Identify and correct errors involving the wrong word choice

If you are making a research in your field, you will have to do a contribution of an article to academic and professional journals at some point.

To make a good job of a literature review for a paper you are writing, it is essential that you understand what you are reading.

Your instructor may ask you to make another assignment or even ask you to write acritique of an article.

Whatever the reason, do an attempt and find ways to render the content in your own words.

Research articles can be complex, especially to beginners, therefore if you have no experience reading or writing this type of paper do a plan for utilizing a few simple tactics that can make this process much easier.

Choose the right word

Write down important points, (alike/like/as) terminology or concepts that you do not understand.

You look (alike/like/as) you have seen a ghost.

Did you read the entire article, (alike/like/as) you are supposed to have done?

The twins are so much (alike/like/as) that even their mother sometimes takes one for (other/another/the other).

Who did I see coming back home? No (other/another/the other) than Little Dorrit.

It’s neither (either/neither/or/nor) expected (either/neither/or/nor) necessary to read every word of the text (when/while/during) preparing to answer at the exam.

( Despite/In spite of/Although)the articles in these journals are written by the people who did the studies or by experts who have studied a topic for decades, they are not always very informative.

You only have to read the best information about your subject (because/because of) primary sources are considered the best place to gather academic research.

There wasn’t (many/much/none) useful information in this article.

Government websites (no/never/not/never) longer publish confidential information.

You cannot write a good literature review (without/never/not having) addressing these sources.

(Much/Many/A great amount) of information can be found in academic magazines.

Your teachers probably (not/no/never) mind if you used secondary sources in your research projects.

Now, though, they are (not/no/never) more acceptable.

You may use their lists of references to find (any amount of/much/many) names of the scholarly journals that you should use for your research.

 

Unit 1-12. TOTAL QUALITY DIVERSITY

Section 1. Guidelines for reading texts on cross-cultural communication

Cultural diversity, in the context of Caleb Rosado’s text below, covers gender, age, language, ethnicity, cultural background, sexual orientation, religious belief and family responsibilities. Cultural diversity also refers to the other ways in which people are different, such as educational level, life experience, work experience, socio-economic background, personality and marital status. Cultural diversity in a multicultural society envolves recognising the value of individual differences and managing them in the workplace.

It has been proved in the previous units that a multicultural society can be defined as a society or group of people from various backgrounds and ethics. In determining whether a multicultural society has more advantages or disadvantages, both sides of the argument need to be examined. These arguments include tolerance and respect and cultural exchange. A multicultural society may promote an exchange of culture, and this inevitably enriches a person as new approaches and conducts to experience may be garnered. The various approaches and conduct towards a method, problem or experience can help a student make a better decision as well as open mind to the different ways available to conduct, or commence, a problem, or even way of life. It can be seen that in this instance, a multicultural society is an advantage and not a disadvantage.

Text 1-12. A MODEL OF STRUCTURAL CHANGE – TOTAL QUALITY DIVERSITY (After Caleb Rosado, Eastern University, Philadelphia, PA)

1. Diversity has two dimensions, the primary (mainly biological, usually visible: age, gender, race, ethnicity, sexual orientation, disabilities), and the secondary (sociocultural, usually invisible: language, education, values occupation, culture, learning sty, etc.). These various differences, that inhibit inclusion at both the individual and institutional dimensions, need to be examined in light of the goal of schools and communities to begin “living diversity.” This is an approach to education and communal life that views multiculturalism as integral to the very fabric of our culture, as a basic value undergirding all that is done.

Managing diversity should be a comprehensive, holistic process for developing an environment that works for all concerned. This holistic model of managing diversity is called Total Quality Diversity. The Total Quality Diversity model shows how exclusion, as the model of the past, has been replaced by inclusion, the coming together at the center of the vision-values-mission of the organization in Cultural Inclusion. Total Quality Diversity (TQD) is a holistic model of managing diversity that operates on two levels: The Horizontal – the individual interactional change dimension (embracing and valuing diversity); and The Vertical – the institutional structural change dimension (harnessing and empowering diversity). Both factors are driven by the bottom line profit motive, to help businesses deliver a quality product – employees prepared to meet human needs in a competitive global economy.

2. Of these two dimensions to a holistic model of managing diversity – horizontal and vertical, the first, focused on the individual, is concerned with the horizontal dimension of embracing and valuing differences. This area is of tremendous importance, since individual students and staff that do not get along, nor understand each other, are not able to maximize their greatest potential for optimal excellence. Here is where workshops on prejudice, cultural awareness, cross-cultural communication and conflict resolution are most helpful. However, if this is all that is done such efforts will come to naught, for the individual interactional dimension is only one dimension of change. This dimension must be evaluated by the urgent question of "Valuing diversity for what?"

The purpose of valuing diversity and appreciating differences is not simply to make people feel good about each other. Schools have a specific purpose for existing, to implement their mission through whatever product or service they provide. Thus, bringing interactional change at the individual level is only half the process. Christine Sleeter reminds us that, “A major problem with most university staff development programs for multicultural education is that the unit of change on which they focus is the individual rather than the institution as an organization." Such change must be paralleled by a change in the culture and structure of the school, the vertical dimension, since it is here where the root problems at the horizontal level often reside.

3. The second dimension, focused on the institution, is the vertical dimension concerned with harnessing and empowering diversity, the area that deals not only with corporate culture and structure, the way tasks are divided to accomplish the mission of the company, but also with thinking systems. This dimension holds the key to effecting the greatest change in a school or company, for it is here where exclusion finds its most comfortable home. But change must be more than merely cosmetic, such as adding a diverse-looking population to the university or business. It must also examine in what ways the vision, values, mission and structure of the school contribute or undermine effective utilization of the assets all persons bring to a work environment. Change at both of these dimensions results in Cultural Inclusion at the center, where “living diversity” takes place.

Included in TQD is TQR—Total Quality Respect. Total Quality Respect is an integral part of Total Quality Diversity, in that the proper management of today’s diverse business world is not possible without respect for human beings. TQR is the process whereby the Other is treated with deference, courtesy and compassion in an endeavor to safeguard the integrity, dignity, value and social worth of the individual. It means treating people the way they should to be treated. It is a lack of respect for others, no matter their position or the differences they bring to an institution, which gives rise to most of the conflicts in organizations.

The key dynamic in diversity management then is to maintain the two dimensions of unity and diversity in balanced tension, without erring to either side. Erring on the side of unity results in uniformity and sameness at the expense of our human uniqueness and distinctiveness. Erring on the side of diversity magnifies differences and separation at the expense of our common, shared humanity. Unity is not synonymous with uniformity, neither is diversity synonymous with separation. The solution to the tension is to respect and value diversity while working for unity, otherwise exclusion is the result. Thus the strength of a nation or organization lies in unity in diversity.

4. So how does this Total Quality Diversity Model work out in "real life"? The answer to this question lies in examining what makes a school or organization multicultural. Many schools and organizations regard themselves as "multicultural" simply on the basis of the ethnic diversity present in their midst. But is this what makes an organization multicultural? And if not, what does and what are the implications for effective schools in the 21st century?

The mere presence of an ethnically and racially diverse student population, due to legal, moral or social imperatives, does not make a school multicultural. This is merely being concerned with affirmative action. This was the main accomplishment of the 1960s and 70s, giving people access to the system. In the 1980s the concern was with "valuing differences." In the 1990s the push was for "managing diversity." But in the 21st century the focus of schools and corporations needs to be on "living diversity".

Many schools and organizations, however, have begun to go back on affirmative action, instead of going on to living diversity. What this means is that the number of ethnically diverse students sitting in the classrooms does not make a school multicultural. All that this may simply represent is that students have gained access to the school – they've gotten through the front door. But if all a school does is to give access, then students may leave just as quickly out the back door.

Neither is it merely a concern for understanding, respecting, valuing and celebrating the differences among the various groups represented in the school. Valuing diversity is important, as it may engender an awareness of and a sensitivity to differences, but it does not necessarily translate into structural changes.

 

5. What makes a school multicultural is whether or not its "Five Ps": Perspectives; Policies; Programs; Personnel; Practices implement the following Four Imperatives:

(A) Reflect the heterogeneity of the school – the dynamic of Affirmative Action;

(B) Be sensitive to the needs of the various groups comprising the student population – the dynamic of Valuing Differences;

(C) Incorporate their contributions to the overall mission of the school – the dynamic of Managing Diversity;

(D) Create a cultural and social ambiance that is inclusive and empowers all groups in the school – the dynamic of Living Diversity.

These four imperatives form the basis of multicultural education. This is an approach to education and curriculum construction that acknowledges and respects the contributions which the various racial/ethnic groups have made to society, and incorporates these contributions in an overall program of instruction which meets the needs of an ever-changing society and is sensitive to the personal and social development of all persons concerned.

In other words, at the heart of what makes a school multicultural lies managing diversity – the proper management of the diversity in a school for the empowerment of all groups, which includes changing mindsets as well as the underlying culture of a school, especially if this culture is what is impeding change, in order for the school to begin living diversity so as to more effectively accomplish its mission. This is what makes a school multicultural. The point behind this is that unity in diversity needs to be the basic premise of all that is done in education.

This is where the five "Ps" come into play, because the rapid changes taking place in society are forcing schools to move away from a lethargic business-as-usual, reactive mindset, to a proactive one that anticipates and implements change.

Perspectives refers to the vision without which education as well as schools perish. What is "vision"? Vision is the bifocal ability to see what lies ahead (farsightedness), as well as the various impediments in the present (nearsightedness), and how to avoid them in order to arrive at the future. It must be bifocal, for focus on the future at the expense of the present, or vice versa, will result in loss and in a detour in the mission of the school.

A sense of vision and mission, will lead to appropriate Policies, the guarantees that make known the intents of the school. Policies give rise to Programs that put in action what education is all about. But effective programs cannot be run without the right Personnel, reflective of the diversity in the school. The last one is Practices, the actual conduct of the school, its staff and administration.

Of these five Ps, the most important one is the last one, "practices." A school may have the best perspectives, policies, programs, and personnel, but these are only cosmetic until practiced. And it only takes a small number of personnel who in their practice refuse to go along with a program or fail to implement policy, for an otherwise well designed plan to be sabotaged. As the saying goes in Spanish, Podemos destruir con nuestros pies lo que construimos con nuestras manos; "we can destroy with our feet what we build with our hands."

These five "Ps" have to alter present school structures and cultures, especially if these are exclusive and do not benefit everyone in the school. Why? Karl Mannheim, the renowned German sociologist, gives us the reason. "To live consistently, in the light of Christian brotherly love, in a society which is not organized on the same principle is impossible. The individual in his personal conduct is always compelled – in so far as he does not resort to breaking up the existing social structure – to fall short of his own nobler motives." This is why structural change – a new paradigm of inclusion – is necessary.

What is at issue in multiculturalism is not just sensitivity to other cultures and racial/ethnic groups that are marginal to the dominant culture, nor a transference of power, but an entire paradigm shift – a different mindset – which gives rise to a whole new way of seeing the world, as inclusive; and brings a change in institutional and societal structures, so as to create an environment (local, national and global) which is inclusive of all groups, is safe for differences and where everyone benefits. The basic measure of how well we are managing diversity is this: "If when all is said and done, you look around and notice that everyone looks like you, you have done it wrong!"

6. But some are threatened by this inclusive process, and begin to woof, woof. Why? Because they see multiculturalism as having to give up power in order to make room on the stage of life for new characters in the play. Yes, power will have to be shared. Unfortunately, the beaches of time are strewn with wreckage from the many ships of people that set sail for ports unknown in search of power and unwilling to share it, but who ran into the gale winds of greed and the coral reefs of corruption, and ended their journey drowning in seas of racial despair. Life is a journey we as humans have to take. The going may not be smooth, the set course will not always take us through sunny, tropical waters; and once in a while the storms at sea may deviate us from our desired destination into the 21st century. But how one runs the good ship of education – how one treats the crew (faculty/staff), how one develops the product (curriculum/students), and how one maintains the course (vision, values, mission) – will determine a successful docking at the port of the 21st century, or a shipwreck on the beaches of time in the 2000's.

Multiculturalism, then, may very well be part of an on-going process which enables administrators, teachers and their students to become world citizens – persons who are able to transcend their own racial/ethnic, gender, cultural and socio-political reality and identify with humankind throughout the world, at all levels of human need. They are thus a transcending people who know no boundaries, and whose operating life-principle is compassion. This is the principle that should be modeled in our schools by the faculty, students, staff and administrators, in the process of living diversity. The challenge is great but so is the reward.

 

7. This second area of change, focused on the institutions, deals with school culture and structure, the way tasks are divided to accomplish the mission of the school. This dimension holds the key to effecting the greatest change in a school, for it is here where exclusion finds its most comfortable home. It must also examine in what ways the vision, values, mission and structure of the school contribute or undermine effective utilization of the assets all persons bring to a school.

It is important to note that organizations are unlikely to embark on change initiatives unless they either are experiencing pain regarding diversity issues, or lack a vision of the challenges before them. Both factors are driven by the bottom line profit motive, to help organizations deliver a quality product or service that meets human needs in a competitive society. The main objective of the holistic model of managing diversity is to accomplish this motive. The end result of this Total Quality Diversity process of management is a lean, competitive organization, with a multicultural, truly diverse student body/workforce, where creativity, imagination, and intelligence operate in a democratic classroom, workplace and environment.

Two extremes must be avoided. The first is similarities where no differences between humans and cultures are recognized. This is the direction of McWorld resulting in uniformity. But at whose expense? In the end it ends up being exclusive. The other extreme is differences, where, because of sociocultural differences, the different groups are regarded as having nothing in common. This is the direction of Jihad, resulting in separation. But like the other, this one is also exclusive. The solution lies in the center, focused on unity while valuing and respecting diversity. The result is inclusion.

 

REVISION: THE TOPIC, THE PURPOSE, THE IDEA, TEXT STRUCTURE AND ORGANIZATION, CLUES IN THE TEXT, MAKING INFERENCES, EXPLICATION OF SPECIFIC INFORMATION

 

Instruction: It has been emphasised that this course’s primary focus is multicultural education and/or a directly related topic (multiculturalism, cultural diversity in education, intercultural education), in other words it is a general foundations course with a partial focus on educational equity. As the course is offered in a graduate education program, it aims at developing sensitivity to and understanding of the values, beliefs, lifestyles, and attitudes of individuals and groups; developing skills and knowledge necessary for communication with people from other cultures and co-cultures. In this module revision unit you are expected to deploy skills acquired in the preceding eleven units. You will have to start with matching headings with paragraphs, and identifying the topic, the purpose of the author, the main idea of the text. Make inferences, discover clues for specific information given in the text.