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2nd solved assignment 6472 autummn 2019 English v

Abdullah 1 aiou, autumn 2019, B.ED, English, solved assignments Monday, April 27, 2020

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<span style="color: #073763;"><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Course: English-V (6472)</span></span></h2>
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Level: B.Ed (3 Credit Hours)<span style="mso-tab-count: 1;">                </span>Semester:
Autumn, 2019</h2>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt;">ASSIGNMENT
No. 2</span></b></div>
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<b style="mso-bidi-font-weight: normal;">(Unit 5–9)</b></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.1<span style="mso-tab-count: 1;">   </span>Differentiate
Phonology and Phonetics.<span style="mso-tab-count: 1;">                                                       </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.2<span style="mso-tab-count: 1;">   </span>How can
you make Code Switching effective for communication?<span style="mso-tab-count: 1;">             </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.3<span style="mso-tab-count: 1;">   </span>Discuss
reinforcement as a source of motivation for Authentic Writing.<span style="mso-tab-count: 1;">      </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.4<span style="mso-tab-count: 1;">   </span>What are
the main audio aids while teaching pronunciation skills?<span style="mso-tab-count: 1;">              </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.5<span style="mso-tab-count: 1;">   </span>How do
you apply computer related concepts in teaching English?<span style="mso-tab-count: 1;">             </span>(20)</span></div>
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<span style="color: blue;"><span style="color: #0c343d;"><span style="background-color: white;"><span style="font-size: large;"><span style="font-size: large;"><i><b><span style="color: red;">AUTUMN 2019 SOLVED ASSIGNMENTS</span></b></i></span></span></span></span></span><br />
<span style="font-size: large;"><i><b><span style="color: red;">For autumn 2019 assignments click on this link</span></b></i></span><span style="font-size: large;">  </span><br />
<span style="font-size: large;">                       <b>   <span style="color: #0c343d;"><i> <span style="font-size: small;"> <a href="https://educational-wealth.blogspot.com/2019/10/solved-assignments-autumn-2019-aiou-all.html">Solved Assignments autumn 2019</a></span></i></span></b></span><br />
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2nd solved assignment 6472 autummn 2019 English v

Abdullah 1 aiou, autumn 2019, B.ED, English, solved assignments Monday, April 27, 2020

Course: English-V (6472) Level: B.Ed (3 Credit Hours) Semester: Autumn, 2019 ASSIGNMENT No. 2 (Unit 5–9) Q.1 Differentiate Phonology and Phonetics. …

1st solved assignment 6472 aiou autumn 2019 -English v

Abdullah 0 6472, aiou, B.ED, English v, solved assignments Monday, April 27, 2020

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<span style="color: #20124d;"><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Course: English-V (6472)</span></span></h2>
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Level: B.Ed (3 Credit Hours)<span style="mso-tab-count: 1;">              </span>Semester:
Autumn, 2019</h2>
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<b><span style="mso-tab-count: 1;"></span>Total
Marks: 100</b></div>
<span style="mso-tab-count: 2;"></span>Pass
Marks: 50

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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt;">ASSIGNMENT
No. 1</span></b></div>
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<b style="mso-bidi-font-weight: normal;">(Unit 1–4)</b></div>
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<b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 11.0pt;">Note: Attempt all questions. All
questions carry equal marks</span></i></b></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.1<span style="mso-tab-count: 1;">   </span>Give a
detailed note on Role of Linguistics in English Teaching.<span style="mso-tab-count: 1;">                 </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.2<span style="mso-tab-count: 1;">   </span>Write a
detailed ESSAY on Interlingual Errors.<span style="mso-tab-count: 1;">                                            </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.3<span style="mso-tab-count: 1;">   </span>Differentiate
“Structure and Syntax”.<span style="mso-tab-count: 1;">                                                           </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.4<span style="mso-tab-count: 1;">   </span>Give your
views on Teaching of Grammar in Pakistani classroom.<span style="mso-tab-count: 1;">              </span>(20)</span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-weight: bold;">Q.5<span style="mso-tab-count: 1;">   </span>How can
the vocabulary of English learners be developed?<span style="mso-tab-count: 1;">                        </span>(20)</span><br />
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<span style="color: blue;"><span style="color: #0c343d;"><span style="background-color: white;"><span style="font-size: large;"><span style="font-size: large;"><i><b><span style="color: red;">AUTUMN 2019 SOLVED ASSIGNMENTS</span></b></i></span></span></span></span></span><br />
<span style="font-size: large;"><i><b><span style="color: red;">For autumn 2019 assignments click on this link</span></b></i></span><span style="font-size: large;">  </span><br />
<span style="font-size: large;">                       <b>   <span style="color: #0c343d;"><i> <span style="font-size: small;"> <a href="https://educational-wealth.blogspot.com/2019/10/solved-assignments-autumn-2019-aiou-all.html">Solved Assignments autumn 2019</a></span></i></span></b></span><br />
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1st solved assignment 6472 aiou autumn 2019 -English v

Abdullah 0 6472, aiou, B.ED, English v, solved assignments Monday, April 27, 2020

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2nd solved Assignment 8606 aiou autumn 2019

Abdullah 0 8606, aiou, autumn 2019, B.ED, solved assignments Saturday, April 25, 2020

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<span style="color: #274e13;">2nd solved Assignment 8606 aiou autumn 2019</span></h2>
Code: 8606                                           Course: Citizenship Education and Community Engagement<br />
Semester: Autumn, 2019 Level: B. Ed<br />
                                                        <span style="color: #20124d;"><b> <span style="color: #660000;">ASSIGNMENT No.2</span></b></span><br />
<h3 style="text-align: left;">
<span style="color: #073763;"><i>Q.l a) Explain the forms of social control.</i></span></h3>
The means by which individuals are induced or compelled to on form to the usages and life values of the group are so numerous and varied that a classification is not possible, E.A. toss has described a number of means that have been employed by social groups throughout the human history to keep individuals under control.<br />
The important among them are public opinion, law, custom, religion, morality, social suggestion, personality, folkways and mores. E. C. Hayes, another American sociologist, distinguished between control by sanctions and control by suggestion and imitation. By control by sanctions he meant a system of rewards and punishments.<br />
According to him, education is the most effective means of control and the family is the most significant agency. Karl Mannheim distinguished between direct means of social control and indirect means of social control. Kimball Young classified the means of social control into positive and negative means. Reward is a positive means while punishment is a negative means.<br />
F.E. Lumley classified the means of social control into two major categories: those based upon force and those founded on symbols. According to him, though physical force is indispensable in social control, yet it is not merely the force that can manage the individuals. Human societies have to rely upon symbolic devices which are more effective than force.<br />
Lumley put symbolic methods into two classes. In the first he included means like rewards, praise, flattery, education and persuasion which are designed to direct the individual's behavior along certain desirable ends. <br />
According to him conscious means of control are more effective than unconscious ones though the influence of lie latter also is quite marked. Bernard also distinguished between exploitative and constructive methods of social control. Exploitative means are such as punishment, reprisals, intimidation, censorship and repression.<br />
Among the constructive methods are included revolution, custom, law, education, social reform, nonviolent coercion and belief in supernatural forces. He also divided the means of social control into negative and positive classes.<br />
In the former class fall those means which aim at restraining the individuals: while in the latter category devices utilizing promises and rewards are included. The positive type of control is said to be more effective as well as more desirable because human nature responds more easily to promises than to threats, to peaceful means than to physical coercion.<br />
Some sociologists have classified the social control into informal means or formal means. Sympathy, sociability, resentment, the sense of justice, public opinion, folkways and mores are some of the informal means of social control. They are very powerful in primary social groups where interaction is on a personal basis. The effectiveness of the informal devices of control, though somewhat lessened in modern large communities wherein contacts tend to be impersonal, may still be observed in small villages. <br />
 In modern times the informal methods have given place to formal ones such as laws, education, coercion and codes.<br />
<h4 style="text-align: left;">
<span style="color: #cc0000;">Informal Means:</span></h4>
The informal means of social control grow themselves in society. No special agency is required to create them. The Brahmins do not lake meat. They lake meals only after bath. The Jains do not take curd. They take their dinner before sunset. The Hindu women do not smoke. One can marry only in one's caste. The children should respect their parents. All this is due to informal social control.<br />
It is exercised through customs, traditions, folkways,<br />
mores, religion, ridicule etc. Informal control prevails over all the aspects of man's life. Though it is said that people are not afraid of informal social control, yet informal means of social control are very powerful particularly in primary groups.<br />
No man wants to suffer loss of prestige. He does not want to become the target of ridicule. He does not want to be laughed at by the people. He does not want to be socially boycotted. On the other hand, he wants praise, appreciation, honor and recognition by the society.<br />
Thus informal means like praise, ridicule, boycott etc. effectively control his behavior. Moreover, the child through the process of socialization learns to conform to the norms of the group. A person with socialized attitudes would not do any work which is socially harmful. Thus socialization also exercises an influence over him.<br />
<h3 style="text-align: left;">
<i><span style="color: #274e13;">b) What is social deviance? Differentiate between formal and informal deviance.</span></i></h3>
Social deviance is a phenomenon that has existed in all societies where there have been norms. There are two possibilities for how an individual will act in the face of social norms; conform or violate. There are implicit social norms and explicit social norms. Explicit social norms are not necessarily laws (such as a sign at a computer lab that says food and drink are prohibited). In reality, there is often a blend of conformity and deviance in the ways people behave. Rarely if ever does a person deviate from or conform to all norms. <br />
Differentiate between format and informal deviance:<br />
Social control can be considered as an important aspect of an individual's socialization process. There are some universal norms or rules which should be followed by members of all societies. Any deviation from these norms may result in a minimum level of punishment for ensuring the social order. It refers to the processes of regulation of an individual or group behavior in a society, which encourages conformity and obedience. It may include social or political mechanisms. Its two forms are formal and informal controls.<br />
<h4 style="text-align: left;">
<b>Formal Social Control:</b></h4>
Formal social control is implemented by authorized agents including police officers, employers, military officers, and others. It is carried out as a last option at some places when the desired behavior is not possible through informal social control, The situations and severity where formal control is practiced varies with countries.<br />
This is practiced through law as statutes, rules, and regulations against deviant social behavior. For example, certain laws like prohibition of murder can be directed at all members of a society. Fishing and hunting regulations are made for certain groups.   Formal control is conducted by government and organizations through law enforcement mechanisms. It can also be conducted through some formal sanctions including fines and imprisonment. Processes of formal control in democratic societies are determined and designed through legislation by elected representatives.<br />
Courts or judges, military officers, police officers, school systems or teachers, and government agencies or bureaucrats, enforce formal control.<br />
<h4 style="text-align: left;">
Informal Social Control:</h4>
It is exercised by a society without stating any rules or laws. It is expressed through norms and customs. Social control is performed by informal agents on their own in an unofficial capacity. Traditional societies mostly embed informal social control culture to establish social order.<br />
Shame, sarcasm, criticism, ridicule and disapproval are some of the informal sanctions. Social discrimination and exclusion are included in informal control at extreme deviant cases. Self-identity, self-worth and self-esteem are affected in informal control through loss of group approval or membership. The severity and nature of informal control mechanisms differ from varied individuals, groups, and societies.<br />
Informal is effective in small group settings including friends, family, neighborhood, work group and others. However, in some large and complex societies, informal social control and disapproval is ignored easily. At such situations, it is necessary to follow the formal one.<br />
<h4 style="text-align: left;">
<span style="color: #0b5394;">Some of the differences of formal and informal social control are:</span></h4>
Formal social control includes written, formalized and codified statements in laws, rules, and regulations. Whereas informal control does not contain any written rules.<br />
Formal control agencies are authorized ones created by government and informal control agencies are created by social networks and organizations but not by government.<br />
Formal control is much effective and stronger than informal social control. Any situations which cannot be handled by informal control are subjected to formal one.<br />
Formal control is effective for even large groups of population but informal control is effective only for a small group of people.<br />
Social control, formal or informal, thus helps in regulation of society. The study of social control includes disciplines of sociology, anthropology, psychology, law and political science.<br />
<h3 style="text-align: left;">
<span style="color: purple;">Q.2 a) Discuss different types of school and community relationships.</span></h3>
<h4 style="text-align: left;">
Ans:The School Community Relationship</h4>
A community school is both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, youth development, family support, health and social services and community development leads to improved student learning, stronger families and healthier communities. Using public schools as hubs, community schools bring together many partners to offer arrange of support and opportunities to children, youth, families and co -mmunitiesbefore, during and after school, and on weekends.<br />
A community school is both a place and a set pf partnerships between the school and other community resources. Its integrated focus on academics, health and social services, youth and community development/and community engagement leads to improved student learning, stronger families and healthier communities. Community schools offer a personalized curriculum that emphasizes real-world learning and community problem-solving. Schools become centers of the community and are open to everyone - all day, every day, evenings and weekends.<br />
Using public schools as hubs, community schools bring together many partners to offer a range of supports and opportunities to children, youth, families and communities. Partners work to achieve these results: Children are ready to enter school; students attend school consistently; students are actively involved in learning and their community; families are increasingly involved with their children's education; schools are engaged with families and communities; students succeed academically; students are healthy - physically, socially, and emotionally; students live and learn in a safe, supportive, and stable environment, and communities are desirable places to live.<br />
<h3 style="text-align: left;">
b) What strategies can the administration of the school apply in order to strengthen its relationship with the community?</h3>
Ans:To help educators use the Glossary as a school communications tool, we created the following guide. While the recommendations are focused on schools, any educational institution or organization will be able to apply the strategies. If we have overlooked anything, please let us know by submitting your suggestions here.<br />
Link to entries on your website or blog. If you are explaining a new school-improvement initiative, whether it's project-based learning or professional learning communities, consider including links to Glossary entries on your website or school blog. Explaining the technical nuances of a new strategy in accessible language can take a lot of time and thought, and it often proves to be trickier than it appears. If our entries are relevant and useful to your school-communications work, let us do some of the work for you. You can link specific terms on your website or direct visitors to our entries if they want to learn more about a particular concept or strategy.<br />
Reuse and repurpose Glossary content. All of our entries bave^been published under a Creative Commons license, which means that schools are free to reuse, republish, and repurpose all of our content, including excerpts, provided that the following guidelines are followed:<br />
(1) the Glossary of Education Reform and Great Schools Partnership should be credited as the original source of the content;<br />
 (2) the republished or repurposed content cannot be sold or used commercially in any way; and<br />
(3) modifications to the content are allowed (even encouraged), but all modified content must also-earry a Creative Commons license so that others can republish and repurpose it. <br />
Print and email;entries. Do youtiave an upcoming commumty forum, orientation program, or event for parents ?<br />
Consider distributing—through printed handouts, email, newsletters, or other publications^-rany entry or selection of text that serves your school's communication needs. Increasing understanding of new and proposed initiatives can lead to greater community supporter for your work. We have worked hard to create understandable introductions to complex topics, so go ahead and use them if they help.<br />
Brief your school board and elected officials. In every school community, local elected representatives—whether they a^school-board members, city officials, or state legislators— are among your most vital constituents and supporters. Making sure these community leaders truly understand what your school is doing and why it matters for students is one of the most important jobs school leaders have. Consider using or adapting our entries as needed when briefing your school board and local officials about new or proposed strategies.<br />
Q.3 a) Explain the role of communication skills in teaching learning process. Communication skills in teaching learning process:<br />
Ans:<br />
Reaching is all about communication - listening, speaking, reading, presenting and writing. Teachers who hone their communication skills are prepared to instruct, advice and mentor students entrusted in their care. Additionally, teachers must communicate well to effectively collaborate with colleagues and update administrators on student progress. Frequently, parents call, visit or email, so teachers must be adept at answering questions verbally and in writing.<br />
Teachers must be able to express themselves both verbally an fyriting in order to report student progress to parents. They Tieed to ekplaip the strengths and weaknesses of their students so that parents will understancbthe message and be receptive rather than defensive. This is especially important when the teacher conveys a difficult message about the student's misbehavior or learning problems. The message rmist be delivered clearly and with tact. Teachers should be comfortable communicating with pan informal notes in .addition to formal report: cards. <br />
Communication is both receptive and expressive. Teachers must be skilled at listening to their<br />
students as well as explaining things clearly. Teachers need clarity of thought to present thmaterial. They must be able to break down complex ideas into simpler parts and smaller steps<br />
to transmit to their students. They must be able to adapt their methods of communication to<br />
all students regardless of ability or learning style. They are able to "read" their students and<br />
adapt to the needs of the individual. Effective communication includes transforming the boring<br />
into the interesting and having good presentation skills.<br />
<h4 style="text-align: left;">
Communicating Caring</h4>
In addition, good teachers communicate concern and caring by their tone of voice and use of body language. They transmit genuine commitment and affection for their students. Good teachers care about their students' progress and let their students know it at all times. They learn their students’ names early in the school year and use their names when addressing them. They get to know their students' hopes, fears and preferences and communicate this knowledge to their students. They communicate their appreciation for what their students do by celebrating their successes and constantly encouraging them. This helps students feel recognized and validated.<br />
<h3 style="text-align: left;">
b) B) how can effective communication create ai learning?</h3>
Effective teachers look for every available opportunity to increase student learning. The classroom environment is a teaching resource that should not be ignored. Students and teachers spend the majority of their day in school classrooms, and it's your responsibility to foster an environment and atmosphere that enhance learning. Developing a classroom environment conducive to learning is a process that entails staging the physical space, getting the students to cooperate, creating a communal environment, and finally maintaining a positive classroom climate and culture.<br />
<h3 style="text-align: left;">
<span style="color: #660000;">Physical Space</span></h3>
To create a classroom environment conducive to learning, you must first focus on the physical space. Use every possible area of the room to create an atmosphere that encourages participation and learning. The physical space includes the layout and arrangement of the desks or tables, the placement of computers and equipment, and items on the bulletin boards and walls.<br />
In modern classrooms the tables and desks are usually not fixed, allowing for various seating arrangements. Take time to draw up a seating plan based on how you expect to conduct your lessons. If you'll require your students to take part in collaborative activities, you can arrange the classroom so that you have maximum visibility of all groups, which may then be clustered around the classroom as appropriate. You may be required to make individual seating changes based on disruptive behavior, keeping students who are more likely to be disruptive closer to you and rewarding them by allowing them to move if they learn to conduct themselves more appropriately. You could also allow students to be clustered around focus areas for activities, moving back to a more traditional seating arrangement when they have completed the activity. Always try to accommodate the physical size of students by procuring an adequately sized desk for them.<br />
Another dimension of the physical classroom is the wall space. Wall space should be pleasing to the eye, with special attention to student morale and learning. One way of accomplishing this is an organized display of student work. Displaying student work not only boosts morale but also fosters ownership of the classroom.<br />
Bulletin boards make the room look neat and attractive and are a source of learning by highlighting key facts or by allowing student interaction. Interactive bulletin boards are bulletin boards that allow students to participate in an activity that reinforces the class's objectives. Bulletin boards can also be electronic, which can easily be set up for any subject area. These may be used differently from traditional "on-the-wali" bulletin boards, but allow multiple students to access any problems you post on the board and discuss or propose answers among themselves before you intervene with the correct answer. Establish ground rules to ensure the use of bulletin boards is effective.<br />
<h4 style="text-align: left;">
<span style="color: #0c343d;">Getting Students to Cooperate</span></h4>
One of the most challenging aspects of maintaining a neat and organized environment that is conducive to learning is getting the students to cooperate. To begin, you should clearly define the rules and routines for transitions between activities and classes. Practice the transitions with the class, and correct undesirable behaviors. Decrease the amount of unstructured time by having materials prepared and readily available.<br />
After you've established the ground rules, you're responsible for making appropriate demands, giving clear signals, and being consistent. Youll also learn to anticipate problems and correct them as a means of preventing disorder. You must have a plan have a goal of keeping students busy,  Creating a Communal Atmosphere .<br />
A communal atmosphere is a feeling established by instilling a sense of community among the students. Another way to express this is creating a learning community. After establishing the rules, routines, and transitions, your next objective will be to transition the classroom into a communal atmosphere, focusing on relationships and taking a personal interest in each contributor to the comnlunpy.<br />
Your care, as the teacher, extends to every aspect of the learning environment, including curriculum, instruction, assessment, and society. If students are aware that you care, they will be more willing to make an effort to please you. As a teacher, you need to lead your students by example.<br />
<h4 style="text-align: left;">
Classroom Climate and Culture</h4>
After establishing a classroom community, the final step in creating a positive atmosphere conducive to learning is to develop a positive classroom climate and culture. A classroom's climate and culture are the atmosphere and quality of life in a classroom. Your role as teacher is that of the primary contributor to the climate and culture. Your interaction with the students, disciplinary measures, mannerisms, support, encouragement, cooperation, and focus on individual students all contribute to an atmosphere conducive to learning.<br />
<h3 style="text-align: left;">
<span style="color: #274e13;">Q.4 a) Compare the theories of motivation from different school of thought.</span></h3>
<h4 style="text-align: left;">
<span style="color: #783f04;">Ans:Motivation theories:</span></h4>
We can distinguish between content and process motivation theories. Content theories focus on WHAT, while process theories focus on HOW human behavior is motivated. Content theories are the earliest theories of motivation. Within the work environment they have had the greatest impact on management practice and policy, whilst within academic circles they are the least accepted. Content theories are also called needs theories: they try to identify what our needs are and relate motivation to the fulfilling of these needs. The content theories cannot entirely explain what motivate or demotivate us. Process theories are concerned with "how" motivation occurs, and what kind of process can influence our motivation.<br />
<h4 style="text-align: left;">
<span style="color: #783f04;">Need-Based Theories of Motivation</span></h4>
The earliest studies of motivation involved an examination of individual nee^W/Specifically, early researchers thought that employees try hard and demonstrate goal-driven behavior in order to satisfy needs. For example, an employee who is always walking around the office talking to people may have a need for companionship, and his behavior may be a way of satisfying this need. At the time, researchers developed theories to understand what people<br />
As we satisfy these basicYieeds, we start looking to satisfy higher order needs. In other words, once a lower level need is s tfie most basic of Maslow's needs are physiological needs. Physiological needs refer to the need for food, water, and other biological needs. These needs are basic because when they are lacking, the search for them may overpower all other urges. Imagine being very hungry. At that point, ail your behavior may be directed at finding food. Once you eat, though, the search for food ceases and the promise of food no longer serves as a motivator. Once physiological needs are satisfied, people tend to become concerned about safety needs.<br />
The need to belong: Desire for interpersonal attachments as a fundamental human motivation.<br />
Psychological .The satisfaction of social needs makes esteem needs more salient. Esteem need<br />
refers to the desire to be respected by one's peers, feel important, and be appreciated. Finally, at the highest level of the hierarchy, the need for self-actualization refers to "becoming all you<br />
had a thorough s possible, mation emerged: This need manifests itself by the desire to acquire new skills, take on new challenges, and behave in a way that will lead to the attainment of one's life goals. Satisfied, it no longer serves as a motivator.<br />
<h4 style="text-align: left;">
b) B) Develop a yearly plan for the collaboration among community, school and local bodies.</h4>
<h4 style="text-align: left;">
Steps to Better School/Community Collaboration</h4>
"It takes a village to raise a child." One could imagine then that it would take a community to raise a school. We can't rely on local, state, or federal governments to take ownership of the issues we face locally. We need to work as a community to nurture our schools for our particular community needs.<br />
I believe the answer to real education/school transformation is strong, authentic community connections and actions. When families, coi unity groups, business and schools band together to support learning, youngs in school longer, and enjoy the experience more.<br />
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Great examples of school/commumty partnerships are happening all over the world. We need more of them, and we need to ensure they are healthy and relevant to the needs of 21st century learners.<br />
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Whole Community Engagement Is Key</h4>
To lift up and raise our schools to a place that suits all 21st century learners, help needs to come from many parts of the community. The leading roles should be alternated according to the need and focus of the particular aspect of the transformation project.<br />
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b) B) Develop a yearly plan for the collaboration among community, school and local bodies.</h4>
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Steps to Better School/Community Collaboration</h4>
"It takes a village to raise a child." One could imagine then that it would take a community to raise a school. We can't rely on local, state, or federal governments to take ownership of the issues we face locally. We need to work as a community to nurture our schools for our particular community needs.<br />
I believe the answer to real education/school transformation is strong, authentic community connections and actions. When families, coi unity groups, business and schools band together to support learning, youngs in school longer, and enjoy the experience more.<br />
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Great examples of school/commumty partnerships are happening all over the world. We need more of them, and we need to ensure they are healthy and relevant to the needs of 21st century learners.Throughout my journey sett ng up the Reinventing .School Challenge, I did a significant<br />
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to you ideas that target and engage the four main players I believe can make all the difference in transforming our schools and curriculum today: students, parents, seniors/grandparents and local businesses.<br />
<br />
Step 1: Expand Your Vision of School to Include Community<br />
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Ryan Bretag writes, "Educators shouldn't be the only ones contributing. The community should be creating questions, puzzles, quotes, mind benders, trivia, philosophical and ethical challenges, thought provoking videos, "graffiti walls," brainstorming spaces, and play areas."There are so many opportunities for experiential learning to happen out in the community surrounding the school. We<br />
the right people and asking the right questions.<br />
<br />
Step 2: Reach Out to All Stakeholders<br />
<br />
One of the best ways to connect and create an authe who matter most, and meet them on their own turf a great way to start.Get your teachers, some loc;<br />
Try the same approach with grou communicate what they hope and wisi mentoring and support.</div>
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Step 3: Create a Community Resource Map</h4>
A visual representation of your community and the various skills people have to offer<br />
is a super waylto understand what community resources are, available. If you build<br />
one, also point out the materials people can supply at cost or for free, the time they can invest in projects, and how they can connect to curriculum, and classroom<br />
local children and families, and always promote and foster resource-sharing and collaboration.Use libraries to advocate for school-community partnerships and student learning. Libraries are important hubs and can provide meaningful connection points outside the school gates.A community resource map can come in the form of a hand-drawn map (use a graphic facilitator), Google Map, Mind Map or even a spreadsheet with some visual outputs.<br />
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Step 4: Connect with Curriculum</h3>
Much of what we learn as children and adults happens outside the classroom through real world experiences and from our peers, mentors or on the job.How might we connect today's core curriculum with the real world? <br />
what they are learning. "Why am I learning this? I'll never use this!" is a response far too often heard form the mouths of young people today.<br />
Let's find ways to work with local businesses and subject matter experts to connect core curriculum to the outside world and design engaging learning experiences in and out of the classroom. Check out Chapter 4 "Asking the Experts" from Kathleen Cushman's wonderful book Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery.<br />
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Step 5: A Design Challenge for the Community</h4>
Here is an example of a community challenge to reinvent the school experience. I created the Reinventing School Challenge earlier this year to encourage discussion, empower youth, teachers and communities to design and facilitate change locally.<br />
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<i>Q.5 a) Explain the technological change which has taken place in the last decade.</i></h3>
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<i>The world of technology has massively changed over the last decade. We take a look at just how far we've come, with our top seven technology advancements list.</i></h3>
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<span style="color: #274e13;">1) Smartphones</span></h4>
With our smart phones we can now do almost anything that we can do with our home laptop. A recent stat we read told us that 90% of people have their smart phone within reach 100% of the time! We are most definitely firmly attached.<br />
From the late 1990's onwards phones have just been getting smarter. In 2003 less than 1% of phones were considered to be ’smart', yet now it is becoming the norm. We are seeing more and more new users in developing countries such as Africa as the models become cheaper and cheaper to manufacture and buy. Nearly two-fifths of all mobile phone users, close to one-quarter of the worldwide population,'will use a smartphone at least monthly in 2014. Initially, Blackberry changed the way yve communicate and was a powerful force in improving global communication. Now with the iPhone and Samsung Galaxy, we have the world at our fingertips from wherever we are. The price of smartphones is becoming so affordable that the world could soon be connected for the first time. At the end of 2013 there were more mobile phones than people on earth! W<br />
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<span style="color: #274e13;">2) Social networking</span></h4>
It's hard to believe thaiefacebook was founded less than 10 years ago. According to Statistics Brain, there are 680,000,000 Facebook users on mobile devices alone and Facebook report over 1.1 billion -risers in total, fritter has become increasingly more popular with a whopping 190 million unique visitors each month and 550 million accounts. Social networking sites have completely transformed the way that we communicate with each other. The social media statistics are truly amazing with 72% of ALL internet users on social media, 93% of marketers using social media for business and YouTube searches providing a selection of 14 billion videos.<br />
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<span style="color: #274e13;">3) WiFi </span></h4>
With about a third of the world's population online, the advent of the internet gave us access to information we had never had so quickly before. The incredible connectivity we have been given by the internet means that we can do online shopping and banking and stay in touch with instant communication. Since WiFi hotspots have become widely available (there are a predicted 6.3 million worldwide), we have access to online connectivity more or less anywhere that we go.<br />
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<span style="color: #0c343d;">4) Tablets</span></h4>
Typically larger than the mobile phone but still reliant on WiFi, the tablet computer has become a common inhabitant of many homes. This ’mobile computer' has everything contained into one touchscreen, like today's mobiles it includes a camera, microphone and has eliminated the need for a mouse or keyboard.<br />
E-commerce has changed over the last 10 years. Services conducted over electronic systems such as the Internet and other computer networks, has led to a massive shift in the way we buy and sell products. For example, the introduction of secure payment systems such as Paypal, to the online auctions of Ebay and the ease of which Amazon has made online shopping. Consumer confidence has greatly increased in recent years. So much so that in the UK an estimated 85% of people who browse the internet report shopping online.<br />
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<span style="color: #783f04;">b) Explain how technology has influenced the international labour market? Technology has influenced the international labour market:</span></h4>
Advent of technology is more likely to change jobs, not eliminate them. In manufacturing, companies are experimenting with having floor and line workers use mechanical exoskeletons to reduce strain and fatigue when lifting heavy objects. And in sales, representatives will need to become more capable with online marketing and engagement to adapt to customer preferences.<br />
Technology is changing the way we work, but concerns about which jobs are lost and which are gained—and who those changes affect—are important in considering whether people will have the opportunity to shift from working in the jobs of yesterday to the jobs of tomorrow.<br />
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The impact of automation and artificial intelligence is an acceleration of a trend decades in the making. Switchboard operators have recently been replaced by phone and interactive voice response menus, and many grocery store clerks have been replaced with self-checkout</div>
machines. With advances in AI, reports claim that truck drivers, paralegals, and even surgeons might see their occupations upended by ^hanging technology.<br />
In this environment, tedvjpbs could seem like the only occupations with guaranteed job growth. But they're not the only ones. Although there is a growing need for developers and data scientists, jobs in personal care and the medical industry are expanding even faster.<br />
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<span style="color: blue;"><span style="color: #0c343d;"><span style="background-color: white;"><span style="font-size: large;"><span style="font-size: large;"><i><b><span style="color: red;">AUTUMN 2019 SOLVED ASSIGNMENTS</span></b></i></span></span></span></span></span><br />
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2nd solved Assignment 8606 aiou autumn 2019

Abdullah 0 8606, aiou, autumn 2019, B.ED, solved assignments Saturday, April 25, 2020

2nd solved Assignment 8606 aiou autumn 2019 Code: 8606 Course: Citizenship Education and Community Engagement Semester: Autumn, 2019 Level: B. Ed …

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