Compare and Contrast the Romantics William Blake and...

Compare and Contrast The Romantics: William Blake and Mary Wolstonecraft Mary Wollstonecraft’s A Vindication of the Rights of Woman sets out to invalidate the social and religious standards of her time in regards to gender, just as William Blake sets out to do the same for children. Both Blake and Wollstonecraft can be read by the average man and woman, lending its attention toward both upper and middle class. Wollstonecraft’s revolutionary themes of tyranny and oppression of women parallel the themes in Blake’s poetry of the tyranny and oppression of children; hence, leading the reader to the Romantic notion of empathy. Wollstonecraft’s use of nonfiction prose for A Vindication of the Rights of Woman sets her apart from the†¦show more content†¦Because women of her time were seen as â€Å"creatures† who lacked good sense and moral virtues, Wollstonecraft vehemently defends her gender by shifting the cause of these â€Å"female follies,† on men and argues, â€Å"From the tyranny of man, I firmly believe, the greater number of female follies proceed; and the cunning, which I allow makes at present a part of their character, I likewise have repeatedly endeavored to prove, is produced by oppression.† Blake directly addresses the same Romantic theme of tyranny and oppression towards children in â€Å"Holy Thursday† wherein he bluntly, yet poetically says, â€Å"Is this a holy thing to see/ In a rich and fruitful land/ Babes reduced to misery/ Fed with cold and usurious hands† (lines 1-4). Although Blake uses poetic blatancy, while Wollstonecraft uses direct nonfiction prose, both epitomize â€Å"Romanticism† with their revolutionary themes of an unjust system of society that points towards immoral conduct by using the weaker for their own happiness and gain. A characteristic tone of Romanticism is to evoke empathy within the reader to gain a deeper understanding of the revolutionary topics. In Vindication, as Wollstonecraft argues that a woman should have proper education so that she may exercise her hidden power of the use of reason when â€Å"young love† grows cold and she can no longer please her husband, she addresses this issue by eliciting empathy from

13 Ways to Screw Up Your College Interview

13 Ways to Screw Up Your College Interview is a short, ensemble-driven, one-act play written for student actors. Two college interviewers are tasked with finding just one more suitable applicant to admit for the fall semester. Faced with a deadline, they open up the dreaded â€Å"waitlisted† application folder and subsequently meet with a magician, a practicing vampire, a stoner, an aspiring reality TV star, what may be a time-traveling serial killer, and  more. Whats Great About  Ã¢â‚¬â€¹Ã¢â‚¬â€¹13 Ways to Screw Up Your College Interview An ensemble production like 13 Ways to Screw Up Your College Interview offers a great opportunity for many student actors to have sizable roles. This play also provides ample chances for casts to work on acting skills: Reacting in the moment. The interviewers must listen and demonstrate appropriate reactions within the confines of the situation, no matter how absurd it is.Raising the stakes. The play opens with a clear and defined mission. These two interviewers must find an acceptable applicant for the fall semester or they will both be fired.Committing. The applicants are strong characters that cannot be served by actors who shrink into the background. The student actors need to have strong emotions and make big choices to pull these characters off.Concentration. The actors cast as applicants are tasked with some truly crazy antics. They will need strong concentration to play their scenes without breaking character. Minimal sets, ​costumes and props are needed for this one act play. The focus of the production should be placed on the actors and their character development. There are negligible content issues. About the Cast and Characters Cast Size: This play can accommodate 16 actors. Male Characters: 6 Female Characters: 7 Characters that could be played by either males or females: 3 (Note: The playwright and the publisher are flexible on allowing the gender of characters to be changed to accommodate your cast.) Roles Interviewer 1Interviewer 2Harold has a chronaquestimixidous disease - a condition that renders a person unable to hear a question correctly. As a result, he answers the question he thinks he heard instead of the question he is actually asked.Kimberly is an up-and-coming reality TV star. Even though she is a perfectly normal girl and would be an excellent applicant for the college, her aspirations make her behave otherwise.The Producer is there to film Kimberly’s college interview and coach her to appear as obnoxious as possible.Maria is extraordinarily sick and nervous. Hopefully, Interviewer 1 has a strong stomach.Brett is a very busy man. He is overconfident and believes the world revolves around him and his life.Lily is emotionally scarred by minor events in her life. She almost saw someone drown, she almost had a fight with her friend, and she almost had therapy once.Melvin can play the song â€Å"Wipeout† on his stomach.Kelly believes that no GPA, no SAT scores, an d a recommendation from a hand-drawn cat will get her into school.Jeff aspires to be in a coma one day.Eve has brought two songs and a few monologues to audition. She is loud and proud of her performances.Elizabeth plays volleyball, soccer, and basketball, volunteers at a soup kitchen, teaches sailing and is a practicing vampire.Ben may be a time-traveling serial killer. He knows far too much about the upcoming interviews and is far too insistent about being admitted to this college.Jason is a fledgling magician.Emily is perfect for the college until that Ivy League school calls and offers a full ride. 13 Ways to Screw Up Your College Interview is licensed by Playscripts, Inc. It also appears in the book Random Acts of Comedy: 15 Hit One Act Plays for Student Actors. Playwright Ian McWethy has also written 14 More Ways to Screw Up Your College Interview as a sequel that may be used to add additional scenes to 13 More Ways to Screw Up Your College Interview and increase the cast size. Directors may swap scenes between the two plays or perform them together for a longer, even more outrageous theatrical experience. Source Pizzarello, Jason (Editor). Random Acts of Comedy: 15 Hit One-Act Plays for Student Actors. First Edition edition, Playscripts, Inc., August 23, 2011.

Inclusion in the Classroom A Critical Review Free Essays

string(117) " end is to assist staff and pupils gain an apprehension of all groups present in the local and national communities\." Issues environing the integrating of pupils with disablements into the general instruction schoolrooms are explored in this research paper. The history of inclusion if first examined by following the motion from mainstreaming to the least restrictive environment and eventually to full inclusion of pupils in age-appropriate general instruction schoolrooms. Next, the current place of inclusion and its topographic point in instruction in Canada is discussed. We will write a custom essay sample on Inclusion in the Classroom A Critical Review or any similar topic only for you Order Now Besides, issues confronting pupils, their households and instructors are addressed and suggestions to get the better of them are provided. Finally, the pros and cons of inclusive instruction are presented and it is concluded that the benefits of inclusion overshadow the costs of including particular needs pupils into regular schoolrooms. Besides, inclusion tends to better the overall educational experience for both particular needs pupils every bit good as regular pupils in the schoolroom. Keywords: integrating, disablements, inclusion, inclusive instruction Inclusion in the Classroom: A Critical Review Education and inclusion Education is the basis of responsible citizenship in most well-established democracies. Post Confederation of Canada, the authorities and ordinary citizens have recognized the significance of instruction and hold made public commissariats for its cosmopolitan handiness to kids and young person at the simple and high school degrees. School is the topographic point that provides a community puting for kids and young person by assisting them develop their cognition, by advancing citizenship and edifice societal relationships. Hence, when a school is inclusive, communities become inclusive excessively. Educating kids is non merely a basic human right, but a vehicle for societal inclusion and alteration. The recent thrust toward inclusive instruction is more than merely about ‘special educational demands ‘ . It reflects alterations in the societal and political clime wherein a new attack characterizes believing about differences. The chief purpose of inclusive instruction is to guarantee that all pupils participate in the schoolrooms with their same-age equals and develop emotionally, socially, intellectually and physically to their fullest ability. Inclusive instruction is a developing construct. Usually it is understood as instruction of kids with disablements in regular schools, but it is a much broader thought. It refers to an instruction system which continually works at increasing engagement and taking exclusion from all the facets of schooling in a manner which makes a pupil feel no different from any other pupil and which ensures academic accomplishment ( Booth, 2002 ) . Inclusive instruction makes the school a topographic point of instruction for all pupils, and manages to run into the single demands of each student better. It should be able to take the school to seek ways to educate all kids in the most ordinary ways possible Inclusive schools put into topographic point steps to back up all pupils to to the full take part in the life of the school with their age equals. Where barriers to full engagement exist, inclusive schools are able to alter their organisation, and adapt the physical premises and elements within schoolrooms to the demands of each pupil. The primary rule of inclusive instruction is that ordinary schools should supply instruction every bit platitude as possible for all immature people while accommodating it to the demands of each. It consists of puting learning-impaired pupils in general schoolrooms and incorporating their acquisition experience with pupils in the general instruction categories ( Turnbull et al. , 2004 ) . Furthermore, there is a differentiation between inclusion, where pupils spend most of their clip in the general instruction schoolroom ; and mainstreaming where pupils with particular demands are educated in the general schoolroom during specific clip periods based on their accomplishments. The inclusive instruction theoretical account challenges the particular instruction theoretical account, chiefly the belief that differences in academic or societal accomplishment between pupils with and without disablements are excessively hard to be accommodated in regular educational scenes ; that particular scenes are more effectual than regular schoolroom environments for pupils with disablements ; and that labelling is necessary for appropriate service. Advocates of inclusion argue that the rights of and benefits to scholars with disablements who are included in regular schoolroom environments outweigh the challenges faced by instructors in such a state of affairs. With the support of decently trained resource instructors, regular schoolroom instructors should be able to work efficaciously with all pupils. History of inclusive instruction The history of suiting the demands of diverse scholars in the modern-day educational scenes parallels the development of societal and psychological systems ( Kaufman, 1999 ) . Smith et Al. ( 1998 ) sum up this history as holding moved through three stages: segregation, integrating and inclusion. However, late a planetary displacement in believing on methods schools use in reacting to the demands of diverse scholars has taken topographic point. Particular instruction found its beginning in society ‘s concern with human rights following World War II, and by the 1950 ‘s educational arrangement based upon minority or disablement position was a debated issue ( Smith et al. , 1998 ) . Thus, particular instruction owes much of its beginning to the Civil Rights Movement, when the integration of American schools validated a parallel human rights statement against segregation based on physical/mental abilities ( Friends et al. , 1998 ) . While both Canada and the United States presented duty to the states and provinces for implementing educational statute law, The Education for All Children Act ( 1975 ) steered in a more inclusive theoretical account of particular instruction which supported free and appropriate instruction for all kids in the least restrictive and non- discriminatory environment. Written single educational programs ( IEPs ) to aim single demands were designed and implemented ( Salend, 2001 ) . In Canada, indirect support for greater inclusion of diverse scholars came from the 1982 Charter of Rights and Freedoms, which challenged favoritism based on mental or physical disablement. By the 1980 ‘s most states and districts were supplying some type of particular instruction through a combination of regular and individualised environments ( Dworet A ; Bennet, 2002 ) . Current place Inclusive instruction is today ‘s educational â€Å" hot † subjects, and there are a assortment of places on inclusive instruction. One end is to assist staff and pupils gain an apprehension of all groups present in the local and national communities. You read "Inclusion in the Classroom A Critical Review" in category "Essay examples" Besides, inclusive instruction is sometimes equated with mainstreaming where particular needs pupils are placed in regular schoolroom state of affairss. In recent old ages advocates for inclusive instruction have argued that every bit many as 40 % of pupils with rational disablements are still being educated in unintegrated scenes while they have a right to inclusive instruction ( Porter, 2004 ) . A reappraisal of current educational policies in most Canadian states shows that inclusion of pupils with disablements in regular schoolrooms is the dominant policy ( Hutchinson, 2007 ) , although most legal power maintain segregated schoolrooms for those pupils who might profit from such arrangements or whose parents prefer such arrangements ( Ontario Ministry of Education, 2000 ) . Researchers and pedagogues advocate that all kids, including those with disablements, be educated in regular schoolrooms that reflect the diverseness of Canadian society and its inclusive values ( Lupart A ; Webber, 2002 ) . While such advocators agree that pupils with disablements may non be able to carry through the same curricular ends as the other pupils, they believe that inclusive instruction enables them to be treated with self-respect and allows others to acknowledge their concealed abilities. In recent old ages, there does look to hold been progress in the extent to which kids and young person are educated in regular versus particular category arrangements. However, while inclusion is progressively being accepted as the preferable attack for educating all scholars, other attacks to instruction go on in many countries of the state. Executions of inclusive patterns are inconsistent from state to province, community to community, and between school systems ( e.g. , English, French, Public, and Catholic ) . The incompatibility of attack has resulted in confusion and uncertainness among parents and instructors. Besides, many pedagogues believe that inclusive agencies conveying particular needs pupils into ‘regular ‘ schoolrooms with ‘normal ‘ kids. The job with this position lies in the fact that there are no ‘regular ‘ schoolrooms with ‘normal ‘ kids. All kids are alone, and so are their demands and abilities. Therefore, it is p erfectly necessary for instructors to supply pupils with individualised attending that will assist them develop in peculiar countries and it ‘s of import to construct success into each pupil ‘s single acquisition experiences. The particular instruction policy that prevails in most legal powers fails to guarantee the committedness of instructors and their schools to inclusion. In many parts of the state, inclusive instruction is considered an ‘add on ‘ to the bing particular instruction system, and it therefore may non be a precedence at all. Besides, effectual schemes are non widely in topographic point to further passages from early childhood scheduling to school and from high school to employment or to other post-secondary options. Many particular demands pupils who do graduate from high school, have no clear acknowledgment of the accomplishments gained or faculty members learned in order to derive entree to post-secondary plans. Issues for pupils and households Young people with continue to be denied entree to regular instruction in many instances. ‘Zero tolerance ‘ and other behavioral policies result in the segregation of pupils, particularly for those with ambitious behavior issues. Procedures for pupil appraisal and labelling create administrative loads for instructors while making a stigma for pupils. Bing identified as a particular needs pupil carries with it the menace of embarrassment and being bullied. Procedures for deriving entree to disability-specific supports ( e.g. , attenders, address specializers, assistive engineerings ) and other resources needed for success in regular schoolrooms are typically restrictive and non available on an just footing. There are serious concerns in many parts of the state about the insufficiency and inflexibleness of the supports that are available and about the long holds in procuring the supports that may finally come on watercourse. Similarly, alternate pupil testing and other adjustments for pupils are non assured. Parents have a polar function to play as confederates with the instructors, particularly for pupils with particular demands. However, in some instances, deficiency of significant parental engagement is observed and consequences in poorer educational quality for the kid. Issues for instructors Indeed inclusion nowadayss an tremendous challenge to instructors as it brings with it increased anxiousness and excess work load. Individual Education Plans ( IEPs ) are taxing for many instructors and many merely have a limited background in this country. Besides, the practical utility of IEPs is questionable as to whether they do non inform and steer instructional patterns. Normally, there is confusion among instructors and educational helpers about their several functions and duties. Teachers frequently leave the premier duty for educating pupils with important disablements to teacher helpers. However, helpers should be playing a auxiliary and non a lead function. Additionally, instructional supports for instructors on inclusion ( e.g. , learning resources, sample lesson programs, etc. ) are besides needed. However, a deficiency of handiness and even wrongness of such supports has been a concern. Addressing the issues In order to turn to the above mentioned issues ; instructors, parents and kids need assorted sorts of supports. Support for instructors Model schools need to be created highlight community-learning and value diverseness. There needs to be a committedness to run intoing all the values and pedagogical challenges. Flexibility in the course of study every bit good as periodic testing is needed so that instructors can accommodate to the varying demands and abilities of diverse scholars in their schoolrooms. Besides, single educational programs ( IEPs ) need to turn with the kid and any individualised planning should drive instructional pattern and service as a existent usher for the instructor. Regulating constructions need to be more ‘teacher friendly ‘ and sensitive to issues of student-teacher ratio. Besides, touchable resources such as instructor helpers, supportive professionals, schoolroom equipment etc. are needed in order to maintain category sizes manageable without a sense of competition among schools. In add-on to that, school boards should be able to supply instructors with the practical aid and preparation required in order to equilibrate the outlooks of the current course of study every bit good as single pupil demands. Furthermore, instructors and parents need to be more reciprocally supportive of one another. Parents should go on to recommend for quality instruction and inclusive plans for their kids, and should besides include support for instructors and the school within that. Last, development of a theoretical account model for successful inclusion is indispensable, which will affecting decision makers, instructors, resource instructors, teacher helper every bit good as parents. Furthermore, there is a demand for teacher-to-teacher mentoring support every bit good as sharing of thoughts and experiences that will profit the instructors and the pupils in the long tally. Professional development integrated into the regular teacher-training course of study, every bit good as ongoing preparation is required. Besides, Jordan and Stanovick ( 2004 ) place three nucleus concepts to assist do inclusion work at a schoolroom degree: instructors ‘ beliefs about their functions and duties, instructors ‘ sense of efficaciousness, and the corporate belief of the school staff toward inclusive patterns. Support for parents and pupils Parents frequently lack information sing policies and plan offered by the school boards and the authorities. Therefore, instructors and school decision makers need to promote unfastened communicating and support services in order to supply accurate information to parents. Besides, parents will decidedly profit from regular contact with other parents and support bureaus outside the school system. To back up pupils with disablements, school leaders need to make a community of credence and belonging that helps foster positive attitudes towards all pupils. Along with a healthy school environment, equal resources are needed to guarantee that pupil demands are met in a professional and timely mode. Teachers can assist by supplying supportive and flexible acquisition environments in the schoolroom. Besides, prosecuting pupils in active and meaningful undertakings would promote engagement and do instruction gratifying. Effective schemes that work best for pupils with particular demands will work good for all pupils, because every kid in the schoolroom has alone larning demands and a multi-level attack to learning will outdo accomplish the highest potency for all pupils. Finally, to further a general clime of teamwork, instructors should promote and ease equal support where pupils should be able to assist each other and learn from each others ‘ experiences. This will assist them larn to demo regard for and do attempts to suit pupils ‘ demands and strengths. Professionals of inclusion Inclusion has resulted in greater communicating accomplishments, greater societal competency, and greater developmental accomplishments for all particular instruction pupils who have been a portion of the inclusive scene ( Bennett, DeLuca, A ; Bruns, 1997 ) . A 2nd benefit of inclusion is that handicapped pupils make more friends in the general instruction scene and interact with their pupil equals at a much higher degree non isolated in the particular instruction categories ; inclusion allows handicapped pupils to be an active portion of the larger pupil organic structure. Another advantage is that the costs of inclusion are less over clip than learning the particular instruction pupils in particular instruction categories entirely. Increasingly, this discourse emphasizes scholars ‘ rights every bit good as their demands, and stresses the importance of an instruction free from favoritism and segregation. Academic and societal accomplishment has really been found to be higher in regular instruction with assorted groupings of pupils from diverse backgrounds and abilities scenes ( Will, M.C. 2002 ) . Cons of inclusion Educators who are critical of inclusion argue that puting particular instruction pupils in the general instruction schoolroom may non be good and full-time arrangements in general instruction schoolrooms would forestall some handicapped pupils from obtaining intensive and individualised attending and instruction. Direction in the general instruction category would thin the specialised attending they would usually have in a particular instruction category. Besides, the fiscal resources are non available for inclusion to be effectual ( Fox A ; Ysseldyke, 1997 ) . Critics of inclusion have asserted that particular instruction financess have non be appropriated to general instruction in a sufficient sum to do inclusion viable in all instances. In other words, in order for inclusion to work, financess need to be available to do inclusion effectual and feasible in the general instruction scene. Another unfavorable judgment of inclusion was that general instruction instructors do non posse ss the needed preparation or makings to learn handicapped pupils efficaciously ( Schumm A ; Vaughn, 1995 ) . Furthermore, general instruction instructors do non hold chances to work with or join forces with particular instruction instructors and to be after and organize lessons and learning schemes between general and particular instruction instructors. Discussion Inclusion appears to hold created an ideological divide in particular instruction, bespeaking a split on how best to function pupils with disablements under the umbrella of particular and general instruction. The division has caused much argument in the educational community, motivating surveies on the viability of integrating. In the recent argument about inclusion, a premium is placed upon full engagement by all and regard for the rights of others. As to every attack, inclusion excessively has its portion of positives and negatives. As schools implement inclusive patterns, research must go on to find how integrating will impact all pupils ‘ academic and societal advancement. Whether inclusion becomes a portion of the particular instruction continuum for arrangement of pupils with disablements or initiates a useful school system, pedagogues must rethink, restructure, and reorganise their present bringing system to profit all pupils. The benefits of inclusion certainly outweigh the costs. A major benefit of inclusion is that it allows for social integrating of handicapped pupils. Disabled pupils are much less unintegrated and isolated from the general pupil population. This is consistent with the ends and aims of the IDEA and No Child Left Behind Act which specified that all pupils should be treated every bit ; there should be equal protection and equal services. While non ever possible, this is a worthwhile end. Inclusion furthers this end of accomplishing full integrating for all pupils. Inclusion, therefore, consequences in greater societal coherence, a greater sense of empathy, and a greater sense of diverseness. Inclusion is a worthy end that should non be abandoned. Inclusion is important because it ensures equality and non-discrimination on the footing of disablement and allows pupils to have a â€Å" free, appropriate public instruction. † There are pros and cons, advantages and disadvantages, to inclusion. Furthermore, pupils and instructors learn tolerance by developing and furthering a sense of community where diverseness and differences are valued. The segregation that consequences from separate particular instruction schoolrooms is avoided and the more interaction there is with persons with differences, the more tolerance, empathy, and apprehension is fostered and developed. How to cite Inclusion in the Classroom A Critical Review, Essay examples

Effective Business Communication for Literacy- myassignmenthelp

Question: Discuss about theEffective Business Communication for Literacy Diagnostic. Answer: Introduction Good communication is a key aspect in all walks of life. The ability to communicate well with others such as colleagues ,managers and others at the place of work is very vital irrespective of the kind of industry that one is working in.Effective communication is more than just exchanging information.It goes deeper to the ability for one tounderstand intentions and the emotions attached to the message that is being communicated.In connection to good communication therefore,it is required that individuals should periodically carry out diagnosis and reflection on their communication skills.Communication diagnosis in this case refers to subjecting an individuals different communication tools to some tests to find out the extent to which one is good in communicating. (Burgoon, Hunsaker Dawson, 2011)Communication reflection is all about tracing back different communications that one has been involved in and assessing them.Therefore,to carry out communication diagnosis on various areas suc h as non verbal communication,active listening and many others,diagnostic tools i.e. writing ,monitoring progress tools ,reading and viewing tools ,speaking and listening tools and finally early literacy tools will be used in the exercise.Under literature review ,both theoretical approaches and different models will be used to address the aspects arising from diagnosis and reflection .An action plan meant for the next six months intended to improve communication skills in areas that were found to be wanting will be created. (Friedman Miyake, 2011) Diagnosis and reflection Each diagnostic tool will be subjected in various communication areas as follows: Early literacy diagnostic tool This refers to the ability of an individual to comprehend a text, listen and recall, be able to use oral language, read and write. This tool intends to investigate communication ability of an individual on the basis of the early literacy fundamental skills. Verbal communication is simply the use of sound words to communicate. It is the most common type of oral communication that is used. My use of verbal communication can be said to be perfect or excellent since it is a technique that I have been exposed to and I have had many avenues to use. I have used verbal communication in both class and business presentation and the audience have always been satisfied with the communication.Listening refers to the ability to rightly interpret information in a communication.Whenever I am listening ,its always easy for me tounderstand the message be it a question or a comment from my audience.Under tis tool also,the ability to comprehend and recall is also tested.Analyzing my communication,it is true that I have a challenge in recalling an information from the previous communication.I find challenging. (Sitlington, 2008) Speaking and listening diagnostic tool It is the second diagnostic tool in communication.These tools are meant for comprehensive understanding of the uttered word;oral language retell, comprehension and oral language retell conversation. Listening and speaking to me has never posed any challenge .This is rated from the response of my audience .They are always positive to me whenever we communicate and a high level of satisfaction is demonstrated Reading and viewing diagnostic tool This is all about reading texts and linking information, understanding the main questions and relevant points in a context. Under this assessment I dont have any problem because I am always able to understand texts written in different contexts .The only challenge that I am yet to overcome is the viewing of texts. I either skip some information or fix words that are not included in the text. Writing diagnostic tool This tool is used in assessing the non-verbal type of communication it focuses on determining ones ability to produce sensible complete writings of various contexts including editing and spelling. I have no problem with this since my writings are always clear and easily understood by my audience. There has never be any complain concerning the clarity and relevance of my texts concerning the use of words, punctuation and word construction in general. (Gudykunst Mody, 2011). Oral language diagnostic tool This purely refers to the word of mouth as communication tool .In some way; it refers to the use of sound words to communicate. This assessment tool is aimed at examining the choice of words when communicating in different contexts. This is because communication is not just the passing of words but these words must have a meaning that are relevant to different context for example communication in business ,legal matters ,ceremonies and classwork presentations differ because of the choice of words. This tool also aims at testing on how someone is clearly audible to his or her audience. Two key communication issues that need development From the above diagnosis and analysis on my communication skills, the two issues that still require me to improve on them are my recall or comprehension skills and viewing skills. This is because whenever communicating with my audience, they demonstrate dissatisfaction on my communication skills on these two areas Recent professional interactions that demonstrate need for development in my poor areas of communication The first avenue was the presentation of a business idea that I had as a consultant to a company.The audience was calm and attentive when I was presenting the ideas off-head(not reading from anywhere) but the atmosphere changed when I started reading the presentation from my note book. This is because of the skipping of some information and therefore my audience could clearly understand what I was presenting. This showed that my viewing of written content needs some development. The second avenue was a continuation of the same presentation from the previous time .Many questions from the audience arose .This is because the information that I was presenting was a bit contradicting with the previous one despite of the fact that the presentations were of the same business idea and the questions that I had previously answered.I had forgotten what i had prioritized during the last presentation .This made me realize that I have a problem with recalling the past information .I still have to work and develop on my memory.Therefore, from these two avenues, it was clear that some development on communication concerning recalling and viewing were still needed. This is because they are among the most crucial communication skills that one has to perfect since they are inevitable in day to day communication. (McAlenney Coyne, 2011) Conclusion In conclusion therefore, communication diagnosis and reflection is a good exercise for good communication.It is through this exercise that I have been able to subject my various skills to assessment and came up with faults that need to be corrected.It is not only useful to individual but also to professionals that are mostly involved in social communication .Diagnosis and reflection of communication will help these professionals develop and build upon their communication skills .This is also vital since any relationship formal or non-formal is determined by the kind of communication that is used and how good and relevant is it to different context Literature Review Good communication is the key to good relationship among people particularly in a work place (Vorderer, 2015).Communication does not only refer to the exchange of information between people or groups .It also refers to the level to which the recipient is able to understand the message that the communication intended to deliver. This paper will therefore discuss the two issues that need development that I was able to identify through communication diagnosis and reflection. The literature review will also discuss theories relating to the issues and how to develop them .Lastly, the focus will be on my personal efforts to improve on those communication areas Discussion on the two issues Memory or comprehension. This is the most vital element of communication because without it, communication becomes valueless or meaningless. An individual is considered to be good in communication if he or she has the ability to comprehend readings and memorize any conversation that has taken place in different contexts. Memory is a linkage to flow of information from time to time .From the above diagnosis on my communication skills, comprehension and memory came out as one of the areas that I need to improve on. Basing on theories related to this and my personal practices, is a discussion on how memory can be developed. (Perry Ziegler, 2013) Spaced repetition theory, ( Hermann Ebbinghaus1885) Hermann came up with a theory that tries to examine how memories work and how they can be enhanced .To illustrate this; he usedwhat he called the forgetting curve. This is a form of curve that tries how our memories in relation to time. According to this theory, as time goes by, the strength of a memory decays. He said that when one learns about something, he or she is able to remember for a couple of days .In most cases after a week, thememory will get distorted and information will be lost but if repetition is done within the first few days before the information is lost, the information will be retained .Too early repetition of information will not significantly add to the memory. On the other hand, when repetition is done too late, a few traces of the previous information learnt will be re-learnt rather than learning anything new. This process is called recalling. In his theory therefore, Hermann emphasizes on the repetition of the information while it is still fresh in the memor y. This will ensure that there is optimal remembrance of the information. (Perry Ziegler, 2013) Relevance of the theory to my situation After carrying out diagnosis ,memory was one of the challenges that I face in my day to day communication.Therefore,according to the above theory,the only way to enhance my memory by repeatedly going through my previous presentations so that I can recall on what I had previously said to avoid contradicting myself and the audience as well. This can be done by ensuring that I go through my previous presentation before I start presenting the one. (de Vries, Bakker-Pieper, Konings Schouten, 2011) Behavioral (Personal skills) to improve my comprehension and memory According to research, the foundation of a good memory is to have a healthy body and mind. The brain cannot function well if some behavioral practices are harmful to the body and the mind. The following issues are the ones that need to be addressed in order to have a good memory. The first one is eating well. Eating well means that one has to take vital vitamins like folic acid, vitamin B12 and antioxidants. These elements help improve the sharpness of the mind .It also to supplement these vitamins .The second behavioral development is water intake. Failure to drink the required amount of water weakens both the body and the mind .Water is able to make the red blood cells very active hence more energy. The third aspect is about sleep.Adequate sleep is the key to a good memory .This is because when one sleeps, the brain is able to recharge itself .According to medical research ,the brain needs sleep for it to convert new memories into long-term memories. The last behavioral determinant of a good memory is effective stress management. It is the most common memory destroyer. Stress should be managed so that it does not cause body harm that may affect the memory. Stress can be relieved in many ways such as sports and counseling. (Strickland Morrow, 2014) Viewing (in reading) Reader response theory This theory was developed by Fish, 1980.According to the theory, readers tend to derive meaning of text from their interaction with the content. Therefore, a reader gives meaning to a text using their prior knowledge about the text .That is why when reading ,people may see different words on the same text and also perceive the same text differently depending on the knowledge they have about the text they are reading. (de Vries, Bakker-Pieper, Konings Schouten, 2011) Relevance of the theory It may mean that when reading texts, I might be unknowingly skipping some texts assuming that they are not relevant depending on the perception and the knowledge that I have about the content from my previous experience. Behavioral (Personal skills) to improve The first step is to learn to take the literalmeaning of the text and stop assigning meaning to it according to my knowledge.This technique will help me develop good reading skills so as to fluently and systematically be able to read what is written. The second step is to set time apart where I can practice without necessarily having an audience. I can read as many texts as possible so as to improve on my reading skills.Another technique that I can employ to improve on my reading skills is by requesting a group of friends to act as my audience as I practice on my reading skills. This will give them a room to listen to me critically and correct me where necessary. (Strickland Morrow, 2014) Conclusion Application of the theoretical concepts and determination to commit myself on the above personal skills will definitely help to improve on my weak areas on communication Action plan The intention of my action plan is to enhance my communication skills especially on my weak areas. This is intended to be done within a period of six months.The whole period is divided into segments of one month so that in each month I can be able to get involved in different activities that will help to generally improve on my reading skills and also find better ways to boost my memory. (Bhatt, 2011) Action step Time Materials /resources Person responsible 1.Undertaking an advance course on communication particularly reading and memory development 10th October to 10thNovember -Communication lecturer -books in the school library -acquire books from a national and public libraries -internet materials such as information on you tube articles and journals published by different people Me 2. Attending a communication class on oral communication 11th November to 11th December -Taking class notes -forming group discussions with my colleagues -using the materials recommended by the lecturer -video samples used in class presentations Me Other students 3.Taking part in public business discussion events January 2018 to February -business magazines -articles and journals on business -self prepared notes for business presentations Me 4.Participating in reading competitions February to march -provided materials for the competition -other participants writings used in the competition -articles and journals Me 5.Personally scheduled practice March to April -books in the school library -acquire books from a national and public libraries -internet materials such as information on you tube articles and journals published by different people Me Friends who act as my audience 6.Continuing with my studies on communication April to May Taking class notes -forming group discussions with my colleagues -using the materials recommended by the lecturer -video samples used in class presentations Me References Bhatt, R. 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