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International Conference Conferences, Symposia and Campus Events 2006 The Integration of Professional Communication Skills into Engineering Education Dorthy Missingham University of Adelaide Originally published in the Proceedings of the EDU-COM 2006 International Conference. Engagement and Empowerment: New Opportunities for Growth in Higher Education, Edith Cowan University, Perth Western Australia, 22-24 November 2006. This Conference Proceeding is posted at Research Online. http://ro. ecu. edu. au/ceducom/91 Missingham, D. The Universtiy of Adelaide, Australia. The Integration of Professional Communication Skills into Engineering Education Dr Dorthy Missingham School of Mechanical Engineering The University of Adelaide. Australia dorothy. [emailprotected] edu. au ABSTRACT Conventional Engineering curriculum is strongly focused on the development in students of technical knowledge and skills. However, in recent years, employers have increasingly acknowledged that this traditional preparation of Engineering students‘ is inadequate, as graduates lack the wide range of written and spoken communication skills required to engage with members of other professional groups and with the broader community. Recognition of the important role that communicative competence plays in professional success within the engineering industry has, as a result, led to a number of tertiary institutions developing curricula to address these needs. This paper presents a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in an Australian university, which aims to develop both communicative ability and community engagement. The courses that form the Engineering Communication Program provide for critical awareness-raising of community issues such as ethics, sustainability and gender, English for academic and professional Engineering purposes for both English as an Additional Language (EAL) and English background students and advanced research communication for postgraduate students. All courses are strongly informed by scaffolded learning techniques, systemic functional linguistics and genre theory, and most are run collaboratively by Engineering, Education and Applied Linguistics lecturers. The aims of the Program are to raise awareness in Engineering students about, and to equip them with skills for, their future roles and responsibilities, and to provide the community with engineers whose strong technical knowledge is balanced by an appreciation of the broader social contexts with which they will engage in their professional lives. INTRODUCTION The need for engineering students to acquire professional skills, in addition to technical skills, in order to enhance both community engagement and career success has been increasingly articulated by educators and industry professionals alike. Professional skills mentioned variously include teamwork, conflict resolution, and an awareness of social justice, sustainability and ethics. However, as highlighted by Adams and Missingham (2006) the need for improved communicative competence in engineering graduates has been the professional skills area most widely discussed in research and the engineering profession. Increasingly, engineers work in knowledge-intensive fields that require both high level communication and problem-solving skills (Alvesson 2004). In the Australian setting this need is recognised in the National Generic Competence Standards formulated by Engineers Australia, which extensively refers to communicative abilities throughout its descriptors of competencies required by engineers (IE Aust 1999). However, research on employer satisfaction with engineering graduates‘ communication skills indicates they are below desired requirements, both in Australia (DEETYA 2000) and abroad (Lee 2003). This paper discusses a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in The University of Adelaide, which aims to develop both communicative ability, and an understanding of the need and ability for community engagement. The paper begins with a brief comparative examination of engineering communication education in other universities, both in Australia and overseas. 346 COMPARATIVE APPROACHES The critical role that communicative competence plays in both academic and professional success has, over the past decade, been recognised nationally and internationally in a number of tertiary institutions involved in engineering education (Najar 2001, Riemer 2002, Einstein 2002). A review of literature, relating to engineering communication education, reveals several significant trends common both within Australia and overseas. These trends identify three major areas of academic and professional engineering communication recognised by educators as important skills needed by graduating engineers. The teaching of oral communication, written communication and teamwork skills have been introduced as part of the undergraduate engineering curricula in various Universities world wide (Einstein 2002, Schowm Hirsch 1999). Whilst the combination of communication skills taught and the methodologies used may vary between institutions one particular theme or approach frequently emerges. An interdisciplinary approach to the teaching and learning of engineering communication (Artemeva, Logie St-Martin 1999, Jennings Ferguson 1995) is being practiced by a small but increasing number of engineering faculties and colleges. Examination of interdisciplinary approaches is important in relation to the integrative approach used by engineering and communication educators within the School of Mechanical Engineering at the University of Adelaide. In this respect, learning and teaching of oral and written communication skills in engineering communication curricula have been examined whereas team work skills have not been specifically examined for this particular discussion, as it is considered as worthy of separate dedicated research . Studies undertaken within Australian universities attest the need for high level communication skills. According to Najar (2001) communicative competence, including teamwork and professional writing skills for example, the ability to ? research, write and format basic research reports‘ as well as developing formal oral presentation skills is important to prepare students for both ?academic success and the workplace‘. Similarly Riemer (2002) claims that whilst engineering knowledge and technical expertise are important attributes the graduate engineer must be able to present this knowledge ? ith an excellent standard of communication skills‘. However, where Najar emphasises written and teamwork communication skills, Riemer (2002) claims that emphasis on oral communication skills is highly valued by employers. Riemer further elabourates that oral communication and presentation skills are ? career enhancers‘ which may be considered as ? the biggest single factor in determining a student‘s career success or failure‘ (Beder 2000 cited in Riemer 2002). Despite the apparent emphasis that Riemer places on oral communication skills he also acknowledges that there are a number of areas of communication skills which are necessary for engineers, including written communication skills, technical terminology and professional jargon. The later two areas are probably best described in linguistic terms such as genre and discourse, which are indicative that for each specific discipline there is an accompanying language culture. Internationally, universities are also engaged in the teaching and learning of engineering communication skills. Einstein in his 2002 overview of changes in engineering education at the Massachusetts Institute of Technology (MIT) describes a new approach implemented in the School of Civil Engineering which was developed in response to the view that what was being taught in universities was increasingly divorced from practice. As a result twelve courses were either created or developed in most of which ? regular oral, written and illustrated presentations‘ were required. Similarly Carlton University in Canada also recognised that the engineering discipline had specific needs in the teaching and learning of communication skills (Artemeva et al 1999). These needs related directly to the transition of engineering students from an ? academic to a workplace environment‘. In the case of Carlton University engineering communication studies emphasise written communication skills. The Carlton University approach described by Artemeva et al (1999) is in contrast to Riemers (2002) theoretical proposition on the prominence required in developing oral communication skills for the workplace. One other key difference in Riemers (2002) paper to the approaches suggested by Artemeva et al (1999) as well as Najar (2001) and Einstein (2002), is that Artemeva et al, Najar and Einstein are all overviewing programs of engineering communication already in existence. A common theme emergent in the literature is that many institutions recommend an interdisciplinary approach to the teaching and learning of engineering communication. Various researchers and educators claim that linking acquisition of academic communication skills to authentic engineering tasks 347 both challenges students negative attitudes, towards what they term ? earning English‘, as well as promotes student motivation. Shwom and Hirsch (1999) claim that shared agenda between disciplines recognises the equal status of engineering and communication, or the ? equal place at centre stage of the course‘. This view is also reinforced by Jennnings and Ferguson in their 2002 study, of communication engineering skills in Queen‘s University, Belfast, which states that through linking the study of communication skills to the exploration of engineering issues that communication skills become a key element in the educational process. Furthermore, ? here is a greater likelihood that students will develop a better overall perspective on their (engineering) subject‘. Significantly, many courses which have implemented an interdisciplinary approach have combined the teaching of communication skills with engineering design subjects. In an approach similar to that of the School of Mechanical Engineering, at The University of Adelaide, engineering schools at Northwestern University, USA, Massachusetts Institute of Technology, Harvard and Flinders University, South Australia advocate an interdisciplinary approach that combines engineering communication with engineering design. In reference to the program at Northwestern University, Shwom Hirsch (1999), claim that design and communication are ? ideal partners‘ and that students ? combined knowledge of both fields will make them both better designers and better communicators‘. Additionally students are convinced of the importance of communication in engineering. Of the interdisciplinary approach taken at MIT, Einstein (2002) describes design as a synthesising process which requires various visual, written and problem solving skills inferring therefore that it is the natural setting for teaching and learning communication skills. He goes on to state that ? design (synthesis), coordination and communication‘ are regarded as the major features of the MIT , Civil and Environmental approach to engineering education. Najar (2001) discusses the Language in Use (LIU) modules linked directly to engineering design project work at Flinders University. A notable similarity with the approach of Adelaide University‘s School of Mechanical Engineering approach is that the development of students engineering knowledge is supported in an integrated way by the acquisition of professional and academic communication skills. Skills common to both universities include; how to communicate orally, how to research, and how to write and format research reports. Similarly the interdisciplinary approach employed in the Civil Engineering Department at Queens University, Belfast covers related communication issues in use of the library (how to research), English composition and technical report writing (written communication) and Public speaking (oral communication). Additionally Queens University covers poster presentation (visual communication) an area that the Adelaide University program covers in fourth year but which is not mentioned in the Flinders University program. It is apparent from the literature therefore, that the need for communicative competence in engineering education has been recognised in a number of places worldwide. In particular, an interdisciplinary education approach in engineering communication has been introduced in a range of Universities which offer engineering studies. Despite some differences in the methodologies, curricula and elements of communication addressed by different universities, including the University of Adelaide, these studies indicate that the synthesis of engineering design, which is inherently practical in nature, with the need to communicate the design process and outcomes is both an ideal setting and an important factor for positively influencing student motivation and skills in the study of professional communication. By promoting a shared agenda between disciplines the literature also suggests that this may also promote student recognition of the importance of communication in engineering. Regardless of the similarities and differences of engineering communication education taken by the programs discussed here the literature agrees that increased levels of communicative competence relate directly to employability and success in the engineering industry. THE ADELAIDE APPROACH Background The teaching of professional communication skills within the School of Mechanical Engineering at the University of Adelaide has evolved over a number of years since the mid 1990s. This evolution has experienced different iterations with the current approach developing more directly from a combination of initiatives taken both within the Faculty of Engineering and the School of Mechanical Engineering, and by the then Advisory Centre for University Education (ACUE), now the Centre for Learning and 348 Professional Development (CLPD). These initiatives led to the creation of various courses in Engineering Communication including courses for International Students. The Faculty wide Engineering Communication (EAL) course was traditionally managed by the School of Mechanical Engineering. In Semester 2, 2006 this course was transferred to management by the Faculty Academic Registrar in order to reflect the Faculty wide nature of the need for dedicated engineering communication course for international undergraduates. Within the School other initiatives led to the teaching of Engineering Communication to 3rd year students. Initially taught as a separate subject this course was combined with the Level III Design in 2004. In the same year the School of Mechanical Engineering also created a new course, Engineering Planning Design and Communication (EPDC), for entry level students. The Mechanical Engineering Communication approach consists of a fully integrated, nested curriculum of courses, designed to; explicitly link communication learning to learning in engineering at all year levels, ? develop students‘ ability to construct and present logical argument discursively, ? oster language development from sentence level skills to large document written and oral communication, ? encourage active participation through class discussion and response to formative feedback, ? foster the ability to communicate problem identification, formulation and solution to diverse audiences and ? use development in communicative ability as a vehicle for fostering students‘ insight into and perspective on engineeri ng practice in the community, including the social, cultural, political, international and environmental context of professional engineering practice. Each course in the program, illustrated below in Figure 1, addresses these aims while embedded within either broader Engineering course curricula or, in the case of Engineering Communication EAL, within a curriculum that employs specific strategies that address the needs of EAL Engineering students (Adams Missingham 2006). 349 EPDC Level I 2 Engineer Communication EAL 1 Design Practice Level I I 2 Engineering and the Environment Level III 2 Design Commun. Level III 2 Research Communication Program 1 Design Project Level IV 2 (Postgraduate) Figure 1: Mechanical Engineering Communication courses showing their relationships to each other and the broader Engineering curriculum. 1 for students enrolled in all Engineering disciplines 2 for students enrolled in Mechanical Engineering Theory The theoretical underpinning of the first year Engineering Planning Design and Communication course and the third year Design and Communication course is based on the notion of ? ocial constuctivism‘ as advanced by Vygotsky. In particular, Bruners‘ concept of ? scaffolded‘ learning (Wood, Bruner Rose 1975) informs the student based approach that is centred on active participatory curricula which aims at assisting students to develop increasingly skilled levels of academic and professional communication. Social constructivism grew from a view that educational methods needed to be base concepts of learning beyond rote memorisation, ? egurgitationâ₠¬Ëœ of facts and the division of knowledge into different subjects. Early approaches sought to provide appropriate learning situations where teachers allowed students to develop their own knowledge, meaning and truth in a context which would enable them to use the learning throughout their life. Vygotsky developed this philosophy, noting that ? the central fact about our psychology is the fact of mediation‘ (Vygotsky 1978 p. 166). Social constructivists consider that the dynamic interaction between instructors, learners and tasks provides the opportunity for learners to create their own understanding through the interaction with others and is the most optimal learning environment. The constructivist approach, guiding the Mechanical Engineering communication courses is further reinforced in the application of Brunerian notions of the ? spiral curriculum‘. Bruner postulated that ? A curriculum as it develops should revisit the basic ideas repeatedly, building on them until the student has grasped the full formal apparatus that goes with them‘ (Bruner 1960) p. 3). 350 In the School of Mechanical Engineering these theories guide the designing of courses which are aimed at developing generic language skills which can be used as the basis for current and future application within the engineering industry, rather than a language course focussed solely on communicating engineering terms. The learning and t eaching of communication skills across all levels of the undergraduate program enables scaffolding of knowledge to be integrated rather than focussing on a short d of student teacher interaction. Through this approach skills acquired in first year communication are reinforced in second year Design Practice, extended and elaborated on in the level III course and then reinforced again through workshops and practice in the fourth year Design Project. Borrowing from neuroscience research into learning. the 2006 Level III and semester 2 EAL students have informed the idea of a concept of developing an habitual intellectual framework. Whilst relying on heavily on scaffolded learning, this concept also aims to redress some of the negative perceptions that engineering student have about ? earning English‘ by encouraging students to acquire higher cognition learning in communication skills which they can then apply as habit. PRACTICE AND PERCEPTION Three dedicated communication courses are provided at undergraduate level, Engineering Communication EAL (English as an Additional Language), Engineering Design Planning and Communication (Level I) and Design and Communication (Level III). The overall aim of the three courses is to provide students with an nderstanding of the importance of communication to the professional engineer and to equip them with the necessary knowledge, skills, flexibility and confidence to be good engineering communicators. Through the application of Student Experience of Teaching and Learning (SELT) surveys students are able to comment on and assess the effectiveness of the courses to their needs. At the same time instructors are able to monitor student needs and make appropriate changes to the curriculum and methodology if required. Engineering Communication EAL Engineering Communication EAL was designed specifically to meet the particular needs of international students and to be complementary to the technical engineering courses students undertake to complete their degrees. Through a variety of formal and informal learning strategies students are introduced to and practice basic research techniques. These techniques include ? locating, critically reading and interpreting academically acceptable sources ? presenting their analysis in the form of evidenced based propositions with sources integrated appropriately ? resenting the argument in both a written and an oral form suitable for an academic audience. The strategies used emphasise participation and practice as key elements to becoming effective communicators. Therefore, classes are very active, sometimes rowdy and frequently fun with group discussions and impromptu presentations of issues, group and individual exercises integrated with peer teaching/learning through guided presentation of answers to the class, and open class discussion inviting students to academically critique their own and others responses. Student Experience of Teaching and Learning (SELT) surveys consistently indicate that learning outcomes for students are enhanced by ? full participation on (sic) the aims of the course‘, ? giving feedback to students about their participation‘, adjusting the teaching ? of various topics accordingly (sic) to the class – enabling faster, more effective learning‘, ? very dynamic lessons‘ and being ? able to stimulate my learning‘. Formal assessment strategies involve a series of formative assessments which involve students applying feedback provided to a subsequent assignment. Student comments indicate that this approach is highly effective. Design and Communication courses The Engineering Design Planning and Communication (Level I) and Design and Communication (Level III) courses are provided for all students undertaking degree programs in the School of Mechanical Engineering. The integration of communication and engineering design was devised specifically to emphasise the importance of professional engineering communication and to ensure that communication is not seen by students as a stand alone subject that can be completed and then forgotten about. The effectiveness of this approach in highlighting the importance of communication has been recognised by students who report that the course(s) ? improves your speaking and writing skills‘, 351 ?helps with the written work in other subjects‘, they have ? learnt how to write for university assignments‘, and ? learning academic writing (is) useful to further years of study‘. A number of students have explicitly stated that the course taught them ? to communicate effectively and should be compulsory for all engineer‘?. These comments are also consistent with graduate attributes specified as important not only by the Faculty but also by the engineering industry, including ? the ? ability to communicate effectively‘, ? the ? ability to undertake problem identification, formulation and solution‘ ? the acquisition of skills to enable the ? pursuit of life long learning‘. Course material is also designed to be complementary to the Engineering Communication EAL course by providing reinforcement of and extension to the skills learnt. For example, the Level I course provides students with the additional educational framework and the opportunity to apply skills learnt in ESL to the needs of report writing and the oral presentation of progress reports on a Planning and Design project. Student feedback through SELT surveys consistently evidence the importance of these skills, for example, ? It was great knowing how to structure a report properly‘ and the ? introduction to engineering report writing is very comprehensive‘. A further integrative approach that has been taken in the Level I and Level III courses is reflected in the establishment of the relationships with prior learning and future learning. For example, Level III examines structure, cohesion, critical thinking and analysis, the use of evidence, presenting arguments both in written and oral form and report writing at a more advanced level than the Level I course. The Level III communication course is also an important prerequisite to level the IV Design Project, where all students must write an extensive design report and present a professional seminar on their project. Challenges and Outcomes Empirical and anecdotal evidence indicates that engineers are poor communicators and that one of the factors which influences student choice in undertaking engineering studies is the belief they will not need ? English?. Therefore, discussions and exercises are designed to encourage students to participate and practice skills, to be flexible in their approach to language and its uses, to contribute their ideas, to build on their strengths and to develop confidence. The value placed on practical evidencing of communication is reflected in a participation mark, worth 20% of the total assessment. As a result classes are noisy and dynamic. Students also find that effective communication can be both useful and enjoyable. For example, SELT comments show ? I like the idea of students presenting ideas on overheads (transparencies) in class activities‘, the course ? keeps people interested in tasks that could be very boring‘, ? A good environment for learning is provided‘ and ? interactivity of the class in tasks helps us to gain a better understanding of the subject‘. Similar strategies of regular class and group discussions as well as workshop exercises are used throughout the courses to ensure students regularly practice the skills of communication. Student response indicates that group learning and discussion ? stimulates learning without placing student under pressure‘ and that all students‘are able to learn something regardless of language ability‘. Individual students and groups are invited to present analyses and answers to the whole class and then to call for comments from their peers. The importance to student learning of this approach is exemplified in the following SELT comment ? Doing exercises and presentations in class forced me to do the work which I otherwise would not have touched if it had been set as homework. I appreciate that. Students are encouraged to form cross cultural groups during classes, so that a greater understanding of diversity and its value in engineering is promoted. At the same time students must undertake practical work in developing effective team work skills in order to be able to complete tasks and class based exercises. Students frequently comment that the group work is th e best aspect of the course as it provides opportunity to improve interpersonal communication skills and to gain a real sense of diversity through their interaction with students of different socio-cultural, and ethnic backgrounds. Student comments indicate that working in cross cultural groups encourages ? acceptance of all ideas‘. Students discuss and at times challenge the characteristics of English for academic and professional purposes as presented in these courses. In doing so, students become increasingly aware of how purpose and socio-cultural factors shape the kind of language used in different contexts rather than 352 viewing language as simply correct or incorrect, or based predominantly on the rules of grammar. Issues of ethics and social responsibility arise naturally in relation to topics and lecturers encourage students to discuss these in class. Similarly communication and management themes highlight the nontechnical role aspects of engineering. Students have reflected that ? This (allows you to) practice skills you actually need‘ and there is a ? good balance for a broad variety of skills‘ development. Links to industry expectations are also reinforced through guest presentations from graduate engineers, Engineers Australia and industry leaders. In these way students are encouraged to broaden their perception of the engineering industry as a technical culture to include the understanding that engineering is also a communicative culture. Formal Assessment of Student Work A series of formal assessments, both oral and written are also undertaken to ensure that students can also apply research and analytical skills in a ? planned and timely manner‘ as highlighted by engineering graduate attributes. Formative feedback is given on all assignments in order that students may take full advantage of self directed learning. Students who apply the feedback to subsequent assignments are rewarded for both the attempt and the quality of the improvements made. Students report that this approach provides ? constructive criticism‘ which ? helps each student‘ to ? check their drafts carefully‘. Assessment criteria and their relationship to graduate attributes are fully discussed in both the course notes and in conjunction with exercises, and students have expressed this helps them to place learning in the context of professional and industry expectations, ? hen it‘s explained, it makes sense that engineers spend so much time writing reports, talking to clients and presenting project ideas to meetings‘. RESEARCH TOPICS AND TOPICAL RESEARCH To broaden student awareness of their professional responsibilities as engineers within society, in addition to operating within a company framework, research topics are carefully chosen to reflect community and industry concerns. In particular th e topics chosen provide for critical awareness-raising of community issues such as ethics, sustainability and social justice. For example, the research topic for the current semesters Engineering Communication EAL course is the Role of Engineers, through which students are exploring issues such as personal and interpersonal skills, engineering education and life long learning, ethical responsibilities, social and environmental factors, holistic thinking, entrepreneurship as well as technical skills. Previous topics have included an examination of gender issues in engineering education and the profession, forensic engineering, and the effects of teamwork on the outcomes of engineering projects. The imbedded nature of the Engineering Communications courses within the engineering curriculum ensures that the research topics are relevant to engineering practice, topical and frequently devised in collaboration with engineering lecturers. Level III Design and Communication research topics, for example, are devised together with the design lecturer and sometimes also with reference to other departmental members. The current semesters‘ research topic was directly linked to the Design Project topics. These topics and the communication research topic specifically designed to be co-related. Through this collaborative approach aspect of sustainability in engineering practice are reinforced and student skills in critical thinking, analysis and evaluation of research information are further developed. In Design the projects are to design a Formula SAE Car, Bio-Oil Trike, Biodiesel Bike, 1. 0 litre Biodiesel Taxi Tuk-Tuk, Hybrid Solar Electric Vehicle, Biodiesel Boat, Formula SAE Aircraft, Alternative Energy 2-Seater Aircraft, Hybrid Solar/Biofuel Generator, Fossil-Fuel-Free irrigation system or a Nano-satellite. The topic for the Communication assignments is ? ustainability‘, applied to the chosen design project. , as outlined below. Topic The broad objective of sustainable development is ? to achieve social justice, sustainable economies, and environmental sustainability? ( European Conference on Sustainable Cities Towns, 1994). Australia has a National Strategy for Ecologically Sustainable Development which aims to ? meet the needs of Australians today, while con serving our ecosystems for the benefit of future generations? (Office of Sustainability, Department of Environment and Heritage, 2006). 53 Task Environmental sustainability is a fundamental aspect of sustainability. For your Communication assignments you should identify how environmentally sustainable features can be incorporated in the design of your project, for example a bio-diesel boat, or alternative energy 2-seater aircraft. In addition, you should compare the effects of these features to a traditionally designed version of your project. You are not expected to justify sustainability. Your research must focus on the specific features of sustainable transport. Yong Missingham, 2006) Previous research topics have included the following: Investigate an ethical dilemma in an engineering project, and critically evaluate the response of the engineering company or companies involved, in terms of relevant tenets of the IEAust Code of Ethics. (Yong Missingham, 2005) Select an example of technological development that is prominent in industrialised society and analyse the benefits as well as the adverse effects of this technology to individuals, society and the environment. Yong Missingham, 2004) A high level of both professional communication skills and an appreciation of community concerns required to be developed by the Level III Mechanical Engineering students. The topic descriptions have also been carefully devised to illustrate to students the inter-relationship of effective communication and an understanding of the social, cultural, political, international and environmental impacts implicit in the professional practice of engineering. These expectations are detailed in the Research Topic paper given below. ?Your research is to be based on a topic which has social, cultural, economic, and/or political implications. Engineers work in every sphere of life. As a professional engineer you will be working in an array of industries, in various contexts, and making contact with many people about professional organisations, government departments and agencies, allied industries and organisations, academics, and others. As an effective communicator and decision maker, you will need to be able to present your interpretation and findings on a range of issues, as will occur in the negotiation and management of projects, the submission of tenders, and the advising of clients. The topic for your research in this subject aims to provide you will strategies to both write and talk about your interpretation and findings about diverse issues. Your writing and your presentations will be an attempt to convince a nonspecialist audience of your point of view. You may choose one of the following areas of research for your project. Topic A – the impact of engineering projects on local communities The projects you may work on as an engineer could have significant social, cultural, economic, and/or political implications for people and communities who are not directly involved in the implementation of the project. Your research task is to: Discuss an engineering project which has, or has had, a significant impact/s on local communities Your research is to examine the impacts and outcomes of a specific engineering project on a community or communities. Examples of engineering projects could be dams or hydro-electric projects, weapons testing, mining, the building and operation of chemical or other industrial plants, building roads and railways, and others. The size of the project is unimportant, rather it is its impact on the local community which will be the focus of your research. The impacts could be one of the following scenarios, or a combination of scenarios: ? Well recognised and integrated into the planning of the engineering project, yet have provided, or are providing, difficulties in the implementation and outcomes of the project ? Recognised by the local communities or interest groups, but rejected or ignored by project planners and workers ? Unrealised in past projects, with the long-term consequences now the subject of community and/or legal dispute. 354 Your discussion needs to be an examination, that is, an analysis of the impacts arising from the project. Avoid lengthy descriptions of the history of the project, the engineering technicalities, or merely describing the impacts. You need to read as widely as possible about the project you have chosen, and from your interpretation of the source information provide a discussion of the (perhaps disputed) impact/s of the project. Limit your scope so that you have a specialised focus, that is, analyse only two or three impacts of the project. The word limit set for your assignments means you will not be able to cover all aspects of the project. Your focus needs to be an in-depth examination rather than a broad sweep of issues. Topic B – the impact of seemingly simple technology on the existence of communities. This topic also aims to examine the impact of (seemingly simple) technology on the existence and quality of life for those who use or used the technology. Your task is to: Discuss the impact of a seemingly simple technology on the existence of a community This research topic involves examining the design logic underpinning the technology and importantly the effectiveness of its use. Examples of apparently simple technology could be the boomerang, other hunting implements, for example, harpoons and poison arrows, a specific type of irrigation system, terracing for the cultivation of crops, and others. Your research needs to take account of: ? The design logic underpinning the technology ? The quality of life and survival provided for those who used the technology ? Any evidence which debates the effectiveness of technology, particularly its long term use. The technology you are examining may have been beneficial for a community in the short term, but in the longer term, further developments, modifications, abandonment of the technology, may have ensured a better quality of life, even survival, of a community. Long term environmental impacts could be important in your study. Your discussion needs to be an analysis of the effectiveness, or otherwise, of the technology. Avoid lengthy descriptions of the history or the form of the technology. This information needs to be only brief background information. You need to read as widely as possible about the technology you have chosen, and from your interpretation of the source information provide a discussion of the (perhaps disputed) effects of its use. Limit your scope so that you have a specialised focus, that is, on the analysis of two or three aspects of effectiveness of the technology. The technology could be from any era, past or even present day. If you are examining past technology, your focus needs to be on the effectiveness, or otherwise, of the technology itself for its intended purpose regardless of other influencing factors such as the introduction of other technology as a result of invasion, colonisation, or economic factors. Alternatively, the technology could be in current use or development, such as reversions to more environmentally sustainable technologies, for example, wind power. (Wake, 2002) CONCLUSION By promoting a shared agenda between language and engineering disciplines it is suggested that this may also promote student recognition of the importance of communication in engineering. Regardless of the similarities and differences of engineering communication education taken by various programs discussed here, increased levels of communicative competence relate directly to employability and success in the engineering industry. The program developed by School of Mechanical Engineering at the University of Adelaide represents a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in an Australian university, which aims to develop communicative ability, community engagement and an awareness of the social, cultural, political, international, environmental and ethical contexts in which professional engineers practice. 55 ACKNOWLEDEMENTS Thanks go to many colleagues and friends, and to staff and students of the School of Mechanical Engineering who provided input (often unwittingly) to this research proposal. Thank you to Karen Adams for the stimulating and frequent discussions on many things educational and philosophical and Colin Kestell engineering lecturer extraordinaire who can always be relied on to stimulate teaching enthusiasm and creativity. Many thanks go to wonderful colleagues Elizabeth Yong and Kristin Munday whose considerable work is also represented here, and to Catherine Irving and Patricia Zoltan whose support, intellectual contributions and hard work have also contributed to this program. Thank you also to Barbara Wake whose commitment to and knowledge of academic communication which, together with the vision of Colin Hansen, Head of the School of Mechanical Engineering have enabled the development of such a successful program of professional and academic engineering communication. Special thanks to Roxanne Missingham for the editing and encouragement. REFERENCE Adams, K D Missingham (2006) Contributions to Student Learning: An overview of Engineering Communication courses in Mechanical Engineering education, School of Mechanical Engineering, University of Adelaide, unpublished (internal) report. Alvesson, M (2004) Knowledge Work and Knowledge-intensive Firms, Oxford University Press, Oxford. Artemeva, Natasha, Logie, Susan St-Martin, Jennie (1999) ? From Page to Stage: How Theories of Genre and Situated Learning Help Introduce Engineering Students to Discipline-Specific Communication? Technical Communication Quarterly, Summer, vol. 8, no. 3, pp. 301-316. Bruner, J (1960) The Process of Education, Harvard University Press, Cambridge, Mass. Department of Employment, Education, Training and Youth Affairs (2000) Employer satisfaction with graduate skills: research report, by AC Nielsen, DEETYA, Canberra. Einstein, H Herbert 2002, ? Engineering Change at MIT†˜, Civil Engineering, October, vol. 72, i. 10, pp. 62-69. European Conference on Sustainable Cities Towns, Aalborg, Denmark, 1994, Charter of European Cities and Towns Towards Sustainability, p. http://ec. europa. eu/environment/urban/pdf/aalborg_charter. pdfgt; viewed 21 July, 2006 Institution of Engineers Australia (1999) National Generic Competence Standards, IEAust, Canberra. Jennings, Alan Ferguson JD (1995) ? Focussing on Communication Skills in Engineering Education‘, Studies in Higher Education, vol. 20, no. 3, pp. 305-314. Lee, Tong Fui (2003) ? Identifying essential learning skills in students‘ Engineering education‘, paper presented at the Annual HERDSA Conference, 6-9 July, Christchurch, New Zealand. Najar, Robyn L (2001) ? Facilitating the development of disciplinary knowledge and communication skills: Integrating Curriculum‘, paper presented at the Annual Meeting of the Australian Association for Research in Education, Freemantle, 2-6 December. Newell, James A, Marchese, Anthony J, Ramachandran, Ravi P, Sukumaran, Beena Harvey, Roberta (1999) ? Multidisciplinary Design and Communication‘, International Journal of Engineering Education, vol. 15, no. 5, pp. 1-7. Office of Sustainability, Department of Environment and Heritage, Government of South Australia, (2006) What is sustainability? viewed 21 July, 2006 356 Riemer, Marc J (2002) ? English and Communication Skills for the Global Engineer‘, Global Journal of Engineering Education, vol. 6, no. 1. Shwom, Barbara Hirsch, Penny (1999) ? Re-envisioning the writing requirement: an interdisciplinary approach‘, Business Communication Quarterly, March, vol. 62, i. 1, pp. 104-108. Vygotsky, L S (1978) Mind in Society, MIT Press, Cambr idge, Mass. Wake, B (2002) Engineering Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. Wood, D, Bruner, J, Rose, S (1975) ? The Role of Tutoring in Problem Solving‘, Journal of Child Psychology and Psychiatry, vol. 17, pp. 89-100. Yong, E Missingham, (2006) Design Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. Yong, E Missingham, (2005) Design Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. Yong, E Missingham, (2004) Design Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. 357

Modern Sex and How to Manage It by Hannah Witton Essay Example

Modern Sex and How to Manage It by Hannah Witton Paper Sex is an ass med universal experience; sexual desires being innate in human beings and the physicality o f sex being a constant. Although this notion may appeal to our common senses, it is naive t o believe that the Ancient Greeks experienced sex similarly to the Victorians. Cook argues, enjoy Yemen of sexual intercourse was Often a learned experience, not instinctive in human nature . 1 Indeed, it is those theorists who have revolutionized our understanding of sexuality who have done most to undermine the idea of human nature. This dissertation will explore the creation of sexual knowledge between 1870 ND 1914 in relation to the emergence and early development of sexology, the scientific study of sex. It will look at how, if at all, sexology shaped sexual experience: knowledge, attitude De, identity and behavior, while acknowledging that it is a challenging task to recover sexual behaviors from the past. A lot of emphasis is placed on sexology for its contribution to the SST dye of sex; however, it was a marginals field that did not receive large amounts of Tate notion until the interwar period. The ideas of the early sexologists were diffused into political, educational and scientific institutions and eventually into the popular sex manuals of the 1920 s which reached wider audiences. Many of their theories, the vocabulary and the categorization n systems remain the foundation even Of current studies about Between 1870 and 1914 the e frameworks in which sexuality should be understood were fought out by competing interest groups, and the grounds for the momentous sexual developments of the twentieth century w ere established. We will write a custom essay sample on Modern Sex and How to Manage It by Hannah Witton specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Modern Sex and How to Manage It by Hannah Witton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Modern Sex and How to Manage It by Hannah Witton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is Cook. H, The Long Sexual Revolution (New York, 2004), p. 1 71. 3 unhelpful to dismiss nineteenth century sex manuals as insignificant because although indirectly, they have had a lasting influence. As well as being able to give us a greater understanding of our own sexualities, the study of these sex manuals gives us an insight into contemporary social concerns such as population, hygiene, morality, birth co intro and family. The first step in assessing the extent to which sexology shaped people?s sexes elites is investigating the historiography on the subject and where this field stands Todd Early sexologists believed that their work was a fulfillment of their mission to e eliminate ignorance surrounding sex. In the preface to the first volume in Studies in the Psychology of Sex Haversack Ellis, the most prominent British sexologist, stated that a resolve Oslo WAY grew up within me: one main part of my lifework should be to make clear the problem s of sex . Sexologists believed that they were improving society and the first historians of sexology took this tale of progress at face value. These traditional histories entertain the not ion that sexology was a liberating force that gave the ignorant and sexually repressed people of England new knowledge about their bodies and desires. Edward Breeches argued in 1 969 the at no man alive or dead contributed more to Hanged than Haversack Ellis himself. 3 This b uilt on arguments from the asses, including those of Edward Glover who expressed the idea that the rise of objective science furthered the liberalizing of sexual attitudes. However, in the last for TTY years these conclusions have come under scrutiny from many scholars. They have been d smiled as acculturations tale* as Jeffrey Weeks insists, TTT is impossible to understand ND the impact of Ellis. H, Studies in the Psychology of Sex, Volvo. L: The Evolution of Modesty; The Phenol Ana of Sexual Periodicity: rd Authorities (Philadelphia, 1910, 3 Eden. , first 1899), p. Ii. Breeches. E, The Sex Researchers (Boston, 1 49. 4 Glover. E, Victorian Ideas of Sex in Ideas and Beliefs of the Victorians: A Historic Revaluation of the Victorian Age (London, 1949), up. 58364, p. 364. Sexology if we simply accept its own evaluation of its history. 5 These interpret taxation are limited because they only focus on intellectual developments in sexual knowledge an d do not examine the effects of geolo gical works on the people who read them. Surprisingly, BRB ocher notices this in saying that the impact of sex research was on attitudes, not behavior and there is little evidence for the latter-6 The sign efficient shift in the perception of sexology arrived with Michel Faculty s History of Sexuality (1976). Faculty rejected the repressive hypothesis which held that Victorian society was repressed: incapable of discussing or even thin king about the Nat ere of sex and sexual behavior because of a rigid commitment to a vision of respectability. Contrastingly, Faculty declares that there was a discursive explosion around the subject of sex. 7 By arguing that the Victorians did not live in a repressive society, Faculty claimed that the is society was not in need of liberating. Sexology was not an emancipating force; it was merely a new discourse, a new way of speaking about sex. Repression did not exist because there was a multiplicity of discourses within which sex could be spoken about demography, biology, p psychology, ethics, politics and entertainment among others-8 A discourse is a network of language GE, symbols and signs that produce a framework of knowledge; sexology was one system ammo Eng many that controlled sexual knowledge. Faculty pronounces that under the authority o f language Ex was taken charge of -sexology was not a form of liberation but an exercise of oppression. 9 It tied sexual knowledge into the power relations of the institutions established to promote and 5 Weeks. J, Sexuality and Its Discontents: Meanings, Myths and Modern Sexualities (London, 1985), p. 72. Breeches, Researchers , p. 319. 7 Faculty. M, The History of Sexuality: Volume One (Paris, 1976), p. 17. 8 Ibid. , p. 33. Ibid. , p. 20. 6 disseminate the new science. As in many other fields, Faculty undermined t rotational visions of progress. These knowledgeable theories and the linguistic construction of sexuality in flounced the writing Of many feminist scholars. Margaret Jackson and Sheila Jeffrey, in flounced by secondhand feminism and the social context of their time, believed sexology was a misogynistic tool of the patriarchy. 10 Many feminist campaigns at the end of the nineteenth h and beginning of the twentieth centuries fought against the double standard which assumed the at men had uncontrollable natural sexual urges that needed to be satisfied, yet prostitute s were blamed for the spread of venereal disease. Jackson emphasizes that the question of what was natural was central to this debate: The development of sexology undermined these attempts [of early feminists] y declaring that those aspects of male sexuality and heterosexuality which feminists viewed a s social and political were in fact natural , and by constructing a scientific model of sexuality on that basis. 1 1 According to feminist interpretation, women in Ellis Studies are portrayed as being sexually dependent on men. Despite the fact that Ellis declared himself to be an advocate for womens erotic rights, there is no place for female sexual autonomy in his m Del Of sexuality. 12 Through sexology, sexuality was removed from the political arena and put UN deer the protection f science, in precisely the era of European history when science was most as ascendant as the unchallengeable and objective authority in all things. 1 3 Although Jackson and Jeffrey present 10 Jackson. M, Facts of life or the eradication of womens oppression? In The Cultural Construction of Sexuality Capitan. P (deed. ) (London, 1987), up. 5281; Jeffrey. S, The Spinster and Her Enemies (London, 1985). 11 Jackson, Facts Of life, p. 55. 12 Ibid. 13 , p. 56. , p. 76. Very strong cases for their analysis of these sex manuals, they are governed by their own political agenda and run the danger of oversimplification. In fact, women played a sign efficient role in the development of sexology. A few groundbreaking sexologists were women and many male sexologists were in correspondence with women, using their experiences as e evidence. Although the sex manuals may not meet modern knowledge of sexuality, we must cons eider how people at the time understood and experienced them. They had many purposes, many readerships and many diverse effects: a responsible historical study must be careful not to PRI village any single vision Of their role. Parker and Agony note this complexity no matter how much we now incisive these doctrines as new forms of oppression and domination, the ref remorse and radicals of the times experienced them as liberating. 14 Since the asses many more studies have embarked on a project to relate disc ours to experience. Faculty is extremely useful for historians, although he has been criticized for underestimating the role of human agency. This has resulted in a reaction cap turned by the phrase the return to the body. Robert Nee expresses this key issue in saying that the e question is, are bodies and their pleasures independent of the ways that language characterize s them, or do we require linguistic and cultural representation to prompt and interpret bodily e experience? 15 Many historians are calling for a study Of sexuality that includes society and biology, discourse and experience, ideas and the materiality of the body. 6 14 Agony. J. H and Parker. R. G, Conceiving Sexuality in Conceiving Sexuality: Approaches to Sex Research inn Postmodern World , Parker. R. G and Agony. J. H (des. ) (London, 1995), up. 416, p. 5. 15 Nee. R, Introduction: On Why History Is So Important to an Understanding of Human Sexuality in Sexuality , Nee. R (deed. (Oxford, 1999), up. 315, p. 7. 16 Liqueur. T, Making Se x: Body and Gender from the Greeks to Freud (Cambridge, 1990); Porter. R and Hall. L, The Facts of Life: The Creation of Sexual Knowledge in Britain, 16501950 (London, 1995); Waters. C, Sexology in Palaver Advances in the Modern History of Sexuality , Socks. H. G and Holbrook. M (des. ) (New York, 2006), up. 41 63; Weeks. J, Making Sexual History (Cambridge, 2000). In order to understand the society in which these sex manuals emerged, the first chapter of this dissertation analyses the social, political and cultural context by looking at the professionalisms of science, the increasing realization of society own ignore once, and the attempts to remedy this in terms of sexology, eugenics, but also in a compete Eng vision of sexual understanding: the ears erotica . This epistemological competition eventually established a hierarchy in forms of sexual knowledge, with the vision of the sexologists case andante. The second chapter will consider the sex manuals themselves: their contents, the agenda of their authors and their reception by the press. It will develop the focus Of chapter one in explore Eng what kind of knowledge sexual knowledge was seen to be, whether scientific, practical, MO oral, aesthetic or spiritual. The last chapter will explore wider experiences of sexuality, relating these back to whether sexology played any part in constructing peoples sexual identities, at attitudes and behavior. It will also investigate the popularization of geological ideas in the e form of sex education and the dissemination of ideas from adults to children. This dessert action will therefore offer insight into the contemporary impact, significance and meaning of sex manuals, demonstrating how the process of creating sexual knowledge affected the pee pled who read them. Chapter One: Scientist Sexual Vs. Ears Erotica: Knowing Ignorance in the Late Nineteenth Century The end of the nineteenth century saw the emergence of sexology and the pr deduction of a great number of sex manuals. That sexology developed at this time is no coincidence e, but was in keeping with a range of social, cultural and political developments that combo Ned to facilitate this new field of analysis. The production of sex and manuals boomed in the interwar period; however, it is the decades before this with which I am concerned. Historians have tended to writ et about the 1 sass ND ass, ignoring the prior development of the genre. The 1 sass are a key De cede because Charles Darnings book, The Descent of Man, and Selection in Relation to Sex (1 871), demonstrated the importance of reproduction to evolution, allowing sex to b come a subject of science. 17 Darnings writings about reproduction and sex influenced the ideas of later sexologists, including one of the most famous, Haversack Ellis. This chapter will tackle the importance Of this development asking why, in the cultural milieu of the asses, making sex science Tiffin was a precondition of its emergence as a suitable topic for discussion. This was the heyday of scientist, the assumption that the scientific method was the only real way of knowing. In order to understand this phenomenon we must turn our attention to the world of s science in general. Earlynineteenthcentury British science had a marginal status, eclipsed by the prestige Of the humanities; however, by the end of the century the sciences had become one of the most authoritative voices in the arena of knowledge.

AP Euro Final Exam - What to Do to Improve Your AP European Final

AP Euro Final Exam - What to Do to Improve Your AP European FinalOne of the best ways to improve your AP European Exam is to create an essay sample. This allows you to see where you are making mistakes and how you can correct them.If you have never written English before, it can be hard. However, once you get the hang of it, writing for this subject is easy. You will want to focus on two things, sentence structure and grammar. In order to complete an AP European final, you will need to focus on these two aspects, as well as improve your writing skills.Writing sentences is something that everyone knows how to do. However, most people tend to overuse adjectives and adverbs. While it is important to keep these words in your essay, there are many times when you do not need to use them. For example, a good first line for a college essay would be something like 'The student decided to go back to school after he had a bad experience while at home with his parents.' Using such words will hel p you express your opinion and change it into a more positive one.The next aspect that needs to be addressed is your grammar. You can save your essay for later, but a lot of people make errors when they first write. Instead of saying something like 'It was at the end of the day that the student decided to go back to school,' you should say something like 'The student decided to go back to school because he wanted to earn an extra income.' This is not only easier to read, but it will also help you in the exam. A final note is that you should avoid using slang.After you are done writing your essay, you will want to get it published. To help ensure that you have the best AP English exam, you may want to pay someone to proofread your work. It is also important to edit your work to make sure it is grammatically correct.As you study for your final exam, there are a few things that you will want to remember. For example, you should avoid making grammatical errors, as it will negatively aff ect your final grade. Also, focus on what you have studied, as well as any resources that you have, such as books and websites.These are just a few tips that you will want to remember when preparing for your final exam. With proper preparation, you will be able to do better than you ever imagined.

Definition of Portmanteau Words in English

Definition of Portmanteau Words in English A portmanteau word is a word formed by merging the sounds and meanings of two or more other words. More formally known as a blend. The term portmanteau word  was coined by English writer Lewis Carroll in Through the Looking-Glass, and What Alice Found There (1871). Later, in the preface to his nonsense poem  The Hunting of the Snark (1876), Carroll offered this explanation of Humpty-Dumptys theory of two meanings packed into one word like a portmanteau: [T]ake the two words fuming and furious. Make up your mind that you will say both words, but leave it unsettled which you will say first. Now open your mouth and speak. If your thoughts incline ever so little towards fuming, you will say fuming-furious; if they turn, by even a hairs breadth, towards furious, you will say furious-fuming; but if you have the rarest of gifts, a perfectly balanced mind, you will say frumious. Examples and Observations: Brangelina (Brad Pitt Angelina Jolie)bromance (brother romance)Cronutâ„ ¢ (croissant doughnut)dramedy (drama comedy)Frankenfood (Frankenstein food)infomercial (information commercial)motel (motor hotel)netiquette (net etiquette)Oxbridge (Oxford Cambridge)pixel (pic element)quasar (quasi-stellar star)sexpert (sex expert)sexting (sex texting)smog (smoke fog)splatter (splash spatter)statusphere (status atmosphere)Tanzania (Tanganyika Zanzibar)telethon (television marathon)Viagravation (Viagra aggravation)A word formed by fusing elements of two other words, such as Lewis Carrolls slithy from slimy and lithe. He called such forms portmanteau words, because they were like a two-part portmanteau bag. Blending is related to abbreviation, derivation, and compounding, but distinct from them all.(Tom McArthur, Blend. The Oxford Companion to the English Language. Oxford University Press, 1992) The Sound Bites of Modern English [D]ancercise, simulcast, Frappuccino  -   they wear their meanings on their shortened sleeves. Portmanteau words are the sound bites of modern English, calculated to catch on the first time people hear them.(Geoffrey Nunberg, The Way We Talk Now. Houghton Mifflin, 2001)Smirting happens when two people, smoking outside, fall to flirting, and discover that they have more in common than simply nicotine. In Ireland, where the term originated after the ban in 2004, there is even evidence of non-smokers joining the smoky throng outside because the atmosphere there is more flirtatious.Smirting is a portmanteau word, formed by packing parts of two words together to create another, combining the sense of each.(Ben Macintyre, Ben Macintyre Celebrates the Portmanteau. The Times, May 2, 2008) Portmanteau Survivors:Dumbfound, Flabbergasted, Gerrymander Portmanteau words are frequently more whimsical than useful and dont survive, but many exist. ...  Dumbfound, from dumb and confound, was put together in the 17th century. Flabbergasted, one of the more contrived, is apparently an 18th-century blend of flabby and aghast. Gerrymander combines the name of Governor Elbridge Gerry and salamander, referring to the shape of a redistricted Massachusetts county. Anecdotage, adding the implication of dotage to anecdote, and Clifton Fadimans hullabalunacy from hullabaloo and lunacy, are clever enough to deserve survival.(Robert Gorrell, Watch Your Language!: Mother Tongue and Her Wayward Children. University of Nevada Press, 1994) Portmanteau Games Two games can be played with portmanteau words. In the first game, one player thinks of a portmanteau word and asks the next player to say which words are blended to create it. In the second game, players try to make up new, humorous portmanteau words and give their definitions. Thus you might blend the words hen and endurance to make hendurance, meaning the patience of a hen trying to hatch out an egg. Or you could blend the name of the dog Rin-tin-tin (who starred in films) and the word tintinnabulation to get Rin-tin-tintinnabulation: a very loud ringing of bells.(Tony Augarde, The Oxford A to Z of Word Games. Oxford University Press,1994) The Lighter Side of Portmanteau Words So a blog is a web log? Is there an apostrophe, or do you guys not even have the strength for that? You’re just going to jam two words together?(Stephen Colbert, The Colbert Report, Feb. 2006)In her first tweet, [Sarah] Palin didnt write speak out; she used another term  -   refudiate. A few minutes later, the Tweet was rewritten with refudiate  -   which is not actually a word -   removed,  replaced by refute. ...The word caught someones attention, because a few hours later Palin refused to refute refudiate, she tweeted that shes just following in Shakespeares footsteps.Refudiate, misunderestimate, wee-weed up. English is a living language. Shakespeare liked to coin new words too. Got to celebrate it!(Carolyn Kellogg, Wherefore Art Thou, Refudiate? Sarah Palin as Shakespeare. Los Angeles Times, July 19, 2010) Pronunciation: port-MAN-tow Also Known As: blend

Ice Breaker for Classrooms - The Name Game

Ice Breaker for Classrooms - The Name Game This icebreaker is ideal for almost any setting because no materials are needed, your group can be divided into manageable sizes, and you want your participants to get to know each other anyway. Adults learn best when they know the people surrounding them. You may have people in your group who hate this icebreaker so much they’ll still remember everyone’s name two years from now! You can make it harder by requiring everyone to add an adjective to their name that starts with the same letter (e.g. Cranky Carla, Blue-eyed Bob, Zesty Zelda). You get the gist. Ideal Size Up to 30. Larger groups have tackled this game, but it becomes increasingly harder unless you break into smaller groups. Application You can use this game to facilitate  introductions in the classroom or at a meeting. This is also a fabulous game for classes involving memory. Time Needed Depends entirely on the size of the group and how much trouble people have remembering. Materials Needed None. Instructions Instruct the first person to give his or her name with a descriptor: Cranky Carla. The second person gives the first person’s name and then his own name: Cranky Carla, Blue-eyed Bob. The third person starts at the beginning, reciting each person before her and adding her own: Cranky Carla, Blue-eyed Bob, Zesty Zelda. Debriefing If you’re teaching a class that involves memory, debrief by talking about the effectiveness of this game as a memory technique. Were certain names easier to remember than others? Why? Was it the letter? The adjective? A combination? Additional Name Game Ice Breakers Introduce Another Person: Divide the class into partners. Have each person talk about himself to the other. You can offer a specific instruction, such as tell your colleague about your greatest accomplishment. After switching, the participants introduce each other to the class.What Have You Done Thats Unique: Request each person introduce himself by stating something hes done that he thinks no one else in the class has.  If someone else has done it, the person has to try again to find something unique!Find Your Match: Ask each person to write two or three statements on a card, such as an interest, goal or dream vacation. Distribute the cards so each person gets someone else’s. The group has to mingle until each person finds the one who matches their card.Describe Your Name: When people introduce themselves, ask them to talk about how they got their name (first or last name). Perhaps they were named after someone specific, or maybe their last name means something in an ancest ral language. Fact or Fiction: Ask each person to reveal one true thing and one false when introducing themselves. The participants have to guess which is which.The Interview: Pair up participants and have one interview the other for a few minutes and then switch. They can ask about interests, hobbies, favorite music, and more. When finished, have each person write three words to describe their partner and reveal them to the group. (example: My partner John is witty, irreverent, and motivated.)

Write a Critical Review paper on Students with disabilities enrolled Research

Write a Critical Review on Students with disabilities enrolled at educational institutions at all levels - Research Paper Example On top of that, the lawsuit also alleged that the state of New Jersey had violated its constitutional obligation to oversee the implementation of IDEA requirements at the grassroots; in defense, the state of New Jersey filed a motion to dismiss citing a constitutional challenge to the implementation of the IDEA. According to the state of New Jersey, it was immune to private lawsuits regarding enforcement of the IDEA under the provisions of the Eleventh Amendment but the section of parents were not convinced by this argument. In their earnest search for justice, the section went ahead to seek intervention in defending the constitutionality of IDEA, which was eventually granted to them; in their battle to defend the constitutionality of IDEA, the section fronted two strong arguments as the foundation of their case. In their first argument, the section proposed that the state of New Jersey had accepted the federal IDEA funds that were meant to meet the cost of educating students with disabilities consequently agreeing to act in accordance with the IDEA by relinquishing its sovereign immunity. In the second argument, the section contended that following the enactment of the Fourteenth Amendment, Congress had in fact genuinely repealed the state sovereign immunity, which the New Jersey was still claiming to have in its argument for a dismissal motion. In accordance with the Rules 12(b) (1) and (b)(6), of the Federal Rules of Civil Procedure, the NJDOE and the State officials filed a motion of dismissal of the complaint by arguing that they were immune to the suit under the provisions of the Eleventh Amendment. They also held that the plaintiff’s complaint should be dismissed for failure to exhaust administrative remedies and that given the state’s sovereign immunity, it was wrong for an injunctive relief to be entered against it, particularly because it was not the right subject of an order for the provision of free and appropriate public

E-Business Strategy Term Paper Example | Topics and Well Written Essays - 4500 words

E-Business Strategy - Term Paper Example The development of an e-business strategy for CitiBank is one of the areas of development which can provide more available options to those interested in the business. Introduction The development of Citibank is one which is providing for new opportunities and services to be available, all which will provide a stronger relationship to customers through the use of e-business. Citi Bank began in 1987 with a focus on providing banking solutions to customers through various financial segments. The company is organized into two main segments, one which is based on Citi Corp and the other on Citi Holdings. The Citicorp consists of the products and services with regional consumer banking first. This includes retail banking, citi – branded credit cards and Latin American asset management. There is also a segment for institutional clients, which offers services of securities and banking and transaction services. In this sector, an institution can take part in investment banking, debt a nd equity markets, lending, private equity, hedge funds, real estate, structure products, private banking and equity and fixed income research. The transaction services consist of cash management, trade services, custody and fund services, clearing services and agency / trust services. The Citi Holdings also carries two segments. The first is inclusive of brokerage and asset management and the second is based on local consumer lending as well as a special asset pool. The brands are divided by the services which individuals and institutions require, ranging from mortgages to microfinance opportunities. There are over 200 million accounts held at Citi with 160 countries and jurisdictions that are served by the corporation (Citi Bank, 2011). The different products and services which are offered by Citi Bank are further defined by the governance guidelines which work as a foundation for the bank services and products. The governance is held by a board of directors which creates a relati onship to the stakeholders, communities and managerial staff of Citi bank. The Board Members are elected by a confidential vote and are inclusive of 13-19 members that are responsible for the direction of the company. The driving force of the company is to create the ability for those who work with the bank to have access to responsible financing. This is based on the internal environment working with those in need, specifically so there is a return in responsibility for the financing. This also creates a response to value those who are using the financial services, specifically by creating relationships for specific needs and to provide services that offer alternatives for banking. The concept is followed by social responsibility, including giving to foundations, microfinancing and services that are used for asset building by individuals (Citi Bank, 2011). The approach which Citi Bank has toward financial services is one which has led it into being one of the top recognized banks g lobally. The first quarter earnings for 2011 led to a total of $3.0 billion, compared to $1.3 billion in the last quarter earnings of 2010. The earnings per share went up from $0.10 from $0.04 and the book value per share has risen by 15% from the prior year. The first quarter revenue of $19.7 billion was a profit from the last quarter by 7%. The credit losses also declined at an average of 25% from the first quarter of 2010. However, the assets have decreased,