In December 2014, the Senate Select Committee on Intelligence (SSCI) released a 500+ page executive summary of a 6,000 page study of the CIA's detention and interrogation of al Qa'ida terrorists. In early 2015 publishers released the study in book form and called it "the report" on "torture." Rebuttal presents the "rest of the story." In addition to reprinting the official responses from the SSCI minority and CIA, this publication also includes eight essays from senior former CIA officials who all are deeply knowledgeable about the program —and yet none of whom were interviewed by the SSCI staff during the more than four years the report was in preparation. These authors of the eight essays are George Tenet, Porter Goss, Gen. Michael V. Hayden, USAF (Ret.), John McLaughlin, Michael Morell, J. Philip Mudd, John Rizzo, and Jose A. Rodriguez, Jr.
The formidable theologian Taymiyyah (1263--1328) objected to the influence of Greek philosophy on Islamic thought. This book is his sustained attack on Aristotelian logic and the principles of Greek logical systems generally, contesting the use of syllogistic formulae to attain certitude.tude.
The Skills of Argument presents a comprehensive empirical study of informal reasoning as argument, involving subjects across the life span. Subjects ranging in age from adolescence to late adulthood were asked to describe their views on social problems that people have occasion to think and talk about in everyday life, such as crime and unemployment. In addition to providing supporting evidence for their theories, subjects were asked to contemplate alternative theories and counterarguments and to evaluate new evidence on the topics. This is the first major study of informal reasoning across the life span. Highlighting the importance of argumentive reasoning in everyday thought, the book offers a theoretical framework for conceptualizing and studying thinking as argument. The findings address issues of major importance to cognitive and developmental psychologists, as well as educators concerned with improving the quality of people's thinking. The work is also relevant to philosophers, political scientists, and linguists interested in informal reasoning and argumentive discourse.
Obedient Germans? A Rebuttal is a concise book, brimming with smart ideas and important, little-known information. It lays to rest the notion that ordinary people passively let 'history' sweep over them, instead of actively creating their own history. It is also a powerful antidote to some of the most persistent stereotypes about German history. Anyone interested in the early modern era will want to read this book for its grand thematic sweep and interpretive rigor. It sets the standard for understanding the political role of the common people in European history.
Background on how and why to rebut, and what happens when you don't rebut. Goes with Form #09.051. For reasons why NONE of our materials may legally be censored and violate NO Google policies, see: https://sedm.org/why-our-materials-cannot-legally-be-censored/
CES Letter is one Latter-Day Saint's honest quest to get official answers from the LDS Church (Mormon) on its troubling origins, history, and practices. Jeremy Runnells was offered an opportunity to discuss his own doubts with a director of the Church Educational System (CES) and was assured that his doubts could be resolved. After reading Jeremy's letter, the director promised him a response.No response ever came.
Special edition of the Federal register, containing a codification of documents of general applicability and future effect as of Jan. ... with ancillaries.
This volume addresses the pivotal role of feedback in enhancing students' motivation and learning. Through a series of innovative studies, it uncovers the intricacies of how students perceive and utilize feedback, offering practical strategies for educators while bridging the gap between feedback research and classroom practice. The book showcases six outstanding studies that offer unique insights into how teacher feedback influences student learning and achievement, all from the perspectives of students. Chapters delve into various meaningful explorations of the paramount role of feedback in education, offering readers profound insights into its pivotal significance, the nuanced ways students respond to it, and the intricate mechanisms governing its influence on student achievement and engagement. The volume uncovers key mediators such as growth-oriented goals, feedback beliefs, and school identification, shedding light on how these factors shape the impact of feedback. It also introduces practical strategies, like rebuttal writing, and emphasizes the need for personalized feedback aligned with students' cognitive styles. Additionally, the book provides a comprehensive comparison across grades and feedback comments, all while serving as a practical guide for educators, researchers, and policymakers, thereby facilitating the implementation of evidence-based feedback practices grounded in students' voices and perspectives, ultimately enriching their learning. This book will be a key resource for researchers and academics in educational psychology, student learning, and assessment, while also appealing to educators, teachers, school administrators and policymakers seeking to enhance their understanding of feedback's role in education and to improve their feedback practices. It was originally published in Educational Psychology.
