Celta Focus on the Learner Essay

The film Higher Learning is a call to action. It is a film that shows people as products of their environment. The film is set on a college campus, a place where most people learn about what they will do in their adult life to try to better the world or simply educate themselves in order to live a better life. However, life on the Columbus campus is not good; it is a battlefield between the races and sexes. I feel it is a bit exaggerated, but it allows people to see some of the issues that go on, on a college campus. The film focuses on three freshman (Malik, Kristen, & Remy) entering college. They enter a less than ideal new world that is filled with tension, anxiety and fear. Although the writer uses stereotypical characters, it

Education has existed throughout history in one form or another. The process of passing down accumulated information from one generation to the next has been present in every human society, past and present. From the young listening to the stories of the elders around the hearths of the ancient world, to pupils being instructed in the alphabet in a one room schoolhouse on the American frontier, to the present day online teaching sessions; the tradition of teaching and learning has been a constant in the ever changing world. Education has been and continues to be used for many purposes, chief among them being the creation of an educated citizenry, the empowerment of that citizenry, and improvement of the

Based on the written and oral response, along with details from the student description, Guillermo needs assistance developing his grammatical skills. The student description notes that Guillermo struggles with grammar, both written and orally. In his written response, Guillermo has run-on sentences and struggles with verbs and their correct tenses. His oral response also shows weaknesses with verb tenses when he uses “go” instead of “went”.

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

The aim of this unit is to reflect upon, justify and evaluate my own assessment methods and decisions in my specialist area, which is Employability Skills.

I come in with basic knowledge and the BSN nurses that I work with not only have experience but most if not all have that edge on me to deal with the family, look at the big picture and have the leadership skills necessary to conduct a fully functional unit and a calmness about them that tells you they can handle every kind of situation. A situation I can think clearly of is when I had a change in condition in one of my patients and coded, I could deal with the basics that I was taught in nursing school like CPR, calling for help, calling for Code Blue, IV access but I was incapable of dealing with the family who was at the time hysterical about their loved one impeding the process of resuscitation. The BSN nurse that responded to the code and was assisting in dealing with the family and calming them down and getting them out of the room and speaking with them in a rational manner. The other BSN nurse that responded to the code was able to orchestrate a successful Code Blue by delegating the other team members to take certain roles, 2-3 people doing CPR, 1-2 running errands, 1 recorder, 1 administering medications, 1 staying with the family, Respiratory therapy focusing on airway, and the bedside nurse explaining history and situation to the MD. The BSN nurse was able to pull all facets of the healthcare team into one

The function of assessment in learning and development is to provide a measure for the learners progress.

Marissa Speroni is one of my fourth-grade students at Bobby’s Run Elementary School. Marissa is very proficient in writing and comprehension because enjoys reading and writing, she prefers opened ended writing essays and assignments. Her advanced proficiency in language arts lends to her love for reading and writing. Marissa is a visual learner, she enjoys hands-on and visual activities and working independently. Marissa is a very organized student who prioritizes her work and task material well. Her learning is driven by her emotions and leadership skills, her leadership skills often lead to helping others resolve conflicts, understand concepts, and holding conversations. A subject area that Marissa is weak in, is mathematics because she has

Over the past four years since John started school in Australia his level of English has improved a lot; especially his receptive use of the language. John is a talented language student and is achieving great results in both additional languages he is studying at the moment, English and Japanese. Due to his cultural background John does not volunteer to speak freely during class. This makes it hard for his teacher to find the degree of depth of his understanding of new concepts learned in class. However, he is a passionate language learner and his focus is to perfect his knowledge in both additional languages.

Student N is a good student who is always seeking ways to motivate her peers to practice reading, writing and speaking in the English language. Ms. Peralta finds pleasure in watching her daughter grow both in her academics and as a person. Ms. P is thankful for the mentoring program as her daughter speaks highly of the discussions that take place during mentoring program. Student P will continue attending mentoring program.

In almost every culture and in all parts of the world, getting an education is valuable to a person’s future. But what is it that makes education so valuable? What is the purpose of an education starting from the early stages of a child’s development into adolescents, and from adolescents into adulthood?

A quarter to a third of the population of Tehran comprises of migrants of Azerbaijani inception and their first or second era relatives. The Azerbaijani minority 's impression of the central government in Tehran and of Persians as the dominant ethnic group in Iran are straightforwardly identified with their own verifiable experience of conjunction with the Persians. Phonetic and religious affiliations and their advancement inside of the Iranian setting assume an especially essential part here. The Azerbaijanis of Iran speak a Turkic dialect which is a piece of the Oghuz dialect group. Apart from a rather large number of lexical borrowings from Persian and Arabic, their dialect is indistinguishable to the dialect of the supposed Northern (Soviet or Caucasian) Azerbaijanis. It is similar to the dialect spoken in Turkey. The two dialects Azerbaijani and Anatolian Turkish are commonly intelligible. The dialects are normally spoken among Azerbaijanis occupying northwestern Iran, however Azerbaijani Turkish is banned at all levels in the country-inconsistent with Iran 's constitution. The boycott occurs in all levels of the educational system and applies to direction in the Turkish dialect, as well as to teaching that dialect as a subject. Consequently, for instance, at the University of Tabriz, where seven different dialects are taught, the local dialect of the larger part of understudies may not be taught (Aweworthy, 2008).

The learner I have chosen has a general level of education from her native country, having attended nursery, primary and secondary schools. In her period of education in secondary school, she managed studied the English language for approximately 5 years.

Nazir has kindly volunteered for this piece of work. He is a native of Syria who was born in the capital Damascus. His mother tongue is Arabic and he is studying English at South Thames College on the Upper Intermediate level. He currently performs in the top half of the class according to his own assessment with which I tend to concur.

For the purpose of this assignment I chose Feruza, an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years her teachers heavily focused on writing while neglecting speaking. When she continued her learning process here in Jeddah, her high school teachers focused only on speaking but not at the level she was expecting.