...ENGL 1213 20 January 2012 Paulo Freire takes us back to his house in Recife, Brazil where he was born and describes to us the birds, trees, and structure of his home. It is here that Paulo begins to learn to read and have his first experiences with letters, texts and words. Every one of our students’ first experiences with the written word is never going to be the exact duplicate of another. “The texts, the words, the letters of that context were incarnated in a series of things, objects, signs…in perceiving these, I experienced myself, and the more I experience myself, the more my perceptual capacity increased” (Freire 282). The texts, letters and words would take on images of items of Freire’s world and the more he read the more images and signs would emerge. Reading was something Freire did by using words from his world, which was further continued in his education. In his mention of a private school lessons in regards to reading was its’ congruent relationship with reading word-world. In our school systems today it is very important to realize this word-world relationship is different for every student. The images and signs being brought out by texts, letters, and words can be very different from their classmate. In trying to incorporate culturally relevant pedagogical lessons as teachers we can include a variety of different texts and literature in our classroom and expect that each of our students will have different views and understanding of the text. In Freire’s...
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...Essay for NRC CCOM-183: 1988 Professor: Dr. Atilio León Rubio PRIVATE UNIVERSITY ANTENOR ORREGO FACULTY OF COMMUNICATION PROFESSIONAL SCHOOL OF COMMUNICATION SCIENCES NOVEMBER, 2013 INTRODUCTION This paper aims to describe and analyze the main theoretical currents of communication in Latin America from two main aspects: first, the current state of research and production on the subject exists in some Latin American countries and on the other, the sense that scores from the beginning of the last decade, the curriculum reform in schools of communication in Latin America and, consequently, in the definition of the subject matter of the communication. Since the nineties, academic and research application of the theory of communication in Latin America has experienced a renewal, healthy and necessary overcoming change. This change starts mainly from overcoming the tendency to ascribe the declining communication studies to a single discipline and go creating a growing awareness of their status and disciplinary forms revolutionize approaches to the analysis and production, dissemination and reception the message. These changes, in fact, the main underlying theoretical and communication research in Latin America current. ANTONIO PASQUALI Arnaldo Antonio Pasquali Greco, born in Rovato, Italy; on June 20, 1929, is a Venezuelan social communicator. He is considered one of the introducers of thought in Latin America Communication underlying...
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...famous American writer and winner of the Pulitzer Prize, refers to something that happens to the vast majority of people in the developed and in large segments of the developing worlds, which is schooling. Hardly anybody denies the importance of schooling. At the very least, places must exist where parents can leave their children, especially when both have to go to work for the better part of the day. The relevance, however, of what happens in schools is another matter. Schools are still mired in the predicament of transmitting and withdrawing known knowledge, if that is at all possible. It is the process that Paulo Freire used to call the banking concept of education: The teacher makes deposits in the heads of students which are followed by period withdrawals (tests, quizzes and all other manners of justifying the purpose of supposedly depositing knowledge). Freire goes on to say that For apart from inquiry, apart from praxis, men cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world, and with each other. (…) Yet only through communication can human life hold meaning. The teacher’s thinking is authenticated only by the authenticity of the students’ thinking. The teacher cannot think for his students, nor can he impose his thought on them. Authentic thinking, thinking that is concerned about reality, does take place in ivory tower isolation, but only...
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...teachers are responsible for the further enhancements of this theory. It is true that the best student can only be selected by order of merit; and for every winner there is a loser. It is a fact that cannot be objected. However, what I dispute is notion that success is purely dependent on the classroom performance. Student success isn’t based off what they are being taught for their own gain of knowledge, but rather than just being taught to pass the exams and uphold good grades. Education can be more equitable to all students by realizing and accepting the fact that each student is different than another, understanding ones interest and talents, being more inclusive to students with all learning types and background, and by eliminating the letter grade system. Education may be the surest and easiest key to success but definitely not the only one. Moreover, with changing times, nothing is assured anymore. You can attain higher education and still be on your way for a considerable number of months or even years looking for a job after your graduation. The term easy is also relative, because if education could be that easy; then why isn’t everyone successful in it? Why are there low grades in the education system, if it is something that is meant to be passed by almost anyone?...
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...NOTE: This is a published paper and should be cited as follows: Simmons, A.M. (2012). Class on fire: Using the Hunger Games trilogy to encourage social action. The Journal of Adolescent and Adult Literacy, 56(1), 22-34. Abstract This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through social action projects. Issues such as hunger, forced labor, child soldiers, and the sex trade that appear in both the fictional series and our world are discussed, encouraging students to assess their world and advocate for change. Examples of social action projects that utilize multiple literacies are suggested as a way to inspire students take action in the community and to stand up to injustice and brutality in hopes of creating a better world and a better human race. Using popular literature to pique student interest, this article explores how to incorporate the books in the Hunger Games series into the ELA classroom to support literacy and critical goals. Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action Introduction The Hunger Games trilogy by Suzanne Collins, comprising...
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...Feeling Accepted and Appreciated Douglas Bosted EDU 490 Daisha Oshiro August 8, 2011 Feeling Accepted and Appreciated Everyone and everything has value. Some things are valued more because of their beauty or because of how rare the item is. Other things only have value to one person. But what gives an item its value? It is feelings and emotions. Our emotions play such a huge role in our daily lives. It is these feelings and emotions that we associate with certain things, which cause us to place value in them. These feelings can be powerful motivators. As educators it is vitally important to find out what is important to the students and how to connect with them as early as possible. Taking the time to get to know the students on a deeper level can pay big dividends down the road. How you feel directly influences how you think and solve problems (Jensen, 2008. p. 82). How many times have you gotten out of your bed and stubbed your toe, and then your day went downhill from there. Nothing seemed to go right; if something could go wrong, it did. But, how many times have you gotten out of bed really awake and refreshed from the previous night’s sleep and had a great day. In both instances, it wasn’t the events happening, it was the emotion you put with the experience. This is why it is so important to foster a positive learning environment. To this day I don’t care for math because of some negative experiences I had with a couple of teachers in school. We butted...
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...Page 1 Stanley H. King Counseling Recommended Reading A COLLECTION OF TITLES RELATED TO THIS WORK: Many of these titles have been suggested by past Institute participants. Please let us know if there are resources that you have found useful in your life and work, and we will add to the list. Apter, Terri E. MYTH OF MATURITY: WHAT TEENAGERS NEED FROM PARENTS TO BECOME ADULTS. 2002 Brown, Lyn Mikel. GIRLFIGHTING: BETRAYAL AND REJECTION AMONG GIRLS. 2005 Cloke, Kenneth. MEDIATING DANGEROUSLY. 2001 Clydesdale, Tim. THE FIRST YEAR OUT: UNDERSTANDING AMERICAN TEENS AFTER HIGH SCHOOL. 2007 Crawford, Susan H. BEYOND DOLLS & GUNS: 101 WAYS TO HELP CHILDREN AVOID GENDER BIAS. 1995 Deak, JoAnn and Barker, Teresa. GIRLS WILL BE GIRLS: RAISING CONFIDENT AND COURAGEOUS DAUGHTERS. 2003 Deak, JoAnn. HOW GIRLS THRIVE: AN ESSENTIAL GUIDE FOR EDUCATORS (AND PARENTS). 2010 Dovidio, John F. and Gaertner, S. PREJUDICE, DISCRIMINATION, AND RACISM. 1986 Dweck, Carol. MINDSET: THE NEW PSYCHOLOGY OF SUCCESS. 2007 Elkind, David. ALL GROWN UP AND NO PLACE TO GO: TEENAGERS IN CRISIS. 1998 Elkind, David. HURRIED CHILD: GROWING UP TOO FAST TOO SOON. 2006 Germer, Christopher K. THE MINDFUL PATH TO SELF-COMPASSION: FREEING YOURSELF FROM DESTRUCTIVE THOUGHTS AND EMOTIONS. 2009 Gilligan, Carol. IN A DIFFERENT VOICE: PSYCHOLOGICAL THEORY AND WOMEN’S DEVELOPMENT. 1993 Gilligan, Carol, Nona P. Lyons, Trudy J. Hanmer (ed). MAKING CONNECTIONS: THE RELATIONAL WORLDS OF ADOLESCENT GIRLS AT...
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...Macro Context Of Management And Organisations Stream 18: Postcolonial Stream Proposal Pedro Castellano-Masias Universidad Peruana de Ciencias Aplicadas – UPC Escuela de Postgrado en Dirección de Negocios Universidad Peruana de Ciencias Aplicadas - UPC (Postgraduate Business School – UPC) Av. Salaverry #2255, San Isidro, Lima 27, Peru, Sud America Telephone: 511 419 2800 Fax: 511 419 2828 pedrocastellano@hotmail.com pcastell@upc.edu.pe Macro context of management at organisations Prof. Pedro Castellano-Masias Introduction Management literature is frequently involved with the practicalities of bearing organisational control in order to achieve the shareholders interests (Daft, R.; 2000), (Hodge, Anthony and Gales, 1998), (Kotter, J.; 1997). It seems to be assumed that in so doing the organisations ensure their profitability and survival. Main focus is then placed on technologies of control and efficiency while criteria regarding other stakeholders’ interests are not considered. There is little or none awareness whatsoever of the situation that it is imposed to the workers and their families, there is little account of the organisational impact on the community, there is a very limited awareness and attention regarded to the environmental implications of managerial and organisational activities. In addition, not enough is being said regarding the ways in which the past is shaping the future while preserving a system of privileges and exclusion. A social system of domination...
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...Higher Education: A Wise Investment The world is perpetually changing, and people are changing with it. Every day, there are new demands, necessities, and ways to achieve success in the 21st century. Consequently, to evolve at this rapid pace, people desperately seek opportunities to grow intellectually and feel they have succeeded in life, because everyone has his/her own inner power to make the world better. According to a contemporary model of a liberal society, humans are placed in the center of the planet around them. They are not just observing what is going on, but also participating. They have the right to express their opinion. These ideas might seem to be not very related to an educational process. However, a basis of such concepts like a freedom of speech, a critical thinking and self-respect are formed at school and polished at higher educational institutions (Bronfenbrenner). Everybody has a unique individuality. Studying at a university or college is efficient for liberating consciousness and developing the creativity of young people. Thus, investing into a higher education might lead to efficient results in this sphere. All around the world, universities are considered to form free-thinking members of the democratic society. The latter tend to make themselves and their communities better (Sokol). It is quite difficult to state that attending a university is a sine-qua-non for everyone in society. However, most experts would agree that higher education...
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...The effect of learning environment factors on students' motivation and learning Mary Hanrahan, Centre for Mathematics and Science Education, Queensland University of Technology, Australia Copyright 1998 Taylor & Francis Published in: International Journal of Science Education 20 (6) p 737-753 This is the author's version of the work. It is posted here with permission of the publisher for your personal use. Not for redistribution. See publisher’s website for the definitive published version. http://www.tandf.co.uk/journals/titles/09500693.asp Abstract This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context. The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It...
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...COMMUNITY TELEVISION/ PARTICIPATORY VIDEO What is participatory video? Participatory Video is a set of techniques to involve a group or community in shaping and creating their own film. The idea behind this is that making a video is easy and accessible, and is a great way of bringing people together to explore issues, voice concerns or simply to be creative and tell stories. This process can be very empowering, enabling a group or community to take action to solve their own problems and also to communicate their needs and ideas to decision-makers and/or other groups and communities. As such, PV can be a highly effective tool to engage and mobilize marginalized people and to help them implement their own forms of sustainable development based on local needs. How does Participatory Video work? * Participants (men, women and youth) rapidly learn how to use video equipment through games and exercises. * Facilitators help groups to identify and analyse important issues in their community by adapting a range of Participatory Rural Apraisal (PRA)-type tools with participatory video techniques (for example, social mapping, action search, prioritising, etc. * Short videos and messages are directed and filmed by the participants. * Footage is shown to the wider community at daily screenings. · * A dynamic process of community-led learning, sharing and exchange is set in motion. * Completed films can be used to promote awareness and exchange between...
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...Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle METHODS IN EDUCATIONAL RESEARCH Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this...
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...Contenido ------------------------------------------------- 1. – Datos de la industria financiera en México 1 2.- Sector bancario 2 3.- Sector seguros y fianzas 4 4.- Casas de bolsa 5 5.- PEGs y VCs 6 6.- Noticias de M&A en la industria 7 7.- Asociaciones en la industria 13 ------------------------------------------------- Industria Financiera El sector financiero está compuesto por diferentes empresas, entre las que destacan bancos, bancos de desarrollo, casas de bolsa, el mercado de valores, compañías de seguros y fianzas, uniones de crédito, SOFOLes, SOFOMes, sociedades de inversión, banca de inversión, grupos de capital privado, venture capital, pensiones y otros servicios complementarios. La parte bancaria del sector se desenvuelve mejor en un ambiente macroeconómico de bajas tasas de interés, inflación controlada y crecimiento sostenido ya que los bancos ganan de poder obtener recursos con bajo costo y prestarlos con ganancia. Una economía fuerte es una economía que requiere créditos para la inversión y el consumo, lo que beneficia al sector bancario. Datos de la industria en México * El sector financiero representa 4.8% del PIB mexicano al cuarto trimestre del 2011, de acuerdo al INEGI. * Se cuenta con sólo una bolsa de valores, la cual contaba con una capitalización de 729B de USD al término de 2010. Es la segunda más grande de Latinoamérica después de Brasil. * De acuerdo a BBVA Research el crédito bancario es la segunda fuente...
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...TABLE OF CONTENTS ABSTRACT................................................................................................................... Page 2 INTRODUCTION: PURPOSES, PARAMETERS AND CONTEXT..........................Page 3 CRITICAL REVIEW OF LITERATURE.....................................................................Page 7 SCOPE, SAMPLE AND ETHICAL CONSIDERATION........................................... Page 15 CRITICAL REFLECTION ON OWN RESEARCH FINDINGS.....................................................................................................................Page 17 MY CHANGE INITIATIVE.........................................................................................Page 28 REFERENCES...............................................................................................................Page 44 ABSTRACT This paper reports the findings of a small scale enquiry and the change initiative based on the findings and outcomes of leading a change initiative in a secondary school in the South East of England. The paper evaluates the impact of a change theory on teaching and learning and it assesses the implications of new knowledge on practices and performances of students in Religious Education. The focus of change is on the utilisation of planning strategies to promote interest in learning and the adaptation of critical thinking tools for the purpose of engaging the students in learning. A critical evaluation of the impact of effective...
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...Acknowledgments ix Acknowledgments This book owes a great deal to the mental energy of several generations of scholars. As an undergraduate at the University of Cape Town, Francis Wilson made me aware of the importance of migrant labour and Robin Hallett inspired me, and a generation of students, to study the African past. At the School of Oriental and African Studies in London I was fortunate enough to have David Birmingham as a thesis supervisor. I hope that some of his knowledge and understanding of Lusophone Africa has found its way into this book. I owe an equal debt to Shula Marks who, over the years, has provided me with criticism and inspiration. In the United States I learnt a great deal from ]eanne Penvenne, Marcia Wright and, especially, Leroy Vail. In Switzerland I benefitted from the friendship and assistance of Laurent Monier of the IUED in Geneva, Francois Iecquier of the University of Lausanne and Mariette Ouwerhand of the dépurtement évangélrlyue (the former Swiss Mission). In South Africa, Patricia Davison of the South African Museum introduced me to material culture and made me aware of the richness of difference; the late Monica Wilson taught me the fundamentals of anthropology and Andrew Spiegel and Robert Thornton struggled to keep me abreast of changes in the discipline; Sue Newton-King and Nigel Penn brought shafts of light from the eighteenthcentury to bear on early industrialism. Charles van Onselen laid a major part of the intellectual foundations on...
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