Communication in Organizations Essay Example | Topics and Well Written Essays - 500 words

Correspondence in Organizations - Essay Example Inspiration: The structure of authoritative objectives, the criticism on the advancement towards the accomplishment of these objectives, and the stronghold of the ideal conduct all invigorates inspiration and require correspondence. Passionate articulation: Many representatives cooperate for the most part with their work gatherings. This correspondence that happens inside the work bunch is a significant hotspot for the individuals from the gathering for communicating certain sentiments, for example, of disappointment and fulfillment (Bobo 18). Data: This data can be traded completely through conventional correspondence channels or casual correspondence channels. This capacity of correspondence in associations upgrades the procedure of dynamic (Robbins). Electronic Communication is an expedient and exact exchange of data and cost productive exchange administrations. Electronic databases and capacity frameworks have fundamentally changed the way toward get-together data for authoritative purposes. Way that electronic correspondence has affected writing in associations is email. Copy transmission is an increasingly rich type of electronic mail utilized in numerous organizations today (Munter).

ICYMI Paying For College Discussions 12/15 - 12/31

HomeUncategorizedICYMIICYMI Paying For College Discussions: 12/15 12/31This page may contain affiliate links.Jan 3, 2019Top discussions in our Paying For College 101 Facebook group for the weeks of 12/15 12/31/18 Dilemma of Daughter Accepted Early Decision But With No Financial Aid: One mom of a senior in high school fears she made a â€Å"huge financial mistake because she ‘assumed’ her daughter would get Merit Aid from her top choice school if she was accepted Early Decision.† The good news: the daughter was accepted to her 1stchoice school. The bad news: no aid of any kind. In the numerous comments to this post, parents emphasized that an ED agreement is binding, unless the family can demonstrate that their financial need was not met. Commenters also pointed out that while few highly competitive colleges and universities offer merit aid, they do provide financial aid based on need. Did the mom who posted submit FAFSA and CSS, a commenter asked? If she hasn’t yet, do so asap. And good advice, as one parent suggested, â€Å"you should never apply ED to a school unless you are willing to pay the full sticker price because this is exactly what can happen.† Parents might want to learn more about this mom’s dilemma. Read about it here.       And on a similar note for parents of high school seniors: A mom wonders if her daughter has applied to the â€Å"wrong schools?†    A mother’s question provoked a very lively conversation among commenting parents. While the poster’s family did not qualify for need-based aid, the daughter was accepted to two private colleges with â€Å"nice† scholarships, but still the yearly costs will be more than $30,000. â€Å"I’m convinced she must be looking at the wrong schools,† the mom says. Not necessarily, said parents in an info-packed string of 375 (and counting) comments! If the daughter has received scholarships to cover 1/3 to 1/2 of the tuition at private colleges, she brought the costs way down already. But the reason she didn’t receive more merit aid? Commenters suggested that perhaps the daughter didn’t target colleges that offer merit aid to attract top students; colleges where her test scores would have put her in the top 25% of accepted students. Other parents explained the differences between a â€Å"full ride† and a â€Å"full tuition† scholarship and what to realistically expect in out-of-pocket costs. Lots of helpful information in this conversation.Read about it here Student Loans: How do you explain a â€Å"potential $80K Debt Burden to a 17 year old?† 294 commenters responded to one dad’s lament about his unsuccessful attempt to explain to his son the huge financial struggles for years that would result from taking out pricy college loans. Many parents shared their tips for difficult-but-necessary financial conversations to have with your son or daughter, ideas for books to read, charts to make, scholarships to apply for and the impact on parents of co-signing loans. Join this illuminating, if sobering, conversation, here. Deferred in Early Action:   What are the chances of acceptance in the regular round of decisions if your child has been deferred in early action? A California mom says her daughter is now feeling â€Å"very uncertain and scared about the process† now that she’s been deferred in the Early Action round at Boston College. Commenters shared their thoughts on having their students deferred and then being denied – or admitted in regular decision. If you find your child is in a similar place, join in the conversation here. Average Kids Waiting on Acceptances from State Schools A proud mom in New Hampshire of an average student asks if she’s the â€Å"only one with a teenager that is still trying to figure out his life and his future?† Turns out she isn’t alone according to the huge number of positive comments her post received. Many parents on Paying for College 101 shared their stories of teens with average academic records who are happily looking forward to going to a regional branch of their state university or a smaller state college to explore future career paths. Read more here. Looking at you, parents of juniors. If you are starting to research colleges, listen to one New Jersey mom who worries that there are too many â€Å"reach† schools on her future-biology-major son’s list.    Finding reach schools is all too easy. Creating a balanced list of colleges is hard. Parents commenting weighed in on not-as-selective colleges, evaluating future career goals with a biology major, size of schools and how to use the Common Data Set. Read more here. An Indiana mom recently toured the University of Chicago with her high school junior son. Beautiful campus, top academics, high tuition, low admission rate – but is it really true that UChicago is â€Å"where fun goes to die†?    Current parents of UChicago students commented that its curriculum is rigorous, its winters cold and its financial aid generous. Could it be a good fit for your high school junior? This string of comments also gives a helpful intro lesson for parents of high school juniors on acronyms-you’ll-need-to-know like â€Å"NPC†, â€Å"EFC†, â€Å"FAFSA† and â€Å"CSS.†Ã‚   Have no fear, parents, the mission of Paying for College 101 is to educate and demystify the admission and aid process for you! Take a look through the comments here, even if UChicago may not be on your student’s list, to see how parents of juniors like you are researching colleges: That’s it for now; stay tuned for our next edition of ICYMI coming in mid-January.

Analyzing The Picture From 60 Of The Most Powerful...

I will be analyzing the picture from 60 of the most powerful advertisements. The ad shows how the trash that we don’t pick up off the ground animals with eat it and later end up dying from all the trash inside their bodies. The ad shows a picture of a dead bird laying in the middle of the road. The bird is shown with trash off the roadways that people throw out when they are going down the road and the bird does not just find trash off the road it is everywhere. The advertisement that I am using does not show bold, bright colors, the trash inside the bird has depressing colors of black and whites. When I think of trash I do not think of color I think of sad and depressing with dark colors as in grey, black and white. The bird and the trash inside the bird is the focal point of this advertisement, things inside the bird contain pop lids, plastic and tubes of some sort. The background behind the focal point is the road to show all the trash along the roadways that this bird has swallowed. This ad caught my attention because I did not think about the trash and how it would affect wild animals, all I was thinking about was the way trash affects the community. Littering is a crime but not enforced enough. What we do not realize is how much trash we create in one day. The picture lacks in ethos for advertisements but does have really good pathos and logos. The trash you use needs to go in the trash if not an animal will pick it up for you which will later on kill them due to theShow MoreRelatedA Picture Of A Dead Bird1006 Words   |  5 PagesThe viewer will be analyzing a picture from 60 of the most powerful advertisements. The advertisements shows how the trash that we do not pick up off the ground, animals will munch on and later end up dying from all the trash inside their bodies. The advertisements shows a picture of a dead bird lying in the middle of the road. The bird is shown with trash off the roadways that people throw out when they are going down t he road. The bird does not just find trash off the road, it is on the beachesRead MoreEssay on Mass Media Coverage of Presidential Election1460 Words   |  6 PagesThe media depends upon the campaigns for both news and revenues. The candidates then rely upon the media to get in touch with the largest number of voters possible. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;The Media has a â€Å" very powerful and justifiable role† (Fullerton-1) to play in presidential elections and can actually dictate a campaign agenda. â€Å"It is the media’s job to sort of be the watchdog (Fullerton-1).† Their job is basically to ferret out the truth and sniff out the falsehoodsRead MoreWhy Semiotics Is A Useful Method For Analysing Advertisements2532 Words   |  11 PagesExplain why semiotics is a useful method for analysing advertisements. Straight away when thinking of signs one would automatically think road signs, star signs or even pub signs however signs can also be drawings, paintings and photographs as well as words, sounds and body language. The study of signs and symbols is also known as semiotics. Ferdinand de Saussure was a Swiss linguist and semiotic whose ideas laid a foundation for many significant developments; He is one of the founding fathers ofRead MoreThe Myths Of Maternal Bliss2055 Words   |  9 Pageswords as though they were a confession. They are concerned that something may be wrong with them. They worry that they are bad mothers, and they believe that they are the only ones who feel this way. However, current research shows that this is far from true. In fact, motherhood is often associated with a number of negative mental health outcomes, including symptoms of depression, anxiety, physiological malaise, and a lack of happiness (Goldsteen and Ross 1989; Rizzo, Schiffrin, and Liss 2012; RossRead MoreIkea in China2887 Words   |  12 Pagesgood quality and low price household furniture. Through analyzing its marketing strategy and marketing mix, we can find the reasons why IKEA can be so successful in the intense competition, which we learn from. Key Words: IKEA, marketing, strategy, marketing mix Chapter One Company Introduction IKEA is one of the business miracles in the 20th century. From a small stationery delivering company in 1943, Ikea only used 60 years to achieve a great success, with more than 180 chainRead MoreAdvertising Discourse Analysis4128 Words   |  17 Pagesinternational context. Media influence of society and individuals Assessing the media influence on individuals in society has represented for many decades a major concern for communication researchers. Indeed, many questions arise right from the start: does regular newspaper reading really favor citizen participation in public debates? Repeated interventions of politicians on television can really cause changes of opinion or intention to vote among the electorate? Does watching shockingRead MoreA Study on the Deconstructionist Representation in Graphic Design3057 Words   |  13 Pagesbeen represented in varied images from ancient society up until the present time. Especially graphic design, which has experienced artistic upheaval from modernism and postmodernism, has been enabled to deliver messages in a more developed and sensuous appearances. Deconstructionist design wasn t well received by modernism, an advocate of practicality and effectiveness; however, as the beginning of subsequent postmodernism, it started to earn a warm welcome fro m a number of designers. PostmodernismRead MoreMarketing Analysis : Marketing Communications2799 Words   |  12 Pagescompetitive advantage, retain the current customer base, gain new consumers, and reinforce relationships with stakeholders. Analyzing various marketing communication components in advertising, personal selling, public relations, and promotion will determine the most effective route to reach the target market and promote products. Advertising Advertising is one of if not the most important aspects of a marketing campaign. Horrible products with great advertising have succeeded, and great products withRead MoreKodak: Marketing Plan for New Products6621 Words   |  27 Pagespanels. The increase in the temperature has occurred in last 100 years, as per the study, in the period of 1906-2005 (IPCC- AR4. 2007). The UK Climate Change Bill is in the course of becoming law. It is targeted to reduce the net UK carbon account by 60% till the year 2050. Kyoto protocol also states about emission cuts. (Peter McMaster. 2008). It may become a concern and pose threat to Kodak operations and strategies. Other natural calamities like earth quakes, cyclones and floods may also disruptRead MoreWgu Supply Chain Analysis5244 Words   |  21 PagesSupply Chain Xavier Smith Western Governors University Abstract This submission offers an analysis of the results from the supply-chain simulation. The submission will discuss strength areas, areas of opportunities, and lessons learned at the end of the simulation. Supply-Chain Analysis This submission analyzes the results of the supply-chain simulation completed. This analysis will comprise several noted points encountered in the simulation. Each discussion point will include a

Students and the Civil Rights Movement During the 1960s...

The 1960s was a decade of tremendous social and political upheaval. In the United States, many movements occurred by groups of people seeking to make positive changes in society. During this decade, the Civil Rights movement continued to gain momentum. The black community was continually persecuted and discriminated against by prejudice white individuals and figures of authority. Blacks everywhere struggled to end discrimination. They demanded the right to vote, to receive quality education, and to become respected individuals in the community which shunned them. (Sitkoff 35) Students, in particular, played a significant role in the Civil Rights Movement during the 1960s. Many college students were outraged by†¦show more content†¦Black school children, who were able to attend integrated schools, experienced extreme racial discrimination from both their peers and their teachers, in an effort to force them to return to segregated schools. (Curry 83) By 1965, at the elementary and secondary levels, 1,160 of the 3,028 southern school districts contained both white and black students. (Sitkoff 45) Almost 10% of all black children were attend ing school with whites. (Sitkoff 45) The amount of desegregation that occurred at public universities was greater than that of elementary and secondary schools. (Sitkoff 45) Nevertheless, many conflicts and riots occurred on college campuses when blacks attempted to enroll. James Howard Meredith was the first African American to attend the University of Mississippi during the Civil Rights Movement. James Meredith attempted to register in the fall of 1962. (Curry 74) Because of several violent threats, Meredith was accompanied by federal marshals. State officials tried to block his entrance to the building. Protest groups formed, and riots broke out, in which two people were killed. (Curry 74) After much controversy, James Meredith succeeded in registering at the University of Mississippi, but federal marshals stayed to protect him until his graduation in 1963. (Curry 74) James Meredith was an instrumental black individual who was brave enough to fight for his rightsShow M oreRelatedSocial Changes During The 1960 S1254 Words   |  6 PagesThe 1960’s was a decade filled with change in the existing conditions of the social, political, and economic spectrums. These social changes involved challenges to the conservative status quo of the time. Parts that contributed to this social revolution were new developments in the Feminist Movement, the Civil Rights Movement, and a rebellious counterculture. The political changes of this time period were embodied by the continuation and extension of the Vietnam War, new laws pertaining to civil rightsRead MoreReasons For The Civil Rights Movement1436 Words   |  6 PagesWhen did the Civil Rights Movement begin in earnest in Buffalo? The Civil Rights Movement In Buffalo was weak and many people were quiet and conservative. It was less a Movement than a group of scattered individuals, primarily black and Jewish. This Civil Rights Movement happened in the late 1960’s and early 1970’s. Some people believed that this movement began in Western New York. African Americans faced many social problems during this time period, which demonstrated the significance of organizingRead MoreEssay about Frq Analysis1138 Words   |  5 PagesRuhani Malik Period 4 1960’s HW FRQ Questions Due by April 26-27, 2012 Be sure to provide a strong and specific thesis statement with a nice introduction to your essay. Also be sure to provide names, dates, book titles, court cases, statistics and any and all other relevant facts you can think of to support your answer. Staple this sheet to the front of your essay and be sure to follow the formatting rules discussed for previous FRQ’s. 1. With respect to THREE of the following,Read MoreA Brief Note On The Civil Rights Movement1745 Words   |  7 Pageshistories are movements that came about to change the way certain people were being treated. What caused the Civil Rights Movement to slow and splinter in the mid-to-late 1960s? One movement, in particular, is the Civil Rights Movement, this movement, in summary, is about reach equality for the black community and stop separation from having certain opportunities as whites did. I want to walk through the ins and outs of the slow and splinter of the Civil Rights Movement in the mid-to-late 1960s. From theRead MoreThe 1960s Of The 1960 S830 Words   |  4 PagesHorotitz’s Campus Life, the 1960’s were a tumultuous time. There was a lot of rebellion and unrest within colleges, students were beginning to explore activism and get away from being a part of normal college culture. The United States was becoming involved in Vietnam which prompted the draft which students didn’t agree with especially when they began to change up the rules and looked to draft college students. Black students were seeking inclusion, representation, and Civil Rights. Through opposition causedRead MoreThe Civil Rights Movement And The Movement Of The 1960s1310 Word s   |  6 PagesThe  civil  rights  movement  was a well known  movement in which  the blacks are entitled to reach Civil Rights and are treated the same in all primary rights for U.S citizenship like possibility of employment, housing, education and right to vote. However, the beginnings of the  movement  go back to the 19th century, but it raised in the 1950s and 1960s. African American people, with accompany of particular numbers of whites, planned and led the  movement at national and local levels. They followed theirRead MoreThe Sixties s Impact On American Society1307 Words   |  6 Pages The 1960s The 1960s are frequently referred to as a period of social protest and dissent. Antiwar demonstrators, civil-rights activists, feminists, and members of various other social groups demanded what they considered to be justice and sought reparation for the wrongs they believed they had suffered. The decade marked a shift from a collective view on politics, to a much more individualistic viewpoint. The 1960s could easily be characterized as a period during which political, ideological, andRead MoreWhat Caused The Rise Of Protesters Throughout The 1960s? Essay1448 Words   |  6 PagesThe 1960s in the United States of America was an era of protests. Americans from the 1960s era experienced social changes that caused Americans to revolt of the Establishment of the 1950s. Racial discrimination, gender equality, and poverty are certain specific of the problems that Americans sought the need to identify of what caused the rise of protesters throughout the 1960s. The youth generation from th e era â€Å"baby boomers† were the causes for the determination for the 1960s. The parents of theRead MoreThe Civil Rights Movement During The 1960 S1224 Words   |  5 Pagespositive and negative effects on the people of the US.   During the 1960’s there were a lot of changes and one of these major changes was know as The Civil Rights Movement.   The civil rights movement was a movement created by African Americans to achieve rights equal to white people and have equal opportunity in housing, employment, education, the right to vote, and to not be segregated.   This movement had many important leaders that helped get rights for African Americans.   The book â€Å"Tambourines To Glory†Read MoreThe Civil Rights Movement in the 1960’s Essay1269 Words   |  6 PagesAmericans have been struggling for equality for many decades. It only seems that during the 1960?s is when there were actual significant advances made. This was about the same time t hat civil rights came into the political scene. Throughout the South, Blacks were still in the majority, but had no political power what so ever. The Civil Rights Movement gave African Americans a voice and a chance to make a difference. The 1960s helped open up hope and expectations for Black Americans. One of the most

Teaching a Specialist Subject free essay sample

City and Guilds 7305 Diploma in Teaching in the Lifelong Learning Sector Levels 4/5 Optional Unit: level 4: Teaching a Specialist Subject This assignment ‘teaching a specialist subject’ will refer to teaching ESOL in the lifelong learning sector. Preceding 2001 no regulations were in place to ensure that teachers in further education were trained in the skills of teaching. Therefore the further education teachers were a mixture of skilled professionals with or without a qualification in their subject. There was no national system and there were no standards for teaching to which the qualifications could be mapped. Many of the courses offered in further education colleges were vocational, and many of the teaching staff were appointed on the basis of their own professional skills, knowledge and experience. (LSIS) http://www. lsis. org. uk/sites/www. lsis. org. uk/files/LSIS-TQR-Findings-Report-Jan2013. pdf Not the one It wasn’t until 1998, in the Green Paper The Learning Age, that the government first put forward the idea of a requirement for professional teaching qualifications for teachers who were working outside the schools sector. Thus the Further Education National Training Organisation (FENTO) came into being, and by 1999 had published the Standards for initial teacher training in England and Wales, and by 2001 the first statute passed by parliament that made a teacher training qualification a legal requirement for a full time teacher in a college of further education in England (Statutory instrument 2001). The 2001 regulations set out clearly the requirement that a new teacher working full time in a college of further education must gain the full teaching qualification New qualification requirements for teaching in the lifelong learning sector (LLLS) were introduced in 2007. Two teaching roles were defined, associate teaching and full teaching role. ’ The associate role having fewer teaching responsibilities than a full teaching role. New teachers are required to undertake an introductory programme which would give them a threshold licence to teach. This is a City and Guilds accredited Level 3 or 4 Award in . Preparing to teach in the Lifelong Learning Sector (PTLLS). This initial qualification equips new teachers with the minimum skills and knowledge they need to start teaching, and forms the first part of their initial teacher training programme. Full teaching qualification programmes: These qualifications cover the PTTLS requirements as part of the course: Diploma in Teaching in the Lifelong Learning Sector (DTLLS) PGCE or Certificate in Education. For Skills for Life teachers there will be three routes to becoming fully qualified for both a full teaching role and in their subject specialism: An integrated subject specific programme which will cover both full teaching and subject specific requirements †¢A generic Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and a subject specific diploma †¢A subject specific diploma for teachers of literacy, numeracy or ESOL (for those already holding a generic teaching qualification) http://www. skillsforlifenetwork. com/? atk=876 As Gravels (2010 :8) suggests ‘Whatever has made you decide to teach, you will need a specialist subject. My specialist subject is ESOL, I completed a joint PTLLS/Cert TESOL in 2008. My awarding body for PTLLS was City and Guilds and Cert TESOl was Trinity College, this was the initial stage for training in my specialist subject. After volunteering as an ESOL tutor, I decided to pursue the route to the full teaching qualification and become an ESOL subject specialist. At present, I am close to the end of my DTLLS training and will then move on to a subject specific diploma for ESOL. I am a part time ESOL Tutor at XXXXXXXXXXXX(XXX), I teach in the Community Learning and Skills Development. The group I teach meet every Saturday morning for two hours. This is a basic beginners group and is a mix of middle-aged and older learners with varied learning styles, who come from different cultural and social backgrounds. The purpose of the ESOL provision at WAES is to meet the differing needs of learners and to responding to the changing needs of individuals, local partners as well as government priorities. By improving people’s skills and enabling them to gain accreditation and reach their individual goals, this provision will help build a stronger job market, improve individual job prospects, facilitate progression on to further learning opportunities and contribute towards a more independent and fully functioning society. The key aims of Community Learning and Skills Development within (XXXX) are to: Enhance people’s quality of life by improving their functional English (ESOL) ICT and maths skills and raising their self confidence †¢provide progression routes for adults within the Community Learning and Skills †¢improve adults’ job prospects by developing their numeracy and language skills and offer accredited learning programmes through which they can gain nationally recognised qualifications To emphasise the key aims of my subject specialism, I borrow the words of John Denham Secretary of State for Innovation, Universities and Skills (May 2009) ‘The ability to speak English is critical for everyone living and working in the UK. It underpins employability and gives people the ability to support themselves and their families, engage more fully with the wider community and access necessary services’ People learn English for many and extremely varied reasons. Taking these reasons, as well as language acquisition needs, into consideration, planning is crucial for a successful learning experience. For my ESOL course this begins with the syllabus. As pointed out by Gravels A, (2010:37) ‘Whatever your specialist subject, your organisation should supply you with a relevant syllabus or guide. If one is not available, you may need to develop your own course content based around the subject to be delivered. ’ Once the aims of the learning programme have been decided, and the learners’ language levels and aspirations identified, I use the ESOL curriculum to draw up a syllabus and a scheme of work by selecting relevant level descriptors and component skills from the Adult ESOL Core Curriculum When designing the syllabus, I break down the course aims into skills, e. g. : Course aim: to improve speaking and listening skills at Entry 1 Negotiated topics: Giving/asking Personal Information; Family relations, Expressing likes and Dislikes. Asking Directions Skills: Give personal information; ask others about themselves; express likes and dislikes talk about my family, ask/give directions Greet others and introduce yourself Sc/E1. 1a; Sd/E1. 1a; Lr/E1. 1d Give information about yourself Sc/E1. 4b; Lr/E1. 2b Ask others about themselves Sc/E1. 3a; Lr/E1. 2b Ask for something you need Sc/E1.2a; Lr/E1. 2a The aims of this course at Entry 1 are to allow candidates to provide evidence of: †¢their ability to communicate effectively in English, in day to day situational exchanges, and social and cultural dialogue and activities, at the appropriate level in the ESOL Core Curriculum †¢their grasp of the social and cultural structures that underpin successful integration into UK society The objectives of the course are that: By the end of the course a learner will be able to: †¢Give/ask personal information orally †¢Fill out personal information e. g. for doctors/children’s schools. Identify 5 likes and 5 dislikes †¢Identify with good pronunciation 5 family members †¢meet the assessment targets to progress to the next level The scheme of work (SOW)sets out in more detail what will be covered in each week of the learning course, based on the syllabus. I structure the scheme of work so that learners can successfully build on language they have already learnt. It is also very important that my SOW reflects any reviews with my learners and assessment. How do I plan and organize my lessons? Based on my SOW I then set out my lesson plan for each lesson covered. The lesson plan is very detailed, outing time, resources, act What is the level of the class I will be teaching? The California Department of Education publishes the Model Standards for Adult Education Programs: ESL. How do I assess my students’ needs? RARPA How do I track students’ goals and outcomes? What is the core curriculum and what books and materials will be available to my students and me? Your site supervisor or ESL Coordinator most likely will provide you with the core curriculum for the class you will be teaching The target groups include: Anyone, 19+, whose first language is not English and who does not have a level 2 qualification in English (i. e. GCSE grade A-C equivalent). They should also be is eligible for SFL funded provision according to SFL residency criteria. The course is open to learners who are 19+ and eligible according to SFL residency criteria The course is not accredited and do not lead to a qualification. Regular attendance is very important if learners are to achieve and an attendance of at least 80% is expected. . I provide a range of appropriate resources for the course, mapped to the ESOL curriculum. Learners will be able to discuss their own learning aims with me and set these as personal targets in their Individual Learning Plan. Targets are then reviewed and re-negotiated throughout the course. WAES has a learner support department every effort is made to provide specific support or equipment to meet individual learning needs. Anyone joining a course is encouraged to make known if support may be needed. Some of the support provided includes one-to-one help during the course and adaptive equipment. We aim to make our courses welcoming and easy to access. Community Learning and Skills Development do not accept any discrimination. Everyone is expected to accept responsibility for upholding equality and showing respect to others. Product model The product model is based on the idea that there are certain skills to master and facts to know. The idea of this model is that knowledge is similar to a product that is manufactured. The assumption is that generally one starts knowing nothing, they are then taught and then one transmits that knowledge to action. The product model consists of a series of steps leading to the product that allows the curriculum to be designed accordingly. The steps are: Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiences Step 7: Determination of what to evaluate, and the ways and means of doing it. (infed. org:2010) Although the model organises learning quite neatly it is very Pedagogic and Behaviourist. Using this model teaching follows a pre-specified program allowing little thought for individual student needs and discourages creativity for learner and teacher. ‘The behaviourist approach is deterministic: it believes that people’s behaviour is assumed to be entirely controlled by their environment and their prior learning, so they do not play any part in choosing their own actions. ’ (psychlotron. org. uk:2008) Process model In contrast the process model takes learners as individuals, not as objects to be acted upon. They have a clear voice in the way the sessions evolve. The focus of this model is on the interactions that shift the attention from the teaching to the learning, (pedagogy to andragogy). The process model is about the interaction of students, teachers and knowledge. It is about what happens in the classroom and what people do to prepare and evaluate. This model is both constructivist and humanistic. Lawrence Stenhouse (1975) suggested that a curriculum is rather like a recipe in cookery. A curriculum, like the recipe for a dish, is first imagined as a possibility, then the subject of experiment. The recipe offered publicly is in a sense a report on the experiment. Similarly, a curriculum should be grounded in practice. It is an attempt to describe the work observed in classrooms. Finally, within limits, a recipe can be varied according to taste so can a curriculum. So as Stenhouse says a recipe can be varied according to taste, just as a lesson can be varied according to individual’s needs, making it humanistic. Also by the recipe being an experiment you can try something out and then build on the knowledge of how well it worked to improve it, making it constructivist. This model is about interaction and feedback, again two humanistic traits. 6. 1 The obstacles cited by potential ESOL students as preventing them from participating in learning are similar to those mentioned by other adult non-learners. These include insufficient time as a result of family or work commitments, inadequate information, poor advice and guidance, the potential cost of study, a lack of suitable flexible provision locally, inadequate transport or lack of affordable childcare. ESOL learners are then often further hampered because of ineffective assessment and support and by the lack of a consistent approach across the country. In some areas there is little tutor expertise in rigorous ESOL assessment and few suitably robust and reliable ESOL diagnostic tests. Inadequate pre-course advice and guidance results from insufficient knowledge about the range of opportunities available and lack of understanding of the equivalence between overseas and British qualifications. This is in sharp contrast with some other European countries, such as France, where there are well developed and fully funded qualification recognition services. 6. 3 Long waiting lists often result in large classes which may not allow for sufficient student interaction and oral practice or which include too wide a range of language levels. Many students want to learn quickly for substantial numbers of hours a week but this intensive provision is not always available. In rural and other areas where there are few ESOL learners there is often either a complete lack of suitable provision or a tendency to put ESOL learners and basic skills learners in the same class, even though their needs are very different. 6. 4 Moreover, for refugee ESOL learners, these barriers are all too often compounded by cultural dislocation, emotional distress and trauma at being resettled in a strange country. Lack of money prevents some from travelling to classes.

The Civil Strife And Chaos That Had Torn Russia Limb From Limb In The

The civil strife and chaos that had torn Russia limb from limb in the early 20th Century, although brutally devastating, did not hail the end of the stability and power that had characterized the massive country for so much of history. The continuing strength of what was now the Soviet Union lay in the newly formed support structure provided by Socialist Realism, a force that directed the awareness of, and the arts produced by, the Soviet people. The ideals of Socialist Realism deified Lenin and Marx, attributed the Bolshevik ranks with heroism undaunted by overwhelming opposition, and directed the proletariat towards a better future through reconstruction and industrialization of the state. Socialist Realism was essentially a Party tool that, combined with the Bolshevik ideals of collectivization and unity, would transform the people into a formidable, indestructible mass force. Socialist Realism's central code of conduct was, in Stalin's words, to above all portray life truthfully. Any form of art that depicted Bolshevik life was to do so in a realistic and accurate manner, on its way to socialism; that will be socialist art, that will be Socialist Realism. (Lincoln 333) This was the paradigm that all Soviet art was to be modeled after; implemented in 1934, the formula of Socialist Realism would heavily influence artistic life in the Soviet Union until the 1960s. The rise of Socialist Realism was rapid and dramatic. It dampened Europe's excitement over Russia's post-schism, secular art by redirecting art inward towards the Soviet people and forcing form and function upon it rather than abiding by the ideal of art for art's sake. Once again, the ancient religious ideals of Orthodox Russia were shunned, and the Party replaced God at the forefront of Soviet life. The Party mimicked Socialist Realism as a model for the people, who were expected to take the example of their heroic yet humble forefathers and arise from the masses to submit themselves to the principles of Lenin, then confidently lead their comrades forward to a bright Bolshevik future where both nature and human opposition would bow to the power of the Soviets. Although the Soviet Union was markedly secular, it adopted Orthodox Russia's replacement of the individual with the collective. Many artists collaborated on gigantic pieces that depicted the immense size and grandeur of their unified country. Overwhelming all other artistic principles, Socialist Realism became synonymous with the state. It modified the past and the future by making both conform to reality and to Lenin's timeless ideals. Most importantly, it portrayed the Soviet Union's future as being filled with an unequaled prosperity that would forever shame capitalism and its proponents. However, much of the reality that Socialist Realism depicted existed solely in the minds of the Soviet people. Socialist Realism portrayed life only as the Bolsheviks wanted it seen, and in many ways created an idealistic world of fantasy that overlooked massive failures (Lincoln 335) such as the death and suffering that continued to prosper in labor camps throughout the country. Socialist Realism was Stalin's aesthetic cover-up of the horrid, truly real Soviet reality, and if an artist intentionally or accidentally ventured too far behind the scenes in his work, official confession and apology to the state did not always prevent him from being sent to one of many labor camps. Socialist Realism was largely effective in indoctrinating simple-minded men and women with Bolshevik ideals. Nowhere else was this practice more effective than in Soviet literature, which was directed towards the unsophisticated, newly literate masses rather than the intellectual elite. Much of this literature focused on the Russian Civil War and the immortalized heroes that were crucial to socialism's victory. It was meant to instill the proletariat with a nationalistic pride that would direct its minds and hearts towards the interests of the state. Because of their overwhelming prominence, the influences of Socialist Realism were nearly impossible to escape. One of the most paradigmatic, and also one of the first Soviet heroes was Vasilii Chapaev, a Red soldier killed in the Civil War and elevated to the status of legend through the efforts of Socialist Realism. The author Dmitrii Furmanov wrote a novel depicting Chapaev's exploits, which was made into a screenplay in 1934 and became one of the

Common Grammatical Errors Passover Readings and the Singular “They”

Common Grammatical Errors Passover Readings and the Singular â€Å"They† God and Grammar This week I am spending Passover with my family.   Perhaps inspired by the season, I picked up the newsletter that comes from Kolot Chayeinu (â€Å"Voices of Our Lives), the synagogue I used to attend in Brooklyn, New York. I read it cover to cover for the first time in months. It won’t surprise you that a grammatical issue leapt up at me from the pages of the newsletter.   Kathryn Conroy of Kolot Chayeinu writes about the open nature of this progressive congregation: â€Å"The person who prays because they believe that God will personally make a difference in their daily life is not the least bit threatened by the person standing next to them who does not believe in God at all.† The Singular â€Å"They† Did you spot the issue in Kathryn’s sentence?   It has become common for writers to refer to a single person, who could be of either gender, as a â€Å"they.† This â€Å"singular they† construction is grammatically problematic.   Clearly one person does not qualify as a â€Å"they,† â€Å"their† or â€Å"them† (all of which were used in Kathryn’s prose).   Yet we refer, perhaps lazily, or even sloppily, to singles as multiples – because it would be challenging or awkward to be grammatically rigorous. My uncle once created a neutral pronoun for just this situation:   fub.   It didn’t catch on. So at least for now, we’re still stuck with a lack of a non-gendered singular personal pronoun in the English language. Given the current state of affairs and my discomfort with the use of the singular â€Å"they,† I’ve decided to take on the challenge of improving upon the sentence from Kolot Chayeinu’s newsletter.   How would I write this sentence to avoid grammatical detention? Rewriting the Sentence One possibility is: â€Å"The person who prays because he or she believes that God will personally make a difference in his or her daily life is not the least bit threatened by the person standing next to him or her who does not believe in God at all.† Hmmm†¦Ã‚   not so great. Stilted, right? This is exactly the type of sentence Ms. Conroy was avoiding. Next option:   Gender the language.   Here’s what it looks like: â€Å"The woman who prays because she believes that God will personally make a difference in her daily life is not the least bit threatened by the man standing next to her who does not believe in God at all.† I was surprised to discover that this sentence is much more powerful than the original – poignant even in addition to being grammatically sound.   An image is conjured of an actual woman and man standing next to each other praying, rather than of some vague or possible scenario. Third option:   Make it Plural â€Å"Congregation members who pray because they believe that God will personally make a difference in their daily lives are not the least bit threatened by those standing next to them who do not believe in God at all.† This sentence is grammatically correct, though in my opinion it doesnt pack the punch of the gendered option. The Essay Expert is a Traditionalist My vote for Kathryn’s sentence is to use a gendered version. And I prefer even the somewhat stilted language of the rigorously neutral option to the grammatically incorrect original. However, I am a traditionalist. The grammar books don’t necessarily agree with me. Not every situation lends itself to gendered language as well as does Kathryn’s sentence. Sometimes our choice is between the â€Å"singular they† and a stilted â€Å"he/she† in order to avoid politically incorrect gendered language.   And sometimes making the subject plural does the trick quite gracefully. My practice in these situations is to pluralized the subject or to use â€Å"he or she† rather than â€Å"they.† Or, if there are repeated references to a non-gendered â€Å"person† or â€Å"someone† in a piece of prose, I might alternate between the masculine and feminine pronouns.   When in doubt, I err on the side of feminine pronouns. After all, there are hundreds of years of usage of the traditional â€Å"he† to balance things out. Wikipedia Speaks Here’s what Wikipedia reports on the acceptability of the singular â€Å"they†: There has been considerable debate as to the acceptability of singular they. Regarding usage, The Chicago Manual of Style notes: On the one hand, it is unacceptable to a great many reasonable readers to use the generic masculine pronoun (he) in reference to no one in particular. On the other hand, it is unacceptable to a great many readers either to resort to nontraditional gimmicks to avoid the generic masculine (by using he/she or s/he, for example) or to use they as a kind of singular pronoun. Either way, credibility is lost with some readers. With the 14th edition (1993), the Manual briefly revised its neutral stance to actually recommend singular use of they and their, noting a revival of this usage and citing its venerable use by such writers as Addison, Austen, Chesterfield, Fielding, Ruskin, Scott, and Shakespeare. However, regret regarding that printing is expressed at its website; and with the current 15th edition (2003), it has returned to its original neutral position. The 2011 translation of the New International Version Bible utilizes singular they instead of he or he or she, refelecting [sic] changes in English usage. The translators commissioned a study of modern English usage and determined that singular they (them/their) is by far the most common way that English-language speakers and writers today refer back to singular antecedents such as whoever,anyone,somebody,a person,no one, and the like. Your Turn What’s your opinion about how to handle the â€Å"singular they†?   Do you have any sample sentences to send me as a challenge?   Do you see any other ways to write Kathryn’s sentence?   And wouldn’t you love to be part of a community where the openness Kathryn describes is a reality? Category:Grammar Writing TipsBy Brenda BernsteinApril 18, 2011 14 Comments Nancy Anderson says: April 19, 2011 at 8:04 am Happy Passover Brenda, I have always stumbled with the singular they and have used the he/she instead. It would make it so much easier to use Kathryns version as it would save all the rewrite time. I like how you are going to use feminine pronouns because he has been used for so many years. I think I will do the same. Its about time! Log in to Reply The Essay Expert says: April 19, 2011 at 8:47 am Happy Passover to you too Nancy! What I really am getting from this conversation is that there is no true right or wrong way to do it. We can choose the way that works best for the situation! I always like it when this happens. Log in to Reply Kristin Johnson says: April 19, 2011 at 10:00 am Happy Passover! Thank you for tackling this irksome subject! Ive grown up believing the singular they was just wrong. Back in high school, which was awhile ago, I was taught to use one in these situations, but evidently this in now passe. I miss it! It was such a convenient solution to the dilemma. Can we create a movement for its comeback? Hope I see you around town when you get back! -Kristin Log in to Reply Linda says: April 20, 2011 at 4:48 pm Happy Passover Brenda! Great post! I, too, am often troubled when I see they used for one person. My resolution has been to insert s/he or refer to him/her as you have done in a sense. Or to rewrite a sentence to make they and them fit better. I like the way you address this topic. Another grammatical issue I was taught when in school was the use of there when starting a sentence. My professor hated it and adamantly taught us to rewrite a sentence to prevent such construction. Since college, however, it seems this has become passe as I have seen many editors begin sentences with There without second thoughts and often justify it. Instead of debating the issue, I merely ensure my writing does not include such usage. What is your thought on this? Also, since we are talking grammatical, I noticed a typo in the second sentence of the second paragraph. Looks like the third word was not omitted upon a rewrite of the sentence. Enjoy your time with family and have a great weekend! Log in to Reply The Essay Expert says: April 21, 2011 at 4:06 pm Hi Nancy, thank you for raising the issue of starting a sentence with there. I am comfortable with that usage, e.g., There are many things to be grateful for in life! Sometimes using there to start a sentence is superfluous, e.g., instead of There are many people who disagree with that rule, say Many people disagree with that rule. Thank you for catching my proofreading oversight. It has been corrected! And thank you for the holiday wishes. Im having a wonderful time and look forward to attending the Clearwater Generations concert tomorrow night! Log in to Reply Penelope J. says: April 22, 2011 at 10:59 pm Hi Brenda and Happy Passover! I never had this problem until I came to the U.S. and was doing phone research. The questionnaires were full of grammatical errors and this one, in particular, using they to refer to a singular stuck in my throat. I tried to substitute it verbally with he/she or him/her, but if it looks stilted in writing (except for business letters/reports), it sounded worse when spoken. I love the solution that you gave above, which may require a bit more consideration, but as you said, makes the sentence much more powerful. I have several other grammatical peeves that are becoming more common such as using a instead of an and that instead of who. My English teacher must be turning in her grave at the way the English language is being distorted and rules flagrantly dismissed. Log in to Reply The Essay Expert says: April 23, 2011 at 1:12 am Thanks Penelope. Another solution is to use plurals, since we do have a gender-neutral plural third person pronoun. I am with you on the who vs. that issue, though there is debate about whether it is incorrect to refer to people as that. Definitely a topic for me to tackle in the future. The use of a instead of and occurs more in speech than in written communication, as far as I can tell. We live in a constantly evolving world of language and things that were not acceptable even a couple of years ago are now the norm. Log in to Reply Penelope J. says: April 22, 2011 at 11:02 pm Gosh, did I make a mistake when I wrote, Hi Brenda and Happy Passover, as if the latter was also a person! Obviously, it should have read: Hi Brenda. Happy Passover! A mistake in my very first comment about grammatical correctness. Log in to Reply The Essay Expert says: April 23, 2011 at 12:53 am Hi Penelope, I would not have noticed that mistake if you hadnt pointed it out! Good catch. I saw one other thing in this recent post, however: I would suggest writing as if the latter *were* also a person. This is an example of the subjunctive tense and I will put it on my list for blog articles in the future! Heres one site I found that addresses the issue: https://www.ceafinney.com/subjunctive/guide.html Thanks so much for your comments Penelope! Log in to Reply Ann Mullen says: April 23, 2011 at 4:39 pm Good afternoon, I would also suggest the following: People who pray because they. . . are not the least threatened by the person standing next to them . . . . I struggle with the singular they when I read it so I often use he or she, or vary the gender of the person in different sentences or different paragraphs. I dont do it consistently because then I appear too worried about the sex of the subjects and not as concerned about my topic. Log in to Reply The Essay Expert says: April 23, 2011 at 6:49 pm Hi Ann, yes Ive been thinking that I should add to my article the option of making the subject plural. In this particular example I still like the gendered language because of the picture it draws. I agree that in many instances, however, pluralizing is the best solution! Log in to Reply Paula Lee Bright says: April 25, 2011 at 4:14 am As I mentioned earlier, I am a sinner to the -nth degree! Yes, using they and their bother me when referring to a singular person But Ive decided that readability and the comfort of my readers is more important to me than being grammatically correct. It still galls me. But I go with it! My blog for parents of kids who cant read is as conversational as I can make it, and my personal blog is truly me to you in its style. So even though the purist in my still lives!- I have adapted and accept what people feel most comfortable with. Because quite honestly, none of my readers choose me for my grammar. They choose me because what I have to say resonates in their (!-hey, but it was plural!) lives. Ill always grimacebut then Ill write just as I would speak to them. And the English perfectionist in me be damned! (Did you notice how many incomplete sentences I used? I feel sure you did. 😉 ) Log in to Reply The Essay Expert says: April 25, 2011 at 10:08 am Great comment Paula, and it reminds us that we write for our audience. If the audience expects a particular type of language, it is our job as writers to give it to them. When Im on the streets of Brooklyn, I ask people if they know where the laundromat is at. Anything else would just sound weird. Log in to Reply The Essay Expert says: April 30, 2011 at 4:58 pm Thank you for your additional option of using the second person. In the example at hand, it would not work in exactly the language you offered since the author is describing a scenario that occurs in a congregation. However, it could read, â€Å"At Kolot Chayeinu, if you pray because you believe that God will personally make a difference in your daily life, those around you will not be the least bit threatened even if they do not believe in God at all.† Log in to Reply