scholarly journals Die gebruik van Wit oemfaan (F.A. Venter) in ’n imagologiese raamwerk vir die onderrig van Afrikaans as addisionele taal

Literator ◽  
2003 ◽  
Vol 24 (3) ◽  
pp. 57-84
Author(s):  
E. Kruger
Keyword(s):  
Teacher Educators ◽  
Further Education ◽  
Language Learner ◽  
The Other ◽  
Intercultural Understanding ◽  
Literature Teaching ◽  
Integration Model ◽  
Language Classroom ◽  
Different Cultures ◽  
And Training

The use of Wit oemfaan (F.A. Venter) in an imagological framework for the teaching of Afrikaans as additional language The multicultural additional-language classroom has its own characteristics and requirements. An important element to keep in mind is that learners come from different cultures and all of them have their own perceptions of themselves, their own and other cultures. These perceptions can lead to conflict – something the educator has to deal with. Opportunities can be provided to work through the conflict and thereby facilitate intercultural understanding. Learners can be encouraged to become aware of their own stereotypes of the Other, which are influenced by historical and social realities and based on misperceptions. In order to grow in intercultural understanding, learners have to let go of their stereotypes and become willing to integrate the Other into their own identity. This article attempts to indicate why and how learners can be made aware of national and ethnic stereotypes in a youth text such as Wit oemfaan (1965) by F.A. Venter. The main aim is to train teacher educators at tertiary level to facilitate the learning process in an integration model for literature teaching by using imagology as theoretical framework. The teaching strategies aim to make the learner aware of the narrative voice and focalisation in the representation of stereotypes. The learner is guided to be confronted with the Self in the story, who is in unusual contact with the Other. This intercultural encounter in the secondary world of the literary text leads eventually to the maturation of the main character and can facilitate the maturation process of the additional-language learner of Afrikaans in the Further Education and Training phase at school.

scholarly journals Error Correction in ESL: Learner's Preferences

1993 ◽  
Vol 10 (2) ◽  
pp. 71 ◽  
Author(s):  
James A Oladejo
Keyword(s):  
Error Correction ◽  
Classroom Practice ◽  
Recent Time ◽  
Language Learner ◽  
The Other ◽  
Esl Teachers ◽  
Language Classroom ◽  
The One ◽  
Standardized Practice ◽  
Esl Learners

This paper reports the findings of two studies which attempt to identify the preferences and expectations of intermediate and advanced ESL learners regarding error correction. These are compared with some popular opinions of linguists and ESL teachers which have influenced error correction in the language classroom in recent time. Certain important differences are observed between learners' preferences 1. IN1RODUCTION and expectations on the one hand, and the opinions and practice of linguists/ teachers on the other. The paper concludes that, if the error correction is to be effective, classroom practice cannot afford to be based rigidly on any standardized practice derived from the opinions of linguists and teachers alone, but it must be flexible enough to incorporate the preferences and needs of the language learner.

Werken aan Taalverwervingsgerichte Gesprekken is Inzetten op Het Hele Ecosysteem

2005 ◽  
Vol 74 ◽  
pp. 11-20 ◽  
Author(s):  
Resi Damhuis ◽  
Akke de Blauw
Keyword(s):  
Language Acquisition ◽  
Process Evaluation ◽  
Language Proficiency ◽  
Teacher Educators ◽  
The Other ◽  
Follow Up Study ◽  
Training Materials ◽  
The One ◽  
And Training

Children develop their language proficiency through language acquisition oriented conversations with adult speakers. A conversation is acquisition-oriented when there is an adequate balance between the adult's input and feedback on the one hand and the child's production on the other hand. Educational settings happen to lack opportunities for production. However, as children need to participate in acquisition-oriented conversations, teachers will need to acquire interactional skills for creating those conversations and teacher counselors and teacher educators need to support teachers in acquiring these interactional skills. This is how we have defined the ecosystem. All of the elements discussed above are addressed in this paper. In cooperation with practitioners, we have developed teacher materials and training materials, and we have conducted a process evaluation. Based on this evaluation the teacher training was improved and training for teacher counselors and educators was developed. In a follow up study, conversations of the trainees will be analysed: did they improve their interactional behavior and create more opportunities for language acquisition? We hope to report on these results at a later occasion.

Discovering the Other: Study Abroad as Fieldwork

1996 ◽  
Vol 2 (1) ◽  
pp. 111-122
Author(s):  
Joseph R. Stimpfl
Keyword(s):  
Study Abroad ◽  
Cultural Anthropology ◽  
Participant Observation ◽  
Basic Research ◽  
Cultural Adjustment ◽  
The Other ◽  
Cultural Immersion ◽  
Cultural Learning ◽  
Fieldwork Experience ◽  
Different Cultures

The literature annotated here is from a subset of literature in cultural anthropology that deals with ethnographic fieldwork: the basic research exercise of cultural immersion. This bibliography is meant to offer a representative sample of literature in anthropology that deals with the fieldwork experiences of researchers. Cultural anthropology is devoted to the concept of “discovering the other.” Its method of inquiry is often referred to as participant/observation: the researcher lives the culture while observing it. Since so much of the fieldwork experience deals with personal adjustments to living in different cultures, the literature is charged with the problems of adjustment and understanding so common to study abroad experiences. This literature is particularly relevant to those interested in cross-cultural learning and issues in cultural adjustment. 

Low Vision Services in an Agency: Structure and Philosophy

1975 ◽  
Vol 69 (6) ◽  
pp. 241-248
Author(s):  
Eleanor E. Faye ◽  
Clare M. Hood
Keyword(s):  
New York ◽  
Low Vision ◽  
Medical Director ◽  
The Other ◽  
Special Services ◽  
Full Discussion ◽  
Loan System ◽  
Training Services ◽  
And Training

The development and present structure of the comprehensive Low Vision Service of the New York Association for the Blind are used as the basis for a full discussion of the operation of such a clinical service, including its positive and negative features. The clinic is administered by a medical director and by an administrator who coordinates the work of a staff consisting of ophthalmologists, optometrists, low vision assistants, volunteers, registrar, and receptionist. A separate Optical Aids Service stocks low vision aids which it sells by prescription to clinics, doctors, and patients within and without the agency. Referrals for special services are made to the other departments of the agency. Also described are the low vision examination itself, follow-up and training services, and the aid loan system.

scholarly journals Physical activity counselling in Ireland: a survey of doctors’ knowledge, attitudes and self-reported practice

2019 ◽  
Vol 5 (1) ◽  
pp. e000572 ◽  
Author(s):  
Sarah O'Brien ◽  
Lucia Prihodova ◽  
Mairéad Heffron ◽  
Peter Wright
Keyword(s):  
Physical Activity ◽  
General Practitioners ◽  
Royal College ◽  
Patient Preference ◽  
Online Survey ◽  
Response Rate ◽  
Further Education ◽  
Pharmaceutical Intervention ◽  
And Training ◽  
Do So

ObjectivePhysical activity (PA) counselling has been shown to raise awareness of the importance of PA and to increase the rate of PA engagement among patients. While much attention has been paid to examining the knowledge, attitudes and practice of general practitioners in relation to PA counselling, there is less literature examining such issues in hospital-based doctors in Ireland and further afield. This study aimed to explore doctors’ PA counselling practices and to analyse how this related to their level of PA knowledge, training and attitudes.MethodsAn invitation to participate in an online survey was sent to 4692 members of the Royal College of Physicians of Ireland who were listed as having an address in Ireland. Descriptive and explorative analyses of the data were performed using IBM SPSS V.22.0.ResultsA total of 595 valid responses were included (response rate 12.7%; 42.7% male, 42.6±12.1 years). The majority reported enquiring about PA levels (88.0%) and providing PA counselling (86.4%) in at least some of their patients. Doctors who saw it as their role and those who felt more effective/confident in providing PA counselling were significantly more likely to do so. A perceived lack of patient interest in PA and patient preference for pharmaceutical intervention were significant barriers to undertaking PA counselling.ConclusionThis study demonstrates the need for further education and training in PA counselling in Ireland with a particular focus on improving the attitudes and self-efficacy of doctors in this area at both undergraduate and postgraduate levels.

International Trade and Protection of the Environment: The Continuing Search for Reconciliation

1997 ◽  
Vol 91 (2) ◽  
pp. 268-313 ◽  
Author(s):  
Thomas J. Schoenbaum
Keyword(s):  
United States ◽  
International Trade ◽  
Dispute Resolution ◽  
Well Being ◽  
The Other ◽  
Mutual Understanding ◽  
Political Issues ◽  
Environmental Measures ◽  
Different Cultures ◽  
The Relationship

Before 1991, the relationship between the protection of the environment and international trade was an arcane specialty that attracted little attention. In 1971 the GATT Council established a Working Group on Environmental Measures and International Trade. This group did not even meet for over twenty years.Everything changed with the decision in the Tuna/Dolphin I case, in which a GATT dispute resolution panel declared a United States embargo on tuna caught by fishing methods causing high dolphin mortality to be illegal. The Tuna/Dolphin I decision produced an explosion of rhetoric in both learned journals and the popular press. It was also a very interesting clash of very different “cultures,” trade specialists versus environmentalists. At die outset, neither group knew much about the other. Now, however, the legal and political issues have been identified and ventilated, mutual understanding has increased, and the process has begun to reconcile two values that are absolutely essential to the well-being of mankind: protection of the environment and international free trade.

ASSESSING THE EXISTENCE OF AN ENTREPRENEURIAL PROCESS AT FURTHER EDUCATION AND TRAINING COLLEGES IN KWAZULU-NATAL

2011 ◽  
Vol 19 (02) ◽  
pp. 201-222 ◽  
Author(s):  
GAVIN ASHLEY CHAPMAN ◽  
SHALINI SINGH
Keyword(s):  
Sample Size ◽  
Quantitative Study ◽  
Learning Opportunities ◽  
Further Education ◽  
Entrepreneurial Process ◽  
Entrepreneurial Culture ◽  
Kwazulu Natal ◽  
Entrepreneurial Activities ◽  
Vocational Learning ◽  
And Training

FET colleges are integral centres of learning to provide students with vocational learning opportunities. This paper examined if FET colleges in Kwazulu-Natal were aware of an entrepreneurial culture that could assist them in supplementing their income to become less dependent upon the State for operational subsidies. A quantitative study with a sample size of 100 candidates was undertaken. The study revealed that although there is an awareness of entrepreneurial activities, there is a weakness in the application of an entrepreneurial process at FET colleges.

Feminist Occidentalist Discourse in ‘Shehrazad Goes West: Different Cultures, Different Harems’ by Fatima Mernissi

2021 ◽  
Vol 5 (2) ◽  
pp. 45-46
Author(s):  
Bitari Wissam
Keyword(s):  
Gender Relations ◽  
Radical Change ◽  
The Other ◽  
The West ◽  
Hegemonic Discourse ◽  
Fatima Mernissi ◽  
Democratic Discourse ◽  
Different Cultures ◽  
Postcolonial Feminist

Occidental discourses tend to revise orientalist images about the orient. Many authors have taken the responsibility of giving a new voice to the occident and among those is Fatima Mernissi. In this regard, this paper aims at discussing the shift that has marked the writings of Fatima Mernissi with a particular focus on her book, ‘Shehrazad Goes West: Different Cultures, Different Harems’. It is undeniable that Fatima Mernissi‘s thoughts have known a radical change in terms of ideology and discourse. ‘Shehrazad Goes West’ seems to promote an Occidentalist discourse that isn’t based on appropriating orientalist rhetorical images of the orient but rather on revising/ reconsidering the tropes of essentialism, dehumanization and fixity that Orientalist texts usually opt for. From an auto-orientalist discourse that Mernissi advocated in her narrative Dreams of Trespass, we move to another discourse that manifests itself in ‘Shehrazad Goes West’, which is Occidentalism. In this article, based on a postcolonial feminist approach, I argue that Fatima Mernissi uses another approach of occidentalism in her construction of Western gender relations and the space of Western Harem. Instead of constructing a counter-hegemonic discourse to orientalism that based on misrepresenting the “other” and denying their voices, Eastern representation of the West in ‘Shehrazad Goes West’ does not keep with the same rhetoric of orientalism; rather it dismantles that logic which victimized people of the East and replaces it with a humane vocabulary. Moreover, the Occidentalist approach appropriated in the book does not only target the occident but also the orient resulting on what Abdelkbir Khatibi calls “double critiques”. The significance of this paper lies in highlighting such a potentially inclusive and democratic discourse that would counterbalance the politics of othering inherent in the discourse of orientalism.

scholarly journals Using an inductive approach for definition making: Monotonicity and boundedness of sequences

Pythagoras ◽  
2009 ◽  
Vol 0 (70) ◽  
Author(s):  
Deonarain Brijlall ◽  
Aneshkumar Maharaj
Keyword(s):  
Mathematical Thinking ◽  
School Curriculum ◽  
Further Education ◽  
Teaching Model ◽  
Advanced Mathematical Thinking ◽  
Structured Design ◽  
Kwazulu Natal ◽  
Teaching Of Mathematics ◽  
The University ◽  
And Training

The study investigated fourth–year students’ construction of the definitions of monotonicity and boundedness of sequences, at the Edgewood Campus of the University of KwaZulu –Natal in South Africa. Structured worksheets based on a guided problem solving teaching model were used to help students to construct the twodefinitions. A group of twenty three undergraduateteacher trainees participated in the project. These students specialised in the teaching of mathematics in the Further Education and Training (FET) (Grades 10 to 12) school curriculum. This paper, specifically, reports on the investigation of students’ definition constructions based on a learnig theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the two definitions. It was found that despite the intervention of a structured design, these definitions were partially or inadequately conceptualised by some students.

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