This document is from a Portuguese language portfolio for an 11th grade student. It contains exercises on vocabulary and grammar related to consumerism, advertising, cultural diversity, and the passive voice. In the vocabulary sections, the student is asked to match terms like "multicultural" and "xenophobia" to definitions, categorize words related to diversity, and find synonyms. The grammar exercises focus on conditional sentences, inversion, and relative pronouns. The student is directed to complete tasks like changing sentences to the passive voice and using relative pronouns to join sentences. The passages provide context and examples for the exercises.
Cultural Anthropology 3rd Edition Bonvillain Test BankQuynner
Full download : http://alibabadownload.com/product/cultural-anthropology-3rd-edition-bonvillain-test-bank/ Cultural Anthropology 3rd Edition Bonvillain Test Bank
Presentation to South Coast Senior Students Conference 2013Evan Thomas
A leadership presentation provided to Year 11 and 12 students. The leadership theme provided by the Year 12 students was "Dare to ..."
The Year 12 students developed the conference agenda and objectives. They brought approximately eighty Year 11 students from 9 different High Schools together to network and develop their leadership skills.
What impressed me most was their enthusiasm, collaboration and their clarity of purpose, particularly when I asked them about plans after school.
El documento describe las 7 etapas de la enfermedad de Alzheimer, desde la ausencia de daño cognitivo hasta la disminución cognitiva muy severa. Cada etapa se caracteriza por un deterioro progresivo de la memoria y las habilidades cognitivas, requiriendo más apoyo a medida que avanza la enfermedad. La expectativa de vida después del diagnóstico varía de 3 a 20 años dependiendo de factores individuales.
This presentation was prepared for the TCEA Tots & Technology Conference 2013 and describes White Oak Intermediate Schools formula for videoing daily morning announcements.
This document provides an overview of Boston Therapeutics and its diabetes drug portfolio. It discusses BTI-320, a non-systemic diabetes drug that completed a Phase IIa clinical trial showing a 45% reduction in blood sugar levels in 40% of patients. The company is conducting two Phase IIb trials of BTI-320 in the US and France. It also mentions IPOXYN, an anti-necrosis and anti-hypoxia drug, and OXYFEX, a veterinary oxygen therapy product. Boston Therapeutics focuses on using complex carbohydrate chemistry to develop novel drug candidates and has a team with expertise in clinical development, regulatory affairs, and carbohydrate drug design.
Cultural Anthropology 3rd Edition Bonvillain Test BankQuynner
Full download : http://alibabadownload.com/product/cultural-anthropology-3rd-edition-bonvillain-test-bank/ Cultural Anthropology 3rd Edition Bonvillain Test Bank
Presentation to South Coast Senior Students Conference 2013Evan Thomas
A leadership presentation provided to Year 11 and 12 students. The leadership theme provided by the Year 12 students was "Dare to ..."
The Year 12 students developed the conference agenda and objectives. They brought approximately eighty Year 11 students from 9 different High Schools together to network and develop their leadership skills.
What impressed me most was their enthusiasm, collaboration and their clarity of purpose, particularly when I asked them about plans after school.
El documento describe las 7 etapas de la enfermedad de Alzheimer, desde la ausencia de daño cognitivo hasta la disminución cognitiva muy severa. Cada etapa se caracteriza por un deterioro progresivo de la memoria y las habilidades cognitivas, requiriendo más apoyo a medida que avanza la enfermedad. La expectativa de vida después del diagnóstico varía de 3 a 20 años dependiendo de factores individuales.
This presentation was prepared for the TCEA Tots & Technology Conference 2013 and describes White Oak Intermediate Schools formula for videoing daily morning announcements.
This document provides an overview of Boston Therapeutics and its diabetes drug portfolio. It discusses BTI-320, a non-systemic diabetes drug that completed a Phase IIa clinical trial showing a 45% reduction in blood sugar levels in 40% of patients. The company is conducting two Phase IIb trials of BTI-320 in the US and France. It also mentions IPOXYN, an anti-necrosis and anti-hypoxia drug, and OXYFEX, a veterinary oxygen therapy product. Boston Therapeutics focuses on using complex carbohydrate chemistry to develop novel drug candidates and has a team with expertise in clinical development, regulatory affairs, and carbohydrate drug design.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just one sentence, it promotes creating Haiku Deck presentations.
Este documento presenta un proyecto sobre la higiene personal para alumnos de primaria. El objetivo es crear un video explicativo sobre cómo lavar diferentes partes del cuerpo. El proyecto aborda varias competencias a través de actividades grupales como la elaboración del video final. Incluye visitas a un taller de jabón y un centro de salud para reforzar los conocimientos de forma práctica.
Este documento resume las características generales del sistema solar, incluyendo que ocho planetas giran alrededor del sol, la ley de gravitación universal que describe la interacción gravitatoria entre cuerpos con masa, y que asteroides, cometas y satélites naturales son escombros interestelares que orbitan en el sistema solar.
This document provides feedback and guidance for an assignment on the communication principles of Walker and liberal values of Halstead. It includes codes to identify issues in the assignment response and general comments on properly answering the question, basing arguments on the readings, using examples, referencing, and developing one's own voice. The document also provides exam preparation advice, such as understanding versus memorizing the readings, following previous feedback, referencing techniques, time management, writing clearly, and not getting stressed. Students are encouraged to do their best and that the tutor believes in them.
El documento resume las características generales del sistema solar, incluyendo sus 8 planetas principales, la ley de gravitación universal de Newton, y las características de los planetas, satélites naturales, cometas y asteroides. Explica que el sistema solar está compuesto por el Sol y los objetos que orbitan a su alrededor, y que la gravedad mantiene a los planetas y otros cuerpos celestes en órbita.
This document describes a proposed cross-layer approach to energy management in manufacturing ecosystems. The approach involves developing an Ecosystem Oriented Energy Management architecture to holistically evaluate and optimize energy consumption across interconnected factories, buildings, equipment and utilities. The architecture was implemented in an industrial testbed containing a manufacturing line with 10 cells, robots, conveyors and sensors. Production and building data is exposed via web services and analyzed using complex event processing, rules engines and visualization tools to provide energy reports and key performance indicators. The approach aims to overcome traditional fragmentation between factory and building automation for more efficient enterprise-wide energy management.
El documento habla sobre la llegada del Mesías y la necesidad de ser portavoces de Dios y testigos de Jesús. Juan Bautista se define a sí mismo como el mensajero de Dios que anuncia a Jesús como la verdadera luz. El texto invita a los lectores a buscar la luz de Jesús para iluminar sus vidas y ser testigos alegres de la fe para transmitir la esperanza a los demás.
Dokumen ini membahas sejarah pengembangan antibodi monoklonal, dimulai dari penelitian Paul Ehrlich pada tahun 1970 hingga penggunaannya sebagai alat diagnostik dan terapi penyakit seperti AIDS dan kanker pada tahun 1980-an dan selanjutnya. Antibodi monoklonal dihasilkan melalui proses hibridoma untuk mendapatkan antibodi yang memiliki sifat dan kemampuan yang sama terhadap antigen tertentu.
Legendary's a young team ready to solve any problem with creativity!
Follow us :
legendary.pt
facebook.com/legendarypeopleideas
/www.linkedin.com/company/legendary-people-ideas
pinterest.com/legendarypt/
twitter.com/Legendaryptl
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by simply clicking the "GET STARTED" prompt. In just one sentence, it pitches presentation creation using Haiku Deck on SlideShare's platform.
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
This document discusses cultural shock and reverse cultural shock experienced by international students. It defines cultural shock as emotional reactions to losing familiar cultural reinforcements and experiencing new cultural stimuli with little meaning. Reverse cultural shock refers to difficulties re-adjusting to one's home culture after living abroad. The document outlines four common behavioral patterns when facing cultural shock: trying to replicate home, idealizing the host country, open-mindedly experiencing differences, and withdrawing. It argues the most productive experience involves effectively coping with stresses to synthesize both cultures. Coping strategies for cultural and reverse cultural shock include understanding challenges, accessing social support, and maintaining an open mindset.
This document discusses key aspects of social and cultural environments that global marketers must understand. It covers topics like:
- The importance of understanding local cultures and incorporating cultural understanding into marketing plans.
- Definitions of culture, subcultures, and dimensions of culture like individualism vs collectivism and high vs low context cultures.
- How aspects of culture are expressed through areas like food, aesthetics, language, communication styles, and values/beliefs.
- Cultural frameworks for analyzing differences between cultures, such as Hofstede's 5 dimensions of culture.
The document discusses multiculturalism and cultural diversity through various activities including analyzing pictures, defining terms, and discussing the benefits and challenges of living in a multicultural world. It addresses what multiculturalism means, names some multiculturally diverse countries, and considers topics like different cultures, traditions, and the idea of a diverse world being like a colorful tapestry. The document provides content for learning about cultural diversity through visuals, definitions, discussions, and examples.
Competency Analyze how different types of media materials affe.docxrobert345678
Competency: Analyze how different types of media materials affect style, technique, and the classification of different art
Instructions: On the following slides there are six different images representing different types of art media used to create artwork – painting, drawing, sculpture, photography, mixed media, and printmaking. Using these images, create a PowerPoint presentation (one image on each slide) identifying the type of media used. In the notes section (below slide), write a script for a presentation where you identify the genre and analyze how the different types of media materials affect the style and technique
MODIGLIANI: YELLOW SWEATER. - Portrait of Jeanne Hebuterne in a Yellow Sweater. Oil on canvas, 1919, by Amedeo Modigliani.. [Fine Art]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/140_1690186/1/140_1690186/cite
Taos Pueblo / San Geronimo / Ansel Adams. [Photograph]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/109_176492/1/109_176492/cite
3
Degas, Dancer, Grand Arabesque. [Photo]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/109_243337/1/109_243337/cite
Guercino, Juno adorning peacocks, 17th. [Photo]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/109_225617/1/109_225617/cite
The Holy Family with a cat, 1654 . [Fine Art]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/108_232936/1/108_232936/cite
Huti, Pathan Culture (mixed media) . [mixed media]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/108_4069566/1/108_4069566/cite
image1.jpeg
image2.jpeg
image3.jpeg
image4.jpeg
image5.jpeg
image6.jpeg
qf
Rtur-yeur<tld Beth brin{s itt a CD of country rnusic fr;r he.r te,a<:hers to play frr her Head Starl
cluss. Whe.n he,r nt<tnt corles b pick lter up, t;ne. of B<tth's teachers re.turns the CD to Beth. II<:r
rrtoth<tr ktoks a little e,ntbarrassed, explaining that she hadrt't reolize.d Beth had taken the CD
to scltool. "But, Morn," srtys Belh, "lhat's rny Culture Shore!"
'flte
teacher chuckles ond exploins
that sht; encouratles r:hilclren k; bring things fron futme thut re.fle.ct the.ir daily life: "We call it
Culturc Share,".shc .say.s, "and ue all enjoyed liste.ninq b the musir: that Beth loues."
he word culture refers to how particular groups
of people l ive. lt is the way we eat, sleep, talk,
play, care for the sick, relate to one another,
' lr ink about work, arrange our kitchens, ancl rernern-
')( 'r our cleacl. It inclucles the language we speak, the
:r l ig ion or sp i r i tua l i ty we pract ice (or do not) , ancl
:lre clothing, housing, foocl, and rituals/holidays with
',r 'hich we feel rnost comfortable.
Every clay, in every action, we express our par-
:icular group culture ancl c.
Internationalising and multiculturalising world of work LAUREA 2015Mika Launikari [LION]
The document discusses several aspects of working and living abroad, including challenges and benefits. It provides links to video clips about students' work placements in other countries and highlights differences they encountered. It also summarizes research on factors influencing labor mobility in the EU, such as lack of language skills. Overall, the document outlines how the world of work is becoming more international and multicultural.
This document outlines a diversity and sensitivity training program for high school students. It includes 9 scenarios to help students identify and address negative stereotypes about different cultures. Each scenario prompts students to discuss stereotypes they may hold, cultural considerations, and ways to promote understanding and appreciation of diversity. The goal is for students to recognize how stereotypes can be harmful and develop more positive views of other groups through open-mindedness and cultural awareness.
Discussion Melting Pot or Tossed Salad Assimilation and Accultwiddowsonerica
Discussion: Melting Pot or Tossed Salad: Assimilation and Acculturation
Unfamiliar cultural situations can create stress for many individuals. People encountering new environments must decide how to act and communicate without being able to rely on acquired knowledge and skills. In new cultural climates, people must adapt knowledge and skills to meet the demands of the new environment. Environmental adaptation can take the form of acculturation or assimilation.
To illustrate the difference between acculturation and assimilation, consider the metaphors of a melting pot and a tossed salad. At the height of European immigration to the United States in the early 20th century, the melting pot metaphor represented a new, homogenized cultural identity. New cultural groups immigrating to America often took on the beliefs, values, and social practices of the culture they encountered to be functional in their new environment, otherwise know as assimilation. A more modern metaphor of the tossed salad recognizes the distinctiveness of each individual and his or her cultural identity adding to the flavor of the American experience; this version of adaptation is called acculturation.
In this week’s Discussion, you consider topics related to cultural adaptation - the extent to which an individual changes to fit into a new environment.
To prepare for your Discussion:
Review “The Ethics of Intercultural Competence” section of Chapter 12 of the course text. Pay particular attention to the stories of how different people experience cultural adaptation and what it means to them.
Think about the behaviors you would have difficulty giving up or changing if you were required to move to another country. Why would those be difficult for you? Now think about the behaviors you might be able to adapt to another culture, and why. If you have lived outside of your home country for any length of time, think about your own experience of adapting (or not adapting) your behavior to another culture.
Consider some of the challenges in adapting behaviors to another culture, especially when those behaviors may be in opposition to your cultural values. Can these challenges be overcome? Should they?
Reflect on how you would handle situations where someone from a different culture expected or imposed their cultural beliefs while visiting you. How could you use intercultural competence to help explain what is expected in your culture?
Select two countries with different cultures. Consider how much a person from one of the countries would be expected to adapt if he or she were planning a long-term relocation to the other country:
What behaviors should a person be willing to change upon moving to another country?
What behaviors should a person not be willing to change upon moving to another country?
Does the choice of the goal of assimilation or acculturation affect which of these behaviors someone would be willing to change or not change?
Post
a 2- paragraph ...
Having spent some time thinking about the child in society and theJeanmarieColbert3
Having spent some time thinking about the child in society and the child beginning to use symbols we now turn our attention to the child in culture and exploring it. So we look at how children are inducted into their culture and how they define themselves and are defined by others. This introduces the theme of self-identity, which we explore in more depth in Chapter 7. We also touch on a consideration of the capacities children have to make informed choices within their cultural contexts.
Luigi is 7 years old. He lives in a small village in a relatively unspoiled region of Italy where his mother is part of a group of people who cook together and then set up tables in the streets where friends, neighbours and the odd visitors can come and eat delicious food. He is described by his family as ‘the best pasta maker’ in the village and they say this is because when he comes home from school he joins the cooks and spends all his time making pasta. They call it his job. At school his teacher describes him as a ‘very pleasant but rather slow child with no particular aptitude’.
Abdul is 9 years old. He lives in Balkur, Iran. He was asked about what work he does to help his family income and he said that he felt that he could be involved in watering the plants. He said, ‘Now that I am 9 I am strong enough to carry the water from the well. Last year I was too small and weak. Now I have strong hands and good legs. I water our rice field and our garden for two hours every day. I would like to work in the hotel because you get more money but my parents say I am too young. I go to school in the mornings and when I come home I help with the rice fields and the garden.
How would you define Luigi’s culture? Do you see it as one culture or more than one? Might there be a culture of the home, of the school, of the streets and community, or the village itself? And perhaps there is a culture of the country that in some ways touches little Luigi. And how about Iranian Abdul?
We have talked about culture throughout this book without stopping to define it. This is partly because everyone holds a common-sense definition of culture in their heads. This relates to the beliefs, artefacts, values and other things that bind people together. It might refer to the dance, music, food, language(s), religions, rituals, values, celebrations, customs and everything else that make members of a group feel a sense of belonging to that group. This is rather a superficial definition and ignores the role played by the players in making culture and passing it on and changing it. It makes it seem that culture is something fixed and ‘given’ to those born into it, rather than seeing its dynamic nature.
Culture, like language, changes with usage and over time. Pinker (2002: 60) offers an interesting definition of culture: The phenomena we call ‘culture’ arise as people pool and accumulate their discoveries and as they institute conventions to coordinate their labours and adjudicate th ...
This document discusses diversity awareness and cross-cultural challenges. It begins by outlining some objectives of understanding diversity, including thinking globally and acting locally. It then discusses what diversity is and encourages readers to consider how their lives may be different if they belonged to another culture or group. The document explains that each person's culture and beliefs are shaped by their experiences and influences like family, friends, work and location. It discusses why diversity has become more important, noting the globalized market and changing demographics. The rest of the document provides tips for increasing diversity awareness, such as understanding different communication and cultural norms, and recognizing the benefits of diversity.
Introduction Non-native, alien, species often have a devastatin.docxmariuse18nolet
Introduction
Non-native, alien, species often have a devastating impact on native species. This is especially true when the non-natives become invasive and overwhelm the native species through increased competition or predation. In this lab, we investigate the effect of non-native plant cover on native species diversity in coastal sage scrub. Coastal sage scrub (CSS) is a community characterized by a diverse assemblage of plants many of which are endemic to southern California. Some species are shallow rooted and survive the summer by dropping their leaves and going dormant. Other species are deeply rooted and survive the summer drought by accessing ground water deep in the soil, and by conserving water by closing their stomata, pores in the leaves that allow for the diffusion of CO2 in, but also allow H2O to diffuse out. We have lost most of our CSS habitat to development, and in the remaining patches, invasive non-native grasses and annuals often outcompete the native species after disturbance, which results in the conversion of shrublands to non-native grasslands.
Restoration attempts reverse the conversion of CSS by removing non-native species and introducing native species through planting or seeding. In one sense, you can think of restoration as instant succession. However, restoration is tricky, and projects often fail, or require constant maintenance to remove non-natives.
The purpose of this lab is to investigate the relationship between invasive species cover, and native species diversity in restored and un-restored CSS habitat. We will compare the following:
· Invasive vs. native cover in restored and un-restored areas of CSS.
· Invasive cover vs. species diversity in restored and un-restored CSS.
· Native species diversity in restored and unrestored areas CSS.
Species ID
1. bare ground
2. all non-native species including all grasses
3. bush sunflower: yellow conspicuous flowers; inflorescent head
4. buckwheat: characteristic amble inflorescence (three branches); flowers not yellow as in bush sunflower
5. black sage: poodles-like inflorescence; square stem; opposite leaves
6. laurel sumac: leaves like taco shell with big red veins in middle of leaf
7. California sage: 3 parted threadlike leaves; smells good
8. mulefat: conspicuous big shrub; easily recognizable; serrated leaves
9. solanum: white flowers, anthers with a yellow crown
10. Verbinacea: with little purple flows
11. Opuntia: unmistakable cactus
12. coyote bush: large bush with really dark green fine leaves
13. goldenbush: no live flowers, yellow if present; toothed leaves hairy seeds
14. white sage: whitish looking bush
15. Marah: a climber with medieval looking fruits; AKA manroot or wild cucumber
16. monkey flower: opposite leaves, creamy flowers; looks like sage but has no inflorescence, has orange flowers
17. elderberry: a tree with opposite compound leaves, blueberry-like fruits
18. everlasting flower: a herb with flowers in all individu.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just one sentence, it promotes creating Haiku Deck presentations.
Este documento presenta un proyecto sobre la higiene personal para alumnos de primaria. El objetivo es crear un video explicativo sobre cómo lavar diferentes partes del cuerpo. El proyecto aborda varias competencias a través de actividades grupales como la elaboración del video final. Incluye visitas a un taller de jabón y un centro de salud para reforzar los conocimientos de forma práctica.
Este documento resume las características generales del sistema solar, incluyendo que ocho planetas giran alrededor del sol, la ley de gravitación universal que describe la interacción gravitatoria entre cuerpos con masa, y que asteroides, cometas y satélites naturales son escombros interestelares que orbitan en el sistema solar.
This document provides feedback and guidance for an assignment on the communication principles of Walker and liberal values of Halstead. It includes codes to identify issues in the assignment response and general comments on properly answering the question, basing arguments on the readings, using examples, referencing, and developing one's own voice. The document also provides exam preparation advice, such as understanding versus memorizing the readings, following previous feedback, referencing techniques, time management, writing clearly, and not getting stressed. Students are encouraged to do their best and that the tutor believes in them.
El documento resume las características generales del sistema solar, incluyendo sus 8 planetas principales, la ley de gravitación universal de Newton, y las características de los planetas, satélites naturales, cometas y asteroides. Explica que el sistema solar está compuesto por el Sol y los objetos que orbitan a su alrededor, y que la gravedad mantiene a los planetas y otros cuerpos celestes en órbita.
This document describes a proposed cross-layer approach to energy management in manufacturing ecosystems. The approach involves developing an Ecosystem Oriented Energy Management architecture to holistically evaluate and optimize energy consumption across interconnected factories, buildings, equipment and utilities. The architecture was implemented in an industrial testbed containing a manufacturing line with 10 cells, robots, conveyors and sensors. Production and building data is exposed via web services and analyzed using complex event processing, rules engines and visualization tools to provide energy reports and key performance indicators. The approach aims to overcome traditional fragmentation between factory and building automation for more efficient enterprise-wide energy management.
El documento habla sobre la llegada del Mesías y la necesidad de ser portavoces de Dios y testigos de Jesús. Juan Bautista se define a sí mismo como el mensajero de Dios que anuncia a Jesús como la verdadera luz. El texto invita a los lectores a buscar la luz de Jesús para iluminar sus vidas y ser testigos alegres de la fe para transmitir la esperanza a los demás.
Dokumen ini membahas sejarah pengembangan antibodi monoklonal, dimulai dari penelitian Paul Ehrlich pada tahun 1970 hingga penggunaannya sebagai alat diagnostik dan terapi penyakit seperti AIDS dan kanker pada tahun 1980-an dan selanjutnya. Antibodi monoklonal dihasilkan melalui proses hibridoma untuk mendapatkan antibodi yang memiliki sifat dan kemampuan yang sama terhadap antigen tertentu.
Legendary's a young team ready to solve any problem with creativity!
Follow us :
legendary.pt
facebook.com/legendarypeopleideas
/www.linkedin.com/company/legendary-people-ideas
pinterest.com/legendarypt/
twitter.com/Legendaryptl
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by simply clicking the "GET STARTED" prompt. In just one sentence, it pitches presentation creation using Haiku Deck on SlideShare's platform.
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
This document discusses cultural shock and reverse cultural shock experienced by international students. It defines cultural shock as emotional reactions to losing familiar cultural reinforcements and experiencing new cultural stimuli with little meaning. Reverse cultural shock refers to difficulties re-adjusting to one's home culture after living abroad. The document outlines four common behavioral patterns when facing cultural shock: trying to replicate home, idealizing the host country, open-mindedly experiencing differences, and withdrawing. It argues the most productive experience involves effectively coping with stresses to synthesize both cultures. Coping strategies for cultural and reverse cultural shock include understanding challenges, accessing social support, and maintaining an open mindset.
This document discusses key aspects of social and cultural environments that global marketers must understand. It covers topics like:
- The importance of understanding local cultures and incorporating cultural understanding into marketing plans.
- Definitions of culture, subcultures, and dimensions of culture like individualism vs collectivism and high vs low context cultures.
- How aspects of culture are expressed through areas like food, aesthetics, language, communication styles, and values/beliefs.
- Cultural frameworks for analyzing differences between cultures, such as Hofstede's 5 dimensions of culture.
The document discusses multiculturalism and cultural diversity through various activities including analyzing pictures, defining terms, and discussing the benefits and challenges of living in a multicultural world. It addresses what multiculturalism means, names some multiculturally diverse countries, and considers topics like different cultures, traditions, and the idea of a diverse world being like a colorful tapestry. The document provides content for learning about cultural diversity through visuals, definitions, discussions, and examples.
Competency Analyze how different types of media materials affe.docxrobert345678
Competency: Analyze how different types of media materials affect style, technique, and the classification of different art
Instructions: On the following slides there are six different images representing different types of art media used to create artwork – painting, drawing, sculpture, photography, mixed media, and printmaking. Using these images, create a PowerPoint presentation (one image on each slide) identifying the type of media used. In the notes section (below slide), write a script for a presentation where you identify the genre and analyze how the different types of media materials affect the style and technique
MODIGLIANI: YELLOW SWEATER. - Portrait of Jeanne Hebuterne in a Yellow Sweater. Oil on canvas, 1919, by Amedeo Modigliani.. [Fine Art]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/140_1690186/1/140_1690186/cite
Taos Pueblo / San Geronimo / Ansel Adams. [Photograph]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/109_176492/1/109_176492/cite
3
Degas, Dancer, Grand Arabesque. [Photo]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/109_243337/1/109_243337/cite
Guercino, Juno adorning peacocks, 17th. [Photo]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/109_225617/1/109_225617/cite
The Holy Family with a cat, 1654 . [Fine Art]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/108_232936/1/108_232936/cite
Huti, Pathan Culture (mixed media) . [mixed media]. Retrieved from Encyclopædia Britannica ImageQuest.
http://quest.eb.com/search/108_4069566/1/108_4069566/cite
image1.jpeg
image2.jpeg
image3.jpeg
image4.jpeg
image5.jpeg
image6.jpeg
qf
Rtur-yeur<tld Beth brin{s itt a CD of country rnusic fr;r he.r te,a<:hers to play frr her Head Starl
cluss. Whe.n he,r nt<tnt corles b pick lter up, t;ne. of B<tth's teachers re.turns the CD to Beth. II<:r
rrtoth<tr ktoks a little e,ntbarrassed, explaining that she hadrt't reolize.d Beth had taken the CD
to scltool. "But, Morn," srtys Belh, "lhat's rny Culture Shore!"
'flte
teacher chuckles ond exploins
that sht; encouratles r:hilclren k; bring things fron futme thut re.fle.ct the.ir daily life: "We call it
Culturc Share,".shc .say.s, "and ue all enjoyed liste.ninq b the musir: that Beth loues."
he word culture refers to how particular groups
of people l ive. lt is the way we eat, sleep, talk,
play, care for the sick, relate to one another,
' lr ink about work, arrange our kitchens, ancl rernern-
')( 'r our cleacl. It inclucles the language we speak, the
:r l ig ion or sp i r i tua l i ty we pract ice (or do not) , ancl
:lre clothing, housing, foocl, and rituals/holidays with
',r 'hich we feel rnost comfortable.
Every clay, in every action, we express our par-
:icular group culture ancl c.
Internationalising and multiculturalising world of work LAUREA 2015Mika Launikari [LION]
The document discusses several aspects of working and living abroad, including challenges and benefits. It provides links to video clips about students' work placements in other countries and highlights differences they encountered. It also summarizes research on factors influencing labor mobility in the EU, such as lack of language skills. Overall, the document outlines how the world of work is becoming more international and multicultural.
This document outlines a diversity and sensitivity training program for high school students. It includes 9 scenarios to help students identify and address negative stereotypes about different cultures. Each scenario prompts students to discuss stereotypes they may hold, cultural considerations, and ways to promote understanding and appreciation of diversity. The goal is for students to recognize how stereotypes can be harmful and develop more positive views of other groups through open-mindedness and cultural awareness.
Discussion Melting Pot or Tossed Salad Assimilation and Accultwiddowsonerica
Discussion: Melting Pot or Tossed Salad: Assimilation and Acculturation
Unfamiliar cultural situations can create stress for many individuals. People encountering new environments must decide how to act and communicate without being able to rely on acquired knowledge and skills. In new cultural climates, people must adapt knowledge and skills to meet the demands of the new environment. Environmental adaptation can take the form of acculturation or assimilation.
To illustrate the difference between acculturation and assimilation, consider the metaphors of a melting pot and a tossed salad. At the height of European immigration to the United States in the early 20th century, the melting pot metaphor represented a new, homogenized cultural identity. New cultural groups immigrating to America often took on the beliefs, values, and social practices of the culture they encountered to be functional in their new environment, otherwise know as assimilation. A more modern metaphor of the tossed salad recognizes the distinctiveness of each individual and his or her cultural identity adding to the flavor of the American experience; this version of adaptation is called acculturation.
In this week’s Discussion, you consider topics related to cultural adaptation - the extent to which an individual changes to fit into a new environment.
To prepare for your Discussion:
Review “The Ethics of Intercultural Competence” section of Chapter 12 of the course text. Pay particular attention to the stories of how different people experience cultural adaptation and what it means to them.
Think about the behaviors you would have difficulty giving up or changing if you were required to move to another country. Why would those be difficult for you? Now think about the behaviors you might be able to adapt to another culture, and why. If you have lived outside of your home country for any length of time, think about your own experience of adapting (or not adapting) your behavior to another culture.
Consider some of the challenges in adapting behaviors to another culture, especially when those behaviors may be in opposition to your cultural values. Can these challenges be overcome? Should they?
Reflect on how you would handle situations where someone from a different culture expected or imposed their cultural beliefs while visiting you. How could you use intercultural competence to help explain what is expected in your culture?
Select two countries with different cultures. Consider how much a person from one of the countries would be expected to adapt if he or she were planning a long-term relocation to the other country:
What behaviors should a person be willing to change upon moving to another country?
What behaviors should a person not be willing to change upon moving to another country?
Does the choice of the goal of assimilation or acculturation affect which of these behaviors someone would be willing to change or not change?
Post
a 2- paragraph ...
Having spent some time thinking about the child in society and theJeanmarieColbert3
Having spent some time thinking about the child in society and the child beginning to use symbols we now turn our attention to the child in culture and exploring it. So we look at how children are inducted into their culture and how they define themselves and are defined by others. This introduces the theme of self-identity, which we explore in more depth in Chapter 7. We also touch on a consideration of the capacities children have to make informed choices within their cultural contexts.
Luigi is 7 years old. He lives in a small village in a relatively unspoiled region of Italy where his mother is part of a group of people who cook together and then set up tables in the streets where friends, neighbours and the odd visitors can come and eat delicious food. He is described by his family as ‘the best pasta maker’ in the village and they say this is because when he comes home from school he joins the cooks and spends all his time making pasta. They call it his job. At school his teacher describes him as a ‘very pleasant but rather slow child with no particular aptitude’.
Abdul is 9 years old. He lives in Balkur, Iran. He was asked about what work he does to help his family income and he said that he felt that he could be involved in watering the plants. He said, ‘Now that I am 9 I am strong enough to carry the water from the well. Last year I was too small and weak. Now I have strong hands and good legs. I water our rice field and our garden for two hours every day. I would like to work in the hotel because you get more money but my parents say I am too young. I go to school in the mornings and when I come home I help with the rice fields and the garden.
How would you define Luigi’s culture? Do you see it as one culture or more than one? Might there be a culture of the home, of the school, of the streets and community, or the village itself? And perhaps there is a culture of the country that in some ways touches little Luigi. And how about Iranian Abdul?
We have talked about culture throughout this book without stopping to define it. This is partly because everyone holds a common-sense definition of culture in their heads. This relates to the beliefs, artefacts, values and other things that bind people together. It might refer to the dance, music, food, language(s), religions, rituals, values, celebrations, customs and everything else that make members of a group feel a sense of belonging to that group. This is rather a superficial definition and ignores the role played by the players in making culture and passing it on and changing it. It makes it seem that culture is something fixed and ‘given’ to those born into it, rather than seeing its dynamic nature.
Culture, like language, changes with usage and over time. Pinker (2002: 60) offers an interesting definition of culture: The phenomena we call ‘culture’ arise as people pool and accumulate their discoveries and as they institute conventions to coordinate their labours and adjudicate th ...
This document discusses diversity awareness and cross-cultural challenges. It begins by outlining some objectives of understanding diversity, including thinking globally and acting locally. It then discusses what diversity is and encourages readers to consider how their lives may be different if they belonged to another culture or group. The document explains that each person's culture and beliefs are shaped by their experiences and influences like family, friends, work and location. It discusses why diversity has become more important, noting the globalized market and changing demographics. The rest of the document provides tips for increasing diversity awareness, such as understanding different communication and cultural norms, and recognizing the benefits of diversity.
Introduction Non-native, alien, species often have a devastatin.docxmariuse18nolet
Introduction
Non-native, alien, species often have a devastating impact on native species. This is especially true when the non-natives become invasive and overwhelm the native species through increased competition or predation. In this lab, we investigate the effect of non-native plant cover on native species diversity in coastal sage scrub. Coastal sage scrub (CSS) is a community characterized by a diverse assemblage of plants many of which are endemic to southern California. Some species are shallow rooted and survive the summer by dropping their leaves and going dormant. Other species are deeply rooted and survive the summer drought by accessing ground water deep in the soil, and by conserving water by closing their stomata, pores in the leaves that allow for the diffusion of CO2 in, but also allow H2O to diffuse out. We have lost most of our CSS habitat to development, and in the remaining patches, invasive non-native grasses and annuals often outcompete the native species after disturbance, which results in the conversion of shrublands to non-native grasslands.
Restoration attempts reverse the conversion of CSS by removing non-native species and introducing native species through planting or seeding. In one sense, you can think of restoration as instant succession. However, restoration is tricky, and projects often fail, or require constant maintenance to remove non-natives.
The purpose of this lab is to investigate the relationship between invasive species cover, and native species diversity in restored and un-restored CSS habitat. We will compare the following:
· Invasive vs. native cover in restored and un-restored areas of CSS.
· Invasive cover vs. species diversity in restored and un-restored CSS.
· Native species diversity in restored and unrestored areas CSS.
Species ID
1. bare ground
2. all non-native species including all grasses
3. bush sunflower: yellow conspicuous flowers; inflorescent head
4. buckwheat: characteristic amble inflorescence (three branches); flowers not yellow as in bush sunflower
5. black sage: poodles-like inflorescence; square stem; opposite leaves
6. laurel sumac: leaves like taco shell with big red veins in middle of leaf
7. California sage: 3 parted threadlike leaves; smells good
8. mulefat: conspicuous big shrub; easily recognizable; serrated leaves
9. solanum: white flowers, anthers with a yellow crown
10. Verbinacea: with little purple flows
11. Opuntia: unmistakable cactus
12. coyote bush: large bush with really dark green fine leaves
13. goldenbush: no live flowers, yellow if present; toothed leaves hairy seeds
14. white sage: whitish looking bush
15. Marah: a climber with medieval looking fruits; AKA manroot or wild cucumber
16. monkey flower: opposite leaves, creamy flowers; looks like sage but has no inflorescence, has orange flowers
17. elderberry: a tree with opposite compound leaves, blueberry-like fruits
18. everlasting flower: a herb with flowers in all individu.
Throughout this course you have been considering many aspects, chara.docxbrockdebroah
Throughout this course you have been considering many aspects, characteristics, and ramifications of culture and diversity You have been learning that culture and diversity can be both visible and invisible at times; yet always complex. For this Discussion, you will be keeping in mind what you have learned as you consider a culture that has to do with abilities and disabilities. In preparation, review both of the following articles:
Perspectives on Deaf People
http://www.signmedia.com/info/adc.htm
Deaf Culture
http://www.lexibridges.com/deaf_culture.html
By Day 3
:
Post
responses to the following questions:
What did you learn about people who are deaf in relationship to what you have been learning about culture?
How has this information expanded your idea of culture?
How has this information expanded and deepened your idea of diversity in relation to abilities and disabilities?
APA format
Due tomorrow @ 12noon
all orignial work please
.
The document provides activities and instructions for students to learn about immigration and cultural diversity by interviewing immigrants or descendants of immigrants, comparing their cultures and traditions to their own, discussing holidays and customs from different countries, and reflecting on how immigrants contribute to community diversity.
This document discusses cultural stereotyping and othering. It includes discussion prompts on stereotypes people bring to their profession, how stereotypes lead to disadvantage or inferior treatment, and the fine line between stereotyping and making informed opinions. There are also examples of people falling into culturist traps by reducing others based on stereotypes, and strategies for avoiding perpetuating destructive discourse through greater self-awareness and consideration of complexity and individuality.
This workshop series is designed for K-5 educators and administrators to address the need for ongoing professional development around issues of race, culture, and diversity. The workshops will help build understanding and acceptance among students from different backgrounds. The school serves a diverse population of students from various racial, ethnic, economic, linguistic, and ability backgrounds. The workshops aim to help create a safe, welcoming environment where diversity is accepted and all students are encouraged regardless of their differences.
UCSP_Lesson7 Ethnocentrism and Cultural relativism.pptxLeaSantiago2
a. explain the importance of cultural relativism
b. identify the different characteristics of cultural relativism
c. enumerate how cultural relativism mitigates ethnocentrism
This document appears to be an exam for a high school English proficiency test. It contains multiple choice questions and short answer questions testing reading comprehension and vocabulary related to topics including eating disorders, science and technology museums, and technological gadgets. The exam addresses various types of eating disorders like anorexia, bulimia, binge eating and their causes and effects. It also includes information about upcoming events at a science and technology museum and the work of the museum's curator to improve its financial situation and collection.
This document contains a daily lesson plan for a grade 11 class on cultural relativism and ethnocentrism. The objectives are for students to describe their own culture, compare it to others, understand the differences between ethnocentrism and cultural relativism, and analyze absolute versus critical cultural relativism. The lesson includes introductory activities, content presentation, student tasks analyzing different cultural practices, and an assessment. The teacher found the lesson effective with most students demonstrating understanding.
Racism Essay Conclusion. Why is Racism a Problem? - Free Essay Example Paper...Diana Carroll
This essay is going to explore how racism is represented in Malcolm X .... argumentative essay on racism. Racism in america history essay conclusion. 022 Essay Example On Racism ~ Thatsnotus. 004 Essay On Racism Example Argumentative Persuasive To Kill Racial .... essay examples: Essay On Racism. Reasons for Racism - GCSE English - Marked by Teachers.com.
This document provides an overview of culture and its importance for global marketing. It defines culture and discusses various approaches to studying culture, including anthropological, Maslow's hierarchy of needs, and high/low context cultures. It also outlines key elements of culture like material culture, language, aesthetics, education, religion, attitudes/values, and social organization. The chapter emphasizes that understanding differences in cultural values is crucial for successful global marketing and avoiding failures. Hofstede's research on cultural dimensions that influence economic performance across countries is also summarized.
1. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
Language Portfolio
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Language Portfolio (year 11) – Vocabulary / Grammar 3
Vocabulary / Grammar - 3
It’s Consuming Society
Vocabulary
“The philosophy behind much advertising is based on the old observation that every man is really two men – the man he is
and the man he wants to be.” - by William Feather. However, in relation to adverts, “If it doesn’t sell, it isn’t creative.” - by
David Ogilvy (http://www.directcreative.com/wise-and-witty-quotes-about-advertising.html)
Consumerism is closely related to advertising. Let’s analyse some posters; use the vocabulary and ideas you have
been discussing in class the following activities.
A. Label the posters below.
brand and logo
target public _teenagers____
_________________________________
image is grey expresses solemn and formal
atmosphere; expression of man is serious and express
courage
______product___________
_____slogan_______________
red – dominant colour; represents the colour
of the product and the origin (fruit); also refers to
passion – for the product
shape of the product; imitation of the product
ingredient
Brand
Slogan
2. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
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Vocabulary / Grammar - 4
Ads - never .... only if...
Grammar
Advertising not only communicates an idea but also encourages, persuades and manipulates.
You have already done some grammar activities both in class and at home. Nonetheless you should probably do
more tasks. So, I suggest you go to the school library and look for more exercises in the grammar books. You can
also look for activities on the Internet. Below there are some examples / suggestions.
You must look for exercises on: - A. conditional sentences type III (hypothetical conditional)
- B. inversion of the subject and verb
A. 1. Rewrite the following Conditional Sentences.
a) We don’t have much money. We can’t buy better equipment.
If we had had much money, we would have bought better equipment_________________________________
b) I ate too much at the party. I felt sick afterwards.
If I hadn't ate to much at the party I wouldn't felt sick afterwards_____________________________________
c) Kim is always late. We don’t start on time.
If Kim hasn't always late, we would have started on time___________________________________________
d) I hit my head on the windscreen. I didn’t wear the seat belt.
If I had worn the seat belt, I wouldn't have hit my head on the windscreen_____________________________
e) “Don’t run fast, or you’ll be tired.”
If you had run slowly, you wouldn't have been tired_______________________________________________
f) I didn’t win the race. I didn’t start the training on time.
If I had started the training on time, I would have won the race______________________________________
B. 1. Use the Inversion of the Subject to complete the sentences below..
a) If he had seen her, he would have recognized her.
Had _____________________________________________________________________________________
b) She has never succeeded.
Never has she succeeded____________________________________________________________________
c) Parents know little of what goes in their children’s minds.
Little ____________________________________________________________________________________
d) It could hardly be otherwise in a multiracial society like that.
Hardly _could it be otherwise in a multiracial society like that.______________________________________
e) He will never in his life make such a big profit.
Never _will he make in his life such a big profit___________________________________________________
f) It has at no time been more difficult to fight forest fires than nowadays.
At no time _has forest fires been more difficult to fight than nowadays_______________________________
3. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
Language Portfolio
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Language Portfolio (year 11) – Vocabulary / Grammar 3
Vocabulary / Grammar - 5
Culture and Diversity
Vocabulary
“Do you think of cultural, racial and ethnic diversity as a melting pot, a mosaic or tapestry, tossed salad, vegetable soup, or
some other equally picturesque description? All of these descriptions are pleasant and colorful reminders of the richness that
comes from differences.”
http://www.pakeys.org/uploadedContent/Docs/ECMH/Focus%20on%20ECMH-Diversity.pdf
Do the following activities on words.
A. Match the words and their definitions
1 multicultural 10 a) separation or isolation of a class, race or ethnic group
2 social friction
6 b) a strong feeling of dislike or fear of foreigners, their
customs, their religions, etc.
3 integration
9 c) a document that legally allows a person from other
country to live and work in the US
4 discrimination
2 d) discord in society, characterized by unrest among social
classes and immigrants
5 creed
7 e) when available goods and services, or social and cultural
influences, gradually become similar in all parts of the
world
6 xenophobia
1 f) including people of several different races, religions,
languages and traditions
7 melting pot
3 g) incorporation as equals into society of individuals of
different ethnic cultural groups
8 country
11 h) a change in the cultural behavior and thinking of a person
through contact with another culture
9 green card
14 i) the practice of treating somebody or a particular group
less fairly than others
10 segregation
7 j) a place where a variety of races, cultures or individuals
come together and create a society
11 acculturation 5 k) the basic beliefs of a person or group
12 citizen
13 l) a person who comes to a country to take up permanent
residence
13 immigrant
14 m) a person leaving his/her own country and settling down
somewhere else
14 emigrant
12 n) a person who was born or lives in a certain country for a long
time and has full rights
15 globalization 8 o) the land of a person’s birth, residence or citizenship
4. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
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B. Place the words in the box below in the table under one of the headings.
Customs -1 Discrimination -2 Refugee -3 Food -1
Migration -3 Language -1 Prejudice -2 Marriage -3
Unemployment -3 Exploitation -3/2 Race -1 Creed -1
multicultural aspects negative attitudes towards diversity reasons for cultural diversity
1 2 3
C. Find a synonymous expression or a definition for the words below. You may also write the Portuguese
equivalent.
1. prejudice - preconceito
2. roots - ordens
3. colour blind - não descriminar
4. civil rights - direitos civis
5. citizens - cidadãos
6. immigrants - imigrantes
7. emigrants - Emigrantes
8. stereotypes - estereótipo
9. assimilation - assimilação
10. bias - parcial
5. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
Language Portfolio
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MULTICULTURAL VOCABULARY
DISCRIMINATION (1)
behavior that treats people unequally because of their group
memberships. Discriminatory behavior, ranging from slights to hate
crimes, often begins with negative stereotypes and prejudices.
PREJUDICE (1)
an opinion, prejudgment or attitude about a group or its individual
members. A prejudice can be positive, but in our usage refers to a
negative attitude. Prejudices are often accompanied by ignorance,
fear or hatred. Prejudices are formed by a complex psychological
process that begins with attachment to a close circle of
acquaintances or an "in-group" such as a family. Prejudice is often
aimed at "out-groups."
STEREOTYPE (1)
an exaggerated belief, image or distorted truth about a person or
group — a generalization that allows for little or no individual
differences or social variation. Stereotypes are based on images in
mass media, or reputations passed on by parents, peers and other
members of society. Stereotypes can be positive or negative.
BIAS (2)
a personal and sometimes unreasoned judgment
ETHNICITY (2)
ethnic quality or affiliation; a particular ethnic affiliation or group
RACE (2) a category of humankind that shares certain distinctive physical
traits
NATIONALITY (2)
a people having a common origin, tradition, and language and
capable of forming or actually constituting a nation-state; an ethnic
group constituting one element of a larger unit
ETHNOCENTRISM (2) characterized by or based on the attitude that one's own group is
superior
CULTURE (2)
the customary beliefs, social forms, and material traits of a racial,
religious, or social group; the set of shared attitudes, values, goals,
and practices that characterizes an institution or organization; the
set of values, conventions, or social practices associated with a
particular field, activity, or societal characteristic
DIVERSE (2)
Composed of distinct or unlike elements or qualities
MINORITY (2) part of a population differing from others in some characteristics
and often subjected to differential treatment
XENOPHOBIA (2) fear and hatred of strangers or foreigners or of anything that is
strange or foreign
(1)
http://www.tolerance.org
(2)
http://www.merriam-webster.com/
6. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
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Vocabulary / Grammar - 6
Passive or Active Cultural Diversity
Grammar
Cultural diversity creates a ... or has been created by...?
You have already done some grammar activities both in class and at home. Nonetheless you should probably do
more tasks. So, I suggest you go to the school library and look for more exercises in the grammar books. You can
also look for activities on the Internet. Below there are some examples / suggestions.
You must look for exercises on: - A. passive voice
C. Put into the Passive Voice.
1. John and Mary are reading the text about civil rights.
The text about civil rights is being read by John and Mary___________________________________________
2. They have given her a new passport.
She was given a new passport_________________________________________________________________
3. They suggest that immigrants find employment.
It is suggested that immigrants find employment__________________________________________________
4. People believed that immigrants were outsiders.
Immigrants are believed to be outsiders.________________________________________________________
7. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
Language Portfolio
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Language Portfolio (year 11) – Vocabulary / Grammar 3
Vocabulary / Grammar - 7
Relative Pronouns in the Future
Grammar
“Ten years ago, Facebook didn't exist. Ten years before that, we didn't have the Web. So who knows what jobs will be born a decade from
now? Though unemployment is at a 25-year high, work will eventually return. But it won't look the same. No one is going to pay you just to
show up. We will see a more flexible, more freelance, more collaborative and far less secure work world. It will be run by a generation with
new values — and women will increasingly be at the controls.” (http://www.time.com/time/specials/packages/article/0,28804,1898024_1898023_1898169,00.html)
On the pages below you will find farther practice on Relative Pronouns and Relative Clauses. Do the tasks.
A. Choose the correct relative pronoun.
1. The lady who / where is sitting over here is my aunt.
2. I don’t even know why / which she told me to wait for her.
3. They have two sons who /whose are doctors and one daughter who / whose is a teacher.
4. My friend Alan, who / whose father is a dentist, is coming here next week.
5. Do you know when / which Carol is going to meet me?
6. The house where / which they have lived for several years is in the centre of the city.
7. The dog which / when you saw on the streets is mine.
8. That’s the student who / whose project was brilliant.
B. Complete the sentences with one of the following relative pronouns: who / which / why / whose / where / when.
1. Do you know anyone ___who____ has got a three-legged dog?
2. Do you know ___whose_______ book that is? Is it yours?
3. He’s the boy ___who______ only wears Adidas sneakers.
4. I’ve got a very warm coat ____which_______ I can wear in winter.
5. She is the reason ____why_____ Peter is working harder now! He wants to impress her.
6. She works in a factory ___which_____ makes cheap clothes.
7. Is that the girl ____whose____ dog died last week?
8. The school ___where____ I study is quite new and comfortable.
9. She is the kind of girl ___who____ always looks good.
10. That’s the boy ____whose_____ mother works at my school.
11. September is the month __when____ school starts in Portugal.
12. A coffee maker is a machine ___which________ makes coffee.
13. I don’t like those jeans ___which____ have been washed before.
14. There are restaurants _____where__ people can eat vegetarian meals.
15. I don’t know ____why____ his room is always so untidy!
C. Complete the sentences with who / which / whose. Decide if you can omit the pronoun to make a Contact Clause.
1. Many teens ___who___ work part-time don’t have time to hang out with their friends.
2. I like jobs ____which______ involve human contact.
3. The job ____x______ I applied for was not very interesting.
4. That’s the boy _____whose_________ parents don’t let him have a part-time job.
5. A game designer is someone _____who___ creates games.
6. Mr Brown offered Mary the position ___x____ she wanted.
7. That’s the man ____x______ I was telling you about.
8. The degree ______x_____ I told you about only exists in Lisbon.
9. John is the boy _____whose_________ mobile phone disappeared.
10. The book ____which_________ you offered me is very good!
11. A screenwriter is a person _____who_______ writes scripts for films.
12. That’s the restaurant ______which_______ has a fantastic lasagne.
13. I have a dog _____whose_______ name is Homer.
8. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
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DEFINING RELATIVE CLAUSES
D. Join the sentences by means of a relative pronoun: who / which / whose. Put the pronoun in brackets () when we can
omit it.
1. I am a member of a voluntary organization. It helps the poor.
_ I am a member of a voluntary organization which helps the poor.__________________________________________
2. She is the teacher. She uses computers in her classes.
__She is the teacher who uses computers in her classes._______________________________________________________
3. That's the boy. His mother works in the library.
_That's the boy whose mother works in the library.___________________________________________________________
4. I forgot the name of the game. You gave it to me last week.
___I forgot the name of the game (which) you gave me last week._______________________________________________
5. I know a man. He is a web designer.
__I know the man who is a web designer._____________________________________________________________
6. Most of the people are very nice. They work in Peter’s office.
____Most of people who work in Peter's office are very nice.___________________________________________________
7. I’ve read the two magazines. I bought them yesterday.
___I've read the two magazines (which) I bought yesterday_____________________________________________________
8. The Browns are the family. Their car has been stolen.
__The Browns are the family whose car has been stolen._______________________________________________________
9. I’ve lost all the books. You gave them to me.
____I've lost all the books (which) you gave to me____________________________________________________________
10. The woman was wearing a yellow dress. She opened the door.
____The woman who opened the door was wearing a yellow dress______________________________________________
11. These are the shoes. I bought them in sales.
___These are the shoes (which) I bought in sales_____________________________________________________________
12. I don’t remember the name of the girl. Jane is meeting her tonight.
___I don't remember the name of the girl whose Jane is meeting tonight._________________________________________
NON- DEFINING RELATIVE CLAUSES
E. Join the sentences by means of a relative pronoun: who / which / whose. Don’t forget to add the commas!
1. Arnold Schwarzenegger is an American actor and politician. His parents came from Austria.
__ Arnold Schwarzenegger, whose parents came from Austria, is an American actor and politician._____________________
2. Edinburgh is the capital of Scotland. It holds an annual drama festival.
__ Edinburgh, which holds an annual drama festival, is the capital of Scotland._____________________________________
3. Frankenstein was written by Mary Shelly. It has been made into several films.
____ Frankenstein, which has been made into several films, was written by Mary Shelly. _____________________________
4. Pluto is the ninth planet. It was discovered in 1930.
__ Pluto, which was discovered in 1930, is the ninth planet.____________________________________________________
5. Marie Curie won two Nobel prizes. She studied at Stanford University.
__ Marie Curie, who studied at Stanford University, won two Nobel prizes.________________________________________
6. Ms Prim is a dentist. She lives on the ground floor.
__ Ms Prim who lives on the ground floor is a dentist. _________________________________________________________
7. J. K Rowling was born in 1965. Her first name is Joanne.
__ J. K Rowling, whose first name is Joanne, was born in 1965.__________________________________________________
9. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
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Vocabulary / Grammar - 8
Preparing the Future, Getting a Job
Vocabulary
“Man is so made that he can only find relaxation from one kind of labour by taking up another.” (Anatole France in The Crime of Sylvestre
Bonnard) Moreover “pleasure in the job puts perfection in the work.” (Aristotle) http://www.quotationspage.com/subjects/work/ (2013-05-21)
Do the following activities on words.
A. Match the words and their definitions
1 Training N a) a manual / mechanic job, involving special training and skills
2 rise (USA: raise)
K b) all the people working or available to work, as in a nation,
company, industry or on a project
3 bonus
H c) fixed compensation for services, paid to a person on a regular
basis
4 wage
D d) payment for labour or services to a worker, especially
remuneration on an hourly, daily or weekly basis or by the piece
5 workforce
B e) a statement about a person’s qualifications, character and
dependability
6 staff
M f) a move to a more important job or rank in a company or an
organisation
7 employee J g) place where directors meet
8 promotion
F h) an extra amount of money that is added to a payment, especially
to somebody’s wages as a reward
9 salary
C i) a person or business that employs one or more people for wages
or salary
10 workmate
L j) a person who works for another in return for financial or other
compensation
11 employer I k) an increase in salary or wages
12 duties O l) a fellow worker, a colleague
13 reference
E m) all the workers employed in an organisation considered as a
group
14 trade A n) being taught how to do a job
15 boardroom G o) tasks that are part of a job
B. Find the “odd one out”.
1. an application - a post - a vacancy ____________________
2. a candidate - an applicant - an interviewer ____________________
3. a worker - an employer - an employee ____________________
4. a strike - a lock out - an industrial dispute ____________________
5. a labourer - a foreman - a union representative ____________________
6. a trainee - an apprentice - a probationer ____________________
7. a district - a department - a division ____________________
8. fee - wages - salary ____________________
10. AGRUPAMENTO DE ESCOLAS DE CARVALHOS
Language Portfolio
My Dossier (year 11)
Language Portfolio (year 11) – Vocabulary / Grammar 3
C. A benefit is something you receive from a job. A qualification is something you need to do a job. Look at the
following list of vocabulary items. Are they benefits of a job or qualifications for a job?
-experience -references -licence -being well-spoken
-medical insurance -salary -commissions -being hard-working
-holiday
-creativity
-company car
-BA / BSc / MA /
MSc / PhD degree
-wage
-housing
- rise
-certificate
-tips
-bonus
-promotion
-company car
-discount on goods
-training courses
-neat appearance
/dress
Benefits Qualifications
medical
insurance
tips creativity
holiday bonus MSc / PhD degree
company car promotion certificate
salary being well-spoken
wage being hard-working
licence training courses
commissions neat appearance /dress
promotion experience
housing references
rise BA / BSc / MA /
D. Match the verbs on the left with the nouns / expressions on the right.
earn 1. d a) a meeting
run 2. c b) complaint
attend 3. a c) a law firm
advise 4. e d) a salary
deal with 5. h e) clients
work in 6. f f) a restaurant
work for 7. g g) overtime
be in charge on 8. j h) marketing
do / work 9. b i) a self-employed architect
be 10, i j) a department
E. Find a definition for the jobs below or write the Portuguese equivalent.
11. administrative worker - administrativo
12. blacksmith - ferreiro
13. chef - chef
14. mayor - presidente
15. insurance agent - agente de seguros
16. draughtsman - desenhador
17. scrap merchant - sucateiro
18. customs officer - funcionario da alfandega
19. courier - carteiro
20. forester - guarda florestak