The basic ideology of the initiative is eco-friendly living. The Empire group intends to build a mega residential complex which is spread over 35 acres of land, and house around about households, which are self-sufficient in several ways. The complex thrives on the basis of inbuilt agricultural center, animal husbandry center, building gardens, fuel cell and bio-gas-propane generators of electricity, massive solar panels which provide heat to the homes and also electricity.
Learning mediated through agents of authority Learning mediated through learner democracy Fixed and limited time-frame Learning is the main explicit purpose Learning is either of secondary significance or is implicit Learning is applicable in a range of contexts Learning is context-specific There are some obvious but daunting problems, if such an approach was intended to produce an accurate means of classifying actual learning activities and situations as either formal or informal.
This was aptly illustrated when an earlier version of the figure was presented to the Steering Group for this project. If we were to establish these ideal-types as universal, all such disagreements would have to be ironed out. In doing that, we would have to address the following problems: Should all criteria be equally important, as this approach would imply?
How can criteria be labelled in ways that avoid ideological implications of inherent virtue or blame? Each of these problems would have to be solved, if such an approach were to be seriously pursued, and many of them would lead inevitably into areas of complex and partly subjective value-judgements.
But there is another, more serious problem. Even if only a majority of these criteria were rigorously applied, very little learning would fit completely into either ideal type.
One way of addressing this problem is to search for ways to group the criteria in the list, and to identify deeper underlying organising concepts. Most, though still not all, of the criteria in figure 6 can be fitted into the following four clusters: This includes learner activity, pedagogical styles and issues of assessment: Is the location of the learning within a setting that is primarily education, community or workplace?
Does the learning take place in the context of: Is the learning secondary to other prime purposes, or the main purpose of itself? This covers issues about the nature of what is being learned. Is the focus on propositional knowledge or situated practice? Is the focus on high status knowledge or not?
However, the best way to do this may not be through the categorisation of actual learning as of one or other type. This is partly because the four dimensions can be logically combined into 16 different types, and there is no clear way to identify a smaller number of these logically possible permutations.
Such types may have value for analytical and illuminative purposes.
However, what even 16 ideal types cannot provide is a clear categorisation or [page 20] classification of actual learning activities or situations: Yet, as we have seen, in the literature that attempts to define boundaries between formal, non-formal and informal learning, and it is this latter purpose that is most frequently intended.
Following the implications of the continuum model of Stern and Sommerladrather than seeing formal, informal and non-formal learning as discrete entities, we have begun exploring the ways in which these four dimensions of formality and informality inter-penetrate most, if not all, learning situations.
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A business letter is to be composed on the company’s letterhead, with margins of 1 to inches all around the page, with allowances given for the company’s letterhead style.. A formal business letter format has following elements.
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