Speaking skills esquema de contenidos nodales - dic 2017
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This document outlines the content and sub-topics covered in the Speaking Skills course for Senior 1 students at Colegio Las Cumbres. Over the course of the school year, students will work on describing people, places, and events; presenting arguments and counterarguments; listening to and discussing TED talks; debating topics of cultural diversity; and preparing a 3-5 minute speech on a topic of their choice. The content is divided into three trimesters, with the third trimester focusing on debating and preparing speeches, as well as discussing current news and events around the world.
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Running head: TEAM ROLES 1
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Team Roles
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Team Roles
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Select one of the nine team roles and provide an example of an experience you have had working with people who have fulfilled that role. Explain fully how each person fulfilled the role. Provide research to support your viewpoint.
Second Team Role Example
Select one of the nine team roles and provide an example of an experience you have had working with people who have fulfilled that role. Explain fully how each person fulfilled the role. Provide research to support your viewpoint.
Third Team Role Example
Select one of the nine team roles and provide an example of an experience you have had working with people who have fulfilled that role. Explain fully how each person fulfilled the role. Provide research to support your viewpoint.
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References
The author and tour guide Audrey Pictou explain the role of
Native American stories during the introduction of a Haunted
Bar Harbor tour, allowing guests to prepare for new ideas
that may be challenging to their own world views. •
Interpreting Native American
Heritage through Ghost Stories
J E N N I F E R P I C T O U ____________________
Native American heritage can be one
of the most difficult and rewarding
topics to tackle. It can be a source of
great interest for visitors, but also one
of intimidating ideas and frustration
for interpreters. Take heart, because
it doesn’t have to be that way! There
really is a middle ground and
sometimes it comes in unexpected
ways.
I am a member of a Federally
Recognized Tribe (Aroostook Band
of Micmacs), hold the position of
Tribal Historic Preservation Officer,
and have been interpreting Native
issues and heritage for over two
decades. I now tackle the issue head
on through my own company, which
provides an experience called the
“Haunted Bar Harbor” tour. This
may seem incongruous, but there
is a method to my interpretive
madness. I will present here some of
the challenges to interpreting Native
heritage in Maine and how we deal
with them through the vehicle of
ghosts and Wabanaki Indian tales of
the supernatural using a few simple
guidelines.
The biggest challenge to
interpreting Native American
heritage is authenticity and there
is no more contentious subtopic
than Native interpreters versus
non-Native interpreter ...
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This document discusses fostering global competence in the world language classroom and beyond. It begins by outlining rules for introducing oneself to strangers and attentive listening. Several definitions of global competence are presented that have evolved over time to include intercultural skills, effective communication, and ability to work across diverse contexts. The document then details a study that developed a consensus definition of global competence as having an open mind seeking to understand other cultures to interact and work outside one's own environment. It discusses models for teaching global citizenship and outlines forces that must change for all students to develop global competence, including integrating social sciences into curricula. Finally, it examines the relationship between cultural competence and global competence and the role of culture in developing global skills
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Building understanding of cultural perspectives on the road to global compete...
Building understanding of cultural perspectives on the road to global compete...Jaclyn Skalecki Orozco
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INST 110I: INTRODUCTION TO INTERNATIONAL ENGAGEMENT
FALL 2017
INSTRUCTOR
CLASS SCHEDULE
CONTACT
Days of Week
Time
Place
E-Mail
Phone
Office Hours
Dr. Quirino [key-reno]
de Brito
T&Th
2:00-3:15 P.M.
OCNL 237
[email protected]
csuchico.edu
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Tuesday: 5-5:30 P.M.;
Thursday: 3:30-5:30;
and by appointment
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International Studies is about the exploration of the world's cultures, languages, and institutions and their diverse traditions and common interests. The International Studies Pathway encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face. Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions. This Pathway requires students to develop cross-cultural understanding, technical skills, and pre-professional experience relevant to the globalizing world of the 21st century. The International Studies Pathway is appropriate for students interested in international business, culture, arts, politics, and economics. Students are encouraged to study abroad as part of the International Studies Pathway, and under certain circumstances, may apply up to 18 units toward the interdisciplinary GE Pathway Minor in International Studies. Students interested in applying credit from study-abroad experiences to the interdisciplinary minor should consult with the Study Abroad Office and the International Studies GE Coordinator before departure.
Global Development Studies Pathway Catalog Description
When you graduate from CSU, Chico, you will enter an increasingly interdependent and competitive global marketplace in which people, ideas, and merchandise cross national borders at a rate unprecedented in human history. The Global Development Studies Pathway is for students who want to learn more about the people and issues of the developing world, where close to ninety percent of the earth's population resides. Courses explore the cultural expressions and histories of a vast range of societies and groups underrepresented in standard U.S. curricula, including much of Asia, Africa, the Islamic world, and Latin America. Students in this Pathway examine contemporary issues such as food production and food scarcity, economic inequality, the struggle for women's rights, ethnic and religious conflict, and nationalism. They also learn how people in developing countries have mobilized to confront the legacies of colonialism-including uneven development and environmental destruction-and establish and .
Working with tribal
This document summarizes three case studies about interpreting Native American connections in national parks. The case studies discuss incorporating indigenous design principles, gathering multiple perspectives in interpretive planning, and presenting the perspectives of local tribes on Glacier National Park. Key lessons include the importance of including specific tribal voices and viewpoints, addressing controversial topics respectfully, and acknowledging different tribal perspectives and ongoing connections to the land.
Running head TEAM ROLES1TEAM ROLES2Team Roles.docx
Running head: TEAM ROLES 1
TEAM ROLES 2
Team Roles
Student Name
Rasmussen College
Author Note
This paper is being submitted on March 24, 2017 for Michael Heard’s Organizational Behavior Analysis Class, Online Plus, 2017 Spring Quarter.
Team Roles
Introduction
Use this section as an introduction to provide information about the use of teams within organizations. Set the reader up for the discussion to follow.
First Team Role Example
Select one of the nine team roles and provide an example of an experience you have had working with people who have fulfilled that role. Explain fully how each person fulfilled the role. Provide research to support your viewpoint.
Second Team Role Example
Select one of the nine team roles and provide an example of an experience you have had working with people who have fulfilled that role. Explain fully how each person fulfilled the role. Provide research to support your viewpoint.
Third Team Role Example
Select one of the nine team roles and provide an example of an experience you have had working with people who have fulfilled that role. Explain fully how each person fulfilled the role. Provide research to support your viewpoint.
Conclusion
Finally, write a conclusion that summarizes the importance of negotiating skills and why organizations should take it seriously. Ideally, conclusions should be at least five (5) sentences in length. Your references will then begin on the last page.
References
The author and tour guide Audrey Pictou explain the role of
Native American stories during the introduction of a Haunted
Bar Harbor tour, allowing guests to prepare for new ideas
that may be challenging to their own world views. •
Interpreting Native American
Heritage through Ghost Stories
J E N N I F E R P I C T O U ____________________
Native American heritage can be one
of the most difficult and rewarding
topics to tackle. It can be a source of
great interest for visitors, but also one
of intimidating ideas and frustration
for interpreters. Take heart, because
it doesn’t have to be that way! There
really is a middle ground and
sometimes it comes in unexpected
ways.
I am a member of a Federally
Recognized Tribe (Aroostook Band
of Micmacs), hold the position of
Tribal Historic Preservation Officer,
and have been interpreting Native
issues and heritage for over two
decades. I now tackle the issue head
on through my own company, which
provides an experience called the
“Haunted Bar Harbor” tour. This
may seem incongruous, but there
is a method to my interpretive
madness. I will present here some of
the challenges to interpreting Native
heritage in Maine and how we deal
with them through the vehicle of
ghosts and Wabanaki Indian tales of
the supernatural using a few simple
guidelines.
The biggest challenge to
interpreting Native American
heritage is authenticity and there
is no more contentious subtopic
than Native interpreters versus
non-Native interpreter ...
Fostering global competence no macro
This document discusses fostering global competence in the world language classroom and beyond. It begins by outlining rules for introducing oneself to strangers and attentive listening. Several definitions of global competence are presented that have evolved over time to include intercultural skills, effective communication, and ability to work across diverse contexts. The document then details a study that developed a consensus definition of global competence as having an open mind seeking to understand other cultures to interact and work outside one's own environment. It discusses models for teaching global citizenship and outlines forces that must change for all students to develop global competence, including integrating social sciences into curricula. Finally, it examines the relationship between cultural competence and global competence and the role of culture in developing global skills
A fixed point in time and pedagogy
This document discusses changing perspectives on literacy in primary education from "the old" to "the new". It describes how literacy was traditionally taught as isolated skills but now emphasizes diverse communicative practices. It outlines several projects a teacher implemented that incorporated popular culture, virtual connections, and critical analysis to make literacy more meaningful to students. The implications are that literacy learning works best when embedded in real-world contexts and allows students to develop skills for success in today's world.
Building understanding of cultural perspectives on the road to global compete...
Building understanding of cultural perspectives on the road to global compete...Jaclyn Skalecki Orozco
This slideshow is from a 3 hour workshop on Global Competence in the World Language classroom presented at the Central States Conference on the Teaching of Foreign Languages. The presentation is based on the article in Chapter 4 of the Central States Report 2015.Rmtc durham symposium ppt tuesday 14 october
This document outlines the agenda for a symposium on researching multilingually. It discusses key issues such as negotiating meanings across languages and cultures, the role of interpreters, challenges of representation and translation, and assumptions made in mainstream research methods texts. Specific examples are provided, including a 1946 study by David Boder who conducted Holocaust survivor interviews in 9 languages, and issues of power dynamics, reflexivity and ethics in multilingual research. The document maps how different disciplines approach and represent multilingual research and provides guidance for newcomers to the field from research methods textbooks.
Lindsay Clandfield - plenary
This talk was given by Lindsay Clandfield (Macmillan) on 18th October 2012 at the English Teachers' Day conference.
Translingualism
The document discusses translingual education as a phenomenon, methodology, and ideology that can promote social justice and educational renewal. It provides examples of how translingualism was observed in the linguistic landscape of Harrison, NJ and describes two classroom activities incorporating students' native languages that demonstrate a translingual methodology for teaching English. The presentation argues that translingual education moves beyond monolingual and multilingual approaches by viewing languages and literacies as fluid and dynamic.
Esquema de contenidos nodales. senior 3. oral. dic 2016
Students in Senior 3 Oral class will analyze TED talks on topics of money and happiness, give 5 minute speeches with organized ideas and proper body language. They will also debate topics like the death penalty and compulsory military service, presenting arguments and counterarguments. Throughout the year students will analyze speeches, debates, and stories from a lending library. They will also deliver speeches on supernatural experiences and report on a frightening personal experience. The course aims to improve public speaking skills through analysis and practice of speeches, debates, and storytelling over three trimesters.
Mythology_and_Folklore_syllabus.docx
This document outlines the syllabus for a Mythology and Folklore course taught at Manuel V. Gallego Foundation Colleges Inc. The course aims to expose students to myths and folklore from various cultures and their contributions to literary heritage. It will cover creation stories, love stories, adventure stories, and myths from Greece/Rome, Britain, Northern Europe, and the Americas. Students will analyze themes and concepts through activities like discussions, presentations and essays. Assessment includes class participation, outputs, exams and a final grade based on midterm and final exam scores. The course aims to help students understand how education relates to historical, social and political processes through examining different mythologies.
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INST 110I INTRODUCTION TO INTERNATIONAL ENGAGEMENTFALL .docx
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Running head TEAM ROLES1TEAM ROLES2Team Roles.docx
Running head TEAM ROLES1TEAM ROLES2Team Roles.docx
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Parts of the body guessing
This document lists different parts of the human body starting with the head including hair, eyes, ears, nose, and mouth. It then mentions the tummy, shoulders, arms, hands, fingers, legs, knees, feet, and toes.
Parts of the body bits
This document lists and describes various parts of the human body including the head, neck, hair, eyes, ears, nose, mouth, tummy, shoulders, arms, hands, fingers, legs, knees, feet and toes.
Feelings guessing game
The document discusses the results of a study on the impact of climate change on wheat production. Researchers found that higher temperatures and changing precipitation patterns will significantly reduce wheat yields across major wheat-producing regions by 2050. The study concludes that efforts must be made to develop wheat varieties that can tolerate hotter and drier conditions to ensure future global food security as the climate continues to warm.
Which is the opposite of... ?
Opposites are two words or concepts that are completely different from each other or have an opposite meaning. For example, hot and cold are opposites because one refers to something warm while the other refers to something cool. Other common opposites include up and down, left and right, big and small, empty and full. Understanding opposites helps expand vocabulary and provides context for related words and ideas.
Opposites 2
Opposites are two words or concepts that are completely different from each other or have an opposite meaning. For example, hot and cold are opposites because one refers to something warm while the other refers to something cool. Other common opposites include up and down, left and right, big and small, empty and full. Understanding opposites helps expand vocabulary and provides context for related words and ideas.
Goldilocks and the three bears
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Country mouse city mouse
The story describes a country mouse visiting his cousin, the city mouse. The country mouse finds city life too noisy and busy, preferring the quiet simplicity of the country. In the end, both mice agree that while the country may be poorer, it is also safer and less stressful.
Places in the city game
This document lists various locations in a city including a bank, two restaurants, two book stores, a library, a playground, and a movie theatre.
Farm animals
This document lists common farm animals and their young. It pairs each adult animal with its offspring, such as pig with piglet, cow with calf, cat with kitten, and so on, showing the names for babies of different farm animals.
Miss cata says...
This short document repeats the phrase "Miss Cata says..." multiple times without providing any other context or information. It does not have enough content to create a meaningful 3 sentence summary.
Spot goes to the farm
The boy Spot goes with his dad to look for baby animals on their farm, asking animals in the barn, bushes, and straw if they have seen any calves, lambs, chicks, ducklings, goslings, or piglets. All the animals respond negatively until Spot finds some kittens hiding in the bushes. At the end, Spot confirms for his dad that they saw piglets and he found some kittens.
Sound ie
This document provides a phonics lesson, beginning with a list of sight words for students to practice reading. It then introduces the "ie" sound and gives an example sentence using that sound. The document concludes by asking students to think of words containing the "oa" sound and signals that more practice will follow.
Sound oa
Phonics lesson focused on the /oa/ sound, with examples of words containing that sound like goat and boat. Students sang a song and did practice identifying more /oa/ words. The lesson text included a short story about an oak tree falling on a goat.
Sound b
This document provides a phonics lesson, beginning with practicing reading words with short vowel sounds like "if", "fat", and "fun". It then introduces the "/b/" sound and an example story with Bee, Inky and Snake playing with a ball and bat in the park. The lesson concludes with singing a song and thinking of more words that contain the "/b/" sound.
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This short poem describes the colors of various natural elements in our world such as the grass, sky, moon, clouds, sun, trees, leaves, sunset, and air, concluding that we live in a wonderful world.
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Speaking skills esquema de contenidos nodales - dic 2017
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