Small Talk by by James Hunter Essay - 1078 Words

In this paper I am going to analyze and comment an article written by James Hunter. My starting point will be a summary about the text in which I have been working. Next I will contextualize the topic which is â€Å"Small Talk†. Then, I will analyze different problematic issues raised in the text in which I propose proposals for solving the problems posed. Finally, I will reflect about the strengths and weaknesses of some points about this article changing some aspects of the authors proposal. ïÆ'Ëœ SUMMARY The author of this article stakes out a clear and insightful position on this educational issue and follows the specific instructions by presenting reasons to support that position. The article cogently argues that a corrective feedback can†¦show more content†¦How did this come about? It was initially studied in 1923 by Bronislaw Lalinowski, however it began as an experiment in learner-centred over 20 years ago which pretended developing the oral communication. Nowadays this methodology has been introduced into the classroom so, in a â€Å"Small Talk† class, pupils improve their speaking skill in a conversation without intervention by the teacher, and then receive feedback. Small talk can be divided into 6 steps: 1. The day before, the leader (who is responsible for choosing the topic, providing questions, vocabulary, grouping the class, etc.) announces the topic to their mates. 2. At the beginning, the leader writes on the board the questions and vocabulary and grouping the class. 3. Groups begin to discuss the theme. 4. Groups share what they are speaking about with the rest of the class. 5. The leader invite groups to tell them what are the most important points of their conversation. 6. The leader thanks and concludes the class and announces the date and leader of the following small talk Along the same line of small talk, throughout the didactics course we have learned four types of activities about oral skills as, for example, controlled practice, guided practice, free activities, and dialogues and role-play work. To put this in the same perspective, the types of activities that are more related to small talk are guided practice (This is a kind of meaningful drillShow MoreRelatedDescriptive Essay - Original Writing930 Words   |  4 Pagesher!† my mother cried. James and I yelled â€Å"Lost what?† â€Å"Your sister!† Mom cried â€Å"What?† Asked James and I. â€Å"Your sister!† Mom bawled. â€Å"How?† Asked James and I. â€Å"I don’t know, but let s look for her. Okay?† Dad and mom announced. â€Å"Okay.† James and I alerted It just felt like a blur for a few days. We have looked for her for days we even didn’t even go to school but no sign of Harper. 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A World Lit Only By Fire - 1083 Words

In the book A World Lit Only by Fire, the author, William Manchester, describes the period of time between the fall of the Western Roman Empire and the start of the Renaissance known as the medieval period, or Middle Ages. The church had the most power in Europe and people struggled with surviving events such as epidemics. Consequently people had very short lives that may have not served them well. Every person in Europe during this time would eventually hear, â€Å"Bring out your dead!† as the gravediggers’ carts rolled down the street each night after an outbreak of the Bubonic Plague. Life during the medieval period was brutal and harsh with everything from church domination and the constant warring over political power to diseases and†¦show more content†¦Epidemics would break out in Europe and the origin of the disease would never be identified. To top that off, the Bubonic plague â€Å"returned to Europe at least once a generation since October 1347 † (Manchester 34). The medieval period was a time of alarming disease for people to be living in. Like the Holocaust in the 1930s-1940s, Jews during this time were treated with brutality. Manchester describes it as, â€Å"Jewry was luckier - slightly luckier - than blacks. If the pogroms of the time are less infamous than the Holocaust, it is only because anti-Semites then lacked twentieth-century technology† (35). In the year 1492, the Spanish had regained control of Spain. The rule of Spain was now under King Ferdinand and Queen Isabella. They were not fond of Jews in their nation. The Jews in Spain were given three months to convert to christianity or to leave. After seeing what the Spanish were doing in Spain, the king of Portugal ordered the expulsion of all Portuguese Jews. Any Jews who wouldn’t leave or were slow to leave were massacred. Around four thousand Lisbon Jews were killed during a single night in 1506. Only three years later persecutio n of Jews in Germany began. Jews throughout history have been treated badly but during the medieval period it was especially hard if you were a Jew. On page 37, Manchester states, â€Å"At any given moment the most dangerous enemy in Europe was the reigning pope.† The popes of the church were their Holy Fathers, but

Practicing Flipped Classroom Strategy †Free Samples to Students

Question: Discuss about the Practicing Flipped Classroom Strategy. Answer: Introduction It is evident that there is a clear difference between learning from own experiences and leaning from books (Jones and Casulli 2014). In the perspective of philosophers the knowledge which is obtained from books is informative however, knowledge gained from worldly experiences is sure to be treasured. Knowledge is divine and it is important to gain adequate knowledge either from books or experiences (Oleson and Hora 2014). Therefore in this essay the perspective of Authors towards knowledge gained from both the sources shall be emphasized. It is noteworthy to mention here that books are not always informative and accurate (Kong 2014). The ideas depicted in them are often complex in nature it makes it difficult for new readers to understand. This is due to reason that books are written by experienced authors where the language used is often contradictory which cannot be understood by all (Ruiz, Foguem and Grabot 2014). However, it is not mandatory to experience everything that has been read (Durmusoglu et al. 2014). For instance, a person has gained adequate knowledge from academic books and literature about the Himalayas; he shall not travel to the Himalayas to gain experiences. His knowledge shall be limited within the ideas contained in the book. In this regard, the experiences of visiting a real life place can be emphasized. The information depicted in the travel books provided adequate information (Kong 2014). However, any person willing to experience those should only rely upon the travel books at the first place. Those books provided with information that there are various religious and sacred sites to visit in Maldives however, the people are unwelcoming. However, this is absolutely incorrect the local people of Maldives are very friendly and approaching. Therefore in some cases the information contained in books could be inaccurate as most of them were based on age-old information. Therefore, personal experience is the best way to gather information. It is worth mentioning that knowledge gathered from experience remains for lifetime. Books written by various experts belonging to different fields vary ideas. For instance, an idea shared by an author regarding a particular subject-matter may differ from other experts which create confusion in the minds of the readers. Knowledge acquired from academic literatures is always accepted however gaining knowledge from books shall not form an important part of the memory for lifetime (Razmerita, Kirchner and Nabeth 2014). It can be emphasized that the knowledge obtained from personal experiences stays for a long time in the memories. In recent trends of globalization, the world has become a competitive place to live in. However, as far as knowledge is concerned it is essential that it should enumerate from both the sources- books and experiences (Ruiz, Foguem and Grabot 2014). In this regard, it is worth mentioning that the knowledge which individuals gain from real life experiences can be preserved for lifetime as it plays an important role in shaping our minds and perspectives (Razmerita, Kirchner and Nabeth 2014). It can be stated that a book is considered as a reliable source of information (Oleson and Hora 2014). Therefore, in order to obtain relevant information it is important to read books daily in order to form a fundamental part of the routine. It is evident that books serves as an important source of knowledge and one can develop clear idea regarding the history, cultural background and even socio-political conditions of a country (Fraley and Hudson 2014). In some cases, authors share their own experie nces in the books and therefore by reading such books individuals are able see the world through the authors eyes. The detailed concepts contained in books are enough for a reader to understand the theoretical concepts (Oleson and Hora 2014). However, in order to understand practical concepts, real life experiences are required. Students belonging to various educational backgrounds are benefited from the concepts depicted in academic books and literatures. In this regard, it is noteworthy to mention here that students belong to technical background requires the assistance of books and practical experiences (Van Otterlo 2015). In modern era, books are available in different formats like e-books, online journals which can be easily accessed by individuals in order to gain appropriate knowledge (Ruiz, Foguem and Grabot 2014). According to my point of view, the knowledge that individuals gain from their real life experiences is valued for lifetime. It is true that the things which we learn and the ideas we develop are obtained from books (Razmerita, Kirchner and Nabeth 2014). One can learn more effectively by experiencing the values and ideas of the outside world. A book cannot help an individual to feel the way he wants to during a particular situation. In addition, it can be stated that the knowledge which we gather from our experiences by exploring new things remains with us for a long time. It is impossible on the part of individuals to forget the memories of their past experiences (Durmusoglu et al. 2014). It is known to all that real life experiences are mostly memorable and enjoyable which helps to retain the memories of the past. With the help of such lively experiences individuals are able to learn from different situations like how to deal with issues during serious crisis. For the purpose of understanding any concept it is important for the individuals to experience them practically. Different people may have distinct perspectives about a particular object. However, it is important to understand the views of different people by practically implementing their ideas. It is important to note here that with the help of sufficient knowledge, a person shall not be able to gain knowledge about all aspects (Van Otterlo 2015). For instance surgery cannot be performed without prior experience in practical training. Mere knowledge of books shall not assist doctors in performing surgeries. Since time immemorial, mankind relied on books for gathering knowledge. It can be significantly noted that people mostly depend upon books for gathering relevant information while in some cases they prefer real-life experiences to gather knowledge (D'amico 2016). In my perspective, books can be considered as important secondary sources which help to facilitate knowledge in individuals to a great extent. However, books cannot replace the importance of life experiences as the knowledge gained from primary sources is more accurate and relevant (Ihmeideh 2014). In spite of various advantages, there are several disadvantages with real-life experiences as well. For instance, in order to gain knowledge regarding Egyptian pyramids it is important to gather information by visiting the site. However, it is not always possible to visit each and every place of interest in order to gather information. Information from books can be gathered within a short span of time. On the other hand, collecting information from real-life experiences can be time consuming. Conclusion In the conclusion it can be stated knowledge gained from personal experiences appears to be more relevant as compared to books. This is due to the reason that in some cases the information depicted in books may appear inaccurate and irrelevant. It is important to mention here that with experiences the knowledge shall be limited to our own views. With the help of books individuals will be able to access information about different authors and their perspectives. Accessing information books are comparatively cheaper than travelling. However it is important to gain equal knowledge from both the sources. Books are written by well experienced subject experts and therefore comparing our real-life experiences with their perspectives shall provide us in-depth information about the relevant field. References: D'amico, R., 2016. Historicism and knowledge. Durmusoglu, S., Jacobs, M., Zamantili Nayir, D., Khilji, S. and Wang, X., 2014. The quasi-moderating role of organizational culture in the relationship between rewards and knowledge shared and gained.Journal of Knowledge Management,18(1), pp.19-37. Fraley, R.C. and Hudson, N.W., 2014. Review of intensive longitudinal methods: an introduction to diary and experience sampling research. Ihmeideh, F.M., 2014. The effect of electronic books on enhancing emergent literacy skills of pre-school children.Computers Education,79, pp.40-48. Jones, M.V. and Casulli, L., 2014. International entrepreneurship: Exploring the logic and utility of individual experience through comparative reasoning approaches.Entrepreneurship Theory and Practice,38(1), pp.45-69. Kong, S.C., 2014. Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy.Computers Education,78, pp.160-173. Oleson, A. and Hora, M.T., 2014. Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices.Higher Education,68(1), pp.29-45. Razmerita, L., Kirchner, K. and Nabeth, T., 2014. Social media in organizations: leveraging personal and collective knowledge processes.Journal of Organizational Computing and Electronic Commerce,24(1), pp.74-93. Ruiz, P.P., Foguem, B.K. and Grabot, B., 2014. Generating knowledge in maintenance from Experience Feedback.Knowledge-Based Systems,68, pp.4-20. Van Otterlo, M., 2015. The libraryness of calculative devices.Algorithmic Life: Calculative Devices in the Age of Big Data, p.35.

Nickle and Dimed Argument essay Essay Example

Nickle and Dimed Argument essay Essay Every day, millions of low-wage working class Americans venture forth into a reality of unsubstantial living and work environments, plagued with uncertainty. In Barbara Ehrenreichs novel, Nickel and Dimed On (Not) Getting By In America, she experiences the low-wage working world first hand, writing upon her experiences about many of hardships she faced. She exposes the substandard ways in which these wage- earners work and live, touching on the topics of business practices with negative effects, lack of government aid and criminalization of poor, and middle to upper class isrepresentation of the situations of the poor, utilizing each in an argument stating the socioeconomic environment of America is not feasible in regards to millions upon millions of Americans and how they live. Practices of certain employers do not make it any less difficult for low-wage workers to live, as Ehrenreich shows clearly through her writings on Walmart and The Maids cleaning service, but these practices extend to many other businesses as well. First and foremost is the low-wage these workers are paid, which is incredibly disproportionate to the amount of physical labor low-wage workers are subjected to (Ehrenreich, 72). Ehrenreich also puts on display the pitiful incentives which employers attempt to use as a means to Justify the low-wages their workers are paid, these include continental breakfasts (coffee and donuts), employee discounts, or some other excuse to keep wages low. While working at Walmart, ehrenreich also experienced another practice of large corporations, spreading out right lies and demonizing unions as evil wage stealing monsters, who no longer have much to offer orkers. Here Ehrenreich paints a very clear picture of corporations, greedy, controlling entities that steal the life, energy, and labor of the people they employe. We will write a custom essay sample on Nickle and Dimed Argument essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nickle and Dimed Argument essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nickle and Dimed Argument essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This lead into the idea that management, along with the corporation it supports, is truly more corporate than actually human. Barbara Ehrenreich discusses the managers at both the Hearthside and Jennys, who belittle employees and make them out to be little more than replaceable workhorses, illustrated by Ehrenreichs analysis of the want ads, which do not necessarily reflect open positions, but as she came to nderstand, they simply reflect which employers are looking for replacements and a constant stream of cheap labor. Barbara Ehrenreichs argument that certain practices of employers cause negative effects clearly has weight to it, and comes together with her larger argument concerning the socioeconomic environment of America. Along with touching upon her experiences with Employer practices, Barbara Ehrenreich also utilizes her experience with the lack of government aid she faced, and the criminalization of the poor she was exposed to, in her argument. While searching for inancial and food assistance in Maine, Ehrenreich encounters several hurdles, which many others have likely encountered in their search for aid. A common theme seems to be having to speak to the people on the phone lines who represent the organizations, until they finally relent and either offer another number or some type of assistance, of which Ehrenreich only was able to acquire after spending 70 minutes in driving and calling, along with $2. 80, for $7. 2 worth of food, which came to milk, cereal, a pound of chopped meat, and a can of kidney beans. Not the most utritionally Olverse T TTs, out tney get tne Joo done . DlsaalnTul attltuaes towards aid seekers, criminalization of the poor, anti-begging laws and similar ordinances being passed in large cities, which keep the destitute from sleeping or sitting in public places, though officials boast the ordinances are aimed at all, they are kidding themselves when they believe they do not discriminate. It only appears that the crackdown and criminalization on the poor has increased, a homeless man was arrested in a shelter for being homeless, Barbara states after a friend had told er. Laws against handing out food to those in need in public places have even been put in place. More evidence pointing towards a downward trend in the living statuses of the poor Barbara observed. This criminalization likely stems from another topic that Barbara Ehrenreich covers in her argument against the current environment the poor must face, which is middle to upper class misrepresentation of the poor. Many middle to upper class people have the notion that many of the poor are able to in fact do research about the types of employment available to them, also being ble to drive the long distances and locate charitable agencies which will of course help them very much, but the food assistance offered to the destitute by these organization provides empty calories, from candy, sugary cereals, fatty red meats, and other things that are not fruits, vegetables, or quality ingredients for balanced meals. Ehrenreich notes that though many middle and upper class people look down upon the poor for their assumed substandard diets, but when put in perspective what is there alternative? Those who have tried to supply the destitute with healthier eals have been criminalized as well. As with the case of Barbara Ehrenreichs co- workers, and many other low-wage workers across America, employment is not a magical spell, capable of curing all of lifes woes immediately. It does help by providing some financial support, but low-wage employment is incredibly unpredictable and difficult to live with. Also, Ehrenreich learned later as she experienced the low-wage work environment, that the poor do not have secret tips and tricks for surviving and making it much better for themselves, their life styles ruly are not glamorous in any sense of the word. Barbara Ehrenreichs argument presented in Nickel and Dimed On (Not) Getting By In America covers the current socioeconomic environment in America and how it continues to shape the lives of the low-wage working class, and how it is not feasible in its current state. Covering several topics while melding them together with her own personal experiences, Ehrenreich creates an effective argument calling for better treatment and conditions for low-wage workers in America, possibly all over the world.