...Forms of communication In this essay, I am going to state the different forms of communication, the situations you can use them in and examples. I am also going to explain Tuckman’s and Argyle’s theory and explain how they relate to the forms of communication. Communication - the imparting or exchanging of information by speaking, writing, or using some other medium. One form of communication is one to one. This means a discussion or exchange of information between only two people. This form of communication could be used in a doctor’s appointment between the doctor and patient. Benefits of this is that it increases confidentiality, the service user is more likely to trust the service provider and so they will be more open. If it is face to face, the doctor can also pay attention to the patient’s body language. Also, there will be no distractions so the information given will be understood. One form of communication you can use for one to one is speech. This means communicating with someone using your mouth (talking). Benefits of this would be that you would be able to make the patient feel more comfortable if you are able to say things that will comfort them. It would also make it easier for them to trust you because you would be able to hear what the person is saying properly. One type of interpersonal interaction that you would use in this situation is tone of voice. This means changing the tone of your voice e.g. a softer tone of voice to suit the situation. The benefit...
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...Principles of Learning and Teaching STUDENTS AS LEARNERS – 35% THEORISTS LEV VYGOTSKY http://facultyweb.cortland.edu/andersmd/VYG/ VYG.HTML JEROME BRUNER http://tip.psychology.org/bruner.ht ml JOHN DEWEY http://www.infed.org/thinkers/e t-dewey.htm Importance of CULTURE humans use of tools and symbols to learn – culture dictates what we learn and how • Higher and Lower mental functions – elementary (or lower) functions gradually transform to HMF through culture • Central ROLE OF LANGUAGE: Language is made possible because of our culture (tools and symbols). The learning of language (or signs) is brought about by social processes, and language or signs ultimately make thought possible. Three stages in the development of speech a. Social speech – speech to control the behavior of others b. Egocentric speech – three to seven year olds – talking to themselves to learn c. Inner speech – soundless speech – thinking in our head • ZONE OF PROXIMAL DEVELOPMENT: The discrepancy between a child's mental age [indicated by the static test] and the level he reaches in solving problems with assistance is the zone of his proximal development. _________________________________ ABRAHAM MASLOW http://www.ship.edu/~cgboeree/m aslow.html HEIRARCY OF NEEDS • Physiological needs • Safety needs • Belonging needs • Esteem needs • Self-actualization • Principles: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge – DISCOVERY...
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...Credit value: 5 1 Communication in health and social care Health and social care professionals need good communication skills to develop positive relationships and share information with people using services. They also need to be able to communicate well with people’s families and/or carers and their own colleagues and other professionals. It is important therefore, if you are considering a career in health and social care, to gain the knowledge, understanding and practical skills needed to develop effective interpersonal skills. There are several different forms of communication used in a health and social care environment. This unit looks at verbal and non-verbal communication methods. You will gain an understanding of the communication cycle, looking at how to make sure that communication is effective and messages understood at each stage. You will also learn to recognise a range of factors which may create barriers to communication. You will then consider ways in which these barriers may be overcome, including the use of alternative forms of communication. You will be given the opportunity to observe and discuss communication methods used by professionals – skills which you will practise and refine. You will then demonstrate your communication skills in both one-to-one and group situations. This unit has links with Unit 2 (Individual needs in health and social care), Unit 5 (Vocational experience) and Unit 6 (Cultural diversity) as it will develop...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...Research report: 21 Disabled people’s experiences of targeted violence and hostility Chih Hoong Sin, Annie Hedges, Chloe Cook, Nina Mguni and Natasha Comber Office for Public Management Disabled people’s experiences of targeted violence and hostility Chih Hoong Sin, Annie Hedges, Chloe Cook, Nina Mguni and Natasha Comber Office for Public Management © Equality and Human Rights Commission 2009 First published Spring 2009 ISBN 978 1 84206 123 7 Equality and Human Rights Commission Research Report Series The Equality and Human Rights Commission Research Report Series publishes research carried out for the Commission by commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research Team for further information about other Commission research reports, or visit our website: Research Team Equality and Human Rights Commission Arndale House The Arndale Centre Manchester M4 3AQ Email: research@equalityhumanrights.com Telephone: 0161 829 8500 Website: www.equalityhumanrights.com You can download a copy of this report as a PDF from our website: www.equalityhumanrights.com/researchreports If you require this publication in an alternative format, please contact the Communications Team to discuss your needs at: communications@equalityhumanrights.com Contents List of abbreviations Acknowledgements...
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...NEW EDITION HIGH SCHOOL English Grammar & Composition BY WREN & MARTIN (With New Appendices) REVISED BY N.D.V. PRASADA RAO S. CHAND Page i New Edition HIGH SCHOOL ENGLISH GRAMMAR AND COMPOSITION By P.C. WREN, MA. (OXON) and H. MARTIN, M.A. (OXON), O.B.E. Revised By N.D.V. PRASADA RAO, M.A., D.T.E., Ph.D. Dear Students, Beware of fake/pirated editions. Many of our best selling titles have been unlawfully printed by unscrupulous persons. Your sincere effort in this direction may stop piracy and save intellectuals' rights. For the genuine book check the 3-D hologram which gives a rainbow effect. S. CHAND AN ISO 9001: 2000 COMPANY S. CHAND & COMPANY LTD. RAM NAGAR, NEW DELHI -110 055 Page iii PREFACE TO THE NEW EDITION Wren and Martin's monumental work High School English Grammar and Composition now appears in two editions. One is a de luxe edition, illustrated in full-colour, and the other is an ordinary edition without illustrations. The material in the book has been further updated where called for. It has been felt necessary in particular to revise some material in the chapters dealing with adjectives, active and passive voice, articles and prepositions. Appendix I, which deals with American English, has been expanded. Appendix II has been replaced with a newer set of tests covering the important areas of grammar. It was in the year 1972 that the shrewd visionary Mr. Shyam Lai Gupta obtained the permission of Manecji Cooper Education Trust for the revision of this book...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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...> 168159 CD >m Gift of YALE UNIVERSITY With the aid of the ROCKEFELLER FOUNDATION 1949 OSMANIA UNIVERSITY LIBRARY Call No. Author %&V/S#/ 2-^ & Accession No. - . This bookihould be returned on or before the date last marked below. WHAT IS LITERATURE? JEAN-PAUL SARTRE Translated from the French by BERNARD FRECHTMAN PHILOSOPHICAL LIBRARY NEW YORK Copyright, 1949, by Philosophical Library, Inc. 15 EAST 40th Street, New York, N.Y. Printed in the United States of America TABLE OF CONTENTS Foreword I II What Why is Writing? Write? Whom Does One Write? 7 38 III For IV Situation of the Writer in 1947 161 Index 299 67 FOREWORD want to engage yourself," writes a young imbecile, "what are you waiting for? Join the Communist Party." A great writer who engaged himself often and disengaged himself still more often, but who has forgotten, said to me, "The worst artists are the most engaged. Look "If you at the Soviet painters" "You want tres is to murder An old critic gently complained, literature. spread out insolently all Contempt for belles-let- through your review." A petty mind calls me pigheaded, which for him is evidently the highest insult. An author who barely crawled from name sometimes awakens men accuses me of not being one war to the other and whose languishing memories in old concerned with immortality; he knows, thank God, any number of people whose chief hope it is. In the eyes of an American...
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...AFRICA’S DEVELOPMENT: THE IMPERATIVES OF INDIGENOUS KNOWLEDGE AND VALUES by MARTIN ODEI AJEI submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY in the subject PHILOSOPHY at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROFESSOR M. B. RAMOSE AUGUST 2007 Contents Declaration Acknowledgement List of Acronyms Key terms Summary vi vii viii x xi INTRODUCTION: DEVELOPMENT AND PHILOSOPHY i. Statement of the Problem ii. Against Economism iii. Critique of Competition iv. Poverty is Unnatural v. Thesis Statement vi. Methodology vii. Structure of Dissertation 1 1 1 5 6 9 10 15 CHAPTER ONE: DIMENSIONS OF DEVELOPMENT AND THEIR INFLUENCE ON AFRICA 1.1. What is Development 1.2. Development and Economic Growth 1.3. Schools of Development Thought and their Influence in Africa 1.3.1. The Modernization School and its Essential Claims 1.3.1.1. Growth Theory under Economic Liberalism 1.3.1.2. Evolutionary Theory 1.3.1.3. Functionalist Theory 1.3.1.4. Common Assumptions and Methodology 1.3.1.5 The Influence of Modernization on Development Practice in Africa 1.3.1.6. Critique of Modernization 1.3.2 Dependency Theory and its Essential Claims 21 21 25 27 27 28 29 30 32 34 36 39 i 1.3.3. The Theoretical Heritage of Dependency Theory 1.3.3.1. Structuralist Economics and the ‘Prebisch Thesis’ 1.3.3.2. Marxism 1.3.4. Common Assumptions of Dependency Theory 1.3.5. Criticisms of Dependency Theory 1.3.6. The Influence of Dependency Theory on African Development Practice...
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...U N D E R S TA N D I N G U N D E R S TA N D I N G S U N Y s e r i e s i n P h i lo s o ph y George R. Lucas Jr., editor R I C H A R D M A S O N understanding understanding S TAT E U N I V E R S I T Y O F N E W Y O R K P R E S S Published by State University of New York Press, Albany © 2003 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207 Production, Laurie Searl Marketing, Fran Keneston Library of Congress Cataloging-in-Publication Data Mason, Richard, 1948– Understanding understanding / Richard Mason. p. cm. — (SUNY series in philosophy) Includes bibliographical references and index. ISBN 0-7914-5871-7 (alk. paper) — ISBN 0-7914-5872-5 (pbk. : alk. paper) 1. Comprehension (Theory of knowledge) I. Title. II. Series. BD181.5.M27 2003 121—dc21 2003042557 10 9 8 7 6 5 4 3 2 1 for Margie Contents INTRODUCTION, 1 CHAPTER ONE WHAT WE UNDERSTAND, 7 CHAPTER TWO HOW WE UNDERSTAND, 21 CHAPTER THREE UNDERSTANDING AND KNOWLEDGE...
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...2009 Malcolm Baldrige National Quality Award Application TABLE OF CONTENTS Glossary of Terms and Abbreviations Organizational Profile i Responses Addressing All Criteria Items Category 1: Leadership 1 Category 2: Strategic Planning 6 Category 3: Customer Focus 10 Category 4: Measurement, Analysis, and Knowledge Management 14 Category 5: Workforce Focus 18 Category 6: Process Management 23 Category 7: Results 7.1: Best Quality (Healthcare Outcomes) 27 7.2: Best Customer Service (Customer Focused Outcomes) 32 7.3: Best Financial Performance & Growth (Financial & Market Outcomes) 35 7.4: Best People and Workplace (Workforce Focused Outcomes) 38 7.5: Best 5 Bs (Process Effectiveness Outcomes) 41 7.6: Best 5 Bs (Leadership Outcomes) 45 GLOSSARY OF TERMS AND ABBREVIATIONS APP: Annual Planning Process 5Bs: AtlantiCare’s five “Bests” or performance excellence commitments – Best People and Workplace, Best Quality, Best Customer Service, Best Financial Performance, Best Growth ARMC : AtlantiCare Regional Medical Center ASC: Ambulatory Surgery Center ASPP: Annual Strategic Planning Process A AAAHC: Accreditation Association for Ambulatory Health Care AAI: AtlantiCare Administrators Incorporated AAP: Annual Action Plan B BFP: Best Financial Performance Big Dots: The system-level measurements or targets for each of the 5 Bs (performance excellence commitments). Business units...
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...FRONTLINE JANUA RY 1 3, 2 012 WWW.FRONTLINE.IN INDIA’S NATIONAL MAGAZINE RS.25 WORLD AFFAIRS IRAQ FOOD SECURITY PDS CLIMATE CHANGE DURBAN Exit America 49 What people say 96 Uncertain stand 114 Remembering TAGORE On his 150th birth anniversary VOLUME 28 NUMBER 27 TH E STAT E S Fiery trap in Kolkata 41 SC IE NCE Higgs signal? 44 WOR L D A F F A I R S Iraq: Exit America War crimes in the trash Russia: December Revolution Pakistan: Volatile state India & China: Troubled equations DECEMBER 31, 2011 - JANUARY 13, 2012 C O V ER S T O RY 49 52 ISSN 0970-1710 Timeless Tagore As an activist, thinker, poet and rural reconstructionist, Rabindranath Tagore continues to be relevant. A tribute on the 150th anniversary of his birth. 4 WWW.FRONTLINE.IN Jayati Ghosh: Mess in eurozone R.K. Raghavan: A lost battle? 108 118 BOOKS LE TTE R S 73 127 54 57 61 TR AVE L Jungles of Borneo 64 AR T Achuthan Kudallur’s journey 85 H ISTOR Y Of Quit India, Nehru & Communist split 89 FOOD SEC UR I T Y Understanding the PDS Kerala: Power of literacy Bihar: Coupon fiasco Jharkhand: Strong revival Chhattisgarh: Loud no to cash E CONOM Y Losing momentum Interview: C. Rangarajan, Chairman, PMEAC CL IM A TE C H A N G E Uncertain stand in Durban CONTR OV E R S Y Mullaperiyar dispute: Deep distrust Fallout of fear OBITU A R Y Humble genius: Mario Miranda Korea’s...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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