Concentrations. Five Pages The aim is to develop an understanding of how your two concentrations can fit together to provide a unique point of view on understanding human beings and the social world. In this process you will need to do the following First, name and chart each concentration in terms of their courses, names and numbers (levels: 1XX, 2XX, 3XX, etc). You will have five courses in each concentration. If you are not sure of the specific courses in each of your concentrations, you should meet with your Liberal Studies department advisor. Second, look at the concentrations in turn and describe briefly the courses that constituted it. What unites and/or divides them? What are the similarities and differences between the courses within your concentrations? Detail which course provided the most interesting perspective on human endeavors, both individual and social, for you and tell us why. Third, provide a general conception or idea for each of your concentrations in terms of their disciplinary or theoretical perspective on the activities and interests of human beings. What assumptions does it possess, how are people conceptualized by it? What are the primary ways in which the discipline represented by each of your concentrations would approach an issue to be studied? Fourth, select one paper written for one of the classes in that concentration that you feel is particularly representative or illustrative of the perspective of the concentration, and describe the process by which you selected it and elements in the paper that represent the perspective of the concentrations Then do the same for the second concentration. In the final copy of your Synthesizing Essay you please include copies of the two papers that you have analyzed in Step 2 In the last stage you bring the concentrations together in a synthesis. Begin by putting your two selected papers together. What unites and/or divides them? Then compare and contrast the disciplinary or theoretical perspective. When put together what light do they shine on the activities and interests of us humans? Are the perspectives sympathetic or contradictory? When combined, describe how the synthesis provides a unique way of looking at us. Part 1 (2 concentrations): 1. Education: EDUC 210 (Instructional technologies for Teaching and Learning), EDUC 220 (Foundations of Education), EDUC 226 (Health, Nutrition, and Safety), EDUC 257 (Psychology and Development, EDUC 358 (Nature of Learners with Special Needs) 2. Communications: COMM 210 (Communications for Teachers), COMM 240 (Popular Cultural Forms and Society), COMM 253 (Gender Relations), COMM 350 (Organizational Communication), COMM 370 (Intercultural Communications) Part 4 (paper to reflect on) COMM370 (Intercultural Communications) The use of high and low context cultures are a big part of communication. Both are very different from one another but effective if used with the correct person. Understanding communication is not an easy task, but when the recipient of the message understands the context then you are successful in the process you used. By understanding the person’s culture who you are trying to communicate with, knowing what way would be more effective and understanding the communication process you will be an effective communicator. In class and reading thru the text I learned that every culture is completely different when it comes to communication. We as Americans are considered to be a relatively lower context culture. In other words, we take what the meaning in the words to understand. Asian’s on the other hand, take the meaning of the context or situation to understand. By knowing this bit of information it will help me to communicate with someone of an Asian culture more effectively. By knowing what culture we are trying to communicate with will ultimately help us get the message across. Wording a phrase properly to the correct culture can ultimately help you communicate more effectively. For instance, in a high context culture I could say “Slow Children at Play” and people would know they need to slow down because there are children that are playing. In a low context culture people would take that same phrase and think that there are retarded (slow) children at play. By knowing what we are trying to communicate and to whom it can help us know what word phrases may or may not work with a specific culture. Understanding the dynamics of the communication process is key to effetely get a message across to someone. By understanding the cultures background and how they operate it will help us communicate effectively. In conclusion, by understanding the person’s culture who you are trying to communicate with, knowing what way would be more effective and understanding the communication process you will be an effective communicator. Part 4 (Paper to reflect on) EDUC358 According to the National Institute on Deafness and Other Communication Disorders (NIDCD), it is estimated that more than 28 million people in the United States have hearing loss. The U.S. Public Health Service reports that over one million children are estimated to have a hearing loss. The causes of deafness or hearing impairment can be attributed to genetic factors, noise or trauma, sensitivity to medications, and viral or bacterial infections. There are two types of hearing impairments; Deaf: A hearing impairment which is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance and Hard of Hearing: A hearing impairment, whether permanent or fluctuating, which adversely affects a child’s educational performance but which is not included under the definition of “deaf” (Keller, 2005). There are several ways a student can be affected by hearing impairment; congenital: hearing loss at birth, adventitious: hearing loss after birth, prelingual: hearing loss prior to learning how to speak, and postlingual: hearing loss after learning how to speak. There are two known types of hearing loss, conductive and sensorineural. Conductive is caused by problems in the outer or middle ear which prevent the sound from being conducted to the inner ear and hearing nerves. The hearing may fluctuate and may affect one or both ears to varying degrees. Sensorineural is the type of hearing loss that is due to a problem in the cochiea (the sensory part of the ear) or the hearing nerve (the neural part). It can be acquired or be present at birth (Unknown (2006). France was the first place to open up a public school for the hearing impaired in the 1700’s. In 1868 the first college that was available to the hearing impaired students was authorized to open by President Lincoln and it was called Gallaudet University. In a study conducted by Schildroth and Hotto through Gallaudet University's Research Institute, the data reported indicated that 50% of America's hearing-impaired children and youth received their education in either residential or day schools for the deaf. Of this number, more than 80% suffer severe to profound hearing losses. The remaining 50% of the hearing-impaired children educated in the United States are integrated into local school programs with 25% taught in self-contained classrooms. Of these, 64% are severely or profoundly deaf. Only 38% of the 25% student population educated in local integrated classrooms is severely or profoundly deaf. Additionally, the majority of public school programs for children with severe to profound hearing losses utilize Total Communication in the classroom whether self-contained or integrated (Schneider 2002). As time went on the Oralist Movement (reading of the lips) came to pass. The characteristics exhibited by students depend primarily on the degree of hearing loss. With a good support team, hearing impaired students can be very successful in school. Students that are affected with hearing loss usually show an increasing gap in vocabulary growth. Lip reading is a characteristic that falls under this as well (Unknown 2010). Some strategies to help a student’s if they are able to lip read are having the student sit closer to you during instruction, look directly at the student, speak loud and clear, do not exaggerate your lip movement or shout, and if the instructor has a mustache to keep it well trimmed. Give the student and the interpreter outlines of the lecture or written material, in advance, so that they can become familiar with new technical vocabulary. Interpreters should not give their opinion of a student's progress as this can violate the student's rights. Provide scripts of video and laser media when possible for both the interpreted and the student with a hearing disability (with or without captioning). When writing materials for hearing impaired students: Break up long sentences, reduce difficult vocabulary load, reduce concept density, when using a pronoun be sure that the antecedent is very clear, and Do not omit words such as: "that" where such words will clarify a sentence connection. Certain language forms are generally to be avoided such as passive voice verbs, negative forms of verbs and other expressions of negation, too many modifying forms, such as prepositional phrases, relative clauses. (If a relative clause must be used, the relative pronoun [who, which, that, where, etc.] should be next to the word to which it refers), Stylistic embellishments, such as rhetorical inversions, and colloquial and idiomatic expressions (Keller, 2005). To promote peer relationships, students should work in small groups so that a student with a hearing impairment can get to know classmates. One option that is rarely used is to teach sign language to the other students to facilitate communication. It was said by Dr. Alexander Graham Bell “People do not understand the mental condition of a person who cannot speak and who thinks in gestures. He is sometimes looked upon as a sort of monstrosity, to be stared at and avoided…. Those who believe as I do, that the production of a defective race of human beings would be a great calamity to the world, will examine carefully the causes that lead to the intermarriages of the deaf with the object of applying a remedy.” (Unknown 2010). These are just some course descriptions from the catalog you can use to elaborate on. EDUC 220. Foundations of Education (3 hours) This course will address topics of historical, sociological, philosophical, ethical, and profes- sional significance to the discipline of education, and it will include a study of federal and state educational policies, laws related to education, and international education. Students will be expected to think and write critically about issues in education. EDUC 283. Fundamentals of Special Education (3 hours) This course explores the fundamentals of special education in America's schools. Emphasis is given to the historical development of special education, relevant legislation and litigation, educational policy, and contemporary trends and issues. This course satis- fies the special education requirement for Georgia certification. COMM 210 Communication for Teachers (3 hours) This course deals with all dimensions of human communication and how they influence classroom environment and learning. Particular emphasis is given to the impact of culture on the classroom. Students will study verbal and nonverbal communication behaviors and instructional techniques will be a major component. Interpersonal relationships in the classroom will be examined. COMM253 Gender Relations (3 hours) A study of relationships between males and females, examining the ways in which gender relationships both reflect cultural views of gender (roles and stereotypes) and shape individuals gender identities and behaviors in particular social contexts (families, schools, media, the workplace, and other institutions).
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