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Fundamentals of effective communication
The perspective of history
Fundamentals of effective communication
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First time interaction with Angela from HIST/GWS 403 class. In the 15 minute interview Angela freely answered each question. As soon as a question was answered many of the follow up questions were answered making it challenging. This challenge will make it easier to interview for the assignment as there should be more questions to add to ensure all content is able to be understood, and make preparation for interview much easier. Angela is currently a junior, and enrolled in HIST 403 as a required course for her major: Teaching of History, under the college of Liberal Arts and Sciences, and College of Education. This is her first 400 level class, along with her first Gender and Woman Studies class. She enrolled at UIC as a freshman. A reason
The plot of the book, Speak is that Melinda Sordino, a freshman at Merryweather High went to an end of the summer party with some of her friends. Things take a turn for the worst when a senior named Andy Evans sexually assaults her at the party without her friends knowing about it. Melinda is frightened, afraid, and does not know what to do so she calls 911 busting the party, and causing her friends and everyone at that school to hate her, even if they don’t know her.
Susan Faludi unfolds a world of male domination and its interrelationships within its confines and places women in the center of her story. Indeed it truly took an extremely self-confident woman to even entertain the idea of entering an all-male academic college like the Citadel, whose front gate practically reads like that of a young boys fort that makes the bold statement, “No girls allowed they have coodies.” Shannon Falkner was a strong willed woman with an immense amount of confidence to completely omit her gender on the Citadel application to enter this college. As if gender was not an issue, or should have never been an issue in
I’m convinced that much learning has occurred in this course, both on your part and on mine. So I’m most interested in your telling me what you have learned, rather than asking questions on this exam that require you to demonstrate your learning. So, look back over the course and compose a page each on what you have learned about each of these course objectives.
This interviewer took place on Nov 04, 2014 with Erma Jean Gray was African American girl born on May 15, 1941 in Mark Tree, AR. She was one of the 14 children and lived with both parents as a child. Erma stated she was the fifth girl out of the seven of the girls and it was 7 boys. Erma mother had 6 children before she married her father and they had eight children together. Erma felt her father never mistreated any of her sibling ever though they all not his children. Erma was raise on a farm in a 6-bedroom home and an outhouse when they have to use the toilet. Her father work on the farm they lived on and the family chop the cotton on the farm. As a child Erma stated she had few friends but mostly played with her sisters and brothers. She
Haverford College did not begin as the institution that it is today. A group of concerned Quakers constructed the secondary school on the premise that it would provide a fine education for Quaker young men. On its founding day in 1833, the Haverford School's notion of a "liberal and guarded education for Quaker boys" became a reality. Jumping forward in time to 1870, a decisive change was on the horizon: the faculty and students had voted to go coed. However, the Board of Managers did not concede and Haverford remained single sex for over a century after the students and faculty had spoken. It wasn't until 1980 that a freshmen class comprised of both men and women entered Haverford. Yet it is the decade prior to 1980 that is the topic of this paper. The series of about 10 years before a Haverford female student would unpack her belongings in her room to settle down for four years of an intense and demanding education, both in and out of the classroom, was a time of much reevaluation and consideration on the part of the students, administration, and faculty.
IV. Issues: (1) Is VMI’s admission policy of excluding female prospective applicants exempt from 14th Amendment’s equal-protection due to their goals and methods of instruction? (2) Does the establishment of a separate, female-only institution provide an adequate alternative?
Loeb, Jane W, Marianne A. Ferber & Helen M. Lowry. (1978) The Effectiveness of Affirmative Action for Women The Journal of Higher Education, Vol. 49, No. 3, 218-230.
Hesse, Katherine A. “Affirmative Action – Undergraduate Admissions.” Benefits Quarterly 20 (Third Quarter 2004): 75.
...& Hart, M. (2013). Considering class: College access and diversity. Harvard Law & Policy Review, 7(2), 367–403.
...ch AMATYC Algebra Curriculum Reform.” 24 Jan. 2010 < http://www.amatc.org/ publications/Electronic-proceedings/LongBeach22/Steinfort.pdf> Rimer, Sara. “First Woman Takes Reins at Harvard.” The New York Times. 13 Oct. 2007. 23 Jan. 2010 “Secretary of Education Richard Riley addresses Mathematicians.” American Mathematical Society. 8 Jan. 1998. 24 Jan. 2010 Williams, Mara Rose. “What’s A Degree Really Worth?” NorthJersery.com. 24 Jan. 2010. 24 Jan. 2010 Zernike, Kate. “Making College ‘Relevant’.” The New York Times. 29 Dec. 2009. 24 Jan. 2010 < http://www.nytimes.com/2010/01/03/education/edlife/03careerism-t.html>
The employment interview has been the key element used for determining a candidates’ worthiness in filling an open position. Organizations rely on employment interviews as a way to predict the future job performance and work-related personality traits of interviewees. Over the years validity of the employment interview has been under scrutiny, so it is no wonder that is has been the topic of many research papers. The definition of the employment interview is “a personally interactive process of one or more people asking questions orally to another person and evaluating the answers for the purpose of determining the qualifications of that person in order to make employment decisions” (Levashina, Hartwell, Morgeson, and Campion 2013, p. 243).
This course of women and gender studies, as would all courses, have produced awareness by coherently explaining the situations women are facing in the world today. One may not know of theses situations until taught. By learning of these occurrences, one can properly act upon them. Many women and men have taken the opportunity to attend classes on women’s and gender studies and have since then made strides to make a difference in the unjust society that must be faced.
When we were first given this assignment I had not put much consideration into it. I thought we were to ask a couple of questions, it would all work itself out and I would be done. But this was not the case. The thought and reflection put into interview questions really surprised me. There was far more factors other than the questions you were asking, because you were also dealing with people, people who are giving you there free time, their attention and opening themselves up to you a stranger, so there were far more responsibilities then what were initially at hand.
Ostensibly fearless, yet burdened by inordinate cowardice, we strutted along the corridors of the eleventh grade classrooms. Upon navigating the final junction, heading towards the dining room where the entire student body amassed for their lunch hour meals, we had a sudden encounter with our headmaster. Our already faint hearts, had sunken even deeper into our chests. However, like humble militants, we continued our pursuit like any other group of our all female student population.
Smith, Elizabeth Hayes. Kissel, Adam ed. Villette Background. GradeSaver.com. 27 October 2007. Web. 24 Mar. 2011.