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S    008 ``  T*    08 `   V*    08 `   V*  :  3 1.b7:   3 1-b   68u%u V##$       68)' [slogans$'      6P9r t 2000 E G Rozycki$      H  0޽h ? ̙33 $Blank Presentation zrH ( (8W H H 0`ƺ P    P*   H 00;<     R*  d H c $ ?   H 0Q<  @  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S H 6Pn< `P   P*   H 6@ `   R*  H H 0޽h ? 3380___PPT10.sm  0( ?g  :  3 A 8 G]Q  G]    6@% _SLOGANS&<y     6P*||(I Obscuring Dissensus,$0'*           60Go< kDodging Hard Problems$0'     66K]Q W $6'  8 P + L   P+ L   6= f  b adapted from$       6CP +  lUNDERSTANDING SCHOOLS$      6I k  G. K. Clabaugh & E.G. Rozycki$8             6P= L lHarper-Collins 1991 $  H  0޽h ? ̙33< 0%&|(  :  3 1qj :  3 A iZ  6`1 a Etymology& 6y   8 V V  6PV uThe Oxford English Dictionary $      6.V b tells us that"     6Q  ^SLOGAN&0'   8 +  +    6P +  ecomes from Gaelic"     6P+ \slaugh$     6 ] host + "       6FQ  [gairm$    6 Q  f cry = battle cry"    6&+#  pIt gives its definitions as:"    6,P 4  W1. "    6`2P   ` battle cry$      6`8*P   V, "    6>P   ]war-cry$    6C? P   X, or"    6pI+} 5=  [ 2. "    6 O} =  }'distinctive note, phrase, cry, etc. of $('(    6 UG   tany person or body of persons.$    6 [4G   U "  6 8 Q* &Q*  6aY# fSlogans Promote $    6gQ fSlogans Promote $    6m  a Consensus&      6s  a Consensus& '     6yp  d. But at what $    6h | d. But at what $     6 \Cost&   ! 6 \Cost&'   " 6@ Y &   # 6 Y &   $ 6K* W?$   % 6PC" W?$  H  0޽h ? ̙33 @G(  8      6 2 }Characteristics of 86y6y    6c _Slogans&6y   8      6@m lIn Promoting Consensus$#'    6@{ X $ '    6 ZI &      6u ZI &      6P  hSlogans tend to & '     6PV  `preempt &  y      6PQ ~ Q  mdiscussion of options& y     6Pv v  W $ '    69q q  YI&     6.f f  YI&     6`v v  a Slogans &  '     6` rv   xobscure dissensus & y       6v v  [by & '    6` T  a vagueness&  '   H  0޽h ? ̙33    P6 ( ̙33 :  3 AQu    6`%  _ Example 1$ 6y   8        60,   W $'    61I   (Discussion of Options may be suppressed.&)(')  8       69   g Every School,( <'<     6>  g a Good School!&<'  8 R }+   R}+    6ER }  y!Must every school be equally good&"! "     6K|+ +  gin the same way&      6Q'+ Q+  Y?&   8 "Z "Z  6X" ]Whose&     60^iZ t ideas of good are to count?&     60d AN  Vagueness may obscure dissensus.&! '*       H  0޽h ? ̙33%    `e ( ̙33 :  3 AP  6sP k _ Example 2$ 6y   8    6zx W $'    60 (Discussion of Options may be suppressed.&)(')    6@] mSupport Our Troops!(<'<     6     Vagueness may obscure dissensus.&! '*       8 "   "    6"  'Must we also support the policies that &('(     6   nsend them into battle?&  8 N  N    6РN . ~&Should we send them cards and letters &'&'    6Ц\8 kor bring them home?&  H  0޽h ? ̙33H p (     6 mSlogans and Consensus&0y   8 9   9 B   3 >9    6EF mSlogans and Consensus&  <B   # :%&I <B   # :%   6k   Zdeep$     6N ]shallow$     6: z \narrow$     6\z [broad$     6` lBREADTH OF CONSENSUS&     < Ro  `DEPTH OF&       <@B  a CONSENSUS&    <B   # > ~   6pF5 _SLOGANS&     6 + [SLANG$     6O s  ^EVERYDAY$       6   _ LANGUAGE$       6O  _ TECHNICAL$       6   ^LANGUAGE$    [8    P G   6 /  hSlogans achieve &     6, c  _breadth&y     6b  f of consensus &     6#1  gat the cost of &     6) D  ]depth&y     6@/B e f of consensus.&  H  0޽h ? ̙33H AH9H;<$G(  $@8 V  3$V J @  v  $ v &@ \ v  $\ v @ \ u  $\ u  $ RB%CDEF   5 [!.CYVv,N!g%z # # 2DTahxyqa%O+:-,042,va Q=' },v9rIpWsh|wyaphh]lRhHa;W.RO U^kxMn  w}i{YvVxMrJg/]I6&NvOU@`\ u  $ B,CDEF,, 6I Y s 6.kC[t,wfxWSJ6@6.+'"!"f)O6AF1[#r Z\@`3^_ " $ BuCDEPFZruutbmMa>M-6$3$A.L9WG`Xele{dr*,@`I  " $ BCDEPFZ{jxUkDV3B$'$7*G:WMfbowwz*,@`    $ BrCDEDFN:O,^<hQoer~h]ZoUZLF<0" $(@` I E $ B CDEF33f'2AU j eL=71|-AUmw}cwQrAi2`$P=( ! 0,B2[/o/`,O#B3 +(*@T fhl@`   $ B<C/DE,F6 /" +<0 $ /@` T   $ B C;DEF >;0"  @z   $ B[CDEF((,-+(y&R'>11<'QUT [Q PKB2&'2' )< JY jz,RT@`y  $ B*C.DE,F6  *.) " @` @3n   $ BICDEDFN3C R\d#v**q#`TC >*62*@I3$(@`r $ B4CXDELFV !'/1442?1L,V"XWQ G5((,@`[ v  $ BfCGDEF22    "),-26;@G#A):43A2M2V6J0>-/-#162,'%".!6 , !"1AVfWF 8 *  fh@` $ B!CDE4F>   !  @`Ij  @ _ $_" $ BCDEF44|P?;CH(HUDyKYiK},%f"<IqIzaF1%WSS@Q#.7|Pjl@`[" $ B(CDEF44oiqhaWStTTLYr (zuqhTH{;`:i%X :$%  Y)+//%_ &1E&)%1~6dO7W`ojl@`j*2 $ BCDEXFb~n/<.O1ZPcxn|yrMcrP3%#.0@`D $ rB,CDEF$$XJB1r&Qdo@xO`uNJ[ixfK2KnQ)-<6 ",  JL@`Z $ *BiCQDElFvYe.iO^hJfBx?7)"*CQ7'.2uc5dG[TPX7Q7Y8<@`_J $ BVCNDE0F: @NA!5.&@V=-!0@@`eJ @  9V  2$ 9V &@  9=T *$ 9=T@  :=T &$ :=T $ RB%CDEF iT D '  }FqvdcYQD(!t#j.f)Z$K9 # 3D?:68n=ZGLY@t721 2d}$=Yt &0420k/L+"+ d=$+ CXis|BQZzQP%@` :=T $ B,CDEF,, yT)t_GR.. / 9Kaw,<KYcl.tAxV{pyl\G 1 , Z\@`  Q" $ BuCDEPFZ( =L(^@oV|u\yQrBf4\)QC2*,@`5  +" $ BCDEPFZ2DYi3zGcteRBs2`#K6*,@`N    $ BrCDEDFNrUq9c#SC . %&96OPe_rr$(@` k   $ B CDEF33eKy.eP6%UJnc}|yeN:$w-DXiy x_KZlx hl@` ''  !$ B<C/DE,F6 1,'#)/ /!)2< 1@`   "$ B C;DEF > $1; @  + #$ B[CDEF((/-1I3t64*  )6=KQTU[ZVRUQJsGfBTEFJ=ZET8L(H> /RT@` 6q # $$ B*C/DE,F6 #  #**/#@` A p  %$ BICDEDFNISFC<46*/"& &&,34C*H Q\ lIS$(@` == '$ B3CXDELFV3R(W XW RH9$ %(+#-0/A3R(,@`e 9  ($ BfCGDEF22fGd>a4\+[)R(U%YWUQQP MJC=2%(7CKMLG A%8&1(;)F)M&M*Q+E065%53/7 <.><>J8U:\?fGfh@`p  & )$ B"CDE4F> "    " @`   @  V  1$ V " +$ BCDEF44B$iE!vs^AG3XeR<=Y Q%EU^Ex3 )h'7<k@=l91~$$mBjl@` V " ,$ B(CDEF_44(v'#-01020+> 'C\s0<IJ_qyh_)p[ysd\U-Ug_pm^t |"h2^N\]mc_SN5-%(jl@`a2 -$ BCDEXFb_=VfzqrIf&MY+[PRtF_3PBqF3"=.0@`tHk  .$ rB,CDEF_$$:XwS,QZ+dyrf]qbnUD/":JL@`/[ Z /$ *BiCQDElFv_@# '+2@^G'SiUO7NXKB;7K5"72Q@8<@` e  0$ BVCNDE0F:_ VHH 6((0N<)4A-PV@` HJ8 c 6$m 4$ 6cC d Two Problems& 0y    5$ 6%0O d with Slogans& 0y   8 0 SD <$0 SD 7$ 60 H  s1. they may support a false&#   8$ 6o  gpresumption of &#   9$ 66 o S  gcommon criteria&#   :$ 6  s2. they may support a false&#   ;$ 6,D oimputation of causation&#  H $ 0޽h ? ̙33  o g ( (   (8 9qS (q9S ( 6qQ a Presuming& 0y    ( 6 9>S gCommon Criteria&0y   8 . (. ( 6p x The point of generating slogans &! #!   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E B2 0 3 : Z B2 0 3  < B2 0 3     0 BCDEDFNC^'C8)IaSVz_su_BH.$(@` /U B@ j ;U  0j ;U @ j ;U  0j ;U <2 0 # j 7 <2 0 #  9 <2 0 #  @ <2 0 # 5 U <2 0 #  ; <2 0 #     0 BCDEDFND^'D8)IaSWz_sv`BI/$(@` -P @    0  <B 0 # i+  <B 0 # i+  @  `  0 ` B2 0 3    0 zBCuDEF cu @` m  0 zBuCZDEFu=aZ @`X Q B2 0 3 S r <2 0 # 1 ` B2 0 3 7 Z p 8 %Z 0% 0 6p* {Sloganistic Proposals&#'       0 6'u W $#'   0 6 u% ` give as a $ #    0 68 lsolution to a problem $#   0 68 a the very & #'    0 6`' w d same problem& #'    0 6PP  'F w W $#'   0 6 P F 'w drestated in a $#   0 6P f  enegative manner$#   0 6P  f  W.$#'   0 6P F   _ Example: $ #    0 6 P -   iFunds are wasted.&(y   0 6&P T }Z Increase efficiency!J 0' 6'0'    0 6.P    ]Problem$   0 64P @ j Solution $    8    0` spy <B 0B # 1   0 ~ByCWDEF4Wy=WW @` 2  0 rBzCXDEFXz>XX @` 3 8  0p<B 0 # 1 0 ~B|CFDEF4fF| @`V 0 rB}CGDEFgG} @`WH 0 0޽h ? ̙33W <( wY < < <KP p aThe Basic Technique,y   < <PP y Original  Problem : The schools are failing. ---------------------------- Step 1: Negate the original, e.g.  The schools are not failing. Step 2: Find a synonym for the negated terms, e.g.  successful. Step 3: Substitute, e.g.  The schools are successful. Step 4: Solution -- Generate a command, e.g.  Make the schools successful. $_   D : ?  $$ (( ,,0044  [[33H < 0޽h ? ̙33 DZ( wY D D <`ZP p `Advanced Technique,y  N D <uP %  Original  Problem : The schools are failing. -------------------------- Take the results from step 4 earlier, e.g.  Make the schools successful. Step 2: Find a synonym for the new term,  successful. e.g.  achieve high standards Step 3: Substitute it, and reformulate e.g.  All schools should achieve high standards. $V    :     [[33H D 0޽h ? ̙33 d\4( $ 4 4 6 P >L oThe "Can-It-Fail?"-Rule&,y  W 8   4  4 6pP Y uAsk of any solution-proposal,&#'   4 6 P I i $#'   4 6P   d Can it fail?& ('    4 6P  ^"  &#'   4 6P  ZNo&#y    4 6P |x3  2 identifies sloganistic &#'       4 6P , D  a proposals& #'     4 6P , |  , semantic tricks.H#'#'#'     4 6P R, : D  Y &#'    4 6P  2  ^"  &#'   4 6@P  2  [Yes&#y   4 6P  2  Z &#'   4 6P  ^2  W $#'   4 6PP  >2  oidentifies a practical &#'   4 6PP c   |$option, (which could possibly fail).&%$#'%  8 ! 4!@ 4 jB ChDE FCC  t7 v B!ss!f2q tq[2jfGhGB v j7 [     A, L -"D"{ |LA'| {F$F- ,  '   @`! 4 fB CCDEF1!! z h d "Hrpr?" {`ehe`;H{ ?!pCH!d H ;z  DH@`dH 4 0޽h ? ̙33 ia8( ]2?[% 8j 8 Bf2`  8 6PP T c Some Examples$ ,y   F [i  8 R`  8 6 Q / ]PROBLEM$   8 6 Q c  x$ "%$%   8 6Q o N ^SOLUTION$     8 6Q [ 91. Kids are noisy. 1. Quiet them down.$:9:   8 6Q [<" :2. Kids are noisy. 2. Get them to work.$;:;   8 60$Q [giM 83. No homework is done. 3. Motivate them to do it.$989   8 6`*Q [x  54. No homework is done. 4. Threaten detentions.$656   8 60Q [   ;5. Kids don't learn. 5. Hire real teachers.$<;<   8 66Q [   ;6. Kids don't learn. 6. Feed them Wheaties.$<;*1       YF   8   8 6>Q  y jSolutions 1,3 and 5 $$'   8 6DQ   y c cannot fail& $'    8 6JQ  y W.$$'   8 6@PQ h _ They are $ $'    8 6@VQ h  c sloganistic& $'    8 6@\Q  h a proposals.$ $'   H 8 0޽h ? ̙33e"4 Lu( ??? LR L 3 H    L C @uH @   ;This is a test of the transmissibility of PowerPoint notes.,H L 0޽h ? 3380___PPT10.smdxp^RЀ3ÿ lHbP  @AL G@;b `B&V