My intercultural communication at school Essay

My ESL classes at Heald College took six months and these were necessary requirements so that I could pursue major courses in Architecture. There were other students like me from other countries and it felt good to belong to a group that was being taught the American way of life and culture. It felt good because it gave me the feeling that I was not alone in my hardships. It did not feel so bad and odd being with a group struggling with nuances of the English language and pronunciation and the idiosyncrasies of American culture. While I considered myself an out-group when I was with natural-born Americans, I felt like a member of an in-group when I was with the foreign students. Probably, this feeling springs from the fact that one naturally feels out of place when all others behave and talk in a different way. There is some comfort gained from knowing that one is just like the others. My struggle to fit in was at times frustrating, as I could not be properly understood by the teacher on account of misplaced accents or outright mispronunciations. At first I really felt stupid when the teacher would rephrase my statement and ask if it was what I meant. When I would say it was not what I meant, another classmate would butt in with a genuine intention to help me out but I would end up all the more confused and misunderstood. Realizing the setbacks of my lack of facility with the language, I resolved more than ever to master the English language. My Intercultural Communication at Work Working as a busboy and later, as a waiter in a restaurant gave me the chance to encounter more people and gain more facility with the English language. Finding work was quite an exhilarating experience for me. I felt that I could already communicate my ideas clearly and so I gained more confidence. Of course, there were still some instances when some patrons would fail to understand how I pronounce my words but whenever such a thing happened, I would remember the word and practice saying it correctly when I got home. I had discarded my Dari-English dictionary and I could already carry on a conversation with a native speaker of American English without fumbling for the right word or halting. I once attempted to be friendly with other waiters hoping to generate deeper camaraderie while we were up and about with our tasks. To my horror, I found that Americans seem to be single-minded and so focused when they go about their work that banter is misconstrued as not being serious about work. From then on, I learned to be very business-like while doing my work, bearing in mind that I was not working in an Afghan setting Conclusion This profound reflection on my sojourn in America has made me realize a lot of things that I once took for granted. First, I realized that I possess the resilience and tenacity that is a hallmark of a true Afghan. I used to take for granted the lore and history that due to the Afghan experience of a succession of foreign invasions, Afghans are by nature strong in spirit and character. Indeed, it is no easy task for an 18-year-old boy to force himself to become an adult almost overnight due to peculiar personal circumstances. I realized too that exposure to another culture widens ones horizons and makes one more tolerant of other people. Assimilation into another culture truly begins and is facilitated by an earnest desire to learn the language to a level that one speaks it like one born into the language itself. Together with this is a keen sense of awareness of the seemingly insignificant cultural differences between one’s culture of origin and the host culture. Cultural sensitivity, if I may use the term, enables one to steer clear of problematic situations. Indeed, it is not always wise to act and behave according to one’s cultural orientation when one is in another cultural setting. My intercultural communication with the Peterson family was at first regulated by cues from the reactions of Mr. Peterson. I came to know what he disliked by observing how he reacted. Yet, the sincere sharing of cultural traditions was the factor that truly made our relationship rise up to a higher level. Mutual respect and understanding resulted from the open sharing and this could not have happened by merely observing each other’s reactions. Truly, if one wants to have a meaningful intercultural communication, it must begin with an honest sharing of culture and traditions. It makes it possible to view the other person from their own cultural perspective. The moment I stopped my automatic comparison of Afghan and American values whenever I encountered an unfamiliar cultural practice, I became more accepting of American culture. As Holliday, Hyde and Kullman advise, â€Å"Put aside simplistic notions about what is real and unreal in your perception of another culture, and appreciate that every society is as complex and culturally varied as your own†. (10) The moment I began to have this attitude in my attempt to fully integrate myself into American society, I may have taken the first step towards â€Å"intercultural competence†. Alred and Byram (2002) define intercultural competence as â€Å"the ability to behave appropriately in intercultural situations†¦. the ability to stabilize one’s self-identity while mediating between cultures† (340). I may have taken the first step but I still have a long way to go. All people regardless of culture have the innate need to feel a sense of belongingness. I am sure this is the reason why I felt at ease with my fellow Afghans as I did with other foreign students who were struggling to deal with language difficulties. Yet, once a genuine intercultural communication is initiated, it leads one to learn and marvel at the diversity and richness of all cultures around the world. Works Cited Alred, Geof and Mike Byram. â€Å"Becoming an Intercultural Mediator: A Longitudinal Study of Residence Abroad. † Journal of Multilingual and Multicultural Development 23. 5 (2002). Retrieved from http://www. multilingual-matters. net/jmmd/023/jmmd0230339.htm on April 25, 2007. Holliday, Adrian, Martin Hyde, and John Kullman. Intercultural Communication: An Advanced Resource Book. New York: Routledge, 2004. Questia. 25 Apr. 2007 . Robson, Barbara, Juliene Lipson with Farid Younos and Mariam Mehdi. â€Å"Afghans Their History and Culture, Cross-Cultural and Adjustment Challenges, published by the Center of Applied Linguistics, The Cultural Orientation Resource Center last updated 6/30/02. Retrieved from http://www. cal. org/co/afghan/acult. html on April 25, 2007.

Be Able to Support Individuals to Use the Toilet

3. Be able to support individuals to use the toilet 3. 1 Provide support for the individual to use toilet facilities in ways that respect dignity 1. Offer the individual a help. 2. If the individual is not able to transfer by itself help him/her to transfer however encourage using their own strength as much as he/she is able in order to promote their independency. 3. When the individual is sitting on the toilet cover his/her private area with for example towel to respect their dignity. 4.Ask if they the individual needs some privacy, if it is save to live the individual by him/herself on the toilet inform that you are going to wait outside the toilet and when finish he/she can call you. In the situation when it is not safe to live the individual on the toilet, you can respect their privacy by turning around. 5. Do not make any comments which would make them feel uncomfortable. 3. 2 Support individual to make themselves clean and tidy after using toilet facilities Most of the service users at my work place require full support after using a toilet. However, we remained them to wash their hand after using the toilet.Those service users who are not able to wash their hands by themselves are supported by staff members. The service users who do not need a support with using the toilet are remanded to use it and to remember to wash their hands. 6. Be able to monitor and report on support for personal care 6. 1 Seek feedback from the individual and others on how well support for personal care meets the individual’s needs and preferences 1. Read Care Plans. 2. Ask the individual if the currently used methods meet their preferences. 3. Ask the individual if they would like to make any changes which would make their personal care more convenient, comfortable or njoyable. 4. Discuss with staff members how they can improve the support of the individual in order to meet their needs and preferences. 5. Upgrade Care Plans on the regular basis. 2. 2 Be able to contribut e to establishing the nature of specific communication needs of individuals and ways to address them Establishing the nature of specific communication: 1. Talk to family members to find the way how the individual used to communicate with them. 2. If the individual hasn’t got any family members read the care plan if any exists. 3. Observe the individual. 4. If the individual is verbal just talk to them.The ways to address: 1. Talk to them. 2. Give them choice. 3. Ask them showing the pictures. 4. Learn non verbal language (makaton) 5. Communication passport (for example a picture of service user when is happy, angry or sad). 6. Showing the trust by seeking the contact with support members (for example grabbing the hand, not ignoring when being asked). 2. 3 Explain how and when to access information and support about identifying and addressing specific communication needs When: 1. When the individual is new at the house. 2. When the individuals condition is getting worse How: 1 .Care Plan 2. Communication Passport 3. Family 4. Speech and Language Therapist 5. Basic information tables placed in each room 6. Know how to support the use of communication technology and aids 3. Explain the importance of ensuring that communication equipment is correctly set up and working properly This is important because it is necessary to know how to communicate with service users in order to meet their needs. It prevents unnecessary misunderstanding and follows it anxiety and irritation of service users. As such it decreases the possibility of provoking a challenging behaviour.

Student Relationship Essays

Teacher/Student Relationship Essays Teacher/Student Relationship Essay Teacher/Student Relationship Essay Name: Instructor: Course: Date: Teacher/Student Relationship Education has always been considered as the key to success. It is however becoming more evident that the education system is increasingly becoming irrelevant. The irrelevance of the system is because of the pedagogical approaches that are aimed at forcing information on students in a manner that undermines the process of education. The banking concept of education by Paulo Freire depicts education as one that is keen on enhancing memorization rather than enhancing understanding. This system is teacher centered as opposed to learner centered. Many have agreed with this analysis and have advocated for a complete overhaul of the education system to one that takes into account students passions and interests to make learning a fulfilling experience. The movie â€Å"School of Rock† is an American musical comedy that depicts the kind f pedagogical experience that Paolo Freire is proposing where the teacher and the learner share a bond in the learning process that translates into tr ue knowledge. Freire contends that students and teachers have to become partners in the learning process. Dewey Finn is a struggling rock artist who has taken up a job as a teacher (Rudin). However, his teaching methods are not effective (Rudin). His teaching skills at this point are determined by his ability to deliver content. This depicts the traditional methods of education where the teacher is expected to act as a narrator (Freire 71). The concept o the narrator by Paolo Freire proposes that a teacher is the sole holder of information and that the students are expected to listen to what he teacher is saying without question. The teacher is deemed as being superior and that students have knowledge gaps that only the teacher can fill. In this sense, students’ brains are receptacles waiting to be filled. This in turn undermines critical thinking by learners where they are allowed to analyze and review the content being taught by the teacher (Freire 73). The situation Dewey Finn is faced with clearly illustrates the problem with the education system. The problem is that if the teacher is limited in their ability to be a ‘narrator’ then learning cannot take place. The education system as stipulated by Freire is one that requires the teacher to be versed with vast amount of knowledge, without which, the learning process stalls. The process of education according to Freire should be one that enhances communication between the teacher and the student. Freire argues that goals outlined in traditional or banking educational systems must be done away with and should be replaced â€Å"with the posing of the problems of human beings in their relations with the world† (Freire 75). Traditional teaching methods are better when they are used together with active teaching-learning strategies. Dewey Finn in teaching his class employs the use of traditional teaching methods while at the same time actively involving the class in the learning process. Dewey Finn, the substitute teacher realizes that his class is interested in music, especially pop and hip-hop (Rudin). He dedicates his time to improve his learners’ skills and assisting them to get ready for a competition dubbed â€Å"battle of the bans†. In the process, he reveals t his class the development of rock through history so that they can understand what it is they are learning. This is an aspect of traditional teaching process where teacher assumes the role of knowledge bearer. However, Dewey Finn as a teacher allows the class to practice music allowing them to be creative and produce their own material. Here, an integration of the traditional teaching approach and encouraging learner participa tion allows the student to develop a better appreciation of course content. In essence, this approach reduces learners need to memorize while at the same time improves the relationship between the learner and tutor. Problem posing education is a concept that focuses on practical or realistic application of concepts and theories that have been learned through education (Freire 81). The problem posing approach is effective in situation where learners need to use their cognitive ability and become creative during the learning process. In this sense, children must understand that what they learn in the classroom can help in shaping the world in which hey live. Freire proposes that when students are presented with problems rather than just information, then the education process is less alienated and becomes more practical. The teacher in this sense is â€Å"always cognitive† (Freire 80). The teacher engages the students in dialogue and conducts project that enhance the learners critical thinking. The movie shows that Dewey Finn is thinking critically when teaching his students. He is aware of his students’ musical interests in pop and hip-hop. He ensures that he is able to integrate all these interest into creating a class rock band. Music in itself is a process of critical thinking. Musical compositions require the composer to analyze musical choices to ensure that a composition constitutes harmony. Dewey Finn in the movie â€Å"School of Rock† in which his students were to perform during the battle of the bands competition. One important aspect of Dewey Finn as a teacher is that he is motivated to make his learners share the same passion he has for music. There is evidence in the movie that the learners are thinking critically. Music is inherently a creative process where critical thinking is vital. While the Dewey Finn was teaching his class a song for them to perform for the battle of the bands, the class finally performs a song â€Å"School of Rock† a song that as written by their lead guitarist Zack Mooneyham (Rudin). This is the embodiment of Freire’s position when he says that he teachers thought process achieves authenticity by the authenticity of his student’s thinking (Freire 77). In this sense, Dewey Finn managed to develop Zack Mooneyham’s ability to be creative without his help thus, qualifying Dewey Finns’ teaching methods. Oppression through education is the process through which the teacher inhibits the learner’s ability to think critically by using teaching methods that aim to store information in the learner’s brain rather than enhancing understanding. In this regard, the movie exhibits how Dewey Finn exercised educational freedom where learners have the ability to express opinions and ideas creating an interactive learning process and improving the teacher-learner relationship. The freedom of education has been expressed through the ability of students to come up with heir own musical compositions. The teacher in this sense does not oppress the learner’s creative mind by insisting on his knowledge. It is evident that the movie â€Å"School of Rock† ensures that learners enjoy the ability to explore their critical thinking capabilities. The movie has revealed that traditional teaching methods enhanced by banking of information are not effective in the learning process. The movie shows that traditional teaching methods make learning seem useless. This can be seen in when Dewey Finn is forced tom teach the actual content of the class assigned to him. The class is not as lively as when they are discussing music. In the music class, the students are lively and it is evident that the students are eager to learn since they ask questions and give opinions about what the teacher is saying. This is evidence that the class is actually thinking about what is taught during the lesson. This process allows the teacher and his students to cooperate in the learning process as partners (Freire 80). Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1992. Print. Rudin, Scott, Mike White, Richard Linklater, Jack Black, Joan Cusack, Sarah Silverman, Lee Wilkof, Kate McGregor-Stewart, Adam Pascal, Suzzanne Douglass, Joey Gaydos, Miranda Cosgrove, Kevin Clark, Robert Tsai, Maryam Hassan, Rebecca Brown, Caitlin Hale, Rogier Stoffers, Sandra Adair, Craig Wedren, and Karen Patch. The School of Rock. Hollywood, Calif: Paramount, 2003.

The eNotes Blog Scholarship Spotlight December2015

Scholarship Spotlight December2015 Every month, we  select some of the best scholarships around and post them here on our blog. When you are ready to apply,  check out our tips on  How to Write a Scholarship Essay. Visit   Essay Lab if youre looking for a writing expert  to review and provide feedback your scholarship or college application essays! Lance Surety Scholarship Amount: $1,500 Eligibility: Available to all  undergraduate and graduate students enrolled at an accredited university, college or trade school in the U.S. We accept only one submission per person. Requirements: An essay of minimum 500 words on one of the following topics: Topic: What would be your motivation to start a small business, if you could launch it right now? Topic: How does the U.S. economy benefit from surety bonds? Write an essay on a topic of your choice about one of the following businesses (Please, make sure the topic you select covers a major aspect of the industry such as starting a business, the current state of the field, the perks of the job,etc.): Auto Dealership Freight Brokerage Construction Mortgage Brokerage Due Date: December 15, 2015 To read more information directly,  click here! #FortOnFleek Challenge Amount: $1,000 Eligibility: To be eligible, the entrant must post a photo on Instagram, tag @DormBedding, and include the hashtag #fortonfleek or post a photo on Facebook, tag DormBedding (https://www.facebook.com/DormBedding), and include the hashtag #fortonfleek. The entrant must also be a current follower of @DormBedding on Instagram at the end of the entry period. Entrant agrees that the photo can be posted on the DormBedding Instagram account, website, blog, social media and other promotional purposes. Applicant must be a legal resident of the United States. International students with valid visas are also eligible. Students must have a minimum GPA of 2.5 supported by school transcripts. Requirements:  The winner will be chosen based on the quality of the photo/fort as judged by the DormBedding team. The winner will be contacted directly via Instagram and announced on our Instagram account and Facebook page in December 2015. Any photo submitted before 11:59 on December 1, 2015 will be eligible for the contest. Due Date: December 1, 2015 To read more information directly,  click here! Savvy Saver Scholarship Amount: $2,500 Eligibility:  US Citizen or Permanent Resident, at least 18 years old attending college at an accredited 2- or 4-year college or university in the United States.  One entry per applicant. Requirements:  Savvy Saver Scholarship 2015 Topic: Tweet @Offers the best way to save money as a college student, followed by a short essay (400-600 words) explaining your tweet. Be sure to include your tweet (or a link to it) along with your essay.  Essays will be judged by our staff based on overall quality, originality, creativity, and grammar. Due Date: December 13, 2015 11:59 p.m. CST To read more information directly,  click here! QuickshipToner.com Student Scholarship Amount: $1,500 Eligibility:  Any student enrolled in an undergraduate or graduate degree program in Fall 2015 or Spring 2016 at any accredited American college, university or trade school. Must be a U.S. Resident. Requirements:  Applicants must submit an essay of 1,000 words minimum.  Submit your essay, 1,000-word minimum, on the topic below: Considering the Need for Printed Material, What are the most environmentally friendly ways to responsibly use ink toner cartridges? Email Essays to school@quikshiptoner.com Please include your contact phone number. Due Date: December 15, 2015 To read more information directly,  click here!

An Explanation of Wechsler Intelligence Tests

An Explanation of Wechsler Intelligence Tests The Wechsler Intelligence Scale for Children (WISC) is an intelligence test which determines an individual childs  IQ, or intelligence quotient. It was developed by Dr. David Wechsler (1896-1981), who was the chief psychologist of New York Citys Bellevue Psychiatric Hospital. The test that is typically administered today is the 2014 revision of the test that was originally devised in 1949. It is known as WISC-V. Over the years, the WISC test has been updated several times, each time changing the name to represent the proper edition of the test. At times, some institutions will still utilize older versions of the test. In the latest WISC-V, there are new and separate Visual Spatial and Fluid Reasoning index scores, as well as  new measures of the following skills: Visual spatial abilityQuantitative fluid reasoningVisual working memoryRapid automatized naming/naming facilityVisual-verbal associative memory Dr. Wechsler developed two other commonly used intelligence tests: the Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). WPPSI is designed to assess children aged 3 to 7 years and 3 months. The WISC essentially outlines  students intellectual strengths and weaknesses and provides insight into their overall cognitive abilities and potential. The test also compares children to peers of a similar age. In the most general terms, the goal is to determine the potential for a child to grasp new information. While this assessment can be a great predictor of potential, the IQ level is, by no means, a guarantee of success or failure.   Where the Wechsler Test Is Used Private schools serving children in 4th through 9th grades often use WISC-V as part of their admissions testing procedures, which may be in place of, or in addition to, other admission testing like the SSAT. Those private schools that use it do so to determine both a childs intelligence and his or her performance in school relative to that intelligence level. What the Test Determines WISC determines a childs intellectual capabilities. It is frequently used to diagnose learning difference, such as  ADD or ADHD. The test also helps to assess strengths in order to determine  gifted children. The WISC test indices are verbal comprehension, perceptual reasoning, working memory and processing speed. The subtests allow precise modeling of a childs intellectual abilities and readiness for learning. Interpreting the Test Data Pearson Education, a company that sells the Wechsler testing products, also scores the tests. The clinical data that the tests provide helps the admissions staff develop a complete understanding of your childs intellectual strengths and weaknesses. However, the wide range of assessment scores can be daunting for many and difficult to understand. Not only do school officials, like teachers and admission representatives, need to understand these reports and what the scores mean, but also the parents.   According to the Pearson Education Website, there are options for the type of score reporting available for the WISC-V, which will provide a narrative explanation of the scores including (the following bullet points are quoted from the website): Narrative summary of the child’s background, history, and test behaviorsInterpretation of the Full Scale IQ and all primary, ancillary, and complementary index scoresIntegration of the reason for referral in test score interpretationRecommendations based on WISC–V performanceOptional Parent Summary Report Preparing for the Test Your child cannot prepare for WISC-V or other IQ tests by studying or reading. These tests are not designed to test what you know or how much you know, but rather, they are designed to determine the test-takers capacity to learn. Typically tests like the WISC consist of tasks that assess various measures of intelligence, including spatial recognition, analytical thinking, mathematical ability, and even short-term memory. As such, just make sure that your child gets plenty of rest and relaxation before the test. The school is accustomed to administering these tests and will instruct your child what to do at the appropriate time.

UnitedHealthcare Group Assignment Example | Topics and Well Written Essays - 1000 words

UnitedHealthcare Group - Assignment Example The purpose of the essay is to measure the readiness of the organization and to observe the strategic plans that would be required to be incorporated by the organization for satisfying the healthcare requirements of the citizens in the next decade. The citizens of next decade will have several additional healthcare requirements in comparison to people of present generation. As a consequence, the staffing requirement for specialized workers in several medical occupations (such as nurse) will also rise in the next decade. In present days, people largely neglect the personal healthcare aspects such as diet, exercise and sleeping requirements and significantly engage in several unhealthy activities such as smoking and drinking among others. Besides, increasing level of stress and obesity issues has also become prevalent for people. Several studies depicted that in the United States (US), 50% of deaths are attributed to preventable actions and negligence of people to several manageable as pects. Thus, in the next decade there will be requirement for better health programs along with providing awareness education which can lead to change in behavior of people. Furthermore, in the next decade, citizens are expected to gradually undertake higher responsibilities for healthcare. This, in turn it will increase the requirement of tailored healthcare delivery in terms of better healthcare products and services. As citizens would require bearing the financial stress of handling healthcare issues, they will require effective direction through better healthcare plans. For instance, according to the statistics of ‘America’s Health Insurance Plans’ in 2007, almost 4.5 million Americans were covered with effective healthcare plans.

Indigenous land claims Essay Example | Topics and Well Written Essays - 2000 words

Indigenous land claims - Essay Example In fact, even after gaining independence and sovereignty, the colonial masters have always been reluctant to hand over indigenous land to the indigenous people. Landlessness is one of the significant indicators of extreme poverty levels across the globe. Actually, poor citizens mostly live in rural areas, rely on agriculture, and agricultural labor to survive. However, they do not own these pieces of land (Landesa, 2012, p.1). In the modern times, all land belongs to the government with the citizens exercising use and care over land. Through various government land commissions, the government issues ownership certificates to qualified individuals, regulates and controls use of all land in a given state. Possession, use, registration, or even land claims are important yet very difficult procedures in matters relating to land. It is usually very difficult for the government to honor indigenous land rights and land claims have always resulted to violence and court cases.  However, the re have been various claims over land all over the world by the indigenous people in specific nations from the government, colonial masters, or caretakers. A land claim is a formal statement submitted to the federal and/or provincial government by an Aboriginal community asserting violation to commitments or obligations relating to Aboriginal land rights (Darling, 2012, p.1). While it is much easier to launch a land claim against a registered land, it is much difficult to claim a right over unregistered land. This paper will address the content and significance of the central land rights claims made by indigenous people, mostly indigenous people in Australia. Like other traditional inhabitants, the indigenous people of Australia have been in existence, occupying, and using indigenous land for more than 60 000 years. Although they have greatly evolved with time just like the uses of land, the significance of land in sustaining