Humanistic language teaching

Humanistic language teaching Argumentative Essay A beneficial method: Humanistic Language Teaching Nowadays, a great variety of teaching methods and techniques are known and used in the fields of universal education and language teaching. Although all of them aspire to make students and teachers efforts successful, each of them does it in a slightly different way, namely, by concentrating on various components of the learning process. Humanistic language teaching is a complex teaching method that aims to develop students basic language skills and inner self, at the same time. Although some experts claim that humanistic language teaching is inappropriate for language acquisition, in my opinion, it is highly beneficial for students for various reasons. First of all, humanistic methods are more useful and motivating for students than other methodologies that only aim the requirement of essential language skills. Humanistic strategies provide an opportunity for students to become acquainted with and to practice a diversity of language usages. Thus, students are not only provided with extended language competence, but they are also enabled to react upon various real-life situations in a functionally and socially appropriate way (Frank and Rinvolucri, as cited in Atkinson, 1989). Moreover, humanistic activities can greatly contribute to students motivation. While practicing classical language skills, extra information which is important for self-investigation is gained; and, as Reid (as cited in Arnold, 1998, p. 236) formulates, students are motivated by self-discovery and by the control such knowledge brings. Secondly, humanistic-type language classes promote the development of students personality and self-awareness, and they have a positive impact on learners cognition. By educating the whole person, humanistic methods aim to develop both the cognitive and the affective dimensions, in terms of self-awareness and personality (Moskowitz, as cited in Stevik, 1998). Having more self-knowledge is highly beneficial to students, because, according to Sokrates, introspection is one of the most important sources of wisdom. Furthermore, a self that has realized its own inner qualities may have a better relationship with its surrounding (Arnold, 1998).   According to Moskowitz (as cited in Stevik, 1990), such a self-actualizing person can be characterized by a very positive personality. They are creative, spontaneous, have a great sense of empathy and responsibility, and have something to live for. Although opponents of humanistic language teaching state that there is no correlation between affe ct and effect, a great amount of neurobiological and pragmatic research contradicts this statement. As an illustration, John Schumanns brain based model of language acquisition shows that in the brain, emotion and cognition are distinguishable but inseparable. Therefore, from a neural perspective, affect is an integral part of cognition (as cited in Arnold, 1998, p. 239). Finally, humanistic language teaching develops students emotional intelligence, which enables them to live a successful and useful social life. Emotional intelligence, in Golemans (as cited in Arnold, 1998, p. 237) interpretation, comprises certain abilities and skills which can be taught to children, in order to give them a better chance to use their intellectual potential. The incorporation of the development of skills, like co-operation, empathy, and respect, in the curriculum, makes a contribution to a students better understanding and handling of awkward situations. In addition, people with greater emotional intelligence are beneficial to the humankind as a whole, because they are the ones who can deal most successfully with the problems of modern society (Arnold, 1998). To sum up, humanistic language teaching is not a method without criticism; however, it is highly beneficial to students intellectual and affective development. Through humanistic strategies, one can achieve not only extended language competence, but also a great variety of social skills, which makes a great contribution to ones success and prosperity in real life. References Arnold, J. (1998). Towards more humanistic English teaching. ELT Journal, 52(3), 235-242. Atkinson, D. (1989). Humanistic approaches in the adult classroom: an affective reaction. ELT Journal, 43(4), 268-273. Stewick, E. W. (1990). Humanism. In   Humanism in Language Teaching (pp 21-33). East Kilbridge, Scotland: Oxford University Press.

Socialolgy

Sociology is a liberal perspective that explores the influences of social forces on individual behaviors. Course Objectives Students should be able to use a variety of thinking and reasoning skills, apply these skills as appropriate in various situations, and move among them depending on purpose. Upon completion of this course students should be able to: Define and gain a better understanding of sociology, critical thinking, and critical sociology. Define and differentiate between the three major sociological perspectives. Identify significant historical contributions to the discipline.Define and apply the sociological imagination as it pertains to a wide spectrum of real-world situations, cultures, and social problems. Understand the functions and social problems created and maintained by social institutions. Explain how age, race, ethnicity, gender and social class are socially constructed and how such constructs contribute to existing social problems. Witt, Jon (2013). SOC 2013 (3 rd Deed. ). McGraw-Hill companies Inc. ISBN: 07-802674-4 Finiteness's, Kurt (2013). Annual Editions (41st Deed. ). McGraw-Hill Companies Inc.ISBN: 978-0-07-813601-6 Office Hours o have any questions, problems, or concerns, please feel free to visit me during my office hours Tuesdays or by appointment. Email Etiquette The best way to contact me is via email at Ashley. [email  protected] Email. Deed. However please keep in mind that FREER does not allow me to discuss any matters concerning personal grades. Additionally, I teach several classes each semester at two different universities. I will not respond to emails unless you provide me your NAME and CLASS so that I know who you are. Please refer to me as Ashley.Attendance, Absences, & Make-Up Work In this class there is a strong correlation between attendance and test performance, assignment scores, and your final grade. Material presented in class will NOT be made available to those who do not attend. Lecture notes will NOT be po sted on Blackboard. If you are going to miss an exam, you must contact me in ADVANCED notice PRIOR to the exam, as well as provide documented evidence of your excuse. Late work in labs will not be accepted. If you anticipate being absent, you must contact your TA prior to missing lab and schedule a different lab session to attend.Make-up work will only be allowed in the rare occasion that you are severely ill, experience an emergency, or are required to attend a university event and you must provide documentation of your absence. Course Organization & Grading ** This course is weighted. Therefore, your total points on Blackboard will not be representative of your final grade unless you calculate those points in accordance with the weight. ** Lecture Material presented in lecture will NOT be made available to those who do not attend class and will NOT be posted on Blackboard. Grades are NOT curved, emailed, or given over the phone.Extra credit is NOT an option. Labs A separate lab sy llabus will be provided by your GTAG. Lab times are NOT interchangeable. If you cannot attend your lab session, you must contact Tom or Keenan prior to your absence. Students are required to make-up their missed lab session during another lab session. This section is worth 30% of your final semester grade. It is your responsibility to keep a copy of all your work. Once assignments have been returned it is in your best interest to check Model right away to make sure your score is posted correctly AND to hold on to them until the class ends and final grades re posted.Quizzes There will be a total of 11 quizzes offered this semester. Each quiz is worth 10 points. Your lowest quiz score will be dropped; hence 10 quizzes will count towards your final grade. The quiz schedule is listed below. The quiz will become available the Friday prior to the date due. On the due date, the quiz must be submitted by 11:59 p. M. Quizzes that are not submitted by the corresponding date and time will resu lt in a failing score. You CANNOT make up a missed quiz (you can drop the lowest score). Quizzes are not timed.You may access the quiz as many times as needed, however once the quiz is submitted, the score is final. All quiz questions will be derived from your textbook. Quizzes will be worth 10% of your final semester grade. Exams This section is comprised of 3 multiple choice exams (which are NOT comprehensive). The majority of exam questions are derived from mass lecture. The remaining questions are from the textbook. Excused make-up exams are granted if you contact Tom or Keenan PRIOR to the exam date and provide documented evidence of your excuse. The instructor reserves the right to change the exam dates.Final Grades Exams, quizzes and lab assignments are calculated as follows: 0-100% = A 80-89% 70-79% 00-59% Blackboard Class announcements, quizzes, study guides and other supplemental course material will be posted on Blackboard. To access course material (study guides, quizzes ), be sure to click on the Content link located in the left hand column. You will find the material in the associated folder. Additionally, all grades (unofficial) will be posted on Blackboard. Classroom Conduct Attending the University of North Dakota is a privilege, not a right.The classroom is a special environment in which students and faculty come together to promote learning. Examples of improper behavior in the classroom may include, but are not limited to: disrespect for the professional status of the instructor and/or GTAG (refrain from contacting us through social media), persistent late arrival to or early departure from class, distractive talking, the use of cell phones and laptops to text, chat, or surf the web, refusal to comply with reasonable directions, employing insulting language or gestures and verbal, psychological, or physical threats and harassment.The Department of Sociology supports classrooms that are positive learning environments, where people are respect ful and supportive of one another. You may have strong opinions, but everyone is expected to listen respectfully to alternative viewpoints and to communicate ideas in a non-confrontational way without monopolizing classroom discussion. Course materials prepared by the instructor including the content of all lectures, are the property of the instructor. Reproduction of materials, including video and audio recording of lectures without the consent of the instructor is prohibited.Unless permission is obtained from me, copies of materials and recordings of lectures may not be modified and must not be transferred or transmitted to any other person, whether or not that individual is enrolled in the course. Academic Misconduct classroom behavior, will be reported to the Sociology Department and the Dean of Students. Subsequently, the behavior will become part of your permanent university record. The penalty for academic misconduct is a failing grade for the assignment/ exam in question or a failing grade for the course, depending upon the severity of the misconduct.

Communtiy service assignement Essay

In your own words, answer the following questions. 1. What does the term ‘risk of significant harm’ mean? Answer q1. If the circumstances that are causing concerns for the safety welfare and wellbeing are present to significant extent. 2. What are the types of child abuse? Answer for q2. 1.physical 2.sexual 3.neglect 4.phychological 3. Identify three possible indicators or signs for each type of child abuse/neglect. Answers q3 1 physical > bruising behaviour problems depression anxiety 2 sexual > bed wetting ,nightmares , scared of people touching them 3 neglect >can be unbathed dirty, little to no food ,too big or small clothing thats dirty 4. What does the term ‘mandatory reporter’ mean? Answer q4 a mandatory reporter is a person that delivers health care education or children services to a child/ren under 16 and authorise by the department community services and required to make reports 5. Why is it important to adopt an ‘interagency approach’? Answer q5 1,promoting a partnership approach to child protection Task 2 Read the case studies below and answer the questions that follow. Jamele You are a worker in a family support agency. Your service offers facilitated playgroups each week to young and isolated mothers. Jamelle is a 1year old and attends each week with her mother. Jamelle is a very timid and does not interact with other children during play time. On a few occasions Jamelle has arrived with several large bruises which Jamelle’s mother has explained as accidents that had occurred whilst Jamelle was attempting to walk by  herself. Jamelle often arrives smelling strongly of stale urine and appearing dirty and unwashed. When they arrived today for the playgroup Jamelle had bloodshot eyes and was very drowsy. Jamelle’s mother reported that Jamelle had not slept well that night and would probably need a lot of sleep today. During the session Jamelle began to vomit. 1. What are the indicators of risk? Answer q1. 1.neglect 2.abuse 3.suspected risk of significant harm 2. How you would respond to this situation? Answer q2 1.document and report to supervisor 2.investigate or possible involvement of police and DOCS 3.call ambulance to protect the health and safety of the child 3. How would you prepare to make a report? Answer q3 1. time and date sign all documented 2.follow all policy and procedures in your work place 3.details of child ,dob name , address phone number, parent or carer if child has disability any back ground if known 4.document what the mother has stated 4. Who would you notify and when? Answer q4 1.immediately discuss situation with your supervisor after you suspect the abuse to the child 5. What actions/work practices you would take as a follow up from the report. Answer q5 1.offer support and help for family 2.services for family eg counselling parental courses 3.comply with your work place policy and procedures Taj You are case worker in a local service that supports families where one of the parents has a mental illness. Your service offers a range of support services, one of which is a weekly support group for children aimed at  reducing isolation and developing coping skills for dealing with a parent with mental illness. Taj is a 10 year old boy who attends the service weekly. Taj is popular with both the staff and his peers and likes to participate in most activities. After the last school holidays, Taj returned to the service a changed child, he has become aggressive and picks fights with his peers. He has also become aggressive towards the other male worker and is isolating himself. Taj has started wearing jumpers and long pants, even on warmer days and refuses to remove any clothing when he shows clear signs of being overheated. During an activity, Taj’s jumper became caught on the table and pulled up revealing a mass of red welts and recent burn scarring on his stomach and back area. Over the last few weeks Taj has drawn some explicit sexual pictures during art activities and has been using very sexualised language. 1. What are the indicators of risk? Answers q1 Aggressive behaviour, picks fights, red welts, bur ns 1.physical 2.sexual 3.neglect 2. How you would respond to this situation? Answer q2 1.ask taj whats happening while on school holidays also contact the family 2. report and document speak to principal and report to your supervisor 3.make a child proctection report to DOCS and police 3. How would you prepare to make a report? Answer q3 names and addresses of the child and his parents or responsible caregiver(s) child’s age and gender nature and extent of injury, maltreatment or neglect   approximate date and time the injury, maltreatment or neglect occurred the circumstances in which the injuries, became known to case worker previous injury, abuse/ neglect of the child or siblings  name of the person suspected to have caused the injury, sexual abuse/ neglect any action taken to treat or help the child and sign   any other information the caseworker believes would be helpful What actions/work practices you would take as a follow up from the report. 1 your repsonsibilty regarding the safety welfare or wellbeing of the child does not cease once report has been made docs it is still your responsibilty to use professional resources to provide support appropriate to your role and identify and respond to any concerns for the young childs welfare Karli Karli is a 16 year old resident in a youth refuge. She is quite precocious and outgoing with all the residents. After the first few days, you noticed that she was flirting with one of the male youth workers. This is not an unusual situation and generally does not create major issues. Expectations that staff not engage in any relationship other than a professional helping relationship are clearly outlined in the agency code of conduct, staff recruitment and ongoing professional development and training. You have noticed over the last few weeks that the worker Jackson appears to be flirting back. You have noticed that there is a lot of incidental touching between them and while you have seen no touching that is clearly inappropriate you can â€Å"feel† a lot of sexual energy between them when they are interacting. You have tried to raise it in discussion but Jackson is dismissive and will not engage on the topic. 1. How you would respond to this situation? Answer q1 1.follow your work place policy and procedures 2.report incidents of your observation to your supervisor 3.discuss your concerns with jackson and karli 2. What ethical issues may arise when responding to these situations? Answer q2 1.breaching the client and workers code of ethics 2.client history and vulnerability and mental status 3.disscussion of sexual or romatic relationship have occurred 4.conflict of interest 5.mandatory and disciplinary action for the case worker Task 3 Read the scenario below and answer the questions that follow. Joseph Personal Information about Joseph Date of Birth: 31/10/04 Full Name: Joseph Timothy Drake Address: 13 Short St, Parker Languages spoken: Chinese and English Nationality: Chinese Other children: Only child Mother: Lis’s (09) 7476 9435 & Partner: Jake (no number provided) You are a community worker in a multicultural resource centre. Your service runs a range of programs to support and assist people from culturally diverse backgrounds. Many of your clients have limited social resources and one of the programs that is offered is a women’s friendship group which aims to reduce the isolation of women. Lis attends the friendship group each week. Lis lives with her son, Joseph who is 5 years old. She has had a series of failed relationships and is currently seeing Jake who you have never met. Lis has engaged you in a number of conversations over several weeks, where she often breaks down and discloses details about fights she has had with her partner. Last week, Lis recounted the events of the previous weekend, when she forgot to leave the key under the door mat and so her boyfriend broke the front door and came in yelling at Lis. Joseph was still up with her at this time, and Lis continued to say that she was worried Joseph had seen her get hit several times by Jake. Lis appears increasingly concerned that he might do something to Joseph as he keeps threatening her and arriving late at night after drinking. This week Lis turns up to the group with Joseph, although children are not part of the group. Lis mentions she is very upset as Jake had come home late again and there had been some trouble. During the group you notice that Joseph is aggressive with Lis and does not engage with other people. At one point Joseph wets his pants and you organise for a change of clothes. While Lis is changing Joseph you notice a large impact bruise on his back. When you approach Joseph lashes out. 1. Where would you find information on how your service responds to Child Protection issues? Answer q1 1. document and report to supervisor the worries and fears mother has for herself and joseph 2.ask mother consent to fill out incident report 3.mandatory reporting guide 4.multicultural services,internet/google 5.child protection helpline 2. List the legislative acts that govern Child Protection Services in your state/territory. Answer q2 1.family law act 1975 2.law reform act 1995 3.family law amended act 2006 4.national quality standards 5.onbudsman amendment act 1998 6.children and young person (care and protection) act 1998 7.children legislation amendment act 2009

The Cloud Of Wild Canadian Geese - 1047 Words

A subdued accumulation of churning murky grey clouds presses forward from the eastern horizon and occupies half of the mid-afternoon s sky. The sun s blistering rays diffuse in the clouds and tinges the cloud s outer edges with shades of crimson and wine. The lake s clear, echoing plane beckon the luminance of the cloud s striking blend of colors. Its stagnant nature furnishes a reflection of the full length of the radiant sky, down to the terrain s low banking hills and grassy overgrowths within the fields. A thin assembly of tall, heavily branched loblolly pines enshroud the compass of the landscape, forming an imitation of an opaque forest wall. The rainfall deepens and electrifies the inertness of the terrain. The pines shake from side to side in the blustery weather, waving and swirling their branches around with vigorous activity. A short leafed oak tree, much larger and archaic than its counterparts, stands firmly on the precipice of the lake s long, curving contour. An expose d gaggle of wild Canadian geese shuffle their soiled webbed feet with short, quick steps alongside their goslings through lush bunches of wild grass en route towards shelter from the unforgiving downpour. The gaggle takes cover from under the oak tree s high adhering limbs by the edge of the lake. Two of the oak tree s main protruding limbs expand upward and slanted, in opposing directions. Mossy vines crawl up and around the oak s trunk and hang from the tips of the main limbShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesillustrates that these principles have not always been practiced. Especially in our current day, what we know and what we demonstrate do not always match. Dr. Bob Moorehead of Seattle’s Overlake Christian Church, who resigned his own position under a cloud of accusations, described it this way: The paradox of our time in history is that we have taller buildings but shorter tempers, wider freeways but narrower viewpoints. We spend more but have less; we buy more but enjoy it less. We have bigger houses