperative that a good leader, one who practices the art of intellectual perseverance, remain grounded and levelheaded while analyzing both quantitative and qualitative inputs and outputs. It is also important to note that, in hindsight, a good leader may not always make the best decision in a particular situation, but given the variables at the time, the decision may have been based on projections for a different and better outcome.

  

Illustration:

America was in a state of flux when all the rules by which the traditional economy functioned were broken and reconstructed. It was the decade of 1860; more than a dozen men had led their businesses to incredible heights in uncharted territories. Not only did these cutting-edge leaders have the foresight, opportunity, and talent, they had intellectual perseverance. Leaders like John Rockefeller, Andrew Carnegie, J.P. Morgan, and Henry Rogers demonstrated that it would take minimally 10,000 hours of deliberate practice to become world-class in any field (Gladwell, 2015).

Conclusion:

I now understand that the goal in intellectual perseverance is to adhere to rational principles, absent preconceived beliefs that may be founded on emotional or manipulated information, beliefs that can lead to fallacious reasoning.  I now understand the benefit of investing in the challenge to free myself of existing assumptions and external influences by opening myself to all intellectual insights and discoveries in order to determine a rational outcome.

I will remind myself that it takes intellectual perseverance to last 10,000 hours in order to hopefully realize one’s goals. My goal is to become a student of life, investing my resources to absorb, discern, and to make thoughtful, rational, and strategic decisions based on logical and factual data.

As a leader, I realize the importance of instituting a culture of intellectual perseverance to make strategically thoughtful decisions that will hopefully lead to success.  

References: 

Gladwell, Malcolm. (2015). The 10,000 Hour Rule. Gladwell.com. Retrieved from http://gladwell.com/outliers/the-10000-hour-rule/

Nosich, G. M. (2012). Learning to think things through: Critical thinking across the curriculum. Columbus, OH: Prentice Hall. (ISBN: 9780137085149)

The Critical Thinking Community. (2014). Foundation For Critical Thinking

Valuable Intellectual Traits: Intellectual Perseverance. Retrieved from http://www.criticalthinking.org/pages/valuable-intellectual-traits/528

West Side Toast Masters. (2015). Intellectual Perseverance: Working Through Complexity and Frustration. Retrieved from http://westsidetoastmasters.com/resources/thinking_tools/ch03lev1sec7.html