Instead of trying to extract the internal dynamics resulting from them,modern scholarship has largely reduced the perceived asymmetry in the functionality of culturalor political features to an ‘objective’ asymmetry in power. This tendency has been mostprominently pronounced in postcolonial scholarship in the wake of Edward Said’s workOrientalism (1978).

This might be done in different ways, such as enhancing one’s own sports fitness, but ifthe entities involved are cultures or social bodies such as nations, this perception will result inasymmetrical exchanges with the counterpart, where one entity draws more and/or moreimportant features from the other than vice versa.

It is only by using a methodological transculturality as a default mode or heuristicconcept, i.e. by looking at the formative and transformative processes resulting in any givencultural manifestation, that we discover such cultural entanglements as a result of processes ofnegotiation,

. Enlightenment brought a religio naturalis, a ‘religion’ of reason, whichunderlies all religions and which endures all historical religions. Enlightenment also promotedthe idea of the universality of cultures and a Universalgeschichte of cultures (cf. Häfner 1994).Only through this ‘discovery’ of a unity in cultural diversity could disciplines such as culturalstudies emerge.

It is based on defining(and reifying) cultures – and disciplines – in accordance with the nation model of the nineteenthcentury.

These reductions make forcultural memory (Assmann and Hölscher 1988; A. Assmann 1993; J. Assmann 1997), out ofwhich history as a joint point of reference emerges.

As in traditional classroom presentations, there can alsobe requirements for other students to view, respond, andask questions of the presenter. A typical setup mightinclude a requirement that the presenting student postthe presentation on the weekend, that the class view thepresentation during the first half of the week, and post acomment or question by Wednesday. The presenter studentwould then need to return later in the week to respond tocomments and questions.

If the conversation gets too heated or off-topic, you may want to reach some sort of closure to the immediate discussion and defer the conversation to another class period, for which everyone can prepare.

Online educators who use discussion boards successfully estimatethat their interaction with students can be as much as three timesthe interaction with face-to-face students, and that peer-to-peerinteraction is even many times more than that.

Managing online discussions of any kind can be a time-consuming endeavor, but it is the heart of a distance education course

For the first two weeks of a course, I leave detailed feedback in the gradebook comment section. If a student didn't meet the discussion expectations, I deduct points and refer them to the discussion guidelines.

There is a lot of modeling that goes on especially at the beginning. Meaning that, I respond a lot inopening discussions and the reason is because it sets the tone. The students take over after that. Ifyou sit back in those first two discussions, that also sets the tone,

Are you two serious? Instead of advocating to fix this bug you go out of your way to post another bug report to advocate the devs to dig in their heels?! How about standardizing some devastating needed questions in the technology industry: 1. How does this help productive members of society? 2. Does this serve a useful purpose? 3. Should I be doing this? 4. Have I had a full, non-interrupted, rational conversation with multiple people who disagrees to help determine if I have objectively determined my answers to the first three questions?

Small Group Discussions

Discussion-Based Active Learning Strategies

uizzes and assignments at theend of each section to track their performance

discussions, assessment, sharing and interaction

discussions as a positive experience

online discussions

Please don't copy answers to multiple questions; this is the same as your answer to a similar question

"When an OP rejects your edit, please do not edit it back in!" Correspondingly, when a user repeatedly does try to edit, understand that something in your framing isn't working right, and you should reconsider it.

Having to have open class discussions is one of the most effective tools of learning as it forces you to engage and ask questions about the theme or question presented. In addition, it opens you up to listening to other people’s opinions and thinking from different perspectives.

MLA or APA styling takes time; in my opinion, it's simply not necessary in online discussions.

In this Discussion blog you will find: #DevtIDEAS Debates videos and summaries (a series of live online ‘webinars’ that brought several practitioners and researchers to debate and share new ideas), editorials from key global international development researchers and and practitioners, and a collection of posts that feature multimedia videos and graphics.