...Quotes from as You Like It Relevant to the Topic of Belonging Belonging through relationships Meaning: A sense of belonging can be forstered through relationships this may be strengthened or broken down. Quote: Rosiland and Celia "To you I give myself for i am yours" 5.4.101 Conversation between rosiland and celia are witty and help us to understanf their friendship as close- as they banter between each other- we seee values and ideas to the society they belong to. Some characters choose not to Belong Meaning: Where most people choose to belong to a place or a person, some people choose not to belong at all. Quote: Jacques to Duke Senior "So to your pleasures; i am for other than for dancing measures" Jacques refuses Dukes invite to stay with him and his men and chooses to leave to go find the self-exiled Duke frederick. Jacques is seen to belong to himself rather than anything else. Belonging to a society or place Meaning: A person that finds pleasure or enjoyment in where they are rather than who they are with. Shown in As You Like It as a bad lifestyle. Technique: Shakespeare shows his discomfort to this lifestyle. This is shown through the murderous intentions of Duke Frederick and Oliver, who at first find their belonging to the court, until they are changed in the Forest of Ardern. Belonging to family Meaning: Where someone feels a sense of attachment to someone due to a family connection. Example: When Oliver is about to be attacked by a lion, Orlando...
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...A reflection on the Leadership learning process Yashas Alur U4556991 VCUG 2002: Leadership and Influence in a Complex World Leadership and Influence in a Complex World VCUG 2002 Yashas Alur U4556991 The Leadership and Influence course addressed numerous questions thus far. One question that was asked of me repeatedly was, “Why did you choose to do this course?” Personally, I found this question quite difficult to answer. I remember walking into the first lecture 20 minutes late, introducing myself and answering this question by saying, “I chose this course to learn about leadership skills.” It was not until the end of that first lecture that I realised how this course was unique and how it was much more than building leadership skills. The course was about cross disciplinary learning, influences of culture on leadership, developing a personal view on leadership and topics that would have never crossed my mind otherwise. I walked out of that lecture telling my friend that this is one course that utilizes a unique teaching style and one that I would get up at 9 AM on a Friday morning to attend. Prior to this course the only theoretical knowledge of leadership that I had was through a Business and Management course where I learnt about leadership styles. Geoff Mortimore pointed out the different leadership styles in the first panel. I was always under the impression that a leader chooses one leadership style in his position. Geoff that day made a strong point in that...
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...each experience in which we really stop to look fear in the face... we must do that which we think we cannot”(BrainyQuote) this quote was said by Eleanor Roosevelt during her husbands term. Eleanor greatly effected the United States politically, socially and economically. Eleanor Roosevelt made change politically by fighting for women's right to vote. Socially, Eleanor made women more excepted into everyday society wether it was in the work force or being equally judged by other citizens. Economically, she made changes because she helped women get equal labor laws and opened a furniture factory that employed many people. Lastly Eleanor Roosevelt set outstanding standards for future first ladies to meet. Eleanor Roosevelt was a women who fought for women's right to vote, women acceptance into everyday society, economically she made changes that greatly effected the women's work force and finally Eleanor set new standards for future first ladies. Equal rights for women were uncommon in the era of Eleanor Roosevelt. Eleanor fought strongly for women's voting rights. The Treaty of Versailles was passed by the House of Representatives. This took a great amount of work on Eleanor's part she joined various organizations such as the League of Women Voters, the Women's Trade Union League and the Women's Division of the Democratic State Committee. Belonging to these various organizations that focused directly on women allowed her to gain a great knowledge all around. Eleanor held the...
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...Communication Skills for Social Care Practice Contextualised materials for Essential Skills Communication November 2012 Published by: Northern Ireland Social Care Council 7th Floor, Millennium House 19-25 Great Victoria Street Belfast BT2 7AQ Tel: 028 9041 7600 Website: www.niscc.info Email: info@niscc.hscni.net This resource is free to download as a PDF file from the NISCC website www.niscc.info Material within this resource may be reproduced for training and learning purposes only. Copies can be made available in a range of different formats by contacting the Communications Team at the above address. November 2012 1 Guidance for use of this Resource These vocationally contextualised materials are designed to support Essential Skills tutors and trainers who are delivering Essential Skills Communication to Health / Social Care workers and students. They are not intended to be used as a set programme, rather as a resource for tutors, to support the planning and delivery of programmes suited to the needs of their own particular groups of learners. This resource should not be the sole source of task materials, since part of the ethos of essential skills is that the learner should have some choice in their materials for reading, writing and speaking/listening. Tutors can adapt the materials to suit the specific needs of their groups. The resource is suitable for use up to Level 2 Essential Skills Communication. Appendix 1 contains some information...
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...claim, (3) support, and (4) a recognition and refutation of the opposing view. A. The Issue. An argument is concerned with an issue – a case (like war, smoking, cloning, etc.) on which people hold opposite or different opinions. To build a convincing argument about an issue, it is essential that we be aware of the audience we are addressing: • Agreeing audience: When you write to people who already agree with your claim, the focus is usually to urge them to take a specific action and build emotional ties with them. • Neutral audience: In writing to a neutral audience, try to emphasize the importance of the issue and offer explanations that clear up your readers’ questions or misunderstandings about, or lack of interest in it. • Disagreeing audience: The most challenging audience combines people whose viewpoints contrast with yours; they may be hostile to your claim and have strong feelings about the issue. In writing to a disagreeing audience, your goal is to convince readers to consider and adopt your views on the issue. Be sure to follow a logical line of reasoning. First, establish a common ground with your readers by mentioning shared interests, concerns, or experiences. In this way, when you state your claim, the audience would be more open to consider your argument. B. The Claim. The claim is the point that you try to prove about the issue, usually your view on the...
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...Abstract This paper examines four published articles and one chapter in a textbook that reports results from research conducted in counseling sessions involving bullies, the bullied, and others affected by bullying. Reality Therapy (RT), Choice Theory (CT) and Bullying Prevention Programs (BPP) are examined to see their effect on clients becoming autonomous in directing their actions. School shootings have brought to light the effects of bullying and bullying seems to be occurring at epidemic proportions. Studies are needed on how to effectively counsel those involved in bullying so that they can reassess and learn methods to choose better actions to prevent bullying. This paper compares the research along with Glasser’s RT/CT to have counselors and clients examine their own struggles and how specific procedures can lead to changes in behavior. The process allows the clients to move in a direction of getting what they want while stepping away from the world of bullying. It also allows the counselor to teach clients how to make substantial connections with others and how to determine if better choices are possible. Keywords: bullying, RT/CT, BPP A School Counselor’s Approach to Combating Bullying Using the Choice Theory and Reality Therapy Katy Perry once said, “People talk about bullying, but you can be your own bully in some ways. You can be the person who is standing in the way of your success, and that was the case for me.” (Perry, n.d.). RT and CT used in conjunction...
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...mobility and clean energy. We are thrilled at the potential of partnering with an organisation such as Jinko Solar, which shares our future vision and seeks to change the way we generate and use electricity, and takes responsibility of enabling a sustainable future by delivering the cleanest, most efficient and economic solar energy solutions. The following slides hopefully will give you an idea of how we think Virgin Racing can help you tell your story on a global scale to win new business in global markets, build strong brand equity and affinity, attract new talent, engage Jinko Solar employees, and support local communities. Thank you again for this great opportunity—we are looking forward to changing the world together! Sincerely, Richard and the Virgin Racing Team 5. Good 6. Good 7. Good 8. Good—however names need to be updated with drivers that are officially racing in the series. Also can we put a small Virgin Racing logo next to Jaime and Sam’s names please 9. Good 10. Please add Julius Bar logo to the list of partners 11. Can you please add arrows pointing to Paris, Cape Town, and Hong Kong with labels saying Potential Year 2 Location. And add arrows pointing to Dubai, Sydney, NYC, and Rio de Janeiro with labels...
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...Do Alcohol Ads Deliberately Target Our Youth? To question if alcohol ads deliberately target our youth is almost irrelevant. Everyone has their own opinion and views on alcohol and its advertising. There has been countless amounts of research done on every aspect of alcohol. Anything can be advertised, but it does not do any good to advertise something without first finding an audience. It does not matter what the brand, product, or item is that the advertiser is trying to sell. All good advertisers know who their audience is and what they want to hear. Although underage drinking is against the law alcohol advertisements are shown to many people under the legal age. All advertisers know that although teenagers cannot legally consume alcohol they want to include teenagers in their audience because while it is still illegal now they will be twenty one and legal one day. The question is not so much do they target youth as much as it is do they target youth to young? Though alcohol consumption has decreased slightly in the last 15 years, alcohol use continues to be a major public health issue among youth according to the CDC (11). Actually, alcohol is the number one health and safety risk for young people. Over 74% of high school students have had at least one alcoholic drink; over 25% have tried alcohol before age 13 (17). In 2004, a study by Chisholm and Rehm estimated drinking by youth accounted for at least 16% of all alcohol sales in 2001(787). It has begun to...
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...animals") • Underline thesis Body: logical support drawn from within the story • Strong topic sentences (underlined) without pronouns (preferably the first sentence) • Strong logical progression of support for thesis • Strong logic within paragraphs • Smooth transitions within and between paragraphs • Simple documentation of borrowed materials Conclusion: noticeable strategy that adds integrity to the essay Consider: 1. Title is first read 2. Lead-in is next 3. Conclusion is last read and probably most remembered The Qualities of a Good Essay • Even if the essay is about a personal experience, be sure there is a thesis statement (which may be implied). It should be: -declarative -simple, clear, and direct -one that requires explanation, illustration or proof -one that can be explained, illustrated or proven -one that makes a claim that not everyone would accept or automatically agree with. • Limit your essay (and your term paper) to something you can manage. Which of the following theses are too ambitious for a 2-page essay? - Jokes can reveal a great deal about culture. - Brazilians constantly communicate with each other nonverbally. - People in different cultures view illness differently. • All of the paragraphs in the essay should be related to the thesis statement, and each paragraph should have a topic sentence. Decide if the following topic sentence outline sticks to the subject stated in the thesis:...
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...| Late Penalty: Unless special circumstances are agreed with the course teacher regarding late submission, work submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work submitted more than 3 days late will get a zero mark. Academic Honesty: Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the penalties for cheating or plagiarism include dismissal from the HCT. (for more information please refer to Academic and Student Regulations, HCT Academic Honesty Policy, Student Handbook) Student Declaration: This assignment is entirely my own work except where I have duly acknowledged other sources in the text and listed those sources at the end of the assignment. I have not previously submitted this work to the HCT. I understand that I may be orally examined on my submission. 1.Abstract Classroom management is one of the most difficult challenges for teachers, especially for us as we are beginners. Learning can be affected negatively if there is no effective management of the classroom. However, every learning environment varies from the other, therefore classroom management strategies and problems are different in the UAE. Some teachers...
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...Report structure 6 6. Reflective Report format 7 7. Academic offences 8 8. Referencing 10 9. Assessment marking 10 10. Assessment criteria 11 Appendix 1 - Submitting your Work through BREO 17 Appendix 2 - Guide to Referencing 18 Appendix 3 - Unit Information Form 22 Appendix 4 - AMP Session Timetable 30 Appendix 5 - AMP Suggested Time Line 31 1. Introduction This unit is completed at the end of the taught part of your programme. You have successfully completed the first two semesters of study and therefore should have a thorough grasp of the taught elements of the programme. You will be expected to draw on the learning that you have achieved during the taught units. The Applied Management Project (AMP) is the final assessed piece of work of the Masters Programme. It is designed to simulate a real management situation, giving you the opportunity to demonstrate your ability to use the knowledge and skills acquired through the taught element of the course in context. The AMP requires you to - * understand a problem or issue of concern to business; * identify information needs; * retrieve data...
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... SUM WA 2.2 (On Demand/ STAR) Write Responses to Literature. ARG WS 1.2 (On Demand) Support all statements and claims with anecdotes, descriptions, facts and statistics, and give examples. REF WS 1.3 Use strategies of note‐taking, outlining and summarizing to impose structure on composition drafts. AN, SUM, REF WS 1.4 (Fall EOC) Identify topics and evaluate questions and develop ideas leading to inquiry, investigation, and research. AN, ARG WS 1.7 (On Demand, Fall EOC) Revise writing to improve organization and word choice after checking the logic of ideas and the precision of vocabulary. ALANG WOC 1.4 (On Demand) Demonstrate the mechanics of writing (e.g. quotation marks, commas at the end of dependent clauses) and appropriate English usage (e.g. pronoun reference). ALANG Big Ideas & Understanding(s): Students will understand that: ‐ ‐ Narratives are organized by a series of events and important events move a story forward. Essential Question(s): What is the author’s perspective and how do you know? (RC 2.4) What do you know about this text, and what additional information do you need? (WS 1.3) Themes are life lessons that can be shared between stories...
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...National Integration and Tolerance in Georgia Introduction About this report This report draws on the results of a sociological survey, desk research, media monitoring and focus group meetings conducted in Georgia in 2006. It provides a review of the legislative framework governing the protection of persons belonging to national minorities in Georgia. It also analyses public perceptions that affect the life of these persons in Georgia as a whole and more specifically in areas where persons belonging to national minorities live in large numbers. The report was prepared in the framework of the National Integration and Tolerance in Georgia Program (NITG) by the research group of the implementing agency – the United Nations Association of Georgia (UNAG), Institute of Social Researchers (ISR) and BCG Research sociological agencies and was supported through consultation and training by the Freedom House. Purpose and Context of the Report NITG program is supported by the United States Agency for International Development (USAID). The overall goal of the program is to elaborate a National Integration Strategy and Action Plan (NISAP) on national minorities through participatory approach, to ensure legitimacy, sustainability and sense of ownership towards the document among key stakeholders. Through this process, Georgia will test innovative policies and contribute to the development of best practices as a part of a legally compliant strategy document. The project also aims to build...
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...Appendix 1 - Applied Management Project Marking Scheme 13 Appendix 2 - Submitting your Work Through BREO 18 Appendix 3 - Guide to Referencing 19 Appendix 4 - Unit Information Form 23 Appendix 5 - AMP Session Timetable......................................................................29 1. Background to the unit This unit is completed at the end of the taught part of your programme. You have successfully completed the first two semesters of study and therefore should have a thorough grasp of the taught elements of the programme. You will be expected to draw on the learning that you have achieved during the taught units. The Applied Management Project (AMP) is the final assessed piece of work of the Masters Programme. It is designed to simulate a real management situation, giving you the opportunity to demonstrate your ability to use the knowledge and skills acquired through the taught element of the course in context. The purpose of the AMP is to bring together the taught elements of the programme, re-enforcing their relationships and enabling you to move from the understanding of a discrete knowledge base to synthesising and exploring new areas in more detail. It simulates the working environment where...
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...Study Guide for: Module: Generic Module Business Communication Module code: BCO110 Diploma: All Diplomas with Business Communication Faculty: All Faculties 2016 Damelin©2016: In terms of the Copyright Act, no 98 of 1978, no part of this study guide may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any other information storage and retrieval system without permission in writing from Damelin. All rights reserved BCO 110 VERSION 1/2016 Table of Contents Welcome Note ............................................................................................................................. 4 Course Objectives ....................................................................................................................... 5 Learning Outcomes ..................................................................................................................... 5 Prescribed And Recommended Books ........................................................................................ 6 Mandatory Course Requirements ................................................................................................ 6 Module 1: Communication Theory ............................................................................................... 7 Module 2: Small-Group Communication .........................................................................................
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