Иностранный язык (Английский). Практикум

PART II. SOCIAL WORK

UNIT 25

GENDER DISCRIMINATION

Цель занятия: развитие лексических навыков; повторение грамматического материала; развитие коммуникативных навыков с целью преодоления языковых барьеров в разговоре на английском языке.

В результате изучения темы студент должен:

–знать новую лексику по теме;

–уметь применить изученную лексику в процессе общения; работать в паре;

–владеть навыками диалогической речи; языковыми и предметными знаниями, необходимыми в межличностном и межкультурном общении на иностранном языке (ОК-2).

Актуальность темы: умение понять собеседника и поддержать разговор необходимо для эффективного межкультурного и межличностного общения в профессиональной деятельности.

Теоретическая часть

▪ Gender discrimination

Women are also paid less than men are. On average women earn between two thirds and three quarters of men's pay. Although the Equal Opportunities Act, requiring equal pay and conditions for women, came into effect in 1975, little has changed since then. Among police officers under the rank of sergeant, for example, women earn only 93 per cent of men's hourly rate. In nursing, women earn on average 87 per cent of men's wages.

The main reasons for the difference is the segregation of employment by gender – sometimes called horizontal discrimination – the squashing of women into a very small number of job categories. According to official records women are pushed into a very limited spectrum of jobs. These are mainly jobs that are associated with servicing the needs of others (things like cleaning, cooking, clicking at the typewriters) and this is particularly true of clerical work, shop work, nursing, welfare and primary education, in short, the categories of work in which women predominate and are significantly less paid.

Another reason is that married women are much more likely to be in part-time work. And the reason is quite clear – women's traditional role is still seen as the wife and mother. For many people the main responsibility for housework and looking after the family lies with the woman. Women rather than their husbands suffer the career penalties of producing and raising children. Many women feel that they can not take full-time work because

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that means having two jobs to do. Those in full-time jobs are drained with domestic responsibilities because a small (but growing) number of employers ensure that mothers can resume their careers without any damage to their career prospects after having a baby. Very few employers provide crutches for young children in order to encourage women to work for them. Even the state provides day care for less than one per cent of under-three-year-olds, thus discouraging women from working. Apart from that in Ireland, this is the lowest level of provision in the European Union.

The problems begin early with the assumptions made both by parents and by schools. In Britain traditionally boys did better than girls in schools – they had better examination results and more boys went on to university. Quite significantly in the last few years the situation has changed; girls tend to perform better at school – girls' examination results are better than the boys' and almost equal numbers go on to university. But girls are often encouraged to specialise in traditionally female subjects still. So, girls tend to do arts subjects, modern languages, social science subjects, in short humanities subjects, and boys still tend to do the sciences, mathematics, and technology.

The strong feminist movement in Britain has helped to change things in school but that has been a long battle. Again in the words of a sociologist: «I worked in a school as equal opportunities officer and it was very hard to persuade teachers to implement changes that would help girls to do better».

Undoubtedly perceptions are changing. Women are doing better in the job market, doing better in work, and there is more legislation now to promote equal opportunities – a legal framework so that employers can not discriminate against women. But the perceptions are changing mainly as a result of economic pressures, which encouraged more women to work in the 1990s, with the possibility that they may win a fairer slice of the power and wealth that should come with work. In the 1980s the Conservative government encouraged young mothers to stay at home with their children, but this was largely ignored. By 1985 more than a quarter of mothers with children aged three and under were at work, and almost half of those with children aged four or five. It is likely that the shortfall in manpower will push the public opinion towards giving women greater freedom to work.In many among younger generation attitudes have definitely changed. Modern men do not expect to be paid more than women. They are expected to do their own cooking, etc.

So, the situation for women has changed very dramatically but there is quite a long way to go before we can say that the British women have equal opportunities with men.

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PART II. SOCIAL WORK

Vocabulary notes

1.suffer – страдать

2.penalty – наказание

3.part-time work – неполный рабочий день

4.full-time work – полный рабочий день

5.crutch – опора, поддержка

6.perception – восприятие, ощущение

Вопросы и задания

1.Read and translate the text.

2.Give the next equivalents Russian for and use them in your own sentences:

to promote equal opportunities; segregation of employment by gender; to suffer the career penalties for; to provide crunches for young children; to look at the senior position of rower; to form the highest court of appeal none; to persuade smb. to implement changes; economic pressure

3.Put the following sentences in the Passive Voice.

1.Women now make up nearly 45 per cent of the workforce.

2.By 1999 the situation had slightly changed.

3.They were discussing the company's questions.

4.The government has just discussed this topic.

4. Put all possible questions to the following statements.

1.Married women are much more likely to be in part-time work.

2.Women's traditional role is still seen as the wife and mother.

3.Very few employers provide crutches for young children in order to encourage women to work for them.

4.Modern men do not expect to be paid more than women.

5.Give the summary of this text.

6.Answer the questions:

1.Are women and men equal paid?

2.Why are women pushed into a very limited spectrum of jobs?

3.What job do usually women prefer to have: full-time or part-time and

why?

4.What is the difference between boys and girls in school?

5.What are feminist movement's aims?

6.How has the situation for women changed?

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Part III

ANNOTATION

OF NEWSPAPER ARTICLES

Аннотация (от лат.annotatio – замечание) – краткая характеристика содержания произведения печати или рукописи. Она представляет собой предельно сжатую описательную характеристику первоисточника. В ней в обобщенном виде раскрывается тематика публикации без полного раскрытия ее содержания. Аннотация дает ответ на вопрос, о чем говорится в первичном источнике информации.

Аннотации по содержанию и целевому назначению могут быть справочные и рекомендательные. Справочные аннотации раскрывают тематику документов и сообщают какие-либо сведения о нем, но не дают критической оценки. Рекомендательные аннотации содержат оценку документа с точки зрения его пригодности для определенной категории читателей.

По охвату содержания аннотированного документа и читательского назначения различают общие и специализированные аннотации. Общие аннотации характеризуют документ в целом и рассчитаны на широкий круг читателей. Специализированные аннотации раскрывают документ лишь в определенных аспектах, интересующих узкого специалиста. Они могут быть совсем краткими, состоящими из нескольких слов или небольших фраз, и развернутыми до 20-30 строчек, но и в этом случае, в отличие от реферата, дают в сжатой форме только самые основные положения и выводы документов.

В аннотации указывают лишь существенные признаки содержания документа, т.е. те, которые позволяют выявить его научное и практическое значение и новизну, отличить его от других, близких к нему по тематике и целевому назначению.

При составлении аннотации не следует пересказывать содержание документов (выводы, рекомендации, фактический материал). Нужно свести к минимуму использование сложных оборотов, употребление личных и указательных местоимений.

Общие требования, предъявляемые к написанию анно - таций, следующие:

1.Учет назначения аннотации. От этого зависит полнота охвата и содержание заключительной части.

2.Объем аннотации колеблется от 500-2000 печатных знаков.

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PART III. ANNOTATION OF NEWSPAPER ARTICLES

3.Соблюдение логичности структуры, которая может отличаться от порядка изложения в оригинале.

4.Соблюдение языковых особенностей аннотации, что включает в себя следующее:

– изложение основных положений оригинала просто, ясно, кратко;

– избежание повторений, в том числе и заглавия статьи;

– соблюдение единства терминов и сокращений;

– использование общепринятых сокращений;

– употребление безличных конструкций типа «рассматривается…, анализируется…, сообщается…» и пассивного залога;

– избежание использования прилагательных, наречий, вводных слов, не влияющих на содержание;

– использование некоторых обобщающих слов и словосочетаний, обеспечивающих логические связи между отдельными частями высказываний типа «как показано…», «…, однако», «следовательно…» и т.д.

Состав аннотации:

1.Вводная часть - библиографическое описание.

2.Основная часть – перечень основных, затронутых в публикации проблем.

3.Заключительная часть – краткая характеристика и оценка, назначение аннотируемой работы (кому адресуется данная публикация).

Итак, аннотация - это краткое, обобщенное описание (характеристика) текста книги, статьи. Перед текстом аннотации даются выходные данные (автор, название, место и время издания) в номинативной форме. Эти данные можно включить и в первую часть аннотации. Аннотация обычно состоит из двух частей.

В первой части формулируется основная тема книги, статьи; во второй части перечисляются (называются) основные положения. Субъект действия в аннотации обычно не называется, потому что он ясен, известен из контекста; активнее употребляются пассивные конструкции (глагольные и причастные).

How to comment on the article

1.The title of the article.

– The article is headlined…

– The headline of the article I have read is…

– As the title implies the article describes ...

2.Theauthorofthearticle,whereandwhenthearticlewaspublished.

– The author of the article is…

– The author’s name is ...

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–Unfortunately the author’s name is not mentioned ...

–The article is written by…

–It was published in … (on the Internet).

–It is a newspaper (scientific) article (published on March 10, 2012 / in 2010).

3. The main idea of the article.

–The main idea of the article is…

–The article is about…

–The article is devoted to…

–The article deals (is concerned) with…

–The article touches upon the issue of…

–The purpose of the article is to give the reader some information on…

–The aim of the article is to provide the reader with some material on…

4. The contents of the article. Some facts, names, figures.

–The author starts by telling (the reader) that…

–The author (of the article) writes (reports, states, stresses, thinks, notes, considers, believes, analyses, points out, says, describes) that… / draws reader’s attention to...

–Much attention is given to…

–According to the article…

–The article goes on to say that…

–It is reported (shown, stressed) that …

–It is spoken in detail about…

–From what the author says it becomes clear that…

–The fact that … is stressed.

–The article gives a detailed analysis of…

–Further the author reports (writes, states, stresses, thinks, notes, considers, believes, analyses, points out, says, describes) that… / draws reader’s attention to...

–In conclusion the author writes (reports, states, stresses, thinks, notes, considers, believes, analyses, points out, says, describes) that… / draws reader’s attention to...

–The author comes to the conclusion that…

5. Your opinion.

–I find the article (rather) interesting (important, useful) as / because…

–I think / In my opinion the article is (rather) interesting (important, useful) as / because…

–I find the article too hard to understand / rather boring as / because…

socialworker.com

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PART III. ANNOTATION OF NEWSPAPER ARTICLES

Your Professional Portfolio:

Documenting Your Social Work Career

by Valerie Arendt

Some undergraduate and graduate social work programs require their students to have an academic portfolio as part of graduation requirements. The purpose of this collection is to provide evidence of student learning in practice and as a tool for measuring a student’s growth and mastery of social work competencies.

This collection can range from a few to 100 or more pages long and can include a résumé, classroom or internship presentations, papers, self-evalu- ations, reflections, and other school assignments.

Although the academic portfolio in social work education is a great measurement of a student’s understanding of social work competencies, a professional or career portfolio is visual representation of your experience, knowledge, skills, and abilities—and it represents your potential as a professional social worker.

This collection of tangible materials will show your progress, achievements, and contributions from academic and work-related positions. Your professional portfolio will provide evidence of your potential by demonstrating what you have accomplished in the past.

Your career portfolio is not just something to update during your job search periods. It also provides you with a convenient place to keep a record of your professional development and can help you create effective strategies for achieving the goals you have set in your career as a social worker. When I prompt social workers to make sure they include accomplishments on their résumés, their response is usually, “I can’t think of any professional accomplishments I have made.” A professional portfolio will enable you to establish the habit of keeping track of your career achievements and documenting them in one location.

Résumés and cover letters only give employers a taste of who you are and what you have accomplished. Even an interview brings out limited information about your professional background. Why not give employers something concrete they can see about your professional achievements? Having a professional portfolio can:

–help you prepare for interviews

–give you an edge over your competition when interviewing

–communicate your worth to potential employers

–help you provide supporting evidence when asking for a promotion or

raise

–help you organize your professional accomplishments

–allow you to assess your own career development.

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What to incorporate into your portfolio will depend on you – where you are in your career, what field of social work you are in or want to be in, and the job to which you are applying. It is important to be very thoughtful about what you include in this collection when using it for your job search. Keep in mind that more is not always better. Just as with a résumé and cover letter, you want to be clear and concise, so potential employers can find what you want them to know quickly.

socialworker.com

Job-Seeking Strategies

for the Nontraditional Social Work Student

Phyllis Babrove

In this article I am going to talk about job-seeking for nontraditional social work students after obtaining a degree.

So here you are an older/nontraditional student who has majored in social work and who isn’t quite sure which path to follow with your degree. Unlike a lot of other careers, social work offers many choices, such as: medical, geriatrics, child welfare, therapist, school, victim advocate, public health, and corporate. Internships have helped you decide which area you want to work in. I did my undergraduate internship at the department of children and families in protective services and my graduate level internship at a community mental health center with adults. In both instances, I was fortunate enough to be hired after earning my degree. One of the wonderful parts about doing an internship, aside from possibly being hired by the agency, is determining what area of the field you are interested in pursuing.

Life experience (much of which comes with being older) can be an asset in the field of social work. When I was a school social worker, parents often expressed that they were comfortable discussing their children’s behavior issues with me, saying that I could relate to what they were going through because I had raised children. This often occurred with parents of high school students who did not know how to handle certain situations, such as their children choosing negative friends or perhaps getting involved with drugs. Younger social workers bring their own experiences and fresh ideas to the table for their clients. So, along with what we learn in the classroom, we bring the experiences that we have had in life to our clients, regardless of how old we are.

The National Association of Area Agencies on Aging offers suggestions for older people who are seeking employment. They provide tips about filling out an application, preparing for an interview, and how to stress the value of life experiences. While my children were young, I worked from home conducting market research surveys. I also set appointments and did typing for an

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PART III. ANNOTATION OF NEWSPAPER ARTICLES

insurance agent. In cover letters and on my résumé, I stressed the strength of my communication skills (appointment-setting and market research, both of which were done on the telephone) and my typing skills. These were important skills for a social worker to possess.

The social work departments in the universities that I attended had job listings for graduates. They also had advisors who were helpful in the area of seeking employment. I learned that a professional résumé was a representation of who I was and what I could offer to an agency. Check with your university to find out what the career center has to offer, as well as what specific resources they have available for nontraditional students and graduates.

I would like to mention additional resources that provide job postings. This publication, The New Social Worker maintains an online social work job board at SocialWorkJobBank.com. The National Association of Social Workers has job listings for all areas of the country. For the NASW, consult the chapter in your state.

Another suggestion that may be helpful in finding job listings for social workers is to search the city, county, and state websites in the area where you live. These areas of government often have a variety of social work positions. If your goal is to become a school social worker, check the job listings on your local public school district websites.

I have enjoyed writing these articles geared to the nontraditional social work student. As I have stated, going to college at the age of 40 was the greatest challenge of my life and one of the most rewarding. I couldn’t have chosen a more rewarding profession, and I find - even in retirement - that I have and will always have the heart of a social worker. I hope all of you have the same rewarding experiences that I did.

socialworker.com

6 Actions That Build a Satisfying Social Work Career

by Marcyline Bailey

Everyone graduates with the desire to have a successful career. Corporate cultural norms imply that career success includes a title with status, promotion opportunities, and lots of money. Who wouldn’t want to earn lots of money? These norms, however, do not consider the importance of satisfaction in the work experience. Satisfaction increases the ability of the worker to meet every challenge and enjoy every moment. I challenge you to work toward a satisfying career, and you will experience success along the way. Start by using the framework below.

1. Have a vision.

Every successful career, venture, or life begins with a vision. Your vision represents the most satisfying life and career you can imagine. Take a few

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minutes to think about your dreams and desires. Allow your imagination to make vivid pictures. Imagine your work life. Describe your work environment. Also, imagine the attitudes and feelings of those around you. Write down everything you see in the context in which it is done. Include the clientele you serve. Do not edit or limit your imagination.

Now imagine the personal life you desire. Your personal and professional life should complement each other to maintain balance. Allow your imagination to flow with no editing or limits. Write down everything that you imagine. This is the life you desire and work toward.

2. Develop a personal/professional mission statement.

Your vision will enable you to develop a personal/professional mission statement. This is the next step toward developing a satisfying career. A mission statement is important to career growth, because it defines your purpose and provides a framework for all actions.

3. Find and work within your niche.

A well-defined mission statement will help you to find and work within your niche. The four components of a true niche, as I define it, are compelled, competent, comfort, and context. Your niche is more than a job title, a target population, or your passion. You are working in your niche when you are doing work that you are compelled to do.

Compelled is the first aspect of a career niche. Compelling work goes beyond passion. Passion is a feeling of overwhelming pleasure.You may have a passion for cooking, reading, designing, or teaching. You participate in these activities because you enjoy them and want to do them. You have a choice.

The second aspect of a career niche is competence. Competence means that you demonstrate skills, knowledge, and expertise in your work. You utilize opportunities to learn, experience, and practice new techniques. You are knowledgeable regarding emerging research in your area of practice, and you share information that establishes you as an expert. Most importantly, your experience brings the desired outcome for the client and organization.

Comfort and context are the third and fourth words I use to define a career niche. It is important that you work in an environment that meets your needs and in which you are totally comfortable. Context includes every aspect of a work environment. This means the physical structure, the layout of the office space, and the location. It also includes the amenities, such as the furniture, decorations, and snack room provisions. Context also relates to the quality and character of interactions among staff members, clients, and the community at large. It speaks to the personality and culture of the workspace.

When working within one’s niche, the best work is done when one is comfortable within the context of the work.

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