FDT4 Task 3 GRAPHIC ORGANIZER Culture and Multicultural Education Based on the dictionary culture can be defined as the quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc. (Dictionary.com, n.d.). However, the true meaning of culture would be described differently depending on who you happen to ask. For example, if you ask a 20th century anthropologist to define culture, he may describe it as the human ability to categorize and symbolize experiences using signs and symbols, and to act creatively. Or he may describe it as the defined ways that people living in other parts of the world arrange and represent their experiences, and act imaginatively.
Review the policies and procedures in your organisation and explain the function of internal quality assurance. Included should be: • The organisations policies, procedures and responsibilities for internal quality assurance. • The regulations and requirements of external bodies eg.awarding organisation, sector skills councils, occupational/vocational bodies, employers • Legal issues that have to be addressed, e.g. health, safety and welfare, management of information, confidentiality and data protection • Evalute specific equality and diversity policies and procedures that have to be followed e.g. disability regulations, bilingualism/English as a second language/other language, deaf awareness, appeals/disptues procedures.
In this essay I will be discussing how deafness and blindness affect the language acquisition of children and comparing this to the language acquisition of hearing and sighted children. I expect to then be able to draw conclusions about the importance of sight and ability to hear, in language acquisition and what the main factors are that cause any delays or deviance in the language acquisition of deaf and blind children. I will be focusing on children that are born with one of these conditions who have parents that are both hearing and sighted. Throughout this essay I will show how the findings about language acquisition in deaf and blind children support the nativist view that language is innate. As Landau and Gleitman (1985:2) write 'the blind seem to confront a world quite different to our own...one might expect their language learning to differ as well.'
Competencies Generalist Competencies:[1] Theory and Knowledge Competencies, Human Relations Competencies, Language Skills Competencies, Interpreting Skills Competencies, Professionalism Competencies Specialty Area Competencies, e.g. : healthcare, legal, video Specialized DI Competencies • Formative Experiences of Deaf Interpreters: Fosters mastery of ASL, visual-gestural communication, shapes ethics, provides essential foundation for interpreting education • Language, Culture and Communication: Critical to effective interaction with the range of consumers with whom the DI works • Consumer Assessment: Aims to factors and dynamics the influence communication and interpreting strategies • Interpreting Practice: Engagement, analytic, production, monitoring, and decision-making skills and strategies used in interaction with consumers and colleagues • Professional Development: Essential to the continuing growth and advancements of individual interpreters and the field Discussion: Issues and Implications for Interpreting
U. S. English has successfully lobbied for the passage of English Only laws in 18 states (out of 22 total English Only states) since its founding in 1983. In 1907, US President Theodore Roosevelt wrote, "We have room for but one language in this country, and that is the English language, for we intend to see that the crucible turns our people out as Americans, of American nationality, and not as dwellers in a polyglot boarding house.’’ Opposition: The modern English-only movement has met with rejection from the private organization Linguistic Society of America, which passed a resolution in 1986–87 opposing "'English only' measures on the grounds that they are based on misconceptions about the role of a common language in establishing political unity, and that they are inconsistent with basic American traditions of linguistic tolerance. Linguist Geoffrey Pullum, in an essay entitled "Here come the linguistic fascists" charges English First with "hatred and suspicion of aliens and immigrants" and points out that English is far from under threat in the United
Phonics is Ebonics When Africans were brought to the United States of America they were striped of their native language. They were whipped and told that they were not to speak in their native tongue. As a result English was learned by methods of listening as a young child does from infantry until they learn to speak. Because English was a second language to slaves their brains had to be trained to speak in a new pattern. West Africans do not use consonants to pronounce words in their native language that they speak.
Deafness is a complex construct consisting partly of social phenomena and has a strong focus on community, access to resources, and empowerment. More central than this, however, is the essential role of sign language and residential schools in continuing the traditions and aiding in language acquisition within the Deaf culture community (Gregory & Hartley, 1990). Lastly, these two models will then be used to critically compare the similarities and differences of the attached articles. The Medical Model The medical model conceptualises deafness as abnormal (C. McClain et al 1997 & M. Thornton & S. Downs 2010), a disability (P. Ladd 2005 & C. McClain et al 1997), oppression (McClain et al 1997), and pities those with hearing loss (McClain et al 1997). It therefore views disability as a condition or impairment that requires treatment (C. McClain et al 1997 & M. Thornton & S. Downs 2010).
This requires me to use a variety of interpersonal techniques in order to effectively communicate with the many differing groups and organisations we have contact with. Language and Culture: In accordance with the Welsh language act of 1967 consideration must initially be given to the language and cultural background of each individual. Support is therefore provided to meet language and cultural needs. Communication Definitions: ‘Communication involves the reciprocal process in which messages are sent and received between two or more people’ (Bazler Riley, 2008) ‘Communication is something we do in our internal world of thoughts and in our external world by speaking, writing, gestures, drawing, making images and symbols or receiving messages from others’ (Crawford, Brown and Bonham 2006) Below is a general list of people I need to communicate with on a daily, weekly or monthly basis: Residents (service users) Visitors/Family members Social Workers Community Nurses Other Managers Teachers Property Managers Voluntary Organisations Doctors/psychiatrists Other health professionals (i.e. SALT’s) Care Workers What’s Appropriate and beneficial?
Censorship is not a complete violation of free speech. There is a fine line between oppressive censorship and necessary censorship. Society cannot function properly with too much or too little. CENSORSHIP AND THE FIRST AMENDMENT In the United States, material of all forms have censored since the early stages of the countries existence. Censorship by the government dates all the way back to the eighteenth century.
As the school day ended one Friday in February, we arrived at church the following Sunday only to be questioned of our knowledge. Sitting next to Parm, our pastor asked us a few questions because we were the oldest two children of the choir. “Who is Martin Luther King, Jr.?” We could answer that question without hesitation. “Who is Rosa Parks?” We could also answer that question easily. “Who is Shirley Chisholm?” We hesitated, but answered correctly.