Search

In the recent years action research (AR) has become increasingly popular in second language teaching sphere. It has been established as an appropriate research paradigm for educational, professional, managerial and organizational development. Action research (AR) is collaborative, critical and self-critical inquiry by practitioners (e.g. teachers, managers) into a major problem or issue or concern in their own practice. It is an important way to extend the teaching skills and develop more understanding as teachers, of our classrooms and students. In this paper the focus is firstly identifying some of the key concepts in AR, defining AR and principles and procedures of Action research and focusing on the pedagogical issues. [ABSTRACT FROM AUTHOR]

In today's business world, it is not enough to be an erudite on economics, design, planning or any other sectors in which you may have some educational background. It takes more than technical skills to achieve success in a project, program or any career. In recent years, the focus in management has shifted from technical aspects of the profession (the skills of managing the project budget, planning, scheduling, and resources, etc., have been viewed as the key to delivering successful projects) to people-oriented factors such as interpersonal skills. These skills are professional competences, soft skills, management abilities or whatever you name it. It is just as important to focus on the soft skills of management-skills such as relationship building and communication-that can make or break your results. Soft skills (also called "people skills") are typically hard to observe, quantify and measure. In this paper the focus is on Interpersonal soft skill, hard skill, leadership skill and how beneficial are these skills for an individual and how these soft skills are becoming the key factor to differentiate a normal employee, from an outstanding one apart from this workplace communication relationship will be discussed. [ABSTRACT FROM AUTHOR]

Walt Whitman gives us much insight into himself and others in his poetry, and gives his readers a great deal to think about. His poetry resounds with echoes of freedom and integrity. Whitman believed in the individual and felt that the inner strength of a human being could be utilized and manipulated into something meritorious. Whitman's masterpiece "Leaves of Grass" is "the most extraordinary piece of wit and wisdom that America has yet contributed" in the words of Emerson. Within each poem we find that Whitman portrays a heroic and national poet who can extract the essence of what he sees and experiences; who is a would-be mediator between the extremes and the contradictions that he beholds in his world, and who desires to become the inspired spokesman of his world and of his nation(Reynolds, 2005). This paper attempts to explore the Immortality of Whitman's Philosophy, Transcendentalism, Democracy, and Individualism as seen embedded in the democratic framework of his Art--his Poetry. [ABSTRACT FROM AUTHOR]

English for Specific Purposes (ESP) has grown in leaps and bounds in the last decade. Course design is one of the key stages in ESP. Hutchinson and Waters see ESP as an approach rather than a product, by which they mean that ESP does not involve a particular kind of language, teaching material and methodology. Language varieties are self-contained entities which extend from a common core of language. This paper has highlighted some of the issues involved in ESP curriculum development. The main focus is on the topic of language varieties and on the type of investigation ESP curriculum developers use to identify the gap between what learners already know and what they need to know in order to study or work in their specific target environments. Apart from this it examines the topic of wide- versus narrow-angled course designs. [ABSTRACT FROM AUTHOR]

It has been seen that most of the pharmacist's problem in communicating about medication to their patient is one way communication and that they lack interpersonal skills. The Pharmacist should be given opportunities to learn and practice interpersonal communication skills during their community advanced pharmacy practice experience (APPE). To ensure the development of communication skills in pharmacy, one can incorporate the learning process "see one, do one, teach one" into their learning activities. This paper reviews the role of the pharmacist in facilitating development of communication skills for pharmacy practice experiences and providing certain strategies for incorporating interpersonal communication skills in collaboration with the patient care activities. The relationship between the patient and pharmacist is built on the foundation of trust and an open exchange of information; it is a collaborative relationship where a two way communication plays a vital role. The strategies that can be used to build an interpersonal relation at the time of counseling, educating and interviewing a patient are not only verbal but nonverbal (listening, eye contact, body language) and written communication too, which is necessary to improve the use of medications by patients and ensure most advantageous remedial outcomes. Whether pharmacists are communicating with patients, physicians, or colleagues, conflicts will occur. Learning appropriate conflict management strategies will help the pharmacist to tackle conflicts that occur in practice. By following these strategies during the normal workflow of the practice, opportunities and tasks the pharmacists can develop a dyadic interpersonal skill. [ABSTRACT FROM AUTHOR]