...Passion… Love and passion are interconnected, so if you love doing your passion don’t let others hinder you from doing so because doing what you love most is what will make you happy. Family... Love your family as much as you love your friends because friends betray and backstab you, but family doesn’t. Always remember that blood is thicker than water. Sounds cliché, but it really is true. Career is an occupation undertaken for a significant period of a person’s life and with opportunities for progress. Finding a career that will fit you is a very hard task, as a result you need to think and plan some possible steps in order to achieve you career. Career goals are set to fulfill and to accomplish desired objectives. Goal setting is an important part of your career and personal development planning. It is easy to say that in 5 years you will be working in my ideal job, making a very good income and living in a dream home surrounded by a perfect environment. However, achieving these goals isn't so easy. So here are some tips in achieving a successful career. First, your future career must involve what you love doing most or where you are good at because if you don’t love what you are doing then you won’t enjoy your work. Plus, you’ll just get stress out, since this is not your forte. Second, don’t let someone or something hinder you from achieving your career and don’t be a “parrot” to these people that tell you what career you should take because this is your career...
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...and learning converge to change people’s futures. I hope that the many Zambian teachers and students who use this rich resource will benefit from the stories, and that the interactive and reflective activities will stimulate interest and learning in different local settings. Every child has the right to education. Yet in Zambia, as in many other countries around the world, millions of children, especially girls, are excluded from school. We often hear the statistics, but it is rare for those excluded children to have opportunities to make their voices heard. The resource pack draws on the stories of young Zambians from around the country who have struggled to claim their right to education. They have chosen to speak out and share their experiences with other young people to inspire them, and encourage those who may identify with them to have courage. The stories illustrate the many...
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...Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation of the recommendations of the former ‘Life in the UK’ Advisory Group chaired by Sir Bernard Crick. Seema Sharma, is an Assistant Headteacher at Deptford Green School in South East London. She has been a teacher...
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...Colleges and Universities supports higher education faculty and students to partake in programs that advance civic learning and democratic engagement, global learning, and engagement with diversity to prepare students for socially responsible action in today's interdependent but unequal world (AACU). Diversity courses, programs, or interactions in higher education are positively effective in improving students’ understanding and respect of our multicultural society, and are an essential component to educational institutions. Diversity education fosters a broad range of enlightenment and competency, including those of learning and democracy. Learning outcomes include active thinking skills, and intellectual engagement and motivation, while democracy outcomes were not limited to perspective taking, citizenship engagement, racial and cultural understanding, and judgment of the compatibility among different groups (Gurin, P., & Lopez, G.). It is said that personal and social identity develop best in situations during late adolescence and early adulthood, when one is able to experiment with different social roles before making commitments to groups, ideas, and a philosophy of life (Gurin, P., & Lopez, G.). These situations should involve “confrontation with diversity, encouraging people to think and make decisions informed by new and more complex perspectives and relationships” (Gurin, P., & Lopez, G.). Institutions with diversity educational programs provide such environments...
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...American International Journal of Contemporary Research Vol. 3 No. 8; August 2013 Toward a Functional Citizenship Education Curriculum in Nigerian Colleges of Education for Sustainable Development in the 21st Century Eyiuche Ifeoma Olibie, PhD Department of Educational Foundations Nnamdi Azikiwe University Awka, Nigeria Lilian-Rita Akudolu, PhD Professor of Curriculum & Instruction and Commonwealth Fellow Department of Educational Foundations Nnamdi Azikiwe University Awka, Nigeria Abstract This study was carried out to identify basic components of civic awareness, civic knowledge and civic dispositions needed by youths in two Colleges of Education in Anambra State of Nigeria as a basis for a functional Citizenship Education curriculum. Three hundred students were randomly selected from the two Colleges of Education in Anambra State. A 50-item questionnaire survey method was utilized based on five research questions. Findings indicated that in the perceptions of the students, it is ideal to incorporate several civic components, skills and dispositions into the citizenship education curriculum. Recommendations were made for revamping of the citizenship education curriculum in Colleges of Education in line with the identified civic components, skills and dispositions so as to ensure the establishment of education for sustainable development in the country. Keywords: Citizenship education, functional curriculum, sustainable development, teachers. Introduction Since the declaration...
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...Graduate School of Development Studies POP POLITICS: Popular culture as a democratic space for active citizenship among Filipino youth A Research Paper presented by: Marie Angelie Resurreccion Philippines in partial fulfillment of the requirements for obtaining the degree of MASTERS OF ARTS IN DEVELOPMENT STUDIES Specialization: Children and Youth Studies (CYS) Members of the examining committee: Dr. Linda Herrera [Supervisor] Prof. Dr. Ben White [Reader] The Hague, The Netherlands November, 2009 Disclaimer: This document represents part of the author’s study programme while at the Institute of Social Studies. The views stated therein are those of the author and not necessarily those of the Institute. Research papers are not made available for circulation outside of the Institute. Inquiries: Postal address: Institute of Social Studies P.O. Box 29776 2502 LT The Hague The Netherlands Kortenaerkade 12 2518 AX The Hague The Netherlands +31 70 426 0460 +31 70 426 0799 Location: Telephone: Fax: ii Contents Acknowledgments List of Figures List of Acronyms Abstract Key Words Chapter 1 Introduction 1.1 The Filipino Youth and Media in Recent Philippine History The Marcos Regime: Youth in the Streets The 1986 People Power: The Culmination of Protests The Post-1986 Youth: Disengaged or Disillusioned? People Power II: The Rise of GenTxt Postscript 2001: ‘People Power Fatigue?’ Media and Technology: Expanding Youth Spaces 1.2 Research Objectives and...
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...guide. To determine if you meet the requirements as a Business Applicant, carefully review the information before submitting your application. Successful applicants must: 1. 2. 3. 4. 5. Meet eligibility criteria of the New Brunswick Provincial Nominee Program. Complete an exploratory visit, including an interview in New Brunswick. Have a business plan or proposal approved by an official from the Government of New Brunswick. Obtain a minimum score of 50 points in the selection factors. Make a CDN$75,000.00 conditionally refundable deposit. The Province of New Brunswick does not charge any fees for applications to the New Brunswick Provincial Nominee Program. The New Brunswick Provincial Nominee Program requires that the fees charged by Citizenship and Immigration Canada be included in the application. The Program has been designed to allow you to complete the application process without paid assistance. All applications are processed according to the same criteria. No priority or special consideration is given to the files prepared by an immigration representative. New Brunswick will select applicants who meet the requirements of the Provincial Nominee Program. Decisions on applications are final and there is no appeal process. Unsuccessful applicants may reapply two (2) years from notice that...
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...learn I must get to know each student on an individual level so that we can clarify and understand each other’s role in the learning environment. By using this approach, I can get a better understanding of the different types of learners and at the same time facilitate a healthy student teacher relationship. I also believe that teaching involves building interpersonal relationships with students and encouraging them to become critical thinkers who actively participate in their own learning. Moreover, I believe that the values of respect, good manners, politeness, and civility are what I want to convey to my students. I feel that this will allow them to become better citizens. Thinking back from my own experiences, (i.e.) student teacher observations, and substitute teacher experience, I have learned that a classroom population can be very diverse in today’s public schools. There are many different types of students and learners that as a teacher I must be able to provide the best means of instruction. When faced with a diverse population of students, I must first ask myself what kind of learner a child may be? Are they an auditory learner, are they a visual learner, or are they a kinesthetic learner? How will I differentiate instruction to meet student needs? Before I arrive at my conclusion of what type of learner a student may be and how to differentiate instruction, I must first get to know each student on an individual level. This is a process that involves patience, and open...
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...CULTURE IN EUROPE FROM THE PERSPECTIVE OF YOUTH An essential condition for the participation of young Europeans in society is their access to culture. That can reinforce awareness of sharing a common cultural heritage and promote active citizenship open to the world. I really think that the only way they can express their creative energy and contribute to their personal development and their feeling of belonging to a community is this involvement in cultural activities. Access to cultural life is about proving opportunities, options, resources, spaces for creation and funding. This is strongly connected with education, youth, employment, cultural and media policies. So i think access of young people to culture is better promoted if young people’s perspectives are included in the cultural policies. Cultural expression is one of the eight key competencies defined in the Recommendation of the European Parliament and of the Council on key competencies for lifelong learning. Key competences for lifelong learning are a combination of knowledge, skills and attitudes particularly necessary for personal fulfillment and development, social inclusion, active citizenship and employment. We are told, “Although most people regard culture as an important part of an individual's personal life, it does not seem to make up such a big part of their lives in practice.” In the case of Europe we are told that “problems arise when young people feel alien in the society they are living in”...
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...Chapter 1 (10-11 questions): * How do we “know” what we know about OB? (7 questions) * OB: A field of study devoted to understanding, explaining, and ultimately improving the attitudes and behaviors of individuals and groups in organizations. * Method of Experience: Holding firmly to a belief because it’s consistent with my experience and observations * Method of Intuition: Holding firmly to a belief because it “just stands to reason”---it seems obvious or self-evident * Method of Authority: Holding firmly to a belief because some respective official, agency, or source has said it is so. * Method of Science: Accepting some belief because scientific studies have tended to replicate that result using a series of samples, settings, and methods * Theory: A collection of assertions—both verbal and symbolic—that specify how and why variables are related, as well as the conditions in which they should (and should not) be related * Tells a story and supplies the familiar who, what, where, when, and why elements found in any newspaper or magazine article * Hypotheses: Written predictions that specify relationships between variables * Integrative model of OB (2 questions) * Building a conceptual argument (1 question) * Resource based view states that Rare and inimitable resources are drivers of resource value increase Chapter 2 (12 questions): Many organizations identify task performance behaviors...
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...positive change is vital. Empowering people to become part of a social change movement may be a daunting task as many are afraid of the uncertainties of new opportunities. Thus, one of the possible methods to ease the task is to utilize the Social Change Model of Leadership Development as a guide to help people realize their potential in creating a positive change in their communities. But how does the Social Change Model facilitate positive social change? The Social Change Model was created in attempts to aid individuals to enhance their group, community, and individual values. The model focuses on seven core values such as consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship (NCLP, 21). Regardless of the position one is holding, everyone may be a part of a positive social change in their community. To utilize this model as a guide, community service acts as a valuable vehicle for developing and enhancing these seven core values. As individuals, what qualities do we possess that may support the groups’ effectiveness and social change? This is where the Social Change Model’s core values come in. There are seven core values, however, through an individual’s perspective, one of the approach to enhancing one’s personal capability to promote positive social change is the consciousness of self. The model defines consciousness of self as “awareness of your personality traits, values, and strengths, as well as your...
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...where Disney has been with customers in the last 80 years as a good grounds for where it will be in the future. Company Overview | The Walt Disney Company. (n.d.). Retrieved from http://thewaltdisneycompany.com/about-disney/company-overview * For the most part, Disney movies are appropriate for all ages. Disney does a good job of making children's movies that don't insult your intelligence. For this reason, many adults enjoy them as well. However, the main target in mind when making a Disney movie is children from the ages of about 3-15. * Walt Disney movies are enjoyed by children and adults all over the world. * Disney Media company includes ABC family and ESPN * Has ties with A&E TV, Hulu * engaging product experiences across thousands of categories from toys and apparel to books and fine art. As the world's largest licensor, DCP inspires the imaginations of people around the world by bringing the magic of Disney into consumers' homes with products they can enjoy year-round. DCP is comprised of three business units: Licensing, Publishing and Disney Store. * Disney Interactive is one of the world’s largest creators of high-quality interactive entertainment across all current and emerging digital media platforms. Products and content released and operated by Disney Interactive include blockbuster mobile and console games, online virtual worlds,...
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... 1 Factors determining citizenship: - Parents are citizens -Born within a county -Marriage to a citizen -Naturalization 2 History * 2.1 Polis citizenship * 2.2 Roman ideas of citizenship * 2.3 Middle Ages * 2.4 Renaissance * 2.5 Modern times 3 Different senses of citizenship -International citizenship -Commonwealth citizenship -European Union citizenship -Subnational citizenship Citizenship education * United Kingdom * Ireland citizenship in Bangladesh CITIZENSHIP: Citizenship laws are based upon the Bangladesh Citizenship Order dated 1972. Questions concerning persons born before March 26, 1971, should be directed to the Bangladesh Embassy. (UKC-Commonwealth Nation) BY BIRTH: Birth within the territory of Bangladesh does not automatically confer citizenship. Only persons born before March 26, 1971 would be deemed Bangladesh citizens by birth. BY DESCENT: Rules stated below apply to persons born after March 26, 1971. Child born of a Bangladesh father, regardless of the child's country of birth. Child whose grandfather was a citizen of Bangladesh, regardless of the child's country of birth. Child born of a Bangladesh mother and an unknown or stateless father, regardless of the child's country of birth. OTHER: Person who was a permanent resident of Bangladesh on March 26, 1971, is granted citizenship, unless disqualified by law at that time. BY NATURALIZATION: A person...
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...Interconnection: All four factors influence brain development and life long learning, the role of the environment plays a huge part in our day-to-day development. All four factors work together in order for us to develop, meaning that the if we receive the write nutrients we may be medically health, which allows us physically develop and then social and the environment interlock together. Interconnection: All four factors influence brain development and life long learning, the role of the environment plays a huge part in our day-to-day development. All four factors work together in order for us to develop, meaning that the if we receive the write nutrients we may be medically health, which allows us physically develop and then social and the environment interlock together. Nutrition/Health – The role of nutrition in brain development is complex, nutrition has been called the single greatest environmental influences on babies in the womb and during infancy, and it remains essential throughout the first five years of life. A proper balance of nutrients in this formative period is critical for normal brain development. Shortage of nutrients such as iron and iodine can impact cognitive and motor development, and these effects are often irreversible. Children who are malnourished are deprived of adequate calories and protein in their diet, through the infant life they do not grow either physically or mentally, children who are malnourished may have inadequate brain...
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... The main aim of the Japanese was to establish a New Great East Asia government. The Japanese promised to declare independence in certain South East Asian countries. The Japanese Victory The Japanese military conquered Malaya quite easily although the British military was equipped with better firearms and were greater in number than the Japanese There are a few lessons to be learnt from this. 1. The British were not prepared for the war. They did not anticipate the Japanese attack from the north. 2. The fact was the Japanese had a comprehensive plan in which they had a network of spies in Malaya. 3. In addition to that, the Japanese soldiers were in excellent form because of intensive training and were led by capable and experience leaders (such as Yamashita and Tsuji). 4. The Japanese were enthusiastic and inspired to fight for the importance and supremacy of Japan. 5. Furthermore, they had practical war tactics, such as using the bicycle even in the jungles and villages. 6. The British military on the other hand, lacked the spirit f war, especially after the first round of attacks. 7. Also, a large number of the British soldiers consisted of Indians who were still young and inexperienced in warfare. * All...
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