Solely improving students' relationships with their teachers will not produce gains teacher-student relationships draw students into the process of learning and. society or, conversely, society is the means of the individual's education. In the past, diverse types of educational systems have been attempted such as schools for It is important that we clarify the educational ideals and values that are behind of knowledge, about the education process and its relationship to society. The following outline is provided as an overview of and topical guide to interpersonal relationships. Interpersonal relationship – association between two or more people; this association may be based on limerence, love, solidarity, regular business interactions, or some other type of social commitment. Interpersonal relationships are formed in the context of social.
An experienced, perceptive mentor can provide great help in just a few minutes by mak- Page 5 Share Cite Suggested Citation: This section seeks to describe the mentoring relationship by listing several aspects of good mentoring practice.
Outline of relationships
A good mentor is a good listener. Hear exactly what the student is trying to tell you-without first interpreting or judging. Pay attention to the "subtext" and undertones of the student's words, including tone, attitude, and body language. When you think you have understood a point, it might be helpful to repeat it to the student and ask whether you have understood correctly. Through careful listening, you convey your empathy for the student and your understanding of a student's challenges.
When a student feels this empathy, the way is open for clear communication and more-effective mentoring. The amount of attention that a mentor gives will vary widely. A student who is doing well might require only "check-ins" or brief meetings. Another student might have continuing difficulties and require several formal meetings a week; one or two students might occupy most of an adviser's mentoring time. Try through regular contact-daily, if possible-to keep all your students on the "radar screen" to anticipate problems before they become serious.
Don't assume that the only students who need help are those who ask for it. Even a student who is doing well could need an occasional, serious conversation. One way to increase your awareness of important student issues and develop rapport is to work with student organizations and initiatives. This will also increase your accessibility to students.
No mentor can know everything a given student might need to learn in order to succeed. Everyone benefits from multiple mentors of diverse talents, ages, and personalities.
No one benefits when a mentor is too "possessive" of a student. Page 6 Share Cite Suggested Citation: For example, if you are a faculty member advising a physics student who would like to work in the private sector, you might encourage him or her to find mentors in industry as well. A non-Hispanic faculty member advising a Hispanic student might form an advising team that includes a Hispanic faculty member in a related discipline.
Other appropriate mentors could include other students, more-advanced postdoctoral associates, and other faculty in the same or other fields. A good place to find additional mentors is in the disciplinary societies, where students can meet scientists, engineers, and students from their own or other institutions at different stages of development.
Page 7 Share Cite Suggested Citation: For example, a group of mentors might be able to hire an outside speaker or consultant whom you could not afford on your own. You can be a powerful ally for students by helping them build their network of contacts and potential mentors. Advise them to begin with you, other faculty acquaintances, and off-campus people met through jobs, internships, or chapter meetings of professional societies.
Building a professional network is a lifelong process that can be crucial in finding a satisfying position and career. Professional Ethics Be alert for ways to illustrate ethical issues and choices.
The earlier that students are exposed to the notion of scientific integrity, the better prepared they will be to deal with ethical questions that arise in their own work.
Discuss your policies on grades, conflicts of interest, authorship credits, and who goes to meetings. Use real-life questions to help the student understand what is meant by scientific misconduct: What would you do if I asked you to cut corners in your work?
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What would you do if you had a boss who was unethical? Most of all, show by your own example what you mean by ethical conduct. Responsible Conduct in Researchalso available on line. Population-Diversity Issues In years to come, female students and students of minority groups might make up the majority of the population Page 8 Share Cite Suggested Citation: The Hopi language treats time as indivisible so that Hopi will not talk about minutes and weeks.
Trees and water are simply treated linguistically as non-discrete items. The result of this claimed Whorf was that the Hopi genuinely see the world differently from Europeans. Their language structure makes them see the world differently. Unfortunately, for this theory, nobody asked the Hopi if they really saw the world differently.
It would seem that they see it just as we do. Would their world view shift depending on the language they were speaking? Another example of this theory is the often-cited fact that Eskimos have lots of different words for snow, so it means they actually see different kinds of snow, whereas we only see "snow".
But this isn't really true because we can use words to describe the snow if we need to, e. We aren't tuned to thinking about it that way, but if it becomes important, we can easily do so.
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We might not know the names of different makes of car, but still be able to tell the difference between a Fiat and a Rolls Royce, for all that. So could an Eskimo, even if the Inuit language didn't have the exact words. Besides which, Eskimos don't really have all those words for snow - it's just one of those pieces of information that everyone repeats and no-one has checked if it's true.
If you check, you find it isn't true! There is an important lesson here that linguists can learn: Any Hopi or Inuit could have told us immediately that this was a load of nonsense, but no-one ever thought to ask them.
Many people, including linguists have done the same when describing sign languages, too. Often they have said things that people have come to believe when deaf signers have known it wasn't true. The point about the story is that this sort of control does not really work, and cannot work because if we do not have words for our thoughts, we just create them anyway.
Still, some politicians and businesses do like to believe that the language we use will affect the way we think about something. So, language doesn't affect what we can see in the world, but it is still possible that language affects people and society because maybe language still affects the way we can think. Some people say that sign languages don't have abstract signs because all signs are iconic and so deaf people can't think about abstract things like love, bravery, inflation, investment for the future etc.
IF this was true, then we could say this was an example of language affecting people.
BSL can express anything that English can. A linguist called Basil Bernstein found that middle class children used an "elaborated" code of English in school. This meant they used more abstract words, less context dependent words and more complicated sentences.
Working class children seemed to use a more "restricted" code.
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This meant using more concrete words, more context-dependent and less complicated sentences. So some people but NOT Bernstein said this means working class children can't think in abstract ways because their language doesn't allow them to.
This, of course, is nonsense. Just as with deaf people. All it means is that the children used different ways of expressing the same thing. One example of the way that language is said to affect society is in sexist language. The theory is that language affects the way we view men and women because it treats men and women differently. If you use words like chairman or fireman it implies only men can do the jobs, so women feel left out.
It is worth noting, though, that the form of the words can influence our view of things. Another feature of English that might exclude women is the use of "him" to mean "him and her". This way the language may create sexism in a society.
But really, it's more likely that the society made the language sexist, eg using words to put women down like chick, bird etc. Bird used to refer to men and women, but now it is just derogatory to women.
BSL does not have gender pronouns to correspond to he and she, but does this make the deaf community any more or less sexist?
It is possible that signers look at the world differently from speakers, because sign languages are visual and spatial. If you think in a language that concentrates on order and space, then you are more likely to look at the world like that. One of the biggest blocks to hearing people learning signed languages rather than signed versions of spoken languages is learning to think about the world so that it is spatially organised.
Note, though, that hearing people are fully capable of seeing the world spatially - it's just that they aren't used to building space into their language. We have seen, then, that to some extent, language can have an effect on the way we think. We need to consider the attitude that some people have towards their own language, and attitudes that other people have. The language that we use can make a big difference to the way that we see ourselves, and the way society sees us.
It can also influence the way we relate to society. Find out which adverts on television have regional accents of English, and which have "middle-class accents.
What products are they advertising? Can you spot any pattern?
Accent is very important in Britain. Advertisers on television only use regional accents for voice-overs if the product is cheap or if the aim is to amuse. Serious things or expensive products use the voices of middle-class men.
During the war, the BBC had to use "middle class" speakers the read the news because no one believed the people with regional accents. This has now changed, which goes to show that social factors in languages do vary and change over time. However, not all regional accents have the same social acceptability and "broad" that is, strong regional accents are still cannot be too strong for some media broadcasts.
Everyone seems to have an idea what is a "good" language or variety and what is a "bad" one. This opinion is entirely socially conditioned. Sometimes people with power e. Sometimes it is just ordinary members of a language community who have these views. Linguistically they are all the same, because they can all communicate in the same way, but they just have different social values.
In the past, many deaf people weren't proud of their language and even denied they used it. Now, there is more pride, but many deaf and hearing people still think it is not a "good" language, or that English is in some way "better".
English is not "better" than BSL in any way, except that it does have a higher status in British society.
Social context will look at the relationship between language and power and attitudes to language. The language that someone uses may influence other people's attitudes towards them. People have fought and died for language e.