#school

_Case Study_ - *Factors for effective communication* Nalisiwe is a community development facilitator. She wanted to help young people in her community by starting a support group. She asked a community leader to call a meeting for youth. The community leader called the meeting and asked youths to bring their identity documents to the meeting so that they may register for the project. Because the young people had been asked to bring their identity documents to the meeting, many youth came to the meeting, thinking that the meeting was about applying for a Job. Those who did not have identity documents did not attend the meeting. The youth were very frastrated when they heard that there were no Jobs on offer, and that the meeting was to discuss setting up a support group for youth. Nalisiwe was frastrated because she felt that the community leader may have had other political intentions in asking the  youth to bring their identity documents. Questions: 1. What can you tell about the mental make - up of Nalisiwe? 2. What were the needs of the audience (the youth)? 3. What were the circumstantial Demands that influenced the communication? 4. How could Nalisiwe and the community leader have been clearer about the purpose of the meeting when they sent out the invitation to the youth? 5. The identity document became a distraction and a symbol for something different than what was intended. How could they have avoided this ambiguity? 6. How could Nalisiwe have worked towards a shared goal, despite the initial misunderstanding about the purpose of the meeting? Your answers should be typed Write Minimum 5 pages

Questions for Assignment 03 9.1 Read the story below about Jane and respond to the questions that follow. Jane’s story I remember sending my mother all-round the shopping centre – I must have driven her mad – to buy me a local school uniform, even though I didn't go there. I didn't particularly like the way I was treated by school staff – special, frail, in need of very special care. My memories of junior school were not learning to read, add or multiply, nor even how to keep pets.... no, they were of endless hours of physio, tons of art and craft (this was recognised as something I could do and would content me in my adulthood, since no employment was ever envisaged) and pushing myself in my wheelchair down endless corridors and, consequently being tired.' Jane Campbell, 1992. Adapted from Simon Gardner, 1992 9.1.1 Read the Principles of Inclusive Education (Department of Education, 2001, p.18) and answer the questions below: 9.1.1.1 Identify two (2) words and one (1) phrase used by teachers in the extract from Jane’s story that suggest that they were still confusing special education with inclusive education. 9.1.1.2 How does the story reveal that the physical environment did not accommodate learners like Jane? [2] 9.1.1.3 Highlight the evidence from Jane’s story that suggests that even the school curriculum did not cater for learners like Jane? [2] 9.1.1.4 Identify the evidence from Jane’s story that suggests that the school system did not prepare learners like Jane for the world of work.[2] 9.1.1.5 In two (2) sentences, explain how the school struggled to implement the following principles of inclusive education: a) acknowledging that specially trained teachers at special schools teach children who experience barriers to learning[2] b) changing attitudes, behaviour, teaching methods, curricula and the environment to meet the needs of all learners [2] 9.1.1.6 According to the European Agency for Development in Special Needs Education (refer to the Only Study Guide for INC3701, 2019, p. 31), what is the aim of inclusive education?[2] 9.1.1.7 Jane’s story suggests that teachers lacked skills, knowledge, values and attitudes that are fundamental to implementing inclusive education. How can these aspects of capacity development be inculcated in teachers? (Refer to the only study guide for INC3701,2019, p. 31)[2] 9.2. Read the findings from the article by Hall (2002) and respond to the questions below: 9.2.1 Identify the three (3) pieces of evidence from the findings that confirm that the classrooms were bare and unmotivating for learners (Hall, 2002, p. 35)[3] 9.2.2 According to this article, how does the language of learning and teaching contribute to the barriers experienced by the learners? 9.2.3 How do the findings portray the lack of support for learners who experience barriers to learning and development? [2] 9.2.4 Explain the commitment of the Foundation Phase teachers as depicted in the findings.[2] 9.2.5 Mention five (5) factors that may contribute to the confusion experienced by teachers in implementing the principles of inclusive education (Hall, 2002, p. 36). [5] 9.2.6 According to Hall (2002, p. 37), what is the key role of partnership in inclusive education?

_Case Study_ - *Factors for effective communication* Nalisiwe is a community development facilitator. She wanted to help young people in her community by starting a support group. She asked a community leader to call a meeting for youth. The community leader called the meeting and asked youths to bring their identity documents to the meeting so that they may register for the project. Because the young people had been asked to bring their identity documents to the meeting, many youth came to the meeting, thinking that the meeting was about applying for a Job. Those who did not have identity documents did not attend the meeting. The youth were very frastrated when they heard that there were no Jobs on offer, and that the meeting was to discuss setting up a support group for youth. Nalisiwe was frastrated because she felt that the community leader may have had other political intentions in asking the  youth to bring their identity documents. Questions: 1. What can you tell about the mental make - up of Nalisiwe? 2. What were the needs of the audience (the youth)? 3. What were the circumstantial Demands that influenced the communication? 4. How could Nalisiwe and the community leader have been clearer about the purpose of the meeting when they sent out the invitation to the youth? 5. The identity document became a distraction and a symbol for something different than what was intended. How could they have avoided this ambiguity? 6. How could Nalisiwe have worked towards a shared goal, despite the initial misunderstanding about the purpose of the meeting? answers should be typed Write Minimum 5 pages

Find any folklore, fable, myth or legend in the Home Language you are planning to teach, provide an English summary of the passage. Answer the following questions based on it (ensure your answers are in English). Please note: ensure your answers are suitable for the passage you have provided. 1.1. What while – reading activities would let the learners do? (5) 1.2. How would you use the passage to teach skimming or scanning (choose one)(5) 1.3. What post – reading activities would you do? (5) 1.4. How would you teach the moral of the passage? (5) 1.5. How would you teach the plot of the passage? (5) 1.6. Learners should be assessed at different levels of thinking. Formulate 5 questions and provide the level of thinking in brackets. For example: Explain the main idea of the story (Level 3, Inference) (10)

Argue for or against

The performance of a superscalar processor is often enhanced with hardware to support the following: Branch prediction Register renaming Out-of-order execution The speculative reordering of load instructions Strided prefetching Sketch an assembly language program that would benefit from the use of all of these techniques when executed on a superscalar processor. (a) Briefly describe how each of the techniques helps to improve the performance of your program. (b) Briefly outline two example programs for which the adoption of the techniques listed would not provide a significant performance improvement.

Can you work out this question?

indicate how Hans-Georg Gadamer and Rudolf Steiner's views could influence your classroom practice. Share

How can the notion of ubuntu be incorporated in your classroom practice?