The Five “Cs” of Command

Keyword(s):  
2008 ◽  
Vol 41 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Sally Sieloff Magnan

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.


2014 ◽  
Vol 116 (13) ◽  
pp. 37-57
Author(s):  
Yibing Li ◽  
Jennifer P. Agans ◽  
Paul A. Chase ◽  
Miriam R. Arbeit ◽  
Michelle B. Weiner ◽  
...  

This chapter explains the links between relational developmental systems theory and the strength-based, positive youth development (PYD) perspective. The Five Cs model of PYD (involving competence, confidence, connection, character, and caring) is used to assess the role of school engagement in PYD.


Soil Systems ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 5 ◽  
Author(s):  
Johan Bouma

The United Nations (UN) Sustainable Development Goals (SDGs) provide an excellent channel to demonstrate the significance of soils when considering e.g., food production, water availability, climate mitigation and biodiversity preservation. For environmental sciences, including soil science, the SDGs provide “a point at the horizon” for future research. Progress to achieve the SDGs by 2030 will bureaucratically be monitored by targets and indicators but questions as to how effective research should be organized remain unanswered so far. The soil security concept, based on the five Cs (capability, condition, capital, connectivity and codification) can provide a clear guideline for soil science research, defining soil functions contributing to interdisciplinary ecosystem services that, in turn, can define measures to reach SDGs. A “storyline” is proposed linking the five Cs, emphasizing connectivity that becomes increasingly important in our modern “fact-free” world. The traditional linear research model does not apply when characterizing SDGs because of many conflicting interests that don’t allow definition of specific “solutions”. But different action-perspectives can be defined as a basis for decision making, creating much needed transparency in the decision process. Soil contributions are most effective when framed in the context of soil-water-atmosphere-plant models. Proper codification, including clear and candid communication with stakeholders, is essential to link science with society, a link that needs improvement.


2018 ◽  
Vol 13 (2) ◽  
pp. 219-225
Author(s):  
Arif A JAMAL

AbstractIn considering the articles in this Special Issue, I am struck by the importance of a set of factors that, in my view, both run through the articles like a leitmotif, as well as shape the major ‘take away’ lesson(s) from the articles. In this short commentary, I elaborate on these factors and the lesson(s) to take from them through five ‘Cs’: context; complexity; contestation; the framework of constitutions; and the role of comparative law. The first three ‘Cs’ are lessons from the case studies of the articles themselves, while the second two ‘Cs’ are offered as lessons to help take the dialogue forward. Fundamentally, these five ‘Cs’ highlight the importance of the articles in this Special Issue and the conference from which they emerged on the one hand, while on the other hand, also making us aware of what are the limits of what we should conclude from the individual articles. In other words, taken together, the five ‘Cs’ are, one might say, lessons about lessons.


2013 ◽  
Vol 24 (1) ◽  
pp. 163-176 ◽  
Author(s):  
G. J. Geldhof ◽  
Edmond P. Bowers ◽  
Michelle J. Boyd ◽  
Megan K. Mueller ◽  
Christopher M. Napolitano ◽  
...  

2019 ◽  
Vol 14 (4) ◽  
pp. 36-58 ◽  
Author(s):  
Jayne Mercier ◽  
Catherine Powell ◽  
Georgina Langdon-Pole ◽  
Daleki (Fole) Finau ◽  
Karen Hicks ◽  
...  

This study took a qualitative look at an Aotearoa/New Zealand-based positive youth development outdoor-education program in schools using the 5 Cs model of positive youth development. The viewpoints of young people, parents, and teachers were gathered, providing an opportunity to explore additional perspectives of the 5 Cs. All 5 Cs were seen to be present in the program and the 6th C of contribution was also observed. The Cs of competence, confidence and connection featured strongly, whilst the C of connection appeared to be important to young people’s experience of the program. Young people and adults prioritized different outcomes, with adults focusing more on future impacts and young people identifying more immediate benefits. The findings of this study add to an understanding of the 5 Cs model beyond the American context and highlight areas for future research.


2019 ◽  
Author(s):  
Hong Park ◽  
Il-Hyung Cho ◽  
Sonia Park ◽  
Geon-Cheol Shin

Creative abstract imagination is important in creativity. We propose a five Cs creativity model. 3Cs from individual creativity and 2Cs from organizational structure.<br>


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