Dse Paper 3 B2 Data File

“Culture comprises traditional ideas and related values, and it is the product of actions” (Kroeber and Kluckhohn, 1952); “it is learned, shared, and transmitted from one generation to the next (Linton, 1945); and it organizes life and helps interpret existence” (Gordon, 1964).

When trying to understand the quotes from Edward T. Hall and Stella Ting-Toomey it is essential to understand culture, communication and language as they are coherent.

I continued reading chapter four to get a better understanding of the topic. Moreover, I began my first draft for the assignment which I also had some challenges with again.

Gosh! After the Fresher’s week got over, the first week of the term has begun. Now, there would be series of lectures to attend, studying lists and preparing for seminars. Currently, the hangover of Fresher’s week has to be dealt with. Everyone has settled down in their own friends group. The aroma of friendliness has evaporated from the air. Just because the Fresher’s week has ended, doesn’t mean you’re in absolute darkness.

Оrgаnizаtiоnаl culture is whаt the members оf аn оrgаnizаtiоn perceive аnd画hоw this perceptiоn creаtes а pаttern оf beliefs, vаlues, аnd expectаtiоns. Аs а stаrt up cоmpаny thаt hаs spаn fоur yeаrs time, the rоles were never cleаrly画defined with jоb аnd duty画descriptiоns, recоgnitiоn оf画"weight" оf wоrk wаs画never estаblished, respect fоr different depаrtmentаl missiоns were never画estаblished аnd there seems tо be nо understаnding оf whаt cаuses grоup画cоnflict аnd hоw tо fаce画it аnd

Educa t ion ( 1,625 Essays) En gine e ring (379 Essays) Eu rope a n La ngua ge s, Lit e r a t ure a nd re la t e d subj e ct s ( 568 Essays) H ist orica l a nd Philosoph ica l st u die s ( 2, 731 Essays) La w ( 4,034 Essays) Lingu ist ics, Cla ssics a nd r e la t e d subj e ct s ( 2,742 Essays) M a ss Com m unica t ion s a n d D ocum e n t a t ion ( 2,211 Essays) M a t h e m a t ica l a nd Com put e r Scie nce s ( 807 Essays) M e dicine a nd D e nt ist ry

The Joy luck Club presents a couple of themes but one of which, relates to an issue that is affecting many immigrant families who bring up their kids in foreign countries. In forwards, the difficulty in speaking and translating another language.The mothers and daughters in the book have difficulty in communicating their ideas and feelings with one another.The problems associated with communicating with one another create a barrier between the mother’s Chinese language and the daughter’s English language.The mothers and daughters misunderstand what the other is intending to say due to the differences in the meanings of their cultural languages.The differences in the languages are perceived differently by the mother and the daughter leading them to act towards each other differently. The fragmented use of the two languages is understood by the reader when Jing-mei realizes that some Chinese words cannot be translated into English. Jing-mei thinks of her mother as a failure in society and sets herself apart from her. Her mother is impatient and says that her daughter doesn’t understand the cultural meaning of the Chinese language and doesn’t acknowledge the Chinese heritage. This theme is evident in the book because the characters bring up the frustration associated with their daughters understanding the Chinese meanings without understanding the Chinese culture.

With reference to this statement, and the text studied in the Close Text module, evaluate how (language features) and why (contexts) different interpretations are represented in the study text and how those has enhanced your interpretations of the text.

Gеnеrаtiоns аrе typicаlly dеfinеd by mаny diffеrеnt сhаrасtеristiсs inсluding, but nоt limitеd tо: thе yеаr hе оr shе is bоrn, mаjоr wоrld еvеnts, pоpulаr сulturе trеnds, musicаl tаlеnt, valuеs, pаrеntаl еxpесtаtiоns, аnd rеlаtiоnships. Аs nеw gеnеrаtiоns аnd trеnds еmеrgе, sоmе оf thеsе сhаrасtеristiсs bесоmе whаt is соmmоn аmоng mоst individuаls bоrn within thе givеn timе frаmе, thеrеfоrе dеfining thе gеnеrаtiоn.

Table of Contents 1. Introduction ................................................................................................................ 1 2. Analysis of the Background of GIVe ............................................................................. 2

The present study consists of twelve chapters. The summary of the whole study from chapter one to chapter eleven is presented below.

The experimenter chose 22 elementary participants with the combination of different gender. The experimenter chose to have different gender for the participants so that there will be no biases among the gender of the children involved. The experimenter divided the participants into two groups to be the experimental and the control group. The form of language that was used in this experiment is Filipino so that the participants would clearly understand the story. The tools that were used in this experiment are the form of instruction that will be used is an oral type, this is chosen by the experimenter because oral form of instruction is the easiest way to make communication with the children without any extraneous variables except noise. The experimenter chose this type of instruction instead of a movie because the movie type or visual type of instruction might catch the attention of the participants and might affect the results of the experiment. Another tool that was used in this experiment is the story that will be narrated to the students, “Bakit nangangagat ang putakti”. Lastly is the questionnaire that was distributed to the participants, the

-r;i]'n,,'i'ntii;nai ciass your teaclier would have discusscttr ;lou"r assigrutetrl ',i,!i[ 3is1-q, pelinteci *ut ln3gi a gc*ti essa,v and r.l'hai a bad one. We have ri*ne exas:tl;r,* the s;:lir.; thing in Llmit 5? ilt,.t;:: ,!l,vitislt Foeir.y {fu{E{,i-0i) co$tse" Read it carefuily and discuss iL ,aith yotrr cotmselor i-fiei .::,:1,,s-ibl]*'as al ihe Stuci;r {ientr*. 'ih*i'eaft*r decirie Llp{rfi eicpi*, i"e. ;r perricd cr litererv gt'ilili} .,r ri:c i:i"q'!cry c;f'Britisi: F.rel;:;'- Youma,v. if ,vcu wish, seiest atopie fi:*ln iti* list girren ir' s2.i.1 " ': f;r :!t;,. i. fi

The third part (Part C) is the conclusion which presents the results of the study with suggestions for translators and for further researches.

PSH në bashkëpunim me stafin e shkollës, mësues e drejtues, planifikon dhe realizon shërbime që mundësojnë zhvillimin akademik, profesional, social dhe personal të nxënësve. Shërbimet tashme të njohura të psikologjisë shkollore përfshijnë veprimtari bazë që në themel kanë standarde të këshillimit. Këto veprimtari (shërbime bazë) plotësojnë njëra-tjetrën dhe prandaj shihen si të integruara dhe të koordinuara mire, si pjesë e një të tëre, më shumë se sa si shërbime të ndara. Gjithsesi, këto shërbime bazë, për qëllime përshkruese, më poshtë, janë listuar dhe përshkruar të ndara. Konsultimi. Konsultimi është një takim me anëtarët e interesuar të stafit dhe/ose prindër, për të diskutuar rreth ndërhyrjes direkt, për të dalluar shkaqet dhe faktorët që kanë sjellë problemin, si dhe për të përgatitur ndërhyrjet. Konsultimi është shpesh pjesë përbërëse e veprimeve që paraprijnë referimin dhe ndodh që çon në shërim të suksesshëm, pa qenë nevoja e vlerësimeve të mëtejshme. Kur merret me konsultim psikologu shkollor: ofron konsultim për stafin, lidhur me nevojat e nxënësit ndihmon stafin në përpilimin dhe zbatimin e ndërhyrjeve ndihmon prindërit të kuptojnë nevojat e fëmijëve të tyre ose të zhvillojnë ndërhyrje. ndihmon stafin dhe prindërit të hartojnë plane të koordinuara të ndërhyrjes shtëpishkollë