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I hear words being read that the student themselves have trouble pronouncing, and when I ask for some clarification, both me and the student become more confused. I think this often comes from a culture of seeking complexity to appear intellectually "rigorous" or formidable in thought. I don't understand it. It's okay to be clear when presenting ideas, in fact, your clients will you for it. Your presentation can still be great if you don't say "juxtaposition" or "heterogeneous. " One of the students from this virtual review last week, Andras Rosner, had a very intriguing thesis project. To keep it simple, a big point in his project was in exploring certain intersectional urban phenomena in New York City, something he called "knot" conditions. His entire presentation focused closely on these knot conditions. There was no confusion, no cryptic jargon. And his imagery tied in perfectly with the concept he articulated to us. As a result we were all able to have a fruitful discussion with him on his idea, helping him to further his thinking, as opposed to spending our time trying to figure out what his project was about.
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Much of the task of prevention will be to create a science of human strength whose mission will be to foster these virtues in young people. During the 1960s a large increase in the number of students on American campusesled to research on the personal development needs of undergraduate students. Arthur Chickering defined seven vectors of personal development for young adults during their undergraduate years:In the UK, personal development took a central place in university policy in 1997 when the Dearing Reportdeclared that universities should go beyond academic teaching to provide students with personal development. In 2001 a Quality Assessment Agency for UK universities produced guidelinesfor universities to enhance personal development as:In the 1990s, business schools began to set up specific personal development programs for leadership and career orientation and in 1998 the European Foundation for Management Development set up the EQUIS accreditation system which specified that personal development must form part of the learning process through internships, working on team projects and going abroad for work or exchange programs. The first personal development certification required for business school graduation originated in 2002 as a partnership between Metizo,a personal development consulting firm, and the Euromed Management Schoolin Marseilles: students must not only complete assignments but also demonstrate self awareness and achievement of personal development competencies. As an academic department, personal development as a specific discipline is usually associated with business schools.
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Interpretation is affected by the context in which signs or semiotic resources are encountered Scollon and Scollon, 2003; Smagorinsky, 2001. When fictitious material ie. dragons appear in expository formats, the reader is challenged to go beyond the text itself to determine the reality or value of the information, or play along with the game and read these as expository texts. Just like readers deciding the truth value on bogus websites, readers of blurred genres must go beyond the text itself when deciding the value or intentions of what has been represented. As new genres emerge, and contemporary picturebooks continue to evolve and blur the distinctions between genres, research is necessary to understand how various semiotic resources work, and the possible effects they have on young readers. The blurring of genres may be more complex than simply the problematic distinction between fiction and reality. The two picturebooks discussed here draw upon expository structures that allow the authors and illustrators to present information in ways that support the opposite of what is intended. In other words, they used structures that support the exposition of reality to present fiction. References Arizpe, E. , and Styles, M. 2003.