Type :: essays research papers

We are well accustomed to the written word as a primary method of communication in our culture. Its primary elements, the characters of the modern alphabet, were once quite literal symbols of everyday objects which were gradually abstracted to the letters of the alphabet. While cave paintings, dating as far back as 20,000 B.C. are the first evidence of recorded pictures, true written communication is thought to have been developed some 17,000 years later by the Summerians, around 3500 B.C. They are known to have recorded stories and preserved records using simple drawings of everyday objects, called pictograms. As civilizations become more advanced, they experienced the need to communicate more complex concepts. Around 3100 B.C., Egyptian hieroglyphics incorporated symbols representing thoughts or ideas, called ideograms, allowing for the expression of more abstract concepts than the more literal pictograms. A symbol for an ox could mean food, for example, or the symbol of a setting sun combined with the symbol for a man could communicate old age or death. By 1600 B.C., the Phoenicians had developed symbols for spoken sounds, called phonograms. For example, their symbol for ox, which they called aleph, was used to represent the spoken sound â€Å"A† and beth, their symbol for house, represented the sound â€Å"B†. In addition to sounds, phonograms could also represent words. Today, our own alphabet contains many such phonograms: % for percent, ? for question, and $ for dollars. It is the Phoenicians who are generally credited with developing the first true alphabet— a set of symbols representing spoken sounds, that could be combined to represent spoken language. They traded with many cultures, spreading their alphabet throughout the Western world. Around 1,000 B.C., the Phoenician alphabet was adapted by the Greeks, who developed the art of handwriting in several styles. The word â€Å"alphabet† comes from the first two Greek letters alpha and beta. Several hundred years later, the Romans used the Greek alphabet as the basis for the uppercase alphabet that we know today. They refined the art of handwriting, fashioning several distinctive styles of lettering which they used for different purposes. They scribed a rigid, formal script for important manuscripts and official documents and a quicker, more informal style for letters and routine types of writing. By A.D. 100, the Romans had developed a fast growing book industry and, as Roman handwriting continued to evolve, lower case letters and rough forms of punctuation were gradually added.

Charity Essay

Charity is supposed to be a selfless act done by people who expect nothing in return for their help except for the feeling of having helped someone in need. Charity has changed from an act of nobility or kindness to a way of looking good in front of other people or to receive some type of material reward or to receive some type of tax reduction as done by big companies who prefer †Donating† $100,000 and then save $300,000 in tax reductions for helping out a such noble cause.Charity should be what it used to be a SELFLESS cause period, not just a â€Å"win-win situation† in which both parties â€Å"benefit† from it, it should be done because you want to do it out of the kindness of your heart not because it will get you a C- on the class you’re failing or, because you want to look good in front of someone, it should be done because you want to help the people in need. For example my five year old cousin Jerry, at his age you would expect him to blow al l of his money on games, toys or other things kids like, but no he doesn’t.He saves up all his allowance for months at the time and then one he feels he has an amount that seems big enough to help someone he will goes online to see what charities convince him to donate his money on them, so far he has donated over fifth teen hundred dollars to over ten different charities that vary from animals in danger of extinction to research for AIDS and even Cancer, and he started doing it all by himself, not because someone expected it from him, not because he wanted to look good in front of other people he did it because he wanted to make help people in need, people who don’t have as much as we do, people who have had the â€Å"bitter side of life† as my little cousin would say.One time he went on and went asking door by door all over town until he had knocked on every single door in his town (with his moms supervision of course) and gathered up a good nine hundred dolla rs he could donate to a research on way to prevent miscarriages, and in my opinion more people should be like my cousin and walk that extra mile to help people without the need to receive a â€Å"reward† in order to do what he feels is right. Charity should be a selfless act, and not this sempiternal cycle in which people expect a reward for everything they do.

Relationships with Children Essay

Unit aim This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults Unit introduction Successful relationships have a positive effect on learning and behaviour. Being listened to and responded to by trusting adults encourages active engagement by children and young people and supports the development of curiosity, creativity and resilience, which are key characteristics of effective learning. Adults who demonstrate mutual respect, collaboration and negotiation are positive role models who have a significant impact on the behaviour of children and young people. Integral to building and maintaining positive relationships are effective communication skills. It is also essential for those working in support roles in schools to know the  legislation and policies and procedures for confidentiality and sharing information. This unit provides the essential knowledge and understanding required for working in support roles in schools. Learners will examine the principles of building positive relationships with children, young people and adults. This includes considering reasons why effective communication is important and the effect of social, professional and cultural contexts on communication. Communication difficulties are examined and learners find out how to adapt communication to meet individual needs including how to deal with disagreements with children, young people and adults are studied. The legislation, policies and procedures relating to confidentiality are examined and why children, young people and adults need reassurance about confidentiality are studied. Learners will also consider situations where confidentiality must be breached. This unit applies to all support staff roles in schools and is particularly suitable for those preparing for working in schools and those new to working in schools, including parent-helpers and other volunteers. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Understand the principles of developing positive relationships with children, young people and adults How communication supports positive relationships: benefits eg shows respect for individual, values diversity, builds trust, demonstrates genuine interest, respects privacy, encourages autonomy, supports learning, enables effective teamwork, enables negotiation, reinforces self-esteem Principles of relationship building: ways to build relationships eg recognise the uniqueness of everyone as an individual, honesty, dependability, integrity, confidentiality; importance of relationships for learning; know role and responsibilities, how own role relates to colleagues; respect the skills and expertise of others; contribution to effective teamwork; follow organisations expectations and procedures for good working relationships; communicate effectively eg keep colleagues informed, use agreed lines of communication, maintain confidentiality; know own role in relation to parents; differences between professional and personal relationships; contribute to Every Child Matters Outcomes Effect of social, professional and cultural contexts on relationships and communication: eg power relationships, cultural expectations, social differences, prejudice, pre-conception, stereotyping Understand how to communicate with children, young people and adults Skills for communication: verbal skills eg form and tone of expression, questioning, confirming, reflecting; clarifying meaning, encouraging contributions from others, offer choices; non-verbal skills and behaviour eg eye contact, facial expressions, body movement, posture, gesture, muscle tension, touch, proximity, orientation, facial expressions, gestures, active listening; importance of contact and cultural differences in interpretation of non-verbal communications; empathy eg responding to emotional state Adapting communication: ways eg language appropriate, meaning/message, concentrate on one issue at a time, do not give mixed messages, match words to body language, open questions, active listening, encourage discussion and debate; contexts eg hearing difficulties, children with English as an additional Language (EAL), promote thinking and talking in first languages to support understanding, group EAL learners who share the same home language Differences: context eg communication formal, informal, form of address; type of communication eg verbal, language, non-verbal, orientation, confidentiality Adapting communication: use of clear speech and plain  language; different needs eg EAL, hearing difficulty, visual impairment; adaptations eg translator/ interpreter, quiet room, hearing loop, signing, Braille  Managing disagreements: behaviours eg keep calm, encourage individuals to articulate their point of view, find common ground, negotiate a compromise, win-win solutions, support children and young people to deal with disagreements, follow school policy and procedures for behaviour and reporting, restorative justice Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Legislation, policies and procedures: range eg for home country, human rights eg Human Rights Act 1998, Human Rights Act 2004, for safeguarding children eg Children Act 1989, Children Act 2004, relating to freedom of information eg Data Protection Act, Every Child Matters, policies and procedures in own organisation Reassuring about confidentiality: aspects eg information shared on need to know basis, human right for privacy, protecting information when using social networking sites, buying online, using a mobile phone, procedure in own organisation, whistle-blowing Essential guidance for tutors Delivery This unit should be delivered through a combination of tutor input and active learning experiences. DVDs and case studies will give learners opportunities to link theory to practice. Role play enables learners to develop and practise their interpersonal and communication skills. Discussions, peer observations and peer assessment support assessment for learning and contribute to an understanding of the skills required for effective practice. Learners should also be encouraged to demonstrate an awareness of the importance of communication skills in addressing issues of equality, diversity, and the rights and responsibilities of children and young people. At this level the focus needs to be on understanding the significance of positive relationships in relation to the wellbeing and learning of children and young people and exploring how effective communication enables this. The Emphasis needs to be on understanding the behaviour and communication skills required to develop and maintain positive relationships with children, young people and adults and to provide positive role models. Learners should be introduced to why effective communication is important for establishing and maintaining positive relationships with children, young people and adults. How positive relationships enhance self-esteem and encourage learning could be explored through relevant research. The impact of social, professional and cultural contexts on relationships and communication should also be explored. It is essential that learners understand the communication skills needed to establish and maintain relationships. Learners need to explore ways to meet the communication needs of individuals by adapting communication for different ages and stages of development and for different contexts. Learners should be introduced to the current national legislation for confidentiality and data protection which can be accessed from relevant  government department websites. They should have the opportunity to look at a range of school policies and procedures for confidentiality and data protection and consider how these may impact on working practices. It is essential that learners know the situations when confidentiality must be breached to safeguard children and young people. Learners should be encouraged to share their experience of working in schools through employment, as a parent-helper or work experience. Assessment This is a knowledge-based unit. Evidence from workplace performance is not required. Suggested assessment activities Assessment will be through tasks, projects and other activities completed individually to meet the assessment criteria. Learners should draw on any relevant practical experience of working in schools but will not be assessed directly on workplace performance. For learning outcomes 1 and 2, learners could research and produce a guidance document to use for the induction of new support workers in school to help them understand the principles of developing positive relationships with children and, young people and adults and the skills they need to communicate effectively. Case studies may be used to support explanations. The document needs to include why effective communication is important for developing relationships, the principles of relationship building, explanations of how social, professional and cultural contexts impact on relationships and communications, clarification of the skills required for effective communication, how to adapt communication to meet the needs of  individuals and in different contexts and how to manage disagreements with children, young people and adults, explaining reasons for responses. For learning outcome 3, learners could produce a reference document for all school staff giving details about confidentiality and data protection to include legislation relating to confidentiality and data protection, school procedures for confidentiality and data protection, reasons why it is important to reassure children, young people and adults about confidentiality and why confidentiality may need to be breached. Essential resources Learners will need access to legislation for the relevant home nation and examples of school policies and procedures for confidentiality and data protection. Indicative resource materials Textbooks Bentham S – A Teaching Assistant’s Guide to Child Development and Psychology in the Classroom (Routledge, 2003) ISBN 9780415311083 Blake S, Bird J & Gerlach S – Promoting Emotional and Social Development in Schools: A Practical Guide (Sage Publications, 2007) ISBN 9781412907316 Burnham L – S/NVQ Level 2 Teaching Assistant’s Handbook: Supporting Teaching and Learning in Schools, 2nd Edition (Heinemann, 2008) ISBN 9780435449308 Burnham L – Supporting Teaching and Learning in Schools (Primary) (Heinemann, 2010) ISBN 9780435032043 Burnham L – Supporting Teaching and Learning in Schools (Secondary) (Heinemann, 2010) ISBN 9780435032050 Dunhill A, Elliott B & Shaw A– Effective Communication and Engagement with Children and Young People, their Families and Carers (Creating Integrated Services) (Learning Matters, 2009) ISBN 9781844452651 Foley P & Leverett S – Connecting with Children: Developing Working Relationships (The Policy Press, 2008) ISBN 9781847420589 Kamen T – Teaching Assistant’s Handbook: NVQ and SVQ Levels 2 & 3, 2nd Edition (Hodder Education, 2008) ISBN 9780340959381 Riley P – Attachment Theory and the Teacher-student Relationship (Routledge, 2010) ISBN 9780415562621 Journals Times Education Supplement (TES) 42 BA029026 – Specification – Edexcel Level 3 Award/Certificate/Diploma specialist qualifications in Supporting Teaching and Learning in Schools (QCF) – Issue 2 – June 2011  © Edexcel Limited 2011 Websites www.education.gov.uk/ Department for Education www.direct.gov.uk/en/Governmentcitizensandrights/ Yourrightsandresponsibilities Directgov www.nationalstrategies.standards.dcsf.gov.uk/ earlyyears The National Strategies www.tda.gov.uk The Training and Development Agency for Schools www.teachers.tv Teachers TV www.teachernet.gov.uk Teachernet BA029026 – Specification – Edexcel Level 3 Award/Certificate/Diploma specialist qualifications in Supporting Teaching and Learning in Schools (QCF) – Issue 2 – June 2011  © Edexcel Limited 2011

Related Diversification Is a More Successful Strategy Essay

(exploitation of know-how, more efficient use of available resources and capacities). In addition, companies may also explore diversification Just to get a valuable comparison between this strategy and expansion. Types of diversifications Moving away from the core competency is termed as diversification. Diversification involves directions of development which take the organisation away from its present markets and its present products at the same time. Diversification is of two types: (i) Related diversification: Related diversification is development beyond the present roduct and market, but still within the broad confines of the ‘industry (i. e. value chain) in which a company operates. For example, an automobile manufacturer may engage in production of passenger vehicles and light trucks. (ii)Unrelated diversification: Unrelated diversification is where the organisation moves beyond the confines of its current industry. For example ,a food processing firm manufacturing leather footwear as well. The different types of diversification strategies The strategies of diversification can include internal development of new products or arkets, acquisition of a firm, alliance with a complementary company, licensing of new technologies, and distributing or importing a products line manufactured by another firm. Generally, the final strategy involves a combination of these options. This combination is determined in function of available opportunities and consistency with the objectives and the resources of the company. There are three types of diversification: concentric, horizontal and conglomerate: (1) Concentric diversification The company adds new products or services which have technological or commercial ynergies with current products and which will appeal to new customer groups. The objective is therefore to benefit from synergy effects due to the complementarities of activities, and thus to expand the firm’s market by attracting new groups of buyers. Concentric diversification does not lead the company into a completely new world as it operates in familiar territory in one of the two major fields (technology or marketing). Therefore that kind of diversification makes the task easier, although not necessarily successful. (2)Horizontal diversification The company adds new products or services that are technologically or commercially nrelated to current products, but which may appeal to current customers. In a competitive environment, this form of diversification is desirable if the present customers are loyal to the current products and if the new products have a good quality and are well promoted and priced. Moreover, the new products are marketed to the same economic environment as the existing products, which may lead to rigidity and instability. In other words, this strategy tends to increase the firm’s dependence on certain market segments. (3) Conglomerate diversification (or lateral diversification) The company markets new roducts or services that have no technological or commercial synergies with current products, but which may appeal to new groups of customers. The conglomerate diversification has very little relationship with the firm’s current business. Therefore, the main reasons of adopting such a strategy are first to improve the profitability and the flexibility of the company, and second to get a better reception in capital markets as the company gets bigger. Even if this strategy is very risky, it could also, if successful, provide increased growth and profitability. Risks in diversification Diversification is the riskiest of the four strategies presented in the Ansoff matrix and requires the most careful investigation. Going into an unknown market with an unfamiliar product offering means a lack of experience in the new skills and techniques required.

Braving paths towards learner authonomy

Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queerer Hartmann Autonomy is understood by many as the ability to take charge of one's own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed.Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy.Furthermore, the difficulties one may encounter in meas uring these degrees of autonomy must be oaken into account: students may feel like' being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher's Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms?This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher's main concern is how to do that. Our responsibility towards students is so enormous that becoming a ware of this fact is of great importance. Helping Braving paths towards learner authonomy Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queries Hartmann Autonomy is understood by many as the ability to take charge of one's own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed.Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy.Furthermore, the difficulties one may encounter in meas uring these degrees of autonomy must be oaken into account: students may feel like' being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher's Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms?This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher's main concern is how to do that. Our responsibility towards students is so enormous that becoming a ware of this fact is of great importance.

Social Work Practice Essay Example | Topics and Well Written Essays - 1250 words

Social Work Practice - Essay Example Ethical practices on the other hand are values that offer a community organization directives for action gotten from the desired outcomes (Dolgoff, et al, 2008). Ethical practices most often are activities that pertain to clinical work with individuals. It is however important to regards ethical practices as helpful to a community organization in it struggle for social justice. Looked at carefully, there is no doubt that there exist an ethical dilemma regarding the silence among the workers on the best intervention to solve the escalating problem of homeless in the community. In this regard, I am referring to the community indifference on the problem of homeless, a situation that should not persist in the first place because there is already a community organization operating in the area. It is particularly disgusting that community members have decided to look the other way to a community problem instead of confronting it head-on as is supposed to be the case. In looking at this ethical dilemma, I have decided to first identify the ethical principle defining the dilemma I am faced with using the Loewenberg and Dolgoff’s ethical principle screen. In doing so, I have identified two ethical principles in the Loewenberg and Dolgoff’s ethical principle screen namely; ethical principles of the protection of life, equality and inequality, and a dec ent quality of life. From the case there is no doubt that a problem of exclusivity exists in this organization. This exclusivity has taken the shape of racism that in all intent and purposes in dangerous to the organization, especially bearing in mind that this organization serves people of different races. There is no doubt that I am new in the organization and not even fully and permanently employed and therefore my ideas and suggestion might be b e taken with a degree of contempt. It is also not in doubt that the workforce as is currently constituted is unlikely to appreciate and accommodate some

Instructional Planning and Strategies Essay Example | Topics and Well Written Essays - 1500 words

Instructional Planning and Strategies - Essay Example This type of strategy helps the students to learn more effectively by communicating with each other and do their work with a little fun with their friends. In group assignments students take active participation in the tasks that has been assigned to them. This strategy also encourages the students to teach other students of their group who are little weaker in their studies. (Goleman, D. 1998) Another type of strategy that is been commonly practiced is Collaborative Strategy. This is a type of strategy which is used for broader groups or large groups. This strategy is used for the interactions of larger groups to communicate with each other. In classroom environment this type of strategy is not suitable because in classes the group formation is smaller. This strategy is useful for making school communities, discussion group of faculty and students of school and other broader groups which have much complicated issues to discuss with each other. (Goleman, D. 1998) The Strategy that I have chosen to implement in the classroom is Co-Operative Instructional Strategy. The reason why I chosen the Co-operative strategy rather than collaborative strategy is that it encourages the student to achieve their tasks more efficiently and effectively because this strategy helps the students to achieve the common goals that have been given by the instructor. ... Students in groups also know that there success depends upon team work and every one has to try his/her best to achieve the desired result. It also provides students to learn with more well defined frame work from which they learn from each other in a group. (Johnson, D. & Johnson, R. 1998) The importance of Co-operative Strategy is becoming very fruitful now days. Many teachers are applying this strategy in classrooms to make students feel comfortable and enjoy their studies. Implementing this strategy also improve the self-esteem of students; students who have disabilities for learning also accept this type of learning style and their attitude towards the school eventually becomes good. (Johnson, D. & Johnson, R. 1998) CIRCUMSTANCES FOR IMPLEMENTING THE STRATEGY There are certain conditions that have to be followed for successive results while implementing Co-Operative Strategy. When applying this strategy the teachers must do careful planning and well preparation before going in classrooms. They have to brainstorm their minds that how they will implement the strategy and what would be alternatives regarding this approach if the implementation goes wrong. They should plan and prepare that how they will interact with their students in class and how will they make the environment of classroom more interactive Another condition is the proper formation of groups because if groups are not formed properly then the results of the strategy will not be appropriate. The instructor has to form groups in such a way that every one in the group feels good about their group members and every group has one or two members that are more intelligent then others so that they can teach the group members as well.