Facilitators & Barriers of Communication

Selecting appropriate mediums, channels and technologies This takes place at the level of conceptualization. When a sender decides to encode a message, he or she must take two main things into consideration during this stage the context and the audience (receiver). These factors influence both choice of medium and choice of channel. The key word here is appropriateness. Choice of medium and channel are directly influenced by the purpose of the message and the intended audience. Ask yourself the following questions when determining levels of appropriateness: i. Who is my receiver? ii. How best can my message be conveyed? iii. Where is the communication act taking place? iv. What is the situation surrounding the communication act? v. Is my audience one person or several? vi. What medium should I use, oral or written? vii. Should I use technology? If so, which technology would most appropriate? Scenario 1 Read the scenario below and answer the questions that follow. Greg is ill and has to be away from school for two weeks. His mother encodes a letter to the school principal and sends it out in the mail. In the above situation, 1. How else could Gregs mother have gotten the message to the Principal? 2. Why do you think she chose to write a letter? Answer: The telephone or email could have been used. She chose the letter because a letter is a more formal medium of communication and can serve as a permanent record. Facilitators &; Barriers to Communication Noise is anything that interrupts or blocks the flow of information. Whenever the understanding of a message is affected, the obstruction is considered a barrier to communication. Some common barriers to communication are: i. A language barrier ii. A channel that is inaccessible to the receiver iii. The message is ineffectively encoded or the meaning is ambiguous iv. The medium is inappropriate to the message Some common facilitators to communication are: i. Choosing a familiar language ii. Using an accessible channel iii. Ensuring that the medium is appropriate to the message iv. Using audio/visual aids to enhance the encoding of the message

The Communication Process & The Elements of Communication

Systematic=Step by Step=Process Communication as a Process Human communication is interpersonal, it is purposive and it is a process. Question: What do we mean by process? Answer: By process we mean that steps have to be taken and in a set/particular order to achieve a desired result/goal. These are the important elements of the communication process: 1. SENDER/ENCODER The sender also known as the encoder decides on the message to be sent, the best/most effective way that it can be sent. All of this is done bearing the receiver in mind. In a word, it is his/her job to conceptualize. The sender may want to ask him/herself questions like: What words will I use? Do I need signs or pictures? 2. MEDIUM The medium is the immediate form which a message takes. For example, a message may be communicated in the form of a letter, in the form of an email or face to face in the form of a speech. 3. CHANNEL The channel is that which is responsible for the delivery of the chosen message form. For example post office, internet, radio. 4. RECEIVER The receiver or the decoder is responsible for extracting/decoding meaning from the message. The receiver is also responsible for providing feedback to the sender. In a word, it is his/her job to INTERPRET. 5. FEEDBACK This is important as it determines whether or not the decoder grasped the intended meaning and whether communication was successful. 6. CONTEXT

Communication does not take place in a vacuum. The context of any communication act is the environment surrounding it. This includes, among other things, place, time, event, and attitudes of sender and receiver. 7. NOISE (also called interference) This is any factor that inhibits the conveyance of a message. That is, anything that gets in the way of the message being accurately received, interpreted and responded to. Noise may be internal or external. A student worrying about an incomplete assignment may not be attentive in class (internal noise) or the sounds of heavy rain on a galvanized roof may inhibit the reading of a storybook to second graders (external noise). The communication process is dynamic, continuous, irreversible, and contextual. It is not possible to participate in any element of the process without acknowledging the existence and functioning of the other elements.

Language as A Subset of Communication: The Case of Wild Children

In a previous post, Introduction to Communication Studies, the point was made that humans are not the only beings with a system of Communication and also that 'Language' is the name given to the human system of Communication. Therefore, though babies are born with the ability to communicate, they must be placed in an environment where they are able to acquire language inputs from older humans, otherwise they will not acquire Language. Below is a you tube clip on feral (wild) children, which emphasizes this point.

Linguistic Features of Jamaican Creole (Patois)

MODULE TWO (2) : LANGUAGE & COMMUNITY Jamaican Creole is considered a language like any other for two basic reasons: 1. It possesses the characteristic features of a language AND 2. It performs the functions of a language. Below is a brief outline of some of these linguistic features: PHONOLOGY: the sound system of a language. Patois has a sound system independent of English. Jamaican Creole does not use the 'th' sound but substitutes two other sounds: the 't' sounds as in 'tik' for the English 'thick' and the 'd' sounds as in 'dem' for the English 'them'. Jamaican Creole does not pronounce the 'h' sound at the beginning of English words. Therefore English 'hour' becomes 'our'. Similarly there is the tendency to hyper-correct and pronounce the 'h' sound at the beginning of words that do not require it, therefore English 'egg' becomes 'hegg' and 'exam' becomes 'hexam' and so on. LEXICON: the vocabulary of a language. Although the lexical items of Patois are English based, many are used in non-English ways. Some Patois words that appear to be similar to English words do not carry the same meaning, e.g. 'Ignorant' in Patois means easily angered, very upset and not

lacking knowledge (which is the English definition). Another example is 'Belly' that in patois can refer to pregnancy. Some English words are compounded to create nouns not present in English for example 'Foot bottom' for the sole of the feet and 'Eye water' for tears. Some Creole words are formed by reduplication (base words are repeated to form new words). For example friedi friedi to mean fearful or timid, chati chati to mean talks excessively or out of turn. Some Creole words are adopted from other non-English languages, eg, maroon-Spanish, pikni-Portuguese, unu, (you plural) -Igbo GRAMMAR: rules governing the correct use of language Pluralization is signalled by the addition of the 'dem' after the noun eg. The people dem. Or to emphasize the numerical marker- 'de two book dem'. Possession is not signaled, as in English, with the apostrophe 's' suffix but by the word 'fi' as in 'A fi mi handout' Zero Copular construction. A Copular links the subject to the predicate. It is derived from the verb 'to be'. Creole can have a zero copular structure eg. Jane sick for Mary is sick in Englich or Jane de home for Jane is at home. SYNTAX: the proper agreement of words in a sentence Patois mainly uses syntax to highlight certain elements within a sentence while English often uses pronunciation by verbally stressing that which is to be emphasized. For example Creole: Is Susan eat di chicken? versus English Susan ate the chicken? Creole: Is di chickenSusan eat ? versus Susan ate the chicken?

Main Point vs Purpose

MODULE ONE (1): Gathering & Processing Information The purpose of this post is to clear up a mistake that is often made on the exam. The main point of this post is that there is a marked difference between the main point (main idea) of a piece and the purpose for writing a piece and you will be tested on whether you can make that distinction. The main point can never be the same as the purpose and vice-versa. Hence, your responses should reflect that you recognize this fact. Main Point/Idea The main point of a piece is the same as the topic/thesis statement. It refers to those words/sentences that capture the essence of the overall piece of writing. The thesis/topic statement is generally found in the first or last sentences of the introductory paragraph.However, sometimes it is not stated and has to be inferredfrom the passage A good thesis statement does two (2) things. First, it tells about an essay's topic. Second, it presents the writer's attitude, opinion, idea or point about that topic. Let us look at some examples: Example One: 'From King Leopold's Ghost, by Adam Hochschild, 1998' When the Atlantic slave trade began decimating the Kongo, that nation was under the reign of a ManiKongo named Nzinga Mbemba Affonso, who had gained the throne in 1506 and ruled as Affonso I for nearly forty years. Affonso's life spanned a crucial period. When he was born, no one in the kingdom knew that Europeans existed. When he died, his entire realm was threatened by the slave-selling fever they

had caused. He was a man of tragic self awareness, and he left his mark. Some three hundred years later, a missionary said, "A native of the Kongo knows the name of three kings: that of the present, that of his predecessor , and that of Affonso." Ask yourself: a. Who/what do you think the paragraph is about? (Topic) b. What is the writer's attitude, opinion etc about it? Discussion: Even though this is an excerpt of the piece, already you should be able to tell that that the main point/idea of the piece is that 'When the Atlantic slave trade began decimating the Kongo, that nation was under the reign of a ManiKongo named Nzinga Mbemba Affonso, who had gained the throne in 1506 and ruled as Affonso I for nearly forty years.' Let us try another one: Example Two: 'Adapted from Daniel Pendick, Courtesy of WNET.ORG (http://www.pbs.org/wnet/savageearth/tsunami/index.html) Though it's true that tsunamis are ocean waves, calling them by the same name as the ordinary wind-driven variety is a bit like referring to firecrackers and atomic warheads both as "explosives." Triggered by volcanic eruptions, landslides, earthquakes, and even impacts by asteroids or comets, a tsunami represents a vast volume of seawater in motion -- the source of its destructive power. On the open ocean, tsunami waves approach speeds of 500 mph, almost fast enough to keep pace with a jetliner. But gazing out the window of a 747, you wouldn't be able to pick it out from the wind-driven swells. In deep water, the waves spread out and hunch down, with hundreds of miles between crests that may be just a few feet high. A passenger on a passing ship would scarcely detect their passing. But in fact the tsunami crest is just the very tip of a vast mass of water in motion, as a tsunami can travel great distances with little loss of energy. The 1960 earthquake off the coast of Chile generated a tsunami that had enough force to kill 150 people in Japan after a journey of 22 hours and 10,000 miles. As the waves in the tsunami reach shore, they slow down due to the shallowing sea floor, and the loss in speed is often accompanied by a dramatic increase in wave height. Tsunamis also flood in suddenly without warning. Tsunami waves usually don't curve over and break, like Hawaiian surf waves. Survivors of tsunami attacks describe them as dark "walls" of water. Impelled by the mass of water behind them, the waves bulldoze onto the shore and inundate the coast, snapping trees like twigs, toppling stone walls and lighthouses, and smashing houses and buildings into kindling. The contours of the seafloor and coastline have a profound influence on the height of the waves -- sometimes with surprising and dangerous results. During the 1993 tsunami attack on Okushiri, Japan, the wave "runup" on the coast averaged about 15 to 20 meters (50 - 65 feet). But in one particular spot, the waves pushed into a V-shaped valley open to the sea, concentrating the water in a tighter and tighter space. In the end, the water ran up to 32 meters (90 feet) above sea level, about the height of an 8-story office building. Discussion: In this example taken from the May 2011 CAPE Paper 2, the main point may actually be located in the last sentence of the introductory paragraph. Therefore, the main point is that 'a tsunami represents a vast volume of seawater in motion - the source of its destructive power .'

Purpose The purpose of a piece of writing is generally evidenced by the type of discourse used (See post on Evaluating types of discourse. )The second example, speaking about tsunamis) evidences mixed discourse types. It utilizes elements of exposition, description and narrative. Readers receive indepth information about tsunami wave formation as well as true to life accounts or anecdotes of tsunami attack. This combination of discourse types aids the writer's purpose which is to alert or educate readers about the destructive power of tsunamis. Further Reading on 'Purpose': Chapter 10, Writing in English -Hazel SimmondsMcDonald et al Mistakes to Avoid on Examinations Avoid stating the main point and the purpose as the same thing. They may be similar in content but how you state it in your responses should be clearly different: The main point is that.... The purpose is to.... NOT the main point and the purpose is to... You will score 0 marks if you respond in this way. The examiner will not be able to tell whether or not you recognize the difference between the two concepts.

Expository Speech Checklist (Oral Exam)

Conduct an Audience Analysis
Ask yourself: What do they have in common? Age? Interests? Ethnicity? Gender? Do they know as much about your topic as you, or will you be introducing them to new ideas? Why are these people listening to you? What are they looking for? What amount of detail will be effective for them? What tone will be most effective in conveying your message? (E.g. neutral, animated/comedic, assertive, serious etc?) What might offend or distance them?

Practice the Speech before a friend or in front of the mirror

After you have completed the task, ask yourself the following questions: Which pieces of information are clearest? Where did I connect with the audience? Where may listeners be confused about my description or explanation? Where may the listeners become bored? Where did I have trouble speaking clearly? Did I stay within my time limit? (5 MINUTES)

Complete speech outline with references

General Tips
1. Practice the Attention Getter (i.e Short story, Quote, Poem etc, related to the topic, used to grab audiences attention before beginning speech) 2. Help audience to listen and stay focused. Avoid lengthy sentences, use humour where appropriate) 3. Use only the most significant and relevant examples when explaining/describing/informing. 4. Utilize transition words (E.g. firstly, secondly, In concluding, In closing etc) 5. Ensure that body language/posture during speech is not distracting and that you are neatly attired

Literary devices commonly used in Paper 1A (Listening comprehension)

CONTRAST The two widely differing elements are contrasted using a common value to convey further information about one or both elements. The differences between them often intensify either their positive or negative qualities. They frequently will be opposites. E.g the warmth of the Caribbean with the cold of a New York Winter (comparison point temperature). Contrasts also can be metaphorical. IRONY Irony is the contrast between what is expected or what appears to be and what actually is. For example A clumsy ballet dancer. Verbal Irony (sarcasm is the tone of voice/writing) The contrast between what is said and what is actually meant. E.g He did an excellent job of making a mess. Irony of Situation This refers to a happening that is the opposite of what is expected or intended. E.g. The wedding of a son causes a marital breakdown for the parents. DEVICES OF COMPARISON METAPHOR Compares by stating the element is the item of comparison e.g. The lawyers claws were out and he would not stop until they drew blood, ANALOGY

Extends a metaphor to compare a situation or particularly to explain a complex item by using a familiar item to structure the explanation. E.g. Exam preparation is like baking a cake all the ingredients must be used and preparations thorough before baking. Firstly the ingredients: study which is lightened with periods of recreation, physical health, managing stress. (The analogy would continue for several paragraphs even) SIMILE (note spelling well) Compares using the like, as, resembles, looked as though etc. e.g. His exam worries even after the event were as if a rat was gnawing at his brain. PERSONIFICATION Compares non-human, inanimate elements OR abstract concepts to using HUMAN qualities e.g. The building stared down at him daring him to enter OR Justice is never kindly but it is ruthlessly fair. If the qualities are not human then the comparison is a metaphor e.g. A beast of a car. ANTHROPOMORPHISM Gives animals human characteristics e.g. The fox spoke to the cubs and then strolled away with a dancing step. ALLUSION Uses familiar classical, biblical or other well know cultural references . E.g. Anasilike cunning

DEVICES OF EMPHASIS HYPERBOLE Exaggerates qualities of an element or an overstatement (sometimes for comedic effect). E.g. I could eat my shoes Im so hungry.

REPETITION Uses repetition of either words, phrases or even a whole sentence. E.g What if I dont make it, what if I cant pass, what if I fail

DEVICES USING SOUND Alliteration similar consonant sounds Assonance similar vowel sounds Onomatopoeia - the word sounds like the sound

A search of the internet will bring up many more complex and obscure devices.
POSTED BY MIZ JOHN AT 10:12 PM

CAPE Syllabus Module 1 - Gathering and Processing Information

Module 1 Gathering and Processing Information General objectives 1. use the structures of English correctly as well as with a degree of elegance 2. Evaluate examples of written and spoken communication, including arguments, taking in to consideration the form and content of the communication and the context in which it is presented and constructed. 3. Apply comprehension skills of analysis and critical evaluation to a wide range of oral and written material. 4. Demonstrate organising competencies in oral and written communication. Specific Objectives 1. Speak and write with control of grammar, vocabulary, mechanics and conventions of English usage; 2. indentify the characteristic formats, organizational features and modes of expression of different genres and types of writing and speech; 3. evaluation the appropriateness of data collection methods, including the use of the internet 4. apply any of the six different levels of comprehension to spoken or written material

5. write continuous prose and note form summaries of specific types of spoken and written material 6. evaluate the effect of source, context, medium or channel on the reliability and validity of information 7. gather information about current issues 8. evaluate information about current issues 9. present in appropriate oral form the evaluation of (8); 10. create a portfolio of oral and written work CONTENT 1. Structural competencies a. Grammar b. Usage c. Word choice d. Spelling e. Punctuation f. Pronunciation g. Enunciation h. Correcting errors and mistakes, revising and editing drafts 2. Levels of comprehension a. Understanding levels: literal, interpretive, analytical, application, synthesis, evaluative b. Understanding modes, genres and types of speech and writing, with specific attention to organisation and language used c. Levels of comprehension to different modes, genres and types of speech and writing i. Expository (for example definitions, technical writing) ii. Literary (for example prose fiction, poetry, drama) iii. Argumentative a. Forms (deduction, induction, analogy, authority) b. Fallacies (such as non sequitur, unproved assertion

c. Evaluating arguments 3. Study and summary skills a. General study skills i. Preparing to study (understanding mental, emotional and physical connections, scheduling and controlling distractions) ii. Defining and distinguishing between reading and listening iii. Setting purposes for reading (surveying, skimming and scanning) iv. Setting purposes for listening (general, specific) v. Understanding factors which affect reading and listening comprehension b. Summary skills i. Note taking and note making ii. Distinguishing between main and subsidiary ideas iii. Understanding logical linkages between ideas iv. Formulating topic sentences and linking them to subsidiary ideas v. Sequencing vi. Condensing vii. Writing outlines viii. Writing continuous prose summaries ix. Editing drafts (peer evaluation and self evaluation)
POSTED BY MIZ JOHN AT 8:59 PM

THURSDAY, MARCH 13, 2008

Summary of requirements for Expository Presentation

The expository presentation should conform to the following requirements An 8 minute presentation on the same theme as your reflective portfolio It will have 6 elements - An introduction with a thesis statement - A rationale in which you explain why you chose your theme - A discussion of issues (a factual presentation)

- An evaluation of the reliability and validity of two sources of data used in your presentation - A report on the challenges you faced while researching the presentation. - A conclusion You cannot read from a full script You can use notes in bullet point/ key words form (apart from details of references and statistics) The notes should cover no more than 8 small index cards (or paper the size of index cards) You can use visual aids but they are not a requirement You should wear school uniform which conforms strictly to the dress code for the examination You can find a more detailed explanation of the expository presentation here Labels: exposition, presentation, SBA
POSTED BY MIZ JOHN AT 10:47 AM

WEDNESDAY, MARCH 05, 2008

Research using the internet

The internet is a big old place and you can get very lost. When looking for factual information library sites and other tools which help control the search and make it more likely to be academic information are useful ways to do this. Below are a list of links which will help you find more relevant information A good starting place http://www.libraryspot.com/ (it is an American site but has many good

international resources) Encyclopedias 1. http://www.libraryspot.com/encyclopedias.htm 2. http://www.wikipedia.org/ 3. http://www.ipl.org/ General search engines 4. http://www.google.com/ 5. http://www.google.co.vc/ 6. http://www.yahoo.com/ 7. Meta-search engines (searches search engines) 8. http://www.metacrawler.com/ Find subject directories for a specific field (academic) 9. http://www.lii.org/ 10. http://infomine.ucr.edu/ 11. http://www.academicinfo.net/ General directories 1.7. http://www.google.com/dirhp%208 13. http://dir.yahoo.com/ Other directories which might help Google books and Google Scholar 14. Searches specialised data bases or the invisible web as not all websites are listed 15. http://www.searchability.com/ Finding journals and other publications

http://www.e-journals.org/ (some are pay services listed) http://www.doaj.org/ (free journals) General ideas for Caribbean 16. http://www.caribbeannetnews.com/ 17. http://www.cavehill.uwi.edu/bnccde/info.htm Labels: presentation, research, SBA
POSTED BY MIZ JOHN AT 6:30 AM

The expository presentation for CAPE Communication Studies Internal Assessment

What it is NOT It is NOT a presentation of any of your reflective pieces It is NOT a persuasive speech although you may express an opinion in the conclusion It is NOT submitted in writing It is NOT an essay on legs. You should not read from a script So what is it then? The presentation has two distinct parts * A FACTUAL presentation on an aspect of your portfolio theme * A presentation about your research including an evaluation of two sources of information used to prepare your factual presentation. It will have all the following 6 elements present 1. An introduction (statement of topic) In the introduction you will give a brief explanation of topic/ theme and a preview (with a thesis statement) of what you are going to cover.

For example. "My theme is Returning Migrants to St Vincent. Returning migrants or returnees are a group within the population of St Vincent who have spent a significant time away from the island and have then returned to permanently settle again. Returning migrants often are retired from their previous occupation which they pursued in a more developed country such as the United States, Canada or Great Britain or they have been working in another Caribbean state. According to statistics from the Customs Department given to me by Mrs B Chalres in an interview 4361 people claimed the concession for returning residents in 2005.Returning migrants experience 5 phases of adjuststment when returning which can be termed as culture shock." NOTE WELL I CANNOT HAVE THIS ON MY CARDS WHICH I TAKE INTO THE EXAM. It would look like this Theme ; Returning Migrants to St Vincent. a group within the population of St Vincent a significant time away from the island returned to permanently settle retired from their previous occupation (the United States, Canada or Great Britain) OR working in another Caribbean state. Customs Department (Mrs B Charles) 4361 people claimed the concession for returning residents in 2005. Returning migrants experience 5 phases of adjustmentwhen returning which can be termed as culture shock. 2. A rationale In the rationale you need to explain why you picked the theme and it can form

part of the introduction. In the rationale you should mention any personal interests, current academic links and future career plans which influenced your decision to choose the theme For example I chose the theme returning migrants to St Vincent and specifically to focus on culture shock because I am a wife of a returning migrant. I have a BSc honours in Sociology and the concept of culture shock is part of socio-cultural studies carried out by Kavelo Oberg 1958. In the future I will be submitting my Masters thesis on this specific issue. NOTE WELL I CANNOT HAVE THIS ON MY CARDS IT MUST BE NOTE FORM 3. Discussion of issues The discussion of issues is the factual presentation about the theme and its narrowed focus based on the thesis statement. Remember this will be about 3 minutes or so it is not long. It should have a distinct organisational pattern and you should aim for one of the expository structures such as cause and effect, process analysis, analysis by division, classification etc (See Writing in English) It should also be referenced and include any research findings. You will also need to give a conclusion to your factual presentation as a sort of sub conclusion dont wait until the end Here is an example of a possible outline for my example presentation (not all of it). It uses the organisational pattern of process analysis Remember you cannot read from a script! Culture shock 5 phases Honeymoon, rejection/ regression, conformist, assimilation, reverse culture shock

Honeymoon Centre for Overseas Travel the tourist phase Questionnaire (300 returning migrants) 78% not feel tourist 82% elated Rejection Oberg frustration etc Questionnaire 50% wanted to return after 3 months, Reasons, poor service, backward attitude, nothing to do, boring Interview Dr Sheridan Mental health presentations tend to be in 1st 4 months of return.

4. Challenges of research You need to discuss what difficulties you faced in preparing your factual presentation. If you did not have any difficulties then just explain why. For example (in note form) Questionnaires time consuming, identifying sample, Other sources - no central data on returnees, newspaper articles useful Academic research not on St Vincent 5. Evaluation of two sources For this aspect of the presentation you need to discuss your research. The two sources need not necessarily be given as a reference in the presentation but they should be relevant. You should try to select two different types of data source e.g. a newpaper article and an interview. You may want to very briefly summarise all your sources before evaluating two for reliability and validity. Please see other parts of the blog for information on reliablity and validity. For example (in note form) Secondary sources:

academic text books and journals, local and international newspapers and magazines, web sites: international public organisations e.g. Peace Corps general sites e.g. Wikipedia Primary sources interviews of experts in St Vincent questionnaire of returning migrants. Questionnaire of returning migrants Reliable: primary data source, research method suited to collecting data for social research Valid: Problem with sample size as total population of RMs unknown Problem with generalisation as differences between UK, US and other RMs more research needed. Overall reliable and reasonably valid The Experience of Return Migration: A Caribbean Perspective, Joan Phillips and Reliable Denis Conway, Ashgate Press, London 2005 Author expert Phd Social Anthrop. Specialised Caribbean writer Canada Publisher: reputable, specialst academic main interest Social research Valid Recently published Problem no reference to St Vincent Overall general but very reliable and valid source 6. Conclusion The conclusion should be slightly different to the internal summary conclusion in your discussion of issues. At this stage you can express a personal view or put forward a possible solution. For example (in note form) Returning migrants YES culture shock 3 ways Honeymoon

Rejection Conformist NO assimilation Solutions Programme promote overseas, keep in touch, Information - government

FINALLLY See my other post about the reseach using the internet for idea. Make sure that you are aware of the requirements for acceptable notes during the exam and be familiar with the marks scheme - it is not only content that is marked but also presentation skills. Labels: assessment, exposition, module 1 research, presentation,reliability, SBA, validity
POSTED BY MIZ JOHN AT 6:15 AM

WEDNESDAY, JANUARY 09, 2008

Worksheet 7 - Gathering and Processing Data

Question 1 You are carrying out research into savings institutions in St Vincent & the Grenadines. Identify which of the following are primary and which are secondary sources of information. Explain why for each source. (a) www.firstcaribbean.com (b) Your own interview with the manager of GECU (c) A report by the Eastern Caribbean Central Bank on Savings in St Vincent from their website without a date.

(d) Statistics from the Governments Annual Financial Statement on the Economy on Credit Union business for 2004. (d) The results of a survey using questionnaires carried out by a PhD student for his thesis on The growth of credit unions in St Vincent submitted in 2006 (d) A text book entitled Caribbean Economics published in 1997. (e) An advertisement for Millennium Offshore Banks Supergrowth Bond which compares its rate of interest to other savings institutions in St Vincent in last weeks local newspaper

Question 2 Evaluate 3 of the references above in Question 2 for reliability and validity. Make sure you evaluate both source of the data and the data itself. Question 3 Evaluate the credibility ONE of the following websites.

http://www.guyanacaribbeanpolitics.com/ http://anthurium.miami.edu/home.htm http://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.html Question 4 The Principal wishes to research whether changing to an Associate Degree from

the current A level / CAPE programme would be successful. (a) What 3 different methods of research could he use to gather data on which to base his decision? State the method in detail and the source from which the data would be gathered for each method. (b) What factors might affect reliability and validity of one of the methods you chose. What could be done to minimise the effects of the factors you have identified. (c) The Community College has 830 students of which 700 are female and 130 are male. Discuss the effect of sample size and demographic representation (include all the factors) if the Principal wishes to ensure a reliable and valid sample of the students. (d) The Principals is in favour of changing to an Associate Degree. How might this cause bias in interpretation of the data? Question 5 The following questions are from a survey into herbal medicine. Comment on the effectiveness of each question in generating reliable and valid data 1. Do you use alternative medicine? 2. Is herbal medicine a good or a bad thing? 3. Which of the following ways have you obtained herbal medicine / have you used herbal remedies (a) prescribed by a health professional e.g. registered nurse or doctor (b) herbal remedies suggested by other health practitioners e.g. bush doctor, herbalist

(c) over the counter herbal remedies purchased at a pharmacy (d) herbal remedies from your own garden/collected by you (e) any other method of obtaining herbal remedies (Please give details) 4 (a) Have you used herbal medicine Yes / No / Not sure (b) What illnesses have you taken herbal medicine to relieve?

Question 5 You are carrying out research into attitudes towards recreationaluse of cannabis. Other than questions to elicit demographic information suggest 4 questions two open and two closed in the sequence they would appear in the questionnaire to generate data.
POSTED BY MIZ JOHN AT 7:36 AM

Gathering data in research - an evaluation of reliability and validity

Primary and secondary data sources A research instrument can gather data from either a primary or secondary source Primary sources Primary sources are original materials on which other research is based. They are not interpreted or evaluated. Examples of primary sources are data gathered by a questionnaire, statistics of population from the Government census or a first report of a research experiment and its finding Secondary sources Secondary sources are less easily defined than primary sources. Secondary sources interpret and analyse primary sources examples might be text books, or journals which review others work. Sometimes is it always easy to distinguish primary from secondary sources. A newspaper article is a primary source if it reports events, but a secondary source if it analyses and comments on those events.

Evaluating Reliability and Validity In evaluating sources there are two elements reliability andvalidity. For a data source to be accurate and credible high levels of reliability and validity is the aim. Both elements are equal in importance in judging the accuracy and credibility of a source.

Reliability Can the source provide the data? For a source to be reliable we must evaluate the ability of the source to provide the information. We are looking at the question Is it likely that this source can provide this data? The issue is therefore authority. To evaluate authority we can look at several aspects of the data source. Author - Is the author an expert in the field? What qualifications do they have? For example an article on a website about HIV+ written by medical doctor might have more authority than one written by some one without qualification. Professional standards. Does the author have certain professional standards? The example of a doctor immediately comes to mind. Similarly academic writers who are published in academic journals or books have to conform to standards and have their work checked by other academics. Journalists mostly operate within a professional approach especially large international newspapers such as the New York Times or the Guardian (UK)Authority can mean expertise. Publisher Is the publisher reputable? Academic publishers need to maintain their reputation for accurate factual information so they also have editors to ensure a high standard. Other publishers such as newspapers, magazines etc

need to avoid legal action for libel (telling lies about someone) so also should be careful to print the truth. Organisation or Institution If the data is from an organisation, for example the United Nations, we need to evaluate their reputation and their role or responsibilities. For example statistics on the economy from the East Caribbean Central Bank would come from a highly reliable source as the bank use the statistics to conduct the very important business of issuing bank notes and controlling the money supply in the region. Research method Could the research method chosen generate the data necessary? For example in researching teen pregnancy would carrying out an interview of an expert generate the data needed or would questionnaires of teens be a better choice.

Validity Is the data true? A source could have high levels of reliability. For example, academic research published in an academic journal by the leading expert in the field however the data may have a low level of validity in that it might be very out of date. Equally it may be possible that a source might not be considered highly reliable for example an intenet site which does not have the name of the author, organisation who maintains the site etc however the data is still true or valid. In evaluating validity we need to look at accuracy and bias. To evaluate accuracy we can look at several aspects of the data Currency When was the data published or gathered? Could the information be out of date? For example statistics on rates of HIV+ infection will need to be up to date to be accurate.

Relevance Does the information relate to the circumstances you are applying it to? For example, will research carried out in the United States apply to the Caribbean? Data collection Was the data collected by reliable methods? Was it accurately recorded? Sample size Was the sample size large enough for generalisation to be accurate? For example if a newspaper article has only interviewed one person in a large crowd can we assume that all the points of view are represented? Similarly with social research the sample size is vital to judging whether the data is representative of the population as a whole. Replicable Do other sources have similar information? Would another similar piece of research have the same result? This is particularly relevant to sources such as the internet which lack references. To evaluate bias we can look at: Representation Does the sample include all the variables within the population such as age, gender, social class, religion, education level which might affect response? Even with a large sample if the sample is not representative then bias in the data will occur. Cultural bias Has the data been collected by someone of the same or a different culture. For example, an Western researcher may misinterpret a nonWestern culture and be biased due to racism or other factors. Similarly when researching within ones own culture, being subject to the same values and beliefs as the subjects may cause one not to question certain responses. For example when evaluating religious or other beliefs. Political bias Is the data being presented from either a right wing or a left

wing perspective. The conservative agenda (e.g. free market economics, personal liberty above all other rights and fundamental religious views) will differ from the liberal agenda (e.g. some control of the market for social gain, social control for the good of society, religious tolerance for different views). Social bias Aspects such as gender, race, age and social class may affect the presentation of data. For example a womens perspective on sexual equality may differ from a mans views. Faulty research methods Even the best academic researchers can make mistakes and inexperienced researchers such as a student may have issues with poorly designed and executed questionnaires and interviews. Mistakes within the research method inadvertently cause bias. This is why academic research is reviewed by several other academics to evaluate the methodology and avoid bias in the conclusions or faulty conclusions. Aim of the source in presenting the data The reason for the data being presented will have an effect on bias. For example a Government might present certain statistics on economic performance if they are favourable and might avoid others. Whilst the data is valid, there might still be bias in that other relevant information is not present. If the sources aim is persuasive again there may be bias. For example commercial sites wishing to sell products. Labels: module 1 research, presentation, reliability, SBA, validity
POSTED BY MIZ JOHN AT 7:20 AM

The Research Process

The research process is systematic and has several stages (a) Selection of topic The general area for research will be determined by either academic consideration (e.g. to further knowledge on one particular area) or by a specific need for information (e.g. to make a decision on services for example whether to implement an associate degree)

(b) Research question The research question is the narrowing of focus from a topic. For example the topic Associate Degrees at Community College may have a research question The impact of implementation Associate Degrees at Community College. (c) Thesis It may be at this stage a thesis will be proposed or it may be that some preliminary data gathering will take place before the thesis. For our example our thesis which we are seeking to either prove or disprove will be Fewer students will take an Associate Degree compared with the current student numbers taking the A level programme. (d) Designing the research instrument A research instrument is the way in which data (the facts) is gathered. It may be that research will be carried out solely through reviewing others research (library / book review) or combined with data gathering through research instruments such as surveys, experiments or observations. When designing the research instrument, the focus will be the goal of the research question and the thesis. (e) Gathering data The research will use the various instruments to collect information about the topic. (f) Recording data Accurate recording of data is central to research both primary and secondary research can be biased by incorrect recording. (g) Analysing and evaluation of the data The data will be assessed against the thesis as well as other conclusions being sought for the research question. It may be that the research might show fewer students would take the A level programme however other data gathered might

show that more students who previously would not have taken the A level programme would take the Associate degree (h) Presentation of results The research question is used to provide a framework for presenting the findings. (i) Review of results In many instances the research process and results are reviewed by either the researchers peers or in an academic evaluation process. Labels: module 1 research, process, SBA
POSTED BY MIZ JOHN AT 7:15 AM

MONDAY, DECEMBER 10, 2007

A Checklist for the Portfolio - the Reflective and Analytical elements

Reflective written portfolio 20 of 60 marks The portfolio will contain

(a) Cover sheet with name, candidate number, centre/centre number (150019) and teacher's name (b) Introduction to theme and reasons (personal, academic or other) for choosing the theme. (c) Two pieces of reflective (creative) writing of 2 of the 3 genres - poetry, short story or other prose form or drama. These pieces should have literary non-factual content (although your purpose may be to educate through this medium). One of these piece can be taped or videoed but the tape for video must be between 3 to 5 minute long.

(d) With EACH piece, a rationale for the piece of writing which includes inspiration, purpose in writing, intended audience and situation the audience will receive the writing (e.g. in an anthology, newspaper etc) (e) Conclusion. In the conclusion the student should reflect on his/her process in writing and his/her opinions. f) Bibliography Analytical part of the portfolio 20 out of 60 marks. Analysis of one your reflective pieces or a published piece of creative writing on the same theme. The analysis will include: ' * register (formality, tone, word choice etc), * dialectal variation (standard, non-standards), * attitudes to language (what does the choice of language convey to the reader about the character, what do other characters think of the choices of lanaguage or what do certain language types symbolise in societies), * communicative behaviours shown in the story e.g. use of non-verbal communication

Word limits for written portfolio The word limits are 1200 words for the reflective portfolio and 350 words for the analytical piece. You will be penalised by 2 marks if both the pieces together exceed 1700 words.

While we have no definite guidance on how to proceed with word count, we are assuming that words have to be over 2 letters to be counted. With regard to taped or videoed submissions, the script must conform to the word limit and should be submitted along with the tape. Labels: assessment, portfolio, SBA
POSTED BY MIZ JOHN AT 9:36 AM

MONDAY, NOVEMBER 05, 2007

Worksheet 6
1. According to Roberts, which two territories are linguistically notorious?

2. Which English speaking Caribbean country has fewest Creole features?

3. When a Jamaican Creole speaker says, All the ceiling she paint all is used to mean ________________

4. The feature wi used after sentences as a tag can be attributed to influence from which language?

5. According to Roberts which territories use the wi tag?

6. Which country does not use does to indicate habitual?

7. What linguistic difficulty does this traditional joke in Jamaica illustrate? The indignant schoolmaster reprimanding his pupil with, hemphasise your haiches, you hignorant hass.

8. A feature prominent in Barbadian speech is strong retroflexionwhat does this mean? Give an example.

9. When a Grenadian or Trinidadian uses it have as in the following example: It have a man in town. What does it have mean?

10. To signal future St Kitts speech has both gon and an . What do the following express (a) He an go town fi you (b) A gon do om soon.

11. Translate the following English Creole statements to standard

Di two pikni dem a fight. Dis a fi mi buk. Tantie bex causen say mi tan too long a maakit. Im tek tik lik di gyrl inna she head.

12. Write down three different ways in which non standard speakers of English in the Caribbean might say, The boys went to a party. Labels: caribbean language, creole, module 2, worksheet
POSTED BY MIZ JOHN AT 6:46 AM

Language: registers
An acrolect is a register of a spoken language that is considered formal and highstyle. The term mesolect refers to a register or range of registers of spoken language whose character falls somewhere between the prestige of the acrolect and the informality of the basilect. Mesolectic speech, where it is distinguished from acrolectic speech, is often the most widely spoken form of a language, generally being used by lower and lower-middle classes. Within the context of Creole languages, mesolects only appear in instances of a post-Creole speech continuum wherein speakerscode-switch between various mesolectal levels within the continuum depending on context. In linguistics, a basilect is a dialect of speech that has diverged so far from the standard language that in essence it has become a different language. A basilect represents the opposite end of the scale of linguistic formality from an acrolect. In certain speech communities, a continuum exists between speakers of a Creole language and a related standard language. Basilects typically differ from the standard language in pronunciation, vocabulary, and grammar, and can often develop into different languages. (Additional reading: West Indians and their language Chapters 1-4 )
POSTED BY MIZ JOHN AT 6:44 AM

Worksheet 5
Look at the poem: Dis ting called language is real funny We does use it for all kinda ting you see

Sometimes it fancy and sometimes it free And in did Caribbean is a real potpourri When it fancy we it formal and real la de da When it free we does call it vernacular Each country down here have it own language flavour But they each have a standard that they must master.

1. The author refers to using language for all kinda ting (line 2). State THREE different purposes of language. 2. Suggest TWO situations when one might use what the author refers to as fancy language (line 5). 3. Suggest TWO situations when one might use what the author refers to as free language (line 6). 4. Americans and British speakers may be said to be using different dialects of the same language. (a) What are some noticeable differences between them? (b) In this context explain what is referred to as accent. 5. Identify FOUR instances where Creole influenced vernacular is used in the poem. 6. Suggest one reason for the demise of the Garifuna language in St Vincent. 7. Identify ways in which the same language used by different speakers may vary. 8. What are the possible causes for the development of varieties of any language? 9. Write a short definition for the linguistic term register.

10. Explain the process by which one dialect emerges as the Standard. EXTRA: For each of the examples that follow, explain why these speakers of the same language did not seem [ :0)] to understand the meaning that was being transferred: .................... YOU ARE BACK AGAIN? The Judge said to the defendant, "I thought I told you I never wanted to see you in here again." "Your Honor," the criminal said, "that's what I tried to tell the police, but they wouldn't listen." CONTACTS A policeman stops a lady and asks for her license. He says "Lady, it says here that you should be wearing glasses." The woman answered "Well, I have contacts." The policeman replied "I don't care who you know! You're getting a ticket!" Labels: caribbean language, creole, dialect, language, module 2,worksheet
POSTED BY MIZ JOHN AT 6:33 AM

Language: dialects and registers

Language is systematic or rule governed. Although this is true, it is also true that there is often variation in the actual use of any language. All users of the same language do not necessarily use it in the same way. Often the same speaker may use the same language in different ways depending on a number of factors.

A dialect is a variant of a language. If it is associated with a geographically isolated speech community, it is referred to as a regional dialect. However, if it is spoken by a speech community that is merely socially isolated, it is called a social dialect. These latter dialects are mostly based on class, ethnicity, gender, age, and particular social situations. Black English (or Ebonics) in the United States is an example of a social dialect. Code switching: People may quickly switch back and forth between dialects, depending on the person they are talking to at the time. This pattern is referred to as diglossia or "code switching." Code-switching is a term in linguistics referring to alternation between two or more languages, dialects, or language registers in the course of discourse between people who have more than one language in common. Sometimes the switch lasts only for a few sentences, or even for a single phrase. More broadly defined, code-switching occurs when people alter their speech and behavior so as to fit into different social situations. The most common changes involve vocabulary, levels of casualness or formality, types of clothing, and facial and hand gestures. Dis ting called language is real funny We does use it for all kinda ting you see Sometimes it fancy and sometimes it free And in did Caribbean is a real potpourri When it fancy we it formal and real la de da When it free we does call it vernacular Each country down here have it own language flavour But they each have a standard that they must master. Labels: caribbean language, dialect, language, module 2, register,variety
POSTED BY MIZ JOHN AT 6:28 AM

Worksheet 4 - Language
Worksheet 4a True or False? 1. Language is the human ability to use certain forms for thinking, speaking, enjoyment and aesthetic pleasure. 2. Language is common to all living things. 3. A language is used by a particular community. 4. Language is acquired at birth. 5. The rules for one language always apply to another. 6. An infant will speak as a native tongue whatever language it is exposed to during the first few weeks of life. 7. The stages of acquisition of language in Spanish children and Chinese children are the same. 8. English is a prestigious language because it is inherently superior to other languages. 9. Language is centered in the brain. 10. Intelligence is measurable independent of language and culture.

Worksheet 4b. a). What is language? b). What are the main reasons for this complexity? c). Would you agree that the Europeans all spoke the same dialects of their language? d). What evidence does the passage provide to support your answer to (c) above? e). From which continent do the majority of official languages of the Caribbean come?

f). What languages did the Europeans encounter when they came to the Caribbean region? g) Why does the writer of the passage in Language Variety refer to the Caribbean as a complex linguistic area? h). Identify the official language in all territories of the Caribbean. i). Identify the popular languages of St Lucia, Jamaica, Bonaire, Haiti and Saint Vincent and the Grenadines. j). Give five examples of the linguistic features of Creole languages.

Reading Sections 1 and 2 of Writing in English (Chapters 1 - 7) Chapters 1 and 2 of West Indians and their Languages CAPE Study Guides 8, 9 and 10 Labels: assessment, caribbean language, characteristics, language,speaking, verbal, worksheet
POSTED BY MIZ JOHN AT 6:17 AM

Language variety
All human societies use language. Some societies use just one and are said to be monolingual. Most societies use more than one language. Such societies are bilingual, trilingual or even multilingual. Sometimes individuals within a society might be bilingual or multilingual. There is a difference between a society that is bilingual and an individual who is bilingual. In bilingual societies such as Canada, provision is sometimes made for equal treatment for speakers of either language. Road signs and other public use of language are often presented in both languages. The bilingual individual usually has to make a choice of language depending on her audience.

Usually the history of a language is the history of the people who speak it. The Caribbean provides good examples of this. It is a complex linguistic area. The original inhabitants spoke, and in places like Guyana and Suriname still speak, a range of indigenous languages brought to the region many hundred years ago. These languages are mainly the Arawaccan or Cariban language groups but there are also speakers of Warrau. The official languages of the Caribbean are local or regional forms of European languages such as Spanish, French, Dutch and English. In the special case of Haiti, the French-lexicon Creole language, called Haitian, is also regarded as an official language along with French. It must be remembered that many of the Europeans who came to the Caribbean territories were themselves speakers of non standard dialects of English. (Required reading: Writing in English Chapters 1-4). Labels: caribbean language, language, module 2, variety
POSTED BY MIZ JOHN AT 6:14 AM

Language - its origins and characteristics

Many animal and even plant species are said to communicate with each other. Humans are not unique in this capability. However, human language is unique in being a symbolic communication system that is learned instead of biologically inherited. Symbols are sounds or things which have meaning given to them by the users. Originally, the meaning is arbitrarily assigned. For instance, the English word "dog" does not in any way physically resemble the animal it stands for. All symbols have a material form but the meaning can not be discovered by mere sensory examination of their forms. They are abstractions. A major advantage of human language being a learned symbolic communication system is that it is infinitely flexible. Meanings can be changed and new symbols

created. This is evidenced by the fact that new words are invented daily and the meaning of old ones change. Languages evolve in response to changing historical and social conditions. Some language transformations typically occur in a generation or less. For instance, the slang words used by your parents were very likely different from those that you use today. You also probably are familiar with many technical terms, such as "text messaging" and "high definition TV", that were not in general use even a decade ago.