Women yesterday and today - Women in Democracy

 Women yesterday and today

Historically, women generally have had a little protection of the rights and less power than men. This is a general tendency to exceed the limits

of state, class and ethnicity. Researchers have traditionally been less interested in the country and the situation of women in society, so we know more about the lives of men than of women.

Processes of democratization in the Western world began in the late1800's. workers and peasants fought against the upper classesand senior officials. They were organized in unions and political parties, that at that time were closed to women.

 They stress that gender alone does not indicate biological changes, but it has and of great importance for the state of the citizen in society.

There is a link between biological and social sex where women are presented systematically worse than men in economic life and cultural policy.

Until the end of 60 years in Norwegian society salary man working with and cared for the family economy, while women deal with household chores and cared for children, the elderly and other family members.

 Although the husband, as a rule, was the economic pillars of the family, women often do rule the house.

Despite this, few women who worked outside the home wage.

 In politics had less than 10% women, as elected representatives of the people and places important in political work and owned by men. 

Gender equality at the same time as the issues of the day came in the political and cultural life. 

Demands for equality were formulatedby energetic women who mobilized 

their counterparts in the firstmovement of women. 

Women entered the alliance with progressivemen in political and cultural life and many 

great writers, both withinand outside the country, as well as numerous politicians committedto the cause of women. 

Organizations and unions were establishedto fight for women's rights and the rights to vote, women who workedat the same time were better organized.

 Formulation became morerequests and thus women won the right authority and ownershipover their assets, and the same right of inheritance as men. They won the right to deal with trade and handicraft, as well as teachers.little by little, women won the right to higher education and the rightto have official positions. 

Fight to win the right to vote lasted about 30years after women had less importance.    

Although women were formally equal rights with men, only a small number of women have economic independence and political influence same as men. turning was about 70 years where the woman began to work with salary and was involved in political life, which led to the development and choice of many important problems of society.

The rapid development after 70 years does not mean that brought a full equality in all fields between men and women, but it illustrates the fact that the division of labor and power relations between men and women can change quickly.

to understand the changes and the situation today, we must look behind the stories with a gender perspective. even we have to look critically and with the traditional view that science has drawn for women.

development rights and access to decision-making arena has beenvery different for men, women.

men took more positions in themarket by occupation and professional organizations that support inparticular the strengthening of the rights and influence on equalitybetween men.

 political party development was crucial for men toopen doors of the state, ie, to give them legislative positions andexercises through representation in the parliament, government and the people elected bodies at regional and local levels. born in thecivil society more and more voluntary organizations that mobilizemen politically. 

organizations did to break new issues in the agenda of policy and environments important political education influencedthe growth of political consciousness and competence of their members.

Well, the history of women is much different than that of men, as they had a very low position. But many important volunteer organizationcomposed mainly of women. 

And this helped in the development ofwelfare in society and the establishment of many institutions withinthe health sector and social him. 

Women were health professionals and social and political problems. 

These organizations helpedwomen's equality with men and women broke barriers between apublku dominated by men and the private sphere dominated bywomen. 

they also helped to met the demands of women andencourage participation in politics, that gave women influence the development of legal state and the welfare state.

in the first years after the Second World War, the policy that was pursued for women was ambiguous. 

Pursued a policy to anotherpolicy for mothers and daughters.

 purpose of politics, whichfollowed the mothers was associated with the needs of familynucleus, where a salary should be enough to feed the family. womenwere housewives, while men held the family. 

Meanwhile, state propstrongly developing "unique school" whose aim was to introducesecondary education dhuke care of social origin, place of residenceand gender.

 it had great importance for girls was established astate loan for young people to study, and many girls had mndesi tofinance their studies.

Later, the rebellion against the traditional policy of abandoningmothers and politically in the shadow of women's organizationsbecame mobilizing new and old ideas about oppression, violence,and exploitation. 

The ultimate goal was equally treatment of girlsand boys, women and men. these women did make an effort topolitically and was the main driver of the big turnaround in society.

Today's society is what we noticed? 

Today, girls and boys haveequal opportunities to continue school, economic growth hasincreased and the need for labor, women entered the work and with this they were opened and used the opportunity to expand theirskills and resources. 

education policy that women did qualify andseek to work in their profession. 

But not only young women enteredthe work but also a good number of married women and it broughtchange in the number employed between men and women.

 in thiscase women gained economic independence from men and areless dependent on them. New technology has simplified the Stationand made the woman to have more time to be engaged outside the home.

 a different technology such as prevention of pregnancy, andfurther strengthen the independence of women.

previously had not happened that women had more than 25% ofministerial posts but today women are 37% of the representatives at the local level, while regional and country level have remained inplace, the need to work more in this direction.

 incentive for the entryof women in politics have been rules about gender quotas thatincluded political parties, to ensure women a certain part of politicalrepresentatives. 

formally, the government is not connected with anygender quota rule, however, in practice, following this rule to not losefaith.

So in short everything has changed and evolved continuously, andequality is the first basic principle in social life. Elections belong toall members of the family without making distinctions. can anyonegive ideas or thoughts on certain issues without making genderdistinctions, and these ideas and thoughts in some way taken astuitions of different conversations.
cultural level is higher nowadays and why there are still patriarchal family where the husband's word prevails and anyone tjeter.gjithsesicompanies are in continuous development in all aspects of cultural,political, social etc..

Background to Writing

Background to Writing
Most university and college students are assessed through the production of written assignments. Some of the terms used to describe different types of assignments can be confusing. In addition,
students need to be clear about the basic components of written texts.

This unit provides an introduction to these topics.
2. Organisation of texts.
a) Explain the following terms in italics:
Shorter texts, e.g. essays, are normally organised:
Introduction > Main Body > Conclusion
Longer texts, e.g. dissertations and articles, may include
(depending on subject area):
Abstract > Contents > Introduction > Main Body > Case Study
> Discussion > Findings > Conclusion > Acknowledgements >
Bibliography/References > Appendices
Books may also contain:
Dedication > Foreword > Preface > Index

b) Match the definitions below to one of the terms in (2a).
i) Short summary (100–200 words) of the writer’s purpose and findings (......)
ii) Section where various people who assisted the writer are thanked (......)
iii) Final part where extra data, too detailed for the main text, are stored (......)
iv) List of all the books that the writer has consulted (......)
v) Section looking at a particular example, relevant to the main topic (......)
vi) Introductory part of the book which may give the writer’s motives (......)
vii) Alphabetical list of all topics in the text (......)

3. Other text features
Abbreviations are often used to save space:
Call centres (CCs) feature prominently in the technology mix . . .
Italics are used to show titles and words from other languages:
Where once the titles of Armchair Theatre and The Wednesday Play celebrated . . .
Squatter housing (called gecekondu in Turkish) . . .
Footnotes are used to indicate references at the bottom of the page:
In respect of Singapore the consensus is that the government has made a difference.
Endnotes are given to show references at the end of the article or chapter:
The market for masonry construction may be divided into housing and non-housing sectors

4. All types of writing consist of a number of key elements.
Label the italic items in the text.
a) . . . . . . . . . . . . . . . . THE ORIGINS OF THE INDUSTRIAL REVOLUTION
b) . . . . . . . . . . . . . . . . Introduction
c) . . . . . . . . . . . . . . . . It is generally agreed that the Industrial Revolution began in Britain
during the eighteenth century, with significant developments in the iron, steel and textile industries. But it is less clear what caused this sudden increase in production in key areas; different writers have examined the availability of capital, the growth of urban populations and the political
d) . . . . . . . . . . . . . . . . and religious climate. All of these may have played a part, but first it is necessary to consider the precise nature of what is meant by ‘industrial revolution’.
e) . . . . . . . . . . . . . . . . Industry had existed for thousands of years prior to the eighteenth century, but before this time society as a whole remained agricultural. With the arrival of the ironworks and cotton mills whole towns were dominated by industrial activity. At the same time, agriculture itself went through significant changes which produced more food for the growing urban population.

5. Why are all texts divided into paragraphs? How long are paragraphs?
Read the following text, from the introduction to an essay, and divide it into a suitable number of paragraphs.

INVESTMENT
Most people want to invest for the future, to cover unexpected financial difficulties and provide them with security. Different people, however, tend to have different requirements, so that a 25-year-old just leaving university would be investing for the long term, whereas a 60-year-old who had just retired would probably invest for income. Despite these differences, certain principles apply in most cases. The first issue to consider is risk. In general, the greater the degree of risk in investment, the higher the return. Shares, for example, which can quickly rise or fall in value, typically have a higher yield than bonds, which offer good security but only pay about 5%. Therefore all investors must decide how much risk is appropriate in their particular situation. Diversification must also be considered in an investment strategy. Wise investors usually seek to spread their investments across a variety of geographical and business sectors. As accurate predictions of the future are almost impossible, it is best to have as many options as possible. A further consideration is investor involvement. Some investors opt for a high degree of involvement and want to buy and sell regularly, constantly watching the markets. Others want to invest and then forget about it. Personal involvement can be time-consuming and worrying, and many prefer to leave the management of their portfolios to professional fund managers.

Avoiding Plagiarism
All students have to face the issue of plagiarism. Plagiarism means taking information or ideas from another writer and using them in your own work, without acknowledging the source in an accepted manner. In academic work plagiarism can be a serious offence. This unit outlines the situation, but to fully avoid plagiarism students need to master the skills practised in units 1.6–1.10.

1. Which of the following would be considered as plagiarism?
a) Not providing a reference when you have used somebody’s idea.
b) Copying a few sentences from an article on the internet without giving a reference.
c) Not giving a reference when you use commonly accepted ideas, e.g. Aids is a growing problem.
d) Giving the reference but not using quotation marks when you take a sentence from another writer’s article.
e) Taking a paragraph from a classmate’s essay without giving a reference.
f) Presenting the results of your own research.

2. To avoid plagiarism, and also to save having lengthy quotations in your work, it is necessary to paraphrase and summarise the original. Instead of this, students sometimes hope that changing a few words of the original will avoid charges of plagiarism. Clearly, you are not expected to alter every word of the original text, but your summary must be substantially different from the original.

Read the following extract on twentieth-century educational developments from Age of Extremes by E. Hobsbawm:

Almost as dramatic as the decline and fall of the peasantry, and much more universal, was the rise of the occupations which required secondary and higher education. Universal primary education, i.e. basic literacy, was indeed the aspiration of virtually all governments, so much so that by the late 1980s only the most honest or helpless states admitted to having as many as half their population illiterate, and only ten – all but Afghanistan in Africa – were prepared to concede that less than 20% of their population could read or write. (Hobsbawm, 1994, p. 295)

Which of the following are plagiarised and which are acceptable?
a) Almost as dramatic as the decline and fall of the peasantry, and much more general, was the rise of the professions which required secondary and higher education. Primary education for all, i.e. basic literacy, was indeed the aspiration of almost all governments, so much so that by the late 1980s only the most honest countries confessed to having as many as half their population illiterate, and only ten – all but Afghanistan in Africa – were prepared to admit that less than 20% of their population could read or write. (Hobsbawm, 1994, p. 295)
b) Nearly as dramatic as the decline of the peasantry was the rise of professions which required secondary and higher education. Primary education for everyone (basic literacy) was the aspiration of nearly all governments, so that by the late 1980s only the very honest countries confessed to having as many as half their population illiterate. Only ten (African) countries
conceded that less than 20% of their population were literate. (Hobsbawm, 1994, p. 295)
c) As Hobsbawm (1994) argues, there was a marked increase in jobs needing secondary or higher education during the twentieth century. All but a few nations claimed that the majority of their people were literate. Universal primary education i.e. basic literacy was indeed the aspiration of virtually all governments. (p. 295)
d) There was a sharp and widespread increase in occupations requiring education above primary level. All governments set out to provide basic education, essentially literacy, for their people. By the end of the 1980s very few states would admit that the majority of their population were unable to read. (Hobsbawm, 1994, p. 295)
  

METHODS OF ENGLISH TEACHING WITH CHILDREN

FACULTY OF EDUCATION

Topic: METHODS OF ENGLISH TEACHING WITH CHILDREN

How to Teach Kids

While many people find teaching children to be rewarding, some will tell you that it’s

just plain stressful at times.  What are the best ways to teach kids?  Do the methods

and techniques vary across subject manner?  For example, would you use the same

approach to teach a child how to tie their shoes as you would how to do multiplication

tables?  Probably not.  That being said though, there is no fool-proof way on how to

teach kids.  The good news is there are several methods and techniques you can

use.  Children are versatile.  Before you dedicate yourself to a teaching method, figure

out how the kids learn best.  From there, you can choose teaching methods and

techniques that are right for them.  You will be surprised how fast they can learn

something once you teach to their learning style.

There are 7 primary learning styles:

Visual (Spatial) – These individuals learn best through pictures, images, and spatial understanding

Aural (Auditory) – These individuals learn best through sound and music

Verbal (Linguistic) – These individuals learn best through words, verbal and/or written

Physical (Kinesthetic) – These individuals learn best through experience and rely on the sense of touch

Logical (Mathematical) – These individuals learn best through logic and reasoning

Social (Interpersonal) – These individuals learn best through group interaction

Solitary (Intrapersonal) – These individuals learn best through self-study

Solitary (Intrapersonal) – These individuals learn best through self-study

It is important to note that many kids learn well from a blend of learning styles.  Think of yourself for example.

                                   Types of Learners

Visual Learners

To help your visual learner grasp concepts faster, teach them through pictures, icons, charts, diagrams, and color coded information.  For example, if you are teaching a kid how to tie their shoes, walk them through step by step instructions with each step illustrated.  Use shoe laces that are half one color and half another to help them identify which side is which.  If you are teaching an academic subject like rain forest ecosystems, allow kids to research topics using graphics and compile their findings into a poster.  Visual learners can also retain information better if it has been categorized according to colors.  Try to color coding the parts of speech when you read together to teach grammar.  As a teacher (official or unofficial), always have different colored pens, pencils, markers, labels, and sticky notes on hand.

Aural Learners

Aural learners thrive on teaching techniques that involve sound.  Making up a story or a song with the directions or the main concepts of the lesson will help this type of learner succeed.  Encourage them to rewrite the lyrics to their favorite songs to learn new things.  You can also use music to set the mood of the learning environment.  If the kids are taking an exam, trying playing some classical music.  If you need them to be excited about something they find boring (math, grammar, history, could be anything), play some pump-it-up music for a few minutes.  For younger children, use oral storytelling and sing-alongs to teach important lessons.  For example, if you are teaching about different body parts, sing the “Heads, Shoulders, Knees, and Toes” song.

Verbal Learners

Verbal learning centers on the use of words.  Copying down phrases and words, taking

their own notes during lectures, reading out loud, listening to audio recordings, and

discussions are effective teaching methods and techniques for this type of

learner.  Teach spelling by having them write out the word correctly multiple times on

a piece of paper or on a white board.  Help your children understand rules by writing

them on a poster board that they can see and refer to.

Physical Learners

Physical learners learn through “doing”.  Encourage kids to build, create, act things

out, and experience what they are learning.  If you are teaching about Ancient Rome,

allow kids to build models of ancient buildings and historical sites.  If they are not

good at building models and structures, try having your students act out what they are

learning in a skit, improve, or a play.  Field trips, technology, and playing games are

also effective teaching methods for physical learners.  For example, if you are teaching

the angles of triangles in geometry, bring the lesson out to the basketball court.  You

can have two students demonstrate and make different angles while standing next to

the basketball hoop.  Experimentation is also a good method to use.  Encourage kids to

learn from their mistakes and failed attempts. 

Logical learners

Logical learners need to know the elusive “why?”. The answer “because” or “it

just is” will never sit right with them.  They will excel at following

complicated directions and using technology and games to reach learning

outcomes. Children who are logical learners often go on to be engineers or

mathematicians, as both of these professional fields typically follow logical

rules.  Trying using problem solving as a way to learn new material.  For

example, have the kids develop a hypothesis that they can test.  Discuss the

results on whether failed or succeeded and ask them why this was the

case.  You may be surprised how they articulate their answers.

Social Learners

Social learners thrive on interpersonal communications and learn best in a group atmosphere. You can teach to this learning style through role playing, group projects, volunteering, service projects, and debates.  Let kids engage with others, facilitate discussions, and encourage collaboration.  You will also find that social learners can make great pen pals.

Solitary Learners

Solitary learners prefer individual teaching or self-paced learning.  Being in group situations can cause anxiety and lead to them shutting down.  Try centering your lesson plans around things they are already interested in and use their interest as a vessel to learn new things.  For example, if you have a child obsessed with airplanes you can use this to teach about gravity, weather, physics, motivation, cultural differences, motivation, or even cooking.  Solidary learners will also enjoy watching how-to-videos and reading to learn new things. 

Teaching methods for children and young learners

We consider learning in a fun and enjoyable atmosphere the most effective and engaging way of working with young learners. Our teaching methods are carefully chosen to engage with our young learners and ensure good progress. Our communicative method uses the most up-to-date and effective techniques such as Assessment for Learning (AfL). AfL is based on the best teaching practice in the UK and many other parts of the English speaking world.

Afl has been proven by educational research to:

significantly increase students' achievement

help students understand what they are learning

help students identify what areas of knowledge and skills they have to improve and how to do so

We are proud that all our teachers have been trained in the use of AfL and that groups of learners and parents have also found it fun and very effective.

In addition to using AfL, we will help your child develop their English language skills by:

providing a supportive learning environment which allows learners to experiment

providing challenging and stimulating activities

focusing on developing your child's communication skills

conducting lessons entirely in English

using up-to-date methods, course books and carefully selected additional materials

giving you regular feedback on your child's progress.

English for children (5-11 years)

Do you want your child to learn English from highly qualified, experienced teachers who use cutting edge teaching methodologies, resources and technology? Our courses for children aged 5-11 years are specially designed to improve your child's language and develop their skills at communicating in English. These courses:

create a positive first impression of learning English

introduce children to an English speaking culture

appeal to children’s natural sense of fun through the use of songs, rhymes, stories and games

run for one hour twice a week for one academic year

Primary courses (5-9 years)

Primary English is a six level programme for children aged 5-9 years. Primary 1, 2 and 3are designed for children who cannot read and write confidently and focus on developing speaking and listening skills. Primary 4, 5 and 6 are for children who have turned 7 but have not yet turned 10. These courses provide your child with opportunities to develop their English through songs, rhymes, games and many more fun activities.

Lessons usually take place twice a week and last 60 minutes.

All teachers are fully qualified and experienced in teaching young learners.

Children fully participate in lessons through stimulating and challenging activities.

Parents are continually updated on their child's progress through reports, parent meetings and can-do statements.

Parents can register their child for one of the Cambridge exams: Starters (beginner level), Movers (A1 level) and Flyers (A2 level).

Parents can attend workshops on how to help their child learn a language.

Learning materials are provided at no additional cost.

Pre-teen courses (9-11 years)

Pre-teens courses will give your child a truly rewarding learning experience. These courses will improve your child's understanding of the language and develop their skills at interacting in English. Our aim is to provide a positive learning environment that will enhance your child's progress.

Lessons usually take place twice a week and last 60 minutes.

All teachers are fully qualified and experienced in teaching young learners.

Children fully participate in lessons through stimulating and challenging activities.

Parents are continually updated on their child's progress through reports, parent meetings and can-do statements.

Parents can register their child for one of the Cambridge exams: Starters (beginner level), Movers (A1 level) and Flyers (A2 level).

Parents can attend workshops on how to help their child learn a language.

Learning materials are provided at no additional cost.