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Add to that some answers about resetting pesky OS X passwords and photo storage plus a few Geek Challenges and a cornucopia of Cool Stuff Found and you've got Mac Geek Gab 591. JBOD, Airtime Fairness, Quality of Service (QoS), and RAID are just a few of the mysteries your two favorite geeks help you unravel this week. Follow argument paths and eliminate redundancies while preserving the greatest possible number of options.Subscribe: Apple Podcasts | Spotify | RSS | Subscribe to Mac Geek Gab.Remember that you can always push undo if something undesired occurs. If the arms get tangled, push Command/Control = sign.Then select the node on the modular argument map, from which you want to attach the copied arm. Select the node from the connection points map from which the arm you want to connect begins. Connect arms from similar nodes, wherever possible.I recommend that you start by filling out one of the original argument arms, and then developing other arms if you have time. Notice that arms are color-coded to emphasize similarity, but do not feel constrained to connect where suggested only. Use the possible connections point map to find nodes that are similar on two different arms.Instructions for in-class NovaMind exercise: You’ll use it to construct a mind map in class. How does the author start? What does the author claim next? What’s the following move, etc.? How does the article conclude?ģ. After reading each, make a bullet-point list that enumerates each “step” in the article:.Read the following each of the following articles.Instead of giving a persuasive speech, they tell us what options were available for them as they wrote their final essay, and why they chose to go one way as opposed to another. In my class, students present a mind-mapped modular version of their persuasive essays as their final presentation. I ask students to traverse the map, making decisions at “crossroads” nodes that put you on a new track, which in turn brings further options “down the line.” Depending on decisions you make, the persuasive purpose of the argument may change. It could be navigated, from beginning to end, in a linear fashion. I ask students to think about what they come up with as a sort of “potential” argument. (See instructor preparation below on how to facilitate the rather complex cognitive work this lesson requires.) These steps are intended to be performed recursively, and while it is not necessary to end up with one big argument, arms should lead off of arms that lead of off other arms. They should do so by, 1) finding nodes in each arm that are similar, 2) taking the arm that follows from such a node and attaching it to the similar node on another arm. The instructor asks the students to get into small groups and then collaborate to combine the three arms of the map. You should also devote a little time to familiarizing the students with the software. You may ask students to make changes to the map depending on what came out of our discussion of the articles. Then the instructor brings up a NovaMind map that visualizes each argument as its own “arm.” While it would be possible to have students make their own maps of the arguments, I recommend completing this preparation work for the students, to save time. The class begins with discussion of the steps, until we’re all settled on how each argument proceeds. the author starts by doing x, then she makes y claim, then she makes z claim, and concludes with w. The student’s task is to read each essay and break it down into its rhetorical steps: i.e. In preparation for the class, students read three persuasive essays.

Novamind for mac