Briefly describe the communication process through the communications model in Figure 1-1.
Give an example of upward communication and an example of downward communication.
Give an example of a time when an informal network can be beneficial, and an example of a time when an
informal network can be detrimental.
Explain why meeting someone new at a party is not the same thing as networking.
Your boss asks you to grab a file from his desk. While grabbing it you see a confidential memo that is by her
phone. The memo lists several positions that will be eliminated from the company in the next month. One of
those positions is held by a good friend of yours who has to commute for over an hour to come into the office.
Due to the commute, your friend has been searching for a new job and has an offer from a company! However,
it’s not that good of an offer, so your friend will decline it tomorrow. Is it ethical to tell your friend that he/she
should take the job because he/she will be laid off next month? Why or why not?
Sample Solution
rategies will then need to be identified showing how the staff and school will aim to achieve this objective. The Equality Act and effects on SEN provisions within schools The EA has now strengthened the promotion of inclusion within mainstream schools through anti-discrimination procedures and reasonable adjustment requirements. This now legally requires schools to ensure provision of additional support for learning when any child or young person needs support for whatever reason. The EA has reinforced previous legislation introduced in the 1990âs with regard to inclusion in schools for students with SEN and disabilities. From 1994 onwards there was an annual increase of SEN students being educated in mainstream schools. âThe UN Convention on the Rights of the Child (1989) and the UN Standard Rules on Equalisation (1993) both unequivocally support the right to equal treatment for all and view this as a right to mainstream educationâ.Diseed.org.uk (2004) In support of the UN Convention above, The Salamanca Statement was adopted by the UK government and in Excellence for All; The Programme of Action and Removing Barriers to Achievement have supported the development of inclusion. UNESCO (1994 p7) stated âthat those schools that had adopted inclusive policies are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Moreover, they provide an effective education for the majority of children (without special needs) and improving the efficiency and ultimately the cost effectiveness of the entire education systemâ. In implementing the EA, Educating Scotland (2012) also supports the philosophy of inclusive education. They stipulate that inclusion rather than integration demonstrates a move away from seeing disabilit>
rategies will then need to be identified showing how the staff and school will aim to achieve this objective. The Equality Act and effects on SEN provisions within schools The EA has now strengthened the promotion of inclusion within mainstream schools through anti-discrimination procedures and reasonable adjustment requirements. This now legally requires schools to ensure provision of additional support for learning when any child or young person needs support for whatever reason. The EA has reinforced previous legislation introduced in the 1990âs with regard to inclusion in schools for students with SEN and disabilities. From 1994 onwards there was an annual increase of SEN students being educated in mainstream schools. âThe UN Convention on the Rights of the Child (1989) and the UN Standard Rules on Equalisation (1993) both unequivocally support the right to equal treatment for all and view this as a right to mainstream educationâ.Diseed.org.uk (2004) In support of the UN Convention above, The Salamanca Statement was adopted by the UK government and in Excellence for All; The Programme of Action and Removing Barriers to Achievement have supported the development of inclusion. UNESCO (1994 p7) stated âthat those schools that had adopted inclusive policies are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Moreover, they provide an effective education for the majority of children (without special needs) and improving the efficiency and ultimately the cost effectiveness of the entire education systemâ. In implementing the EA, Educating Scotland (2012) also supports the philosophy of inclusive education. They stipulate that inclusion rather than integration demonstrates a move away from seeing disabilit>
