...Summary of chapter 2 Paulo Freire has a problem with how education has been conducted since the 19th century. In his essay, Pedagogy of the Oppressed, Freire compares two concepts of education that are present today, banking and problem-posing. In banking teachers assume students are passive, take all control, determine what will be learned, and “fill” students with pre-selected information. Problem-posing education allows people to develop their human natures fully because it depends on dialogue, recognizes the relationship between people and the world, encourages discovery and creativity, and leads to transformation. Freire criticizes the banking method throughout the essay and clearly praises problem-posing in more than just an educational settings. From the very beginning Freire creates an urgency for change with his word usage, imagery, and exaggerated examples. For instance, narration sickness is a term used when the teacher talks about a subject as if it were “motionless, static, compartmentalized, and predictable.” Narration also leads the students to be ‘containers’ to be ‘filled’ by the teachers. Necrophilia is another one of Freire’s exaggerated imagery, comparing the banking concept and oppression to the love for the dead. As stated by Freire,”The necrophilous person is driven by the desire to transform the organic into inorganic, to approach life mechanically, as if all living persons were things…Memory, rather than experience; having, rather than being, is what counts...
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...Charities are outmoded institutions that have no contribution to make to modern society. What is needed are social enterprises. Discuss. Introduction In this essay I will start by looking at definitions of both “Charities” and “Social Enterprises” before going on to look at a short history of the development of the voluntary sector in the UK. I will then move on to examine the arguments suggesting that charities have become outmoded and the perceived benefits of social enterprises as an alternative approach. In the final section I attempt to critically assess these arguments and to draw some conclusions. Some definitions Charities are essentially organisations established to provide some form of public good, with most of their funding being generated through donations from individuals, companies or government departments. In the UK a charity must be registered with the Charity Commission and the purposes of the charity must meet the “public benefit requirement”. Its purposes will be defined in its governing document or constitution, and ALL of its purposes must be exclusively charitable. This is the main distinction between charities and social enterprises. This latter term is used to describe a wide range of organisations which are run as businesses (and often constituted as companies rather than charities) but don’t exist purely to make money for their stakeholders. Instead they have other goals such as to benefit the community, the environment or any other social interest...
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...Philosophy, University of New South Wales Abstract Over the past eighty years or so, some education theorists have repudiated the notion that it is the teacher's role to act as an authority in the classroom, transmitting knowledge to students "who do not know." In English as a second or foreign language education, a notion of the teacher as "facilitator" is considered to be more compatible with students' felt needs and autonomy. This paper argues that there are epistemological flaws in prominent rejections of transmission theories of learning. Drawing on British philosopher Michael Oakeshott's distinction between technical and practical knowledge, it argues for a modified understanding of the English teacher both as an authority capable of transmitting these types of knowledge in language, and as a facilitator of cooperative language learning. Introduction In the teaching of English as a second or foreign language today, the old pedagogical ideal of the teacher as an authority transmitting knowledge to students "who do not know" is in disrepute. The ideal now is for a more democratic, student-centered approach, in which the teacher facilitates communicative educational activities with students. This model reflects in part the influence of communication-based theories of language acquisition. But it also reflects, in large part, the influence of different pragmatist and progressive education theorists ranging from John Dewey (1916) to Malcolm Knowles (1970). Such an approach stresses...
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...Curriculum Design Word Count: 3300 Introduction: This essay serves as a guide to my Enterprise Market Stall Short Course. This is a Six-week course with the purpose of providing learners with the experience of forming, planning and then running their own business. This guide will begin with an overview of the course, its structure, aims and objectives. Next, the need for the course will be examined alongside the significance of the environment that has created the need for such a course. The curriculum approach will be discussed in order to determine the validity of the course. Finally, the feasibility of the course will be revealed, bringing the essay to an end with a conclusion that will confirm the future of such a course. Experiential Learning will be recurring theme throughout this guide, as the emphasis on the need for practical learning will be promoted. About The Course My proposed course is called, the Enterprise Market Stall Short Course. The aim of this course is to equip learners with the skills needed to contribute to the running of a project, including the planning, delivery and review phases. The course will cover resource planning for a project, communication with stakeholders along with individual and overall project performance review. Students will be challenged and will develop transferrable skills by engaging in real time live business opportunities and in most cases experience the realities of planning and launching their own enterprise...
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...China The first one is the economy. China's economy has been typically the best-performing economy or among the best-performing economies in the world since 1979 when reforms began, averaging about 7 percent growth. One note of concern, though, is that those conditions that allowed that 7 percent growth are not likely to be prevalent in the years to come, because for over 30 years, China has relied extensively on lower wage rates and export-driven growth. But wage rates have been bid up, as happens; the Chinese are victims of their own success, you could say. And secondly, the rest of the countries in the world are not going through high rates of growth, and they’re not going to be importing the way they had been historically. So, that formula isn’t going to be as successful going forward as it has been. China needs to shift away from an export-driven economy to more of a consumption model. It needs to be mindful about funding its state-owned enterprises, about subsidizing state-owned companies. It needs to lessen its reliance on low-end manufacturing and move up the value chain. By the way, these aren’t my observations; these are observations by Chinese leadership. If you follow any Chinese leader’s speech on China’s economic transformation, these are the points he’ll make. We would call that market rationalism or just normal evolution as a country rises to middle-income status. But there are also some countervailing impulses. There’s a strong streak of economic nationalism;...
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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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...HOW COMMUNITY PARTICIPATION IN TFD FOR GENDER BASED VIOLENCE CHALLENGES PATRIARCHY BY Agnes Nthenda UNIVERSITY OF MALAWI FACULTY OF HUMANITIES FINE AND PERFORMING ARTS DEPARTMENT- DRAMA SECTION SUBMITTED IN PARTIAL FUFILMENT OF THE REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE IN HUMANITIES. 26 AUGUST 2013 ABSTRACT This dissertation explores the use of community participation in TfD for Gender based violence in challenging patriarchy. It discusses the idea of TfD and community participation in relation to patriarchy and gender. It also discusses the idea of community participation in relation to TfD, Patriarchy and participation in gender related projects. The analysis in this dissertation focuses on GEWE project which was carried out by CRECCOM as a form of TfD for gender based violence. I look at field work in research, i conduct the performance analysis of the TfD for gender based violence performance and i conduct the analysis for the whole case study, i provide evidence for gender based violence and patriarchal rule in the community and i analyse the involvement of both men and women in the performance and how this helps in challenging...
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...REAL LIFE Research Aids Decision Making In June 2002, New York Governor George Pataki signed a state law giving Mayor Michael Bloomberg control of New York City’s public school system. Most observers agree that this is a school system desperately in need of reform. The 1,100 schools within this system educate 1.1 million kids. However, using the word educate would seem to be somewhat of a misnomer because only about half of the city’s public school students finish high school in 4 years. Only 40 percent of third- through eighth-grade students score at an acceptable level in reading, and only 34 percent do so in math. About 100 of the 1,100 schools are classified by the state as failing, and another 300 are almost as bad. Clearly, something needs to be done. While campaigning for mayor, Michael Bloomberg had many ideas, one of which was to establish an unpaid Board of Education that functioned like a corporate board, providing fiscal oversight and expertise. This idea was approved by new legislation and was a radical departure from the old Board of Education, which was responsible for day-to-day management decisions, including even routine contracting and procurement decisions. Bloomberg needs to do a lot more...
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...Dissertation Writing 2 By Mark Anthony R. Malonzo May 2015 CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction The global education agendum is EDUCATION FOR ALL. In the Philippines, it has been a struggle from the time when formal education was first introduced. The 3 major concerns always revolve around the three issues of ACCESS, QUALITY AND EQUITY. Asking how these three are addressed by the Government is a never-ending endeavor for all the education service-providers and stakeholders. One of the major socio-economic and political milestones in the history of Philippine Educational System is the advent of ASEAN Integration 2015. As brought about by this Economic Integration, the enhancements that the educational system in the country has been undergoing, primarily aim to refine quality, improve access and maintain equity in education. Still, the major concerns that the education sector faces is the low participation rate and increasing dropout rate specifically in the secondary level of education. The data also support that there is 46,404 ES and 12,878 HS ratio between number of elementary schools and secondary schools wherein the latter is 28% fewer as the number of elementary schools. This only means to say that there is a very limited access to secondary education causing many elementary graduates to remain unenrolled for some time which now leads to contribute to psycho-social problems that out-of-school children/ youth (OSC’s/...
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...Jovanovic, Svante Lifvergren, Bo Bergman, Adela-Eliza Dumitrascu, Anisor Nedelcu, Erika Alves dos Santos, Mithat Zeydan, Gülhan Toğa, Johnson Olabode Adeoti, Andrey Kostogryzov, George Nistratov, Andrey Nistratov, Vidoje Moracanin, Ching-Chow Yang, Ayon Chakraborty, Kay Chuan Tan, Graham Cartwright, John Oakland Published by InTech Janeza Trdine 9, 51000 Rijeka, Croatia Copyright © 2012 InTech All chapters are Open Access distributed under the Creative Commons Attribution 3.0 license, which allows users to download, copy and build upon published articles even for commercial purposes, as long as the author and publisher are properly credited, which ensures maximum dissemination and a wider impact of our publications. After this work has been published by InTech, authors have the right to republish it, in whole or part, in any publication of which they are the author, and to make other personal use of the work. Any republication, referencing or personal use of the work must explicitly identify the original source. Notice Statements and opinions expressed in the chapters are these of the individual contributors and not necessarily those of the editors or publisher. No responsibility is accepted for the accuracy of information contained in the published chapters. The publisher assumes no responsibility for any damage or injury to persons or property arising out of the use of any materials, instructions, methods or ideas contained in the book. Publishing Process Manager...
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...others of a similar nature that are not mentioned. ISBN 978-92-5-105883-1 All rights reserved. Reproduction and dissemination of material in this information product for educational or other non-commercial purposes are authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Reproduction of material in this information product for resale or other commercial purposes is prohibited without written permission of the copyright holders. Applications for such permission should be addressed to: Chief Electronic Publishing Policy and Support Branch Communication Division FAO Viale delle Terme di Caracalla, 00153 Rome, Italy or by e-mail to: copyright@fao.org © FAO 2007 iii Contents About this book Foreword Communication and sustainable development by Jan Servaes & Patchanee Malikhao Introduction 1. An overview of the contribution of communication to...
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...H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price of inequality: How today’s divided society endangers our future. New York, NY: Norton; page 18, Morrison excerpt: Morrison, T. (2012). Home: A novel. New York, NY: Alfred A. Knopf; page 26, Goncalves e Sliva excerpt: Gonçalves e Sliva, P. B. (2004). Citizenship and education in Brazil: The contribution of Indian peoples and Blacks in the struggle for...
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...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 included—frequently malign or ignore. As we have considered our quandary, we have come face-to-face with the central paradox that characterizes the genre: Teaching manuals tend to be distant, mechanical, impersonal, and lifeless, when in fact good teaching is immediate, flexible, personal, and lively. In this manual, therefore, we have attempted to communicate to fellow teachers...
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...assistance in editing this volume and to Geoff Hunter for translating the first German version of parts of the Introduction; Smelser has profited from the research assistance and critical analyses given by Joppke. 1. Social Change and Modernity Those who organized the conference on which this volume is based—including the editors— decided to use the terms "social change" and "modernity" as the organizing concepts for this project. Because these terms enjoy wide usage in contemporary sociology and are general and inclusive, they seem preferable to more specific terms such as "evolution" "progress," "differentiation," or even "development," many of which evoke more specific mechanisms, processes, and directions of change. Likewise, we have excluded historically specific terms such as "late capitalism" and "industrial society" even though these concepts figure prominently in many of the contributions to this volume. The conference strategy called for a general statement of a metaframework for the study of social change within which a variety of more specific theories could be identified. 2. Theories of Social Change Change is such an evident feature of social reality that any social-scientific theory, whatever its conceptual starting point, must sooner or later address it. At the same time it is essential to note that the ways social change has been identified have varied greatly in the history of thought. Furthermore, conceptions of change appear to have mirrored the historical...
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...consumer, so it is said, is the king… each is a voter who uses his money as votes to get the things done that he wants done” [Samuelson in Oxford Dictionary of 20th Century Quotations, 2000:274]. There is no question about it – consumers are paramount to the economy. All marketing decisions are based on assumptions about consumer behaviour [Hawkins et al., 2001:8, Mulkern, 2001:126; and Labbe, 2000:38]. In order to create value for consumers and profits for organisations, marketers need to understand why consumers behave in certain ways to a variety of product and services offered. In order to determine the factors that influence the preferences of the Millennial Generation, an understanding of how consumers generally think and behave in buying situations is vital. This chapter starts off with a model of consumer behaviour, which will serve as the foundation of this chapter’s structure. The first part of the model takes an in-depth look at internal, external and other influences that are relevant for the purpose of this study, whilst the second part examines the consumer decision-making process in detail. 2.2 Model of consumer behaviour Understanding consumer behaviour and “knowing customers,” have and never will be simple. Consumers may say one thing but do another. They may not be in touch with their deeper motivations. They may respond to influences that change their mind at the last minute. These issues have lead to theories like that of the black box...
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