Image taken on 1940-01-01 00:00:00. Image Source. (Used with permission)

Related posts:

1. why is literacy so imprtant for you to master? how can you benefit from this skill?
2. Is Computer literacy is an essential skill and should be required?
3. I cannot read very well. Is there any program or anything i can do to improve my literacy skill?

This is a homework assignment I was thinking computer skills like typing and computer literacy but I wasn’t sure what others would think Just trying to get an opinion.

Image taken on 2010-02-28 15:41:35. Image Source. (Used with permission)

Related posts:

1. why is literacy so imprtant for you to master? how can you benefit from this skill?
2. Does cognitive therapy only work with intelligent people? Or can it help *stupid* people quit drugs too?
3. Is Computer literacy is an essential skill and should be required?

what constitues computer literacy ina computer-centered society,must including:computer literacy at home,computer literacy at school,computer literacy inthe workplace,computer literacy in society.

Image taken on 2008-01-04 19:55:34. Image Source. (Used with permission)

Related posts:

1. what constitutes computer literacy in a computer-centered society including Computer literacy in society?
2. Is Computer literacy is an essential skill and should be required?
3. why is literacy so imprtant for you to master? how can you benefit from this skill?

I am a 20 year old college student and I cant seem to keep track of a story let alone remember what it is I read sometimes. My mind tends to wander a lot. Can anyone give me any advice?? Thanks

Image taken on 2006-01-26 14:23:44. Image Source. (Used with permission)

Related posts:

1. Where can I find resources to assist with building a program to improve literacy and study skills?
2. why is literacy so imprtant for you to master? how can you benefit from this skill?
3. Is Computer literacy is an essential skill and should be required?

It has been suggested that computer literacy should be one of the basic requirements of a high school or college education. The definition of computer literacy varies but is generally used to refer to a basic knowledge and understanding of computers and their uses. Many schools believe that computer literacy is an essential skill, but are reluctant to adopt a formal computer literacy requirements since students already have so many requirements to complete before graduation.

Image taken on 2006-06-09 16:04:54. Image Source. (Used with permission)

Related posts:

1. what is constitutes computer literacy?what skill are needed to survive in a computer-centered society?
2. what constitutes computer literacy in a computer-centered society including Computer literacy in society?
3. why is literacy so imprtant for you to master? how can you benefit from this skill?

Decoding is a word used in some major early literacy literature, but I don’t find any clear definition of what it is.

Image taken on 2006-10-31 20:57:41. Image Source. (Used with permission)

Related posts:

1. why is literacy so imprtant for you to master? how can you benefit from this skill?
2. Is Computer literacy is an essential skill and should be required?
3. I cannot read very well. Is there any program or anything i can do to improve my literacy skill?

Is this supposed to be used during 6th, 7th, and 8th grade grammar? Or when are you supposed to use it?

Image taken on 2008-01-04 19:55:34. Image Source. (Used with permission)

Related posts:

1. charity question?
2. help me wid my speech …my homewrk…thanks!! ((read the details for the question))?

Image taken on 2006-03-20 11:06:03. Image Source. (Used with permission)

Related posts:

1. What is a skill that most people don’t have but could benefit from having?
2. Is Computer literacy is an essential skill and should be required?
3. I cannot read very well. Is there any program or anything i can do to improve my literacy skill?

ENGLISH AS A SURVIVAL SKILL

                        In times of recession the problem of large-scale  unemployment especially among newly-minted graduates and post-graduates is exacerbated . In the past four years two mammoth Employment Fairs were held at two universities in Chennai. According to media reports over 4000 aspiring candidates from various disciplines appeared for interviews at each event and at the end of the day only about 400 i.e.10% were selected though many vacancies still existed. The vice-chancellors of the day famously made almost identical statements based on the feedback from prospective employers – ‘The problem is not employment opportunities but unemployability because of the lack of communicative skills’ .

            Though it is futile to conduct a post-mortem on why graduates and post-graduates are unable to communicate orally and in writing  one fact clearly emerges – language learning  both in schools and colleges has been given  step-motherly treatment. Both the  mother tongue and the Other Tongue have been given short shrift as  an effete appendage to the major subject.

            So candidates who have excelled  in various sciences and the humanities are literally tongue-tied when they appear for interviews  in English. And this after being taught English for 10 years in school and 2 more years in college. Many reasons can be attributed  for this failure to communicate  in English  but otherwise well-qualified  job-seekers are increasingly feeling marginalized and frustrated as their  opportunities for gainful employment diminish because of their inability to communicate in English.

            Defects in the educational system apart these young folk have themselves to blame for the debacle. They have ignored their communicative skills because of the conflict between formal, correct  English and the mangled and esoteric  version that the ubiquitous mobile phone has generated.   SMS texting has dislodged the prescribed texts in the class-room. They have to realize that a good knowledge of English is not a mere social ornament but a survival skill. The truth hits them with the force of a tsunami only when they appear at job interviews.

            They are unaware that even now they can improve their skills and numerous avenues of employment are open to them in India if only they can communicate in English – a random sample reveals many well-paying jobs at the front-office of  high-end hotels, hospitals, service institutes,  in  aircraft as  cabin crew,  tourism, as salespersons in reputed companies, Public Relations Officers in corporate organizations, radio jockeys and TV presenters and comperes, teaching posts in schools and colleges which now offer attractive pay scales, waiters in MNC foodcourts, secretaries to corporate honchos, the ever expanding Business Processing Offices, information technology-related jobs, copy editors in the print media, advertising copy writers, sub-titling non-English language movies, canvassers for high-end products  and many more jobs which are tantalizingly within reach of qualified candidates  but for their inability to speak or write correctly  in English.

            Instead of blaming the academic systems that have hogtied them job-seekers can improve their knowledge on their own or by being exposed to good English in reputed institutions that have come up in different parts of the country. These institutes are to be personally visited by prospective students to find out if these ‘Spoken English’ establishments which are conducting a fee war ranging from ‘Free’ to absurdly small charges for their services really are equipped to help them.

            A rule of thumb – ignoring the fees charged – is to find out whether the institution has adequate  teaching infrastructure like good study materials, audio-visual teaching aids, qualified and experienced teachers, the duration of the course, and a background  check on the subsequent history of earlier students. This is particularly necessary in the case of those who opt to go abroad  for higher studies or employment who have to get the required band score in the I.E.L.T.S. (International English Language Testing System) test held by the British Council consisting  of  four modules – Listening, Speaking, Reading, and Writing with a fifth component (interview skills). ‘Spoken English’ outfits have rechristened themselves I.E.L.T.S. training centres  and the gullible public is taken for a ride leaving the candidate with a poor band score and denial of a work permit or visa.

            As a precautionary measure the candidate can approach the British Council online or in person to get information about  the mandatory I.E.L.T.S.  However good  their campus English and SMS texting is very few candidates benefit from the quick fix of a short-term course. They have to hone the four skills listed above by proper guidance and testing  at genuine training centres  for at least 100 hours.

            Meanwhile on their own they can improve their English by equipping themselves with a good English dictionary, subscribing to any nationally published English language newspapers, listen to English news broadcasts on A.I.R., the B.B.C. and the Australian Broadcasting Corporation  getting  a wide exposure to internationally comprehensible English. Every time they come across a new word or expression in editorials and feature articles they should refer to the dictionary and write down similar sentences featuring the latest acquisition to their vocabulary. They should practice speaking in English with friends and members of their family as a drill to reaching excellence.

            Thereafter having narrowed down their search for a good training institute they should enroll themselves without considering the fee that they are expected to pay. This is a good business investment. The doors of lifelong employment are waiting to be opened if only they acquire this cutting-edge survival  tool.

Anand Kumar Raju

The author is an experienced retired University Professor of English and language trainer and can be contacted at ak_raju1066@hotmail.com

Image taken on 2008-09-05 21:05:00. Image Source. (Used with permission)

No related posts.

Building Life Skill through Reproductive Health Literacy Reduces Vulnerability to HIV/AIDS

Anirudha Alam

Reproductive health literacy has a sustainable preventive impact to promote a healthy lifestyle as well as responsible behavior. It is among the most powerful tools for reducing adolescents’ vulnerability to HIV/AIDS through providing necessary knowledge, stimulating positive attitudes and bringing about life skills. Life skill engendered from reproductive health literacy mobilizes efforts targeting to lessen high risk behavior.

Best practices may be adopted undoubtedly through peer education resulting in positive attitude within positive environment. An effective reproductive health literacy approach is multi-sectoral and integrated to address all factors that increase vulnerability as for HIV/AIDS. Vulnerable sexual behavior nourished by ill believes, discrimination, drug and alcohol abuse, peer pressure and so on deprives people to enhance ability to prevent STIs. Ensuring to attain life skill, reproductive health literacy fosters analytical thinking and healthy habits. Adolescents having qualitative reproductive health literacy are very much responsible to gather adequate knowledge and potential expertise to curb infection of HIV/AIDS.

Adolescents need skills necessarily to practice safe behavior through reproductive health literacy with a view to creating self-esteem extensively to foil undesired peer and adult pressure. Thus they may have such core life skills as negotiation, ability of working together, self-awareness, decision-making, critical thinking, bargaining and diversity of creativity through gender session, orientation, training, courtyard meeting for exchanging views and experiences.

Adolescent girls are very much vulnerable suffering from discrimination and depriving of rights due to their social and cultural values and ill believes. Consequently they are mostly drop-out from formal education and made resort to risky behavior. Lack of access to HIV/AIDS information and prevention services provokes them to practice unsafe sexual behavior.

Adolescents, especially the girls, have to have exclusive opportunity to be aware of HIV/AIDS through preventive education that they are able to maintain their future partner’s reproductive and sexual health. Parents often feel embarrassed and hesitate to discuss with their adolescents to teach them about STIs frankly due to their strong religious believes, superstition practices and moral resistance.

Qualitative reproductive health literacy integrating preventive education to promote life skill ensures the social empowerment of adolescents. Academic curriculum should be designed and conducted to stimulate the creativity of adolescent girls through the holistic approach of income generating activities (IGA) internalizing gender awareness. Thus the impact of qualitative reproductive health literacy will sustain comprehensively making them socially empowered. After a certain period completing their secondary education, they will be able to influence their community as a persuasive pressure group to be aware of HIV/AIDS. In the name of women empowerment, this kind of life skill has a far-reaching and promising development output.

Adolescents have the consecutive acceptance and access to the respective community people. They may organize community based organizations (CBOs) in order to raise awareness. In the course of ongoing community mobilization through CBOs, adolescents will be able efficiently to set the community people thinking about HIV/AIDS prevention. Eventually the knowledge on HIV/AIDS can spread quickly and effectively as per desired outcome. Leaving a long lasting mark upon the community people, thus community based HIV/AIDS prevention program will be expanded by way of advocacy and behavioral change communication (BCC) on a great scale. In this aspect, the adolescents have to be trained up to conduct intensive interpersonal communication (IPC) that they may present information on HIV/AIDS prevention in a brief, dramatic and memorable fashion.

It is the utmost important to realize the potential that the academic curriculum has to fulfill the right of adolescents to reproductive health literacy as for attaining life skill. Then the aftermath makes them committed to the campaign of HIV/AIDS prevention seriously.

Anirudha Alam

Deputy Director

(Information & Development Communication)

BEES (Bangladesh Extension Education Services)

183, Lane 2, Eastern Road, New DOHS

Mohakhali, Dhaka 1206

Bangladesh.

Website:http://www.bees-bd.org, http://www.newsletter.com.bd/anirudha

Phone: 01718342876, 9889732, 9889733 (office), 8050514 (res.)

E-mail: anirudha.alam@gmail.com, info@bees-bd.org, bees@worldnetbd.net

Ref: UNESCO, World Bank

Image taken on 2009-11-02 19:38:45 by dkuropatwa. Image Source. (Used with permission)

Related posts:

1. Life Lessons From Rudolph: Six Ways Lovable Misfits Can Leverage Their Own ?red Nose? for a More Fulfilling 2009