Wat is Role Playing

Role-playing reIers to the changing oI one's behaviour to assume a role, either unconsciously to
Iill a social role, or consciously to act out an adopted role. While the Oxford English Dictionary
deIines role-playing as "the changing oI one's behaviour to IulIill a social role",
|1|

Role playing is a methodology derived Irom sociodrama that may be used to help students
understand the more subtle aspects oI literature, social studies, and even some aspects oI science
or mathematics. Further, it can help them become more interested and involved, not only
learning about the material, but learning also to integrate the knowledge in action, by addressing
problems, exploring alternatives, and seeking novel and creative solutions. Role playing is the
best way to develop the skills oI initiative, communication, problem-solving, selI-awareness, and
working cooperatively in teams, and these are above all--certainly above the learning oI mere
Iacts, many iI not most oI which will be obsolete or irrelevant in a Iew years--will help these
young people be prepared Ior dealing with the challenges oI the Twenty-First Century.
RoIe pIaying aIIows peopIe to take risk-free positions by acting out characters in hypothetical
situations. t helps participants understand the range of concerns, values, and positions held by other
people. t is sometimes called game simulation, simulations, simulated discussion, simulation games, and
gaming.
RoIe pIaying encourages ,.9;0 participation in confronting a situation. There is no script. Participants
improvise how their characters might respond in the given situation and interact with the other characters.
nternship
nternship is a system of on-the-job training for white-collar jobs, similar to an apprenticeship. nterns are
usually college or university students, but they can also be high school students or post graduate adults
seeking skills for a new career; they may also be as young as middle school students in some areas.
Student internships provide opportunities for students to gain experience in their field, determine if they
have an interest in a particular career, create a network of contacts, or gain school credit. nternships
provide employers with cheap or free labor for (typically) low-level tasks.
n internship may be either paid, unpaid or partially paid (in the form of a stipend). Paid internships are
most common in the medical, architecture, science, engineering, law, business
(especially accounting and finance), technology andadvertising fields. nternships in non-profit
organizations such as charities and think tanks are often unpaid. nternships may be part-time or full-time;
typically, they are part-time during the university year and full-time in the summer. They usually last 612
weeks, but can be shorter or longer based on the company for which they intern.
Types of internships

nternships exist in various industries and settings. Here are two primary types of internships that exist in
the United States.
Work experience internship: Most often this will be in the second or third year of the school
period. The placement can be from 2 months to sometimes even one full school year. During this
period the student is supposed to use the things he/she has learned in school and put it in
practice. This way the student gets work experience in their field of study. The gained experience
will be helpful to finish up the last year of the study.
Research internship (graduation) or dissertation internship: This is mostly done by students who
are in their last year. With this kind of internship a student does research for a particular
company. The company can have something that they feel like they need to improve, or the
student can choose a topic within the company themselves. The results of the research study will
be put in a report and often will have to be presented.

Paying for an internship

$ome companies wiII find and pIace students in internships for a fee; such internships are mostIy
unpaid.
[2]
n some cases, companies charge to assist with a search, promising to refund their fees
if no internship is found.
[3]
What the company incIudes in such paid programs can vary. The
advantages are that they provide internship pIacements at reputabIe companies, provide
controIIed housing in a new city, mentorship and support throughout the summer, networking,
weekend activities in some programs, and sometimes academic credit.
[4]

Fee-based programs, restrict internship opportunities to students in weaIthier famiIies who can
afford paying thousands of doIIars whiIe the student works for IittIe or no wages, in exchange for
improving professionaI work opportunities after graduation.
[4]
But the head of one company
speciaIizing in such internships said that "The average student comes from the middIe cIass, and
their parents dig deep" to pay for it. His company funds schoIarships and grants for Iow-income
appIicants.
[2]

xperiential learning
xperiential learning is the process of making meaning from direct experience.
[1]
AristotIe once said,
"For the things we have to Iearn before we can do them, we Iearn by doing them."
[2]

xperiential learning focuses on the learning process for the individual. n example of experiential
learning is going to the zoo and learning through observation and interaction with the zoo environment, as
opposed to reading about animals from a book. Thus, one makes discoveries and experiments with
knowledge firsthand, instead of hearing or reading about others' experiences. n order to gain genuine
knowledge from an experience, certain abilities are required:
the learner must be willing to be actively involved in the experience;
the learner must be able to reflect on the experience;
the learner must possess and use analytical skills to conceptualize the experience; and
the learner must possess decision making and problem solving skills in order to use the new
ideas gained from the experience.

xperiential learning can be a highly effective educational method. t engages the learner at a more
personal level by addressing the needs and wants of the individual. xperiential learning requires
qualities such as self-initiative and self-evaluation.


FieId work
FieId work is a general descriptive term for the collection of raw data.
Fieldwork Methodology

The two dominant methodologies of fieldwork practice, the traditional and the scientific, have different aims
implicit within them. The traditional approaches, sometimes termed 'fieldwork excursions' have aims rooted in
the development of content knowledge. The scientific approach of data collection/hypothesis testing and field
enquiry extend the learning opportunities available and promote the application of learning objectives to the
planning of fieldwork. Using the scientific methodology, learning in the field becomes as rigorous as learning in
the classroom from a planning perspective.
%he Usefulness of Fieldwork
O mproving observation skills and a better understanding of the processes that contributed to the
development of environmental features.
O xperiential learning: fieldwork provides opportunities to learn through direct, concrete experiences,
enhancing the understanding that comes from observing 'real world' manifestations of abstract
geographical concepts and processes.
O irectly involving students in responsibility for learning: fieldwork requires that students plan and carry
out learning in an independent manner.
O eveloping and applying analytical skills: fieldwork relies on a range of skills, many of which are not used
in the classroom.
O xperiencing real-life research: developing investigative, communicative and participatory skills.
O eveloping environmental ethics and increasing the appreciation of the aesthetic qualities of the
biophysical and built environments.
O Teamwork: fieldwork experiences provide an important teamwork element, with social benefits derived
from working cooperatively with others in a setting outside the classroom.
O $kill development: observation, synthesis, evaluation, reasoning, instrumentation skills, practical problem
solving, adaptability to new demands that call upon creative solutions, etc.

ffective Fieldwork
To be effective fieldwork should:
O be well planned, interesting, cost effective and represent an effective use of the time available
O target specific syllabus
O provide opportunities for students to develop a range of cognitive and manipulative skills
O be integrated with the subject matter to ensure that students take full advantage of enhanced
understanding that is achieved through direct observation.
case study
case study is an intensive analysis of an individual unit (e.g., a person, group, or event) Case
studies may be descriptive or explanatory. Case studies are analyses of persons, events,
decisions, periods, projects, policies, institutions, or other systems that are studied holistically by
one or more methods. case study methods involve an in-depth, longitudinal (over a long period of
time) examination of a single instance or event. They provide a systematic way of looking at
events, collecting data, analyzing information, and reporting the results.
O llustrative Case Studies
These are primarily descriptive studies. They typically utilize one or two instances oI an
event to show what a situation is like. llustrative case studies serve primarily to make the
unIamiliar Iamiliar and to give readers a common language about the topic in question.
O ploratory (or pilot) Case Studies
These are condensed case studies perIormed beIore implementing a large scale
investigation. Their basic Iunction is to help identiIy questions and select types oI
measurement prior to the main investigation. The primary pitIall oI this type oI study is
that initial Iindings may seem convincing enough to be released prematurely as
conclusions.
O Cumulative Case Studies
These serve to aggregate inIormation Irom several sites collected at diIIerent times. The
idea behind these studies is the collection oI past studies will allow Ior greater
generalization without additional cost or time being expended on new, possibly repetitive
studies.
O Critical nstance Case Studies
These examine one or more sites Ior either the purpose oI examining a situation oI unique
interest with little to no interest in generalizability, or to call into question or challenge a
highly generalized or universal assertion. This method is useIul Ior answering cause and
eIIect questions.