Understanding Inclusive Learning and Teaching in Lifelong...

Unit 009 Understanding inclusive learning and teaching in lifelong learning My aim in this unit is to look at inclusive learning and teaching in lifelong learning and explore it in the context of teaching Information Technology. I will analyse and evaluate aspects, strategies and approaches to inclusive learning. I will explain how areas like resources, functional skills, feedback and assessment opportunities can help learners achieve their goals and beyond. Also, I will show how important the learning environment is towards motivating learners and promoting respect for others. Inclusion is ensuring that all learners feel part of the learning process and can participate and contribute in order to get the best opportunity to†¦show more content†¦Most learners with skills gap will move toward courses not linked directly with English, Mathematics and ICT but feel that doing them as a subject will not be relevant to their needs. Information Technology classes can promote skills in literacy when learners create PowerPoint presentations where they would need to check for spelling and grammar. Numeracy skills can be incorporated by using charts, tables and graphs in learning to use Excel. Language skills are useful with learner led or teacher led discussion groups or question and answer segments where learners will be able to practice this skill. Once we can identify the learner’s needs then planning the sessions can have purpose and direction. According to Francis and Gould (2009:59) it is important to â€Å"give purpose and direction to your planning†. When teaching a course on computers to absolute beginners, a teacher may want to help learners gain the knowledge and skills to use a computer which they can use at work or home. One of the tools that can help to make sure this learning objective is achieved is SMART which is Specific, Measurable, Achievable, Relevant and Time bound. It makes sense to describe what is to be learned, what can be done as a result, using various methods to teach it, how useful would it be to help learners now and in the future and how long it will take to achieve. Teachers mayShow MoreRelatedUnderstanding Inclusive Learning and Teaching in Lifelong Learning3108 Words   |  13 Pages* Form 2 Assessment front sheet and feedback record PTLLS Level 3 This form is mandatory Theory Assessment No: | Unit 002 – Understanding Inclusive Learning and Teaching in Lifelong Learning | Learner name: | Jessica Bell | Enrolment number: | | Date issued: | 23/10/2012 | Date submitted : | 06/11/2012 | I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner Signature †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Date †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Read MoreUnderstanding Inclusive Learning and Teaching in Lifelong Learning3626 Words   |  15 PagesCity and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Assessment Task 1 By Robert A J Gue Submission Date 3 May 2012 I have been asked by the Scout Association to give guidance on how to incorporate inclusive learning an teaching in to their training scheme to meet the needs of the leaders who come from diverse backgrounds. The Scout AssociationRead MoreUnderstanding Inclusive Learning and Teaching in Lifelong Learning811 Words   |  4 Pages| Date | | Understanding inclusive learning and teaching in lifelong learning I have delivered a teaching session covering for a colleague on sick leave. It was the first time I had worked with the group within which there was an ESOL learner, a learner with dyslexia, a learner who receives learning support and a learner with disruptive tendencies. I am writing a journal entry for my professional development file which is presented according to the stages of the teaching cycle (See: FigureRead MoreUnderstanding Inclusive Learning and Teaching in Lifelong Learning2174 Words   |  9 Pages4 – Understanding inclusive learning and teaching in lifelong learning 1. Evaluate a range of learning and teaching strategies in lifelong learning. Within your answer you must cover the following giving examples: * An analysis of a range of learning and teaching strategies (minimum of 3) used in own specialism * An evaluation of the effectiveness of learning and teaching approaches in own specialist area in meeting needs of learners * An evaluation of inclusive learning ThereRead MoreUnderstanding Inclusive Learning and Teaching in Lifelong Learning1544 Words   |  7 Pages For the purpose of this essay I will be looking into my roles, responsibilities and relationships in the lifelong learning. For the past five years and half years I have worked at Colchester Institute. I initially worked as a learning support assistant providing support for a alternative education programme. For the past six months I have assumed the role of Assessor on the programme. This programme provides educationRead MoreUnit 009 Understanding Inclusive Learning and Teaching in Lifelong Learning4591 Words   |  19 Pages(if referred): ____________________Grade ______ Date __________ IQA’s name (if sampled) _________________________ Unit 009 Understanding Inclusive Learning and Teaching in Lifelong Learning Key Factors Influencing Inclusive Teaching and Learning The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. As individuals we all learn differently, this has been influenced by past educationalRead MoreAssessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning2719 Words   |  11 Pages6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Name: Date: Word Count: 1.1 Summarise learning and teaching strategies used in own specialism As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance isRead MorePTLLS Overview1077 Words   |  5 PagesTeach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning 1.1 SummariseRead MorePtlls 6302, Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning1245 Words   |  5 PagesCity and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning Assessment Tasks 1-3 By Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning Background: 1. Be able to plan inclusive learning and teaching sessions. (1.1) The need of the learners was identified as having to have investigators who could adoptRead MoreWays in which Lifelong Learning can Contribute towards the New Global Culture and New Knowledge Society1141 Words   |  5 Pagesin which lifelong learning can contribute towards the new global culture and new knowledge society, facts about lifelong learning and how the educator deals with the learners will be discussed. What is learning? Learning is defined as obtaining a new ability or knowledge. For example: leaning to ride a bike, learning to walk, learning a new language, and so on. What is lifelong learning? According to the English dictionary, lifelong learning is the â€Å"use of both formal and informal learning opportunities

First Meditation Essay Example For Students

First Meditation Essay Descartes first meditation, his main objective is to present three skeptical arguments to bring doubt upon what he considers his basic beliefs. Descartes believes this to be an intricate part of his complete epistemological argument. Descartes skeptical arguments are not intended to be a denial of his basic beliefs. On the contrary, he uses these arguments to help prove one of his main theses, which is the existence of God. One of the main premises that Descartes uses in his proof for the existence of God comes from the evil demon argument, which he proposed, in the first meditation. It is this evil demon argument, which will be the topic of the following discussion. ;#9;The purpose of Descartes evil demon argument is to establish doubt upon his belief that God is the sole figure who puts thoughts into his mind. A God that he believes to be an omnipotent supremely good being, not capable of deceiving him or imposing falsehoods upon him. Out of the three skeptical arguments that Descartes proposes in the first meditation, it is the evil demon argument that is the most important. Both of Descartes other two arguments succeeded in their goal to establish doubt upon the existence of the outside world, which were the sensory illusion and dreaming arguments. However, people such as Descartes who believe in an omnipotent supremely good being, called God, could easily refute these arguments. Therefore, in order for Descartes to start from the very beginning, in terms of knowledge, he needed to find a way to bring doubt upon the very thing that was the basis for all his knowledge, which was God. In the evil demon argument, Descartes is not denying the existence of God. The way the argument is presented, Descartes makes it seem as if the evil demon coexists with God. Therefore, when his mind is being deceived or being given false information it is not from God but from the evil demon. From this skeptical argument, one would come to doubt the existence of the external world. If an evil demon really existed there would be the possibility that the only part of our being that exists would be our minds, in whatever form that maybe, probably incorporeal. Therefore meaning that the world that we live in, the external world, is non-existent and merely a mirage placed into our minds by an evil demon. Obviously, to any sane person, this would sound irrational, but this is the possible world that Descartes presents to establish doubt in his common beliefs, mainly his belief that there exists an external world. One of the questions that needs to be raised when discussing Descartes first meditation and his skeptical arguments is; is it possible to completely separate ones self from all their current beliefs? For this is what Descartes sets out to do in the first meditation. This question is highly relevant in terms of Descartes evil demon argument, for it appears no matter what, he is not able to separate himself from his belief in God. Descartes argument is not that the evil demon is replacing God, which would seem to be the logical view. Instead, Descartes says that the evil demon is coexisting with God. Therefore, even though Descartes claims to be starting at ground zero and proceeding to prove that his common beliefs are true, he never actually denies the existence of God. In the later meditations, he reveals his belief in innate ideas and the existence of God is one of them. Yet as far as Descartes evil demon argument is concerned, the fact that he maintains this belief in God througho ut causes problems, as will be shown. .uefab20fb67ca76e987cc61fe12726313 , .uefab20fb67ca76e987cc61fe12726313 .postImageUrl , .uefab20fb67ca76e987cc61fe12726313 .centered-text-area { min-height: 80px; position: relative; } .uefab20fb67ca76e987cc61fe12726313 , .uefab20fb67ca76e987cc61fe12726313:hover , .uefab20fb67ca76e987cc61fe12726313:visited , .uefab20fb67ca76e987cc61fe12726313:active { border:0!important; } .uefab20fb67ca76e987cc61fe12726313 .clearfix:after { content: ""; display: table; clear: both; } .uefab20fb67ca76e987cc61fe12726313 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uefab20fb67ca76e987cc61fe12726313:active , .uefab20fb67ca76e987cc61fe12726313:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uefab20fb67ca76e987cc61fe12726313 .centered-text-area { width: 100%; position: relative ; } .uefab20fb67ca76e987cc61fe12726313 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uefab20fb67ca76e987cc61fe12726313 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uefab20fb67ca76e987cc61fe12726313 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uefab20fb67ca76e987cc61fe12726313:hover .ctaButton { background-color: #34495E!important; } .uefab20fb67ca76e987cc61fe12726313 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uefab20fb67ca76e987cc61fe12726313 .uefab20fb67ca76e987cc61fe12726313-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uefab20fb67ca76e987cc61fe12726313:after { content: ""; display: block; clear: both; } READ: Fanhrenheit 451 EssayThe problem that arises when Descartes believes that the evil demon and God co-exist is that he is contradicting himself. When the situation is looked at more carefully, it can be seen that the evil demon can actually be more powerful than the God that Descartes believes exists. If that is the case then there is the possibility that God really does not exist, for the evil demon could just be deceiving Descartes mind into believing that a God exists. Therefore, since Descartes assumes the existence of God and by using his own evil demon argument, it can be proven that God does not exist, there is a contradiction in his argument. Descartes though could e asily avoid this contradiction by saying that God is also all-powerful. Meaning nothing can be more powerful than God, considering Descartes already believes God to be omnipotent and supremely good, being all-powerful does not seem to be too much of a stretch. However, this argument could end up being never ending when one is talking about which supernatural being is more powerful than another one. Nonetheless putting aside Descartes somewhat circular reasoning, his arguments for doubting his basic beliefs, are very strong and convincing. When analyzing Descartes evil demon argument it is important to keep in mind his initial goal, which was to establish a certain amount of doubt into the beliefs which he took for granted, such as the existence of the external world. So he would be able to disprove these doubts in order to prove his original beliefs. Looking at Descartes argument in these terms it can be seen that he did accomplish the task that he set out to do, even though one has to except the fact that he will always believe in the existence of God.

Term Vs Whole Life Essays - Life Insurance, Whole Life Insurance

Term Vs Whole Life TERM VS WHOLE LIFE If you're like most people, there's nothing more important to you than your family. As difficult as it is for you to imagine not being there for them, it's a risk we all face. To help be sure your loved ones have the financial protection they'll need, it's important to not only think about the unexpected, but to plan for it. If you were gone, who would provide for your loved ones? Who would help... Provide cash for family income? Cover the cost of raising your children? Pay off your mortgage? Pay off your debts? Life insurance can help give your family the protection they need while providing you with peace of mind. It can help provide continuing income and help pay the bills--keeping your family's hopes and dreams alive even after your death. or to find out if you're approved for up to $150,000 of immediate 10-year term life insurance that could save you up to 30%.* Coverage starts today with no medical exam if you're approved.** Or, get more information on other life insurance coverage offered through U.S. Bancorp Insurance Services: in higher coverage amounts for maximum coverage at the lowest premiums that can be designed for long-term protection while providing flexibility in terms of premium payments and cash value accumulation. Applying for 10- and 20-year underwritten term and universal life insurance involves an interview and a medical exam (including blood and urine samples). Term Insurance Advantages Initially, premiums are lower than those for various forms of whole life insurance, thus allowing you to purchase higher amounts of insurance coverage. It is good for covering specific needs that will disappear in time, such as mortgages and other loans. Disadvantages Premiums will increase as you grow older and at the end of the term of the policy you purchase, such as 10 year term. In the 11th year the premiums will increase. Eventually, coverage may lapse due to the expense of the policy the older you do get.Generally, the policy does not have cash value. Permanent Insurance Advantages As long as the necessary premiums are paid, the life insurance policy is guaranteed to be there for your entire life. Your premium can be fixed or flexible to meet your own personal needs. The policy accumulates a cash value that you can borrow against. Loans would need to be paid back with interest or your beneficiaries will receive a reduced value of benefit if you pass away prematurely. If you ever needed to have your premiums paid for with you existing cash value, you can. If you surrender your policy, the cash value will be returned to you. Disadvantages The required premiums may make it to expensive to purchase the necessary amount of insurance you and your family needs. It may cost more than term insurance if you do not keep the policy long term. I think I would take the whole life insurance because it will adjust to your personal need as the term wont it is just a fixed rate but the whole life also has a fixed rate but it will fluxuate to fit your personal needs at the time that your in that would be why I pick whole life over term life. TERM VS WHOLE LIFE If you're like most people, there's nothing more important to you than your family. As difficult as it is for you to imagine not being there for them, it's a risk we all face. To help be sure your loved ones have the financial protection they'll need, it's important to not only think about the unexpected, but to plan for it. If you were gone, who would provide for your loved ones? Who would help... Provide cash for family income? Cover the cost of raising your children? Pay off your mortgage? Pay off your debts? Life insurance can help give your family the protection they need while providing you with peace of mind. It can help provide continuing income and help pay the bills--keeping your family's hopes and dreams alive even after your death. or to find out if you're approved for up to $150,000 of immediate 10-year term life insurance that could save you up to 30%.* Coverage starts today with no medical exam if you're approved.** Or, get more information on other life insurance coverage offered through U.S. Bancorp Insurance Services: in higher coverage amounts for maximum

Free Essays on State Of Nature Of 1500 - 1900 Century Philosphers

The â€Å"state of nature† of human beings was the focal point for many of the 1500th –1900th century philosophers. Many of these philosophers attempted to understand and describe humans in this original condition. One of the most intriguing aspects of man was the concept of human interaction as it pertained to cooperation and competition. Theories, hypothesizes, and explanations were plentiful and very diverse. As the various facets of man were studied, the exchange of ideas and information regarding human interaction created a variety of new philosophies. Each of the philosophers contributed their perspective to the pool of ideas and broadened the scope of understanding of how the â€Å"state of nature† influenced and helped individuals manage and run society. Throughout this process of understanding, many philosophers introduced ideas and concepts that influenced our culture and society. First, Thomas Hobbes identified that humans were in continual war with "every man, against every man". A time of "no arts; no letters; no society; and which is worst of all, continual fear and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short".1 Because man’s natural state is so debased, Hobbes applied a authoritarian view of social contract. He deemed that a social contract was required to keep peace and order. He was the first modern theorist to agree for absolute power of government. In an effort to resolve this, he argued that humans would agreed to cooperate for survival, by agreeing to surrender some freedom in return for stability. He wanted to create a social contract with a large group that would abide the laws of government. Thus, Hobbes believed that the government should take the form of monarchy, not a democracy. This form of government still exists in countries today. The theoretical construct was based in absolute mate rialism. Hobbes thought matter was all that existed. Men w... Free Essays on State Of Nature Of 1500 - 1900 Century Philosphers Free Essays on State Of Nature Of 1500 - 1900 Century Philosphers The â€Å"state of nature† of human beings was the focal point for many of the 1500th –1900th century philosophers. Many of these philosophers attempted to understand and describe humans in this original condition. One of the most intriguing aspects of man was the concept of human interaction as it pertained to cooperation and competition. Theories, hypothesizes, and explanations were plentiful and very diverse. As the various facets of man were studied, the exchange of ideas and information regarding human interaction created a variety of new philosophies. Each of the philosophers contributed their perspective to the pool of ideas and broadened the scope of understanding of how the â€Å"state of nature† influenced and helped individuals manage and run society. Throughout this process of understanding, many philosophers introduced ideas and concepts that influenced our culture and society. First, Thomas Hobbes identified that humans were in continual war with "every man, against every man". A time of "no arts; no letters; no society; and which is worst of all, continual fear and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short".1 Because man’s natural state is so debased, Hobbes applied a authoritarian view of social contract. He deemed that a social contract was required to keep peace and order. He was the first modern theorist to agree for absolute power of government. In an effort to resolve this, he argued that humans would agreed to cooperate for survival, by agreeing to surrender some freedom in return for stability. He wanted to create a social contract with a large group that would abide the laws of government. Thus, Hobbes believed that the government should take the form of monarchy, not a democracy. This form of government still exists in countries today. The theoretical construct was based in absolute mate rialism. Hobbes thought matter was all that existed. Men w...

Biography of Sojourner Truth, Abolitionist and Lecturer

Biography of Sojourner Truth, Abolitionist and Lecturer Sojourner Truth (born Isabella Baumfree; c. 1797–November 26, 1883) was a famous African-American abolitionist and womens rights activist. Emancipated from slavery by New York state law in 1827, she served as an itinerant preacher before becoming involved in the anti-slavery and womens rights movements. In 1864, Truth met Abraham Lincoln in his White House office. Fast Facts: Sojourner Truth Known For: Truth was an abolitionist and womens rights activist known for her fiery speeches.Also Known As: Isabella  BaumfreeBorn: c. 1797 in Swartekill, New YorkParents: James and Elizabeth BaumfreeDied: November 26, 1883 in Battle Creek, MichiganPublished Works: The Narrative of Sojourner Truth: A Northern Slave (1850)Notable Quote: This is what all suffragists must understand, whatever their sex or color- that all the disfranchised of the earth have a common cause. Early Life The woman known as Sojourner Truth was born into slavery in New York as Isabella Baumfree (after her fathers owner, Baumfree) in 1797. Her parents were James and Elizabeth Baumfree. She was sold several times, and while enslaved by the John Dumont family in Ulster County, she married Thomas, also enslaved by Dumont and who was many years older than Isabella. The couple had five children together. In 1827, New York law emancipated all slaves. At this point, however, Isabella had already left her husband and run away with her youngest child, going to work for the family of Isaac Van Wagenen. While working for the Van Wagenens- whose name she used briefly- Isabella discovered that a member of the Dumont family had sold one of her children into slavery in Alabama. Since this son had been emancipated under New York Law, Isabella sued in court and won his return. Preaching In New York City, Isabella worked as a servant and attended a white Methodist church and an  African Methodist Episcopal Church, where she reunited briefly with three of her older siblings. Isabella came under the influence of a religious prophet named Matthias in 1832. She then moved to a Methodist perfectionist commune, led by Matthias, where she was the only black member, and few members were of the working class. The commune fell apart a few years later, with allegations of sexual improprieties and even murder. Isabella herself was accused of poisoning another member, and she sued successfully for libel in 1835. She continued her work as a household servant until 1843. William Miller, a millenarian prophet, predicted that Christ would return in 1843 amid economic turmoil during and after the panic of 1837. On June 1, 1843, Isabella took the name Sojourner Truth, believing this to be on the instructions of the Holy Spirit.  She became a traveling preacher (the meaning of her new name, Sojourner), making a tour of Millerite camps.  When the Great Disappointment became clear- the world did not end as predicted- she joined a utopian community, the Northampton Association, founded in 1842 by people interested in abolitionism and womens rights. Abolitionism After joining the abolitionist movement, Truth became a popular circuit speaker. She made her first antislavery speech in 1845 in New York City. The commune failed in 1846, and she bought a house on Park Street in New York.  She dictated her autobiography to womens rights activist Olive Gilbert and published it in Boston in 1850.  Truth used the income from the book,  The Narrative of Sojourner Truth, to pay off her mortgage. In 1850, she also began speaking about womens suffrage. Her most famous speech, Aint I a Woman?, was given in 1851 at a womens rights convention in Ohio. The speech- which addressed the ways in which Truth was oppressed for being both black and a woman- remains influential today. Truth eventually met Harriet Beecher Stowe, who wrote about her for the Atlantic Monthly and wrote a new introduction to Truths autobiography. Later, Truth moved to Michigan and joined yet another religious commune, this one associated with the Friends. She was at one point friendly with Millerites, a religious movement that grew out of Methodism and later became the Seventh Day Adventists. Civil War During the Civil War, Truth raised food and clothing contributions for black regiments, and she met Abraham Lincoln at the White House in 1864 (the meeting was arranged by Lucy N. Colman and Elizabeth Keckley). During her White House visit, she tried to challenge the discriminatory policy of segregating street cars by race. Truth was also an active member of the National Freedmans Relief Association. After the war ended, Truth again traveled and gave lectures, advocating for some time for a Negro State in the west. She spoke mainly to white audiences and mostly on religion, the rights of African-Americans and women, and temperance, though immediately after the Civil War she tried to organize efforts to provide jobs for black refugees from the war. Death Truth remained active in politics until 1875, when her grandson and companion fell ill and died. She then returned to Michigan, where her health deteriorated. She died in 1883 in a Battle Creek sanitorium of infected ulcers on her legs. Truth was buried in Battle Creek, Michigan, after a well-attended funeral. Legacy Truth was a major figure in the abolitionist movement, and she has been widely celebrated for her work. In 1981, she was inducted into the National Womens Hall of Fame, and in 1986 the U.S. Postal Service issued a stamp in her honor. In 2009, a bust of Truth was placed in the U.S. Capitol. Her autobiography is read in classrooms throughout the country. Sources Bernard, Jacqueline.  Journey Toward Freedom: The Story of Sojourney Truth. Price Stern Sloan, 1967.Saunders Redding, Sojourner Truth in Notable American Women 1607-1950 Volume III P-Z. Edward T. James, editor. Janet Wilson James and Paul S. Boyer, assistant editors. Cambridge, Massachusetts: Belknap Press, 1971.Stetson, Erlene, and Linda David.  Glorying in Tribulation: The Lifework of Sojourner Truth. Michigan State University Press, 1994.Truth, Sojourner.  The Narrative of Sojourner Truth: a Northern Slave. Dover Publications Inc., 1997.

MIH514 - Cross-Cultural Perspectives Module 2 - SLP Essay

MIH514 - Cross-Cultural Perspectives Module 2 - SLP - Essay Example They are able to guide proceedings in the household, although in the present set up, with wives also playing more important earning roles in the household, the overall dominance of the male has dramatically reduced in modern times. However, according to South Korean culture, the traditional dictums of male supremacy is slowly declining, especially when women are as adept in seeking and pursing gainful employment for the upkeep and maintenance of the family. While traditionally, it has been the eldest male who is bestowed the honor of being the earning head of the family and controls the purse strings, in the modern changing context, this has become more flexible and the role of the fairer gender is also assuming greater importance. The major goal, obviously, is the sustenance of family values and its enrichment. Besides, it is also necessary to take good care of the family bonding and economic growth and development. There is need to take an overall view of family goals and priorities in terms of education, heath care and seeking interventions that go to improve living standards of families in South Korean context. This country has been endowed with very hardworking people with strong character and valued principles in life, and has been able to hold its own, despite being split from North Korea. â€Å"Koreas population is one of the most ethnically and linguistically homogenous in the world. Except for a small Chinese community (about 20,000), virtually all Koreans share a common cultural and linguistic heritage. With 48.6 million people, South Korea has one of the worlds highest population densities. Major population centers are located in the northwest, southeast, and in the plains south of the Seoul-Incheon area.† (Background note: South Korea, 2009). The development tasks that have been undertaken by South Korea at grassroots individual, family and community levels are indeed exemplary. Moreso, in the

What does a geomatic engineer do in his career and what are the future Essay

What does a geomatic engineer do in his career and what are the future prospectus of this career - Essay Example Most of the tasks and activities of the geomatic engineers are integrally linked with civil engineering. Such tasks include but are not limited to mapping for the construction projects, control surveys, and preparation of design and layout of the urban subdivisions and public infrastructure. The graduates of geomatics engineering make use of a diverse array of technologically advanced tools such as the equipment of Global Positioning System (GPS), digital total stations, computer-based geographic information systems (GIS), and digital aerial imagery done with the help of satellites. The level of education required to serve as a geomatic engineer varies from one organization and country to another. However, in general, highly qualified and educated geomatic engineers get more and better opportunities of employment like positions in academic and research organizations. Generally, a four year degree is required to be able to survey the oil and gas sites. Geomatic engineers design system s in order to gather locational data. Design and use of these systems is critical for a wide range of applications including scientific surveys and navigation systems in cars. In the field of geomatic engineering, advanced degrees are also available as geomatic engineering integrates a variety of disciplines like mathematics, geology, and surveying. Locational data includes physical maps’ underpinning so that navigational information and different types of data based on map can be obtained. These maps provide the details of geology, meteorology, and demography of different areas. Using this information, geomatic engineers design systems to obtain and record the information. Many of these systems interact with the systems of GPS as well as other points of reference that are used for accurate recording of the data. Utilization of these systems is often part of the job of a geomatic engineer. Employment opportunities for the geomatic engineers exist in the private companies, gov ernment agencies, and other non-profit organizations which are involved in such activities as spatial design and surveying. A geomatic engineer may be required to work as a team member in the operation of exploration of oil and gas. In such tasks, the geomatic engineer is asked to collect the location information, mark the data that is relevant, and make sure that he prepares a map recording all information, materials, and features of interest required to prepared the background on the survey location. These survey teams often get the help and participation of other engineers in the tasks of preparation of the home sites, collection of data for research, and involvement in research and development based on location. In order to achieve this, geomatic engineers require an in-depth understanding of the location data and spatial relations as well as the discipline in which the data would be utilized so that reliable and useful knowledge can be created. As a geomatic engineer, an indivi dual can serve in different sorts of technical positions that include but are not limited to photographic image processing, global positioning, satellite image processing, remote sensing, three-dimensional computer visualization, management of land and natural resources, spatial data infrastructure, surveying, and mapping. There is a variety of career pathways for a geomatic engineer to select from. They can choose to specialize in cadastral or land surveying, engineering surveying, positioning, mining, remote sensing, and topography. In addition to them, a variety of other areas of specialization are available. A cadastral or land