...How do the theories proposed in your chosen reading inform your understanding of contemporary management functions and the employer-employee relationship? Bramel’s theories on the Hawthorne Studies help to inform my understanding of contemporary management functions and the employer-employee relationship by providing a critical analysis of the Hawthorne Studies, which were a major contributor in the development of management practices and the human relations movement. The Hawthorne Studies were a group of experiments undertaken in the 1920's and 1930's at Western Electrics Hawthorne Plant that provided new insights into individual and group behaviours. The study was lead be George Elton Mayo, he concluded that individual and group behaviour are closely related. Mayo concluded that social standards in the workplace were a greater factor in determining the production output of individuals then other factors such as money and environmental factors. The results of the Hawthorne studies are widely disputed due to mismanagement and corruption of some of the experiments. Bramel highlights the corrupted elements of the experiments, particularly the removal and replacement of participants mid experiment, and holds the studies in a negative light. Bramel is not the only one to cast doubt on the validity of the experiments however, there have been many opponents to the hawthorn studies’ findings over the years. Alex Carey was one of the most vocal opponents of the validity of the Hawthorne...
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...Examine some of the ways Gothic horror is presented in Frankenstein showing how your understanding of Mary Shelley’s techniques has been illuminated by your reading of Poe’s short stories Firstly, Shelley uses the setting of her novel in order to create an unsettling atmosphere in various chapters. Factors such as time, weather and architecture all play an important role in bringing horror to life in both Frankenstein and Poe’s short stories. Mary Shelley aligns Victor with the Romantic Movement, which emphasised a turn to nature for experiences like hope and happiness. The natural world has notable effects on Victor’s mood. He is moved and happy in the presence of the scenic beauty of Switzerland. In return this also reminds Victor of his guilt, shame and regret. “The rain depressed me; my old feelings recurred, and I was miserable”. This enables the weather to foreshadow Victor’s emotions throughout the novel. The theme of nature also reappears in the monster’s narrative. Whereas Victor seeks the high cold hard world of the Alps for comfort, as if to freeze his guilt, the monster finds solace in the soft colours of a spring time forest. This symbolises his desire to reveal himself to the world and interact with others. The architecture of the early nineteenth century was typically gothic and of a medieval revival style. It is this gloomy and frightening scenery, which sets the scene for what the audience should expect. Likewise, Poe uses the setting to convey...
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...- Historical and Literary Context | (Documents: Study Sheet) | Get an overview of the historical and literary context for the reading. | | Duration: 40 min | | | Activity 1.1.2: Quiz - Comprehending the Study | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Lesson 1.2: Romantic Poetry | Activity 1.2.1: Study - Romantic Poetry: Spontaneous Overflow | (Documents: Study Sheet) | Learn about the characteristics and leading writers of Romantic poetry. | | Duration: 40 min | | | Activity 1.2.2: Quiz - Comprehending the Study | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Activity 1.2.3: Read - Poems from the Romantic Canon | (Documents: Reading Guide) | Read selections from a variety of Romantic poets. | | Duration: 1 hr | | | Activity 1.2.4: Quiz - Comprehending the Readings | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Activity 1.2.5: Study - The Poet's Toolbox Applied | (Documents: Study Sheet) | Review some of the tools poets use to create meaning and achieve specific effects; apply those tools in order to analyze selections from the readings. | | Duration: 40 min | | | Activity 1.2.6: Quiz - Comprehending the Study |...
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...Running Head: Critical Reading 1 Mercy College Professor Coleman-Prisco Critical Reading Susan Aiosa CRITICAL READING 2 Reading has at all times and at all ages been a source of knowledge, happiness, and pleasure. When I am given an assignment here at school in my social work classes, sometimes the reading doesn’t seem to be all that sensible. These assignments in writing papers and reading research journals and the information provided within the pages of the articles must be critically analyzed and read. It is vital for me to ensure that the journals, topic information, and authors are all credible. This process is also necessary to make sure that the credibility of the information is professionally supported and held to a scholarly standard. In support of my research topic, I select an article that I have deemed a credible source. Once I have established the articles validity and scholarly integrity, I continue with my researcher’s obligation, critical reading, and understanding the information, which supports the area under study. I will demonstrate this procedure in seven stages that involves the critical reading of research articles. In accordance with the Mercy College Libraries (2015), the initial evaluation of critical analysis consists...
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... | Copyright © 2010, 2005, 2004 by University of Phoenix. All rights reserved. Course Description This course focuses on the issues, challenges, and opportunities presented by U.S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P., & Allard, M. J. (2009). Understanding and managing diversity (4th ed.). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed.). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week...
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...EJELE BSE-I Cognitive Factors That Affect Reading Comprehension Reading comprehension refers to the ability of a reader to construct meaning from text. Expected levels of reading comprehension vary throughout a reader's lifespan. When children first learn to read, the emphasis is on understanding the meaning of words and how they form sentences to communicate simple ideas. As children grow into adults, reading comprehension grows to include semantic and symbolic understanding of written text. 1. Decoding and Word Recognition Speed * One cognitive factor that can affect reading comprehension is the speed at which the reader decodes and recognizes words. Decoding refers to the reader's ability to make sense of letter-sound relationships, including proper word pronunciation and noticing common letter combinations, in order to quickly recognize familiar words. Readers who experience difficulty with decoding and recognizing words read at a much slower pace and find it more difficult to comprehend the meaning of reading passages than their peers without decoding difficulties. Vocabulary * Vocabulary breadth can also have an impact on reading comprehension. Readers use decoding skills to figure out the pronunciation and approximate meaning of words they haven't seen before, but this process takes far more time than recognition of a familiar word. Individuals with a wider vocabulary can interpret the meaning of reading passages faster and more thoroughly than individuals...
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...Course Description This course focuses on the issues, challenges, and opportunities presented by U.S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P., & Allard, M. J. (2009). Understanding and managing diversity (4th ed.). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed.). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due ...
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...speaker when the time comes. In Blyth's article from 2012, he spoke with the emphasis on word count. He expressed that for listeners to comprehend, two hundred and fifty words per minute is suggested, and however, one hundred and twenty-seven is optimal. To prove his theory, Blyth used compound words for which the listeners may not have to understand, therefore stopping to see if they were following and reading their body language. This concept resulted in comprehension of the word or giving up in attempting to understand. By doing this study, listeners missed out on what was being said during this contemplative process. Blyth went on stressing the importance of the audience comprehension of what is being said by the speaker. Floyd (2011) states that listeners develop their meaning from the dialogue, and that is presented. However, researchers suggest that the assumption of listening skills can be similar to those of reading skills. Blyth disagrees with this theory and states that when reading the individual can read and re-read the material until they have an understanding. Therefore, when listening, you get one chance to understand and comprehend. My opinion on this article was very interesting. I always felt that it do not take a lot of words to convey a message. I have listened to an individual give a speech and use big complicated words. In using those words, I get lost and tune out most of...
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...MAP Study Skills Finding & Reading Information Assignment Booklet Student Name: FADUMO AWIL Route: MAP Humanities | | |Unit Title |Finding and Reading Information | |Level |2 |Credit Value | 3 |Unit Code |HC7/2/LN/559 | |Learning Outcomes |Assessment Criteria | |The learner will: |The learner can: | | | | |1. Recognise the variety of resources available in a library |1.1 Locate and use resources from both reference and loans sections of | | |library and electronic resources e.g. internet, DVD, CD rom, and video.| | | | | ...
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...different learning styles used by students for learning. All learning styles are used with a goal of understanding certain topic. Various models are developed to explain different learning style. VARK is an instructional preference model differentiating the way students acquire information. Developed in 1987 by the educator Neil D. Fleming, VARK model helps student to become better learners. It is a questionnaire that determines the preferred learning styles of a student, whether a student best acquire information by visualizing, listening, reading, writing or by experiencing. This model proposes four learning styles such as Visual, Aural, Read/Write and Kinesthetic. Students prefer one of these learning styles or a combination of these styles. VARK questionnaire results show that I have multimodal learning preference. The Read/Write and Kinesthetic (RK) preference fit me into one with multimodal learning preference. The multimodal preference makes one to switch between learning styles depends on what you are learning and resources available for learning. Reading and writing is activities which help students to understand facts in the learning process. Writing is a way of evaluating ones understanding about a certain topic and also a tool for learning ourselves. Writing allows organizing the thoughts from what we read and allows extending the thinking process and expanding the understanding. Writing process will originate from an enquiry. This can be what we read, from an enquiry,...
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...Chapter I THE PROBLEM AND ITS BACKGROUND Introduction Sentences cannot be form without using the phrases, and you cannot see phrases without involving different vocabulary word and for you to know older students must be skilled at reading to learn; but it is also true that they never finished learning to read. Do students really understand what they are reading? Do they retain the words in the given reading material? Learning and discovering come up with reading and understanding, and understanding goes with identifying and familiarizing the meaning of each word in a produced sensible context. Based on the statistics, the literacy rate in the Philippines as of 2005 has risen from 72% to 90% in the last 30 years. The 2005 Functional Literacy, Education, and Mass Media Survey conducted by the National Statistics Office (NSO) resulted 48.4 million or 84% of the estimated 57.6 million Filipinos who are 10 to 64 years old are said to be "functionally" literate (TODAY newspaper, 2005). It was defined by the NSO that functionally literate means a high level of literacy which includes reading, writing, numerical and comprehension skills. While on the other hand, the 2009 National Achievement Tests (NAT) results revealed a rise in Mean Percentage Score (MPS) of only 66.33% from 54.66% in 2006, which equates to an improvement of 11.67% (Philippine Daily Inquirer, 2010). In addition to that, the Department of Education reported that almost two-thirds of the country’s high schools...
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...The National Reading Panel, convened on behalf of Congress in 1997 to assess the effectiveness of various approaches to teaching children to read, suggests in a 58-page teacher's guide intitled "Put Reading First: The Research Building Blocks for Teaching Children to Read" that students' reading comprehension can be greatly improved by intructing them to use specific strategies that will actively increase their ability to understand and retain what they read. The true reason for reading any text is comprehension. Just as vocabulary can be taught, the ability to thouroughly understand what one reads can be taught. While there are several strategies that may be used to improve a students reading comprehension, there are six which have the most solid scientific support. These six strategies are monitoring comprehension, using graphic or sementic organizers, presenting students with questions which they must answer, instructing students to come up with their own questions, teaching students to recognize story structure, and developing effective ways to summarize long bodies of text. Students can and should be taught to monitor their own comprehension of text. Students who are effective at monitoring their understanding of what they read are able to identify what they do and do not understand and are much more able to use appropriate strategies to resolve problems in comprehension. Specific strategies which students may use when applying comprehension monitoring include stating...
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...It is imperative to assign formative assessments in the classroom especially to track student’s reading and comprehension abilities. Formative assessments help the teacher differentiate what students know and what gaps in the student’s background knowledge have to be filled. Formative assessment also assesses student’s current ability and evaluates whether they are grasping the main ideas, and purpose of the reading. The information gathered from this evaluation will help the teacher determine the level of support the students need during reading and what reading strategies might need to be modeled before the students read a complex text. For this formative assessment, students will read a textbook passage titled Cells and Energy. This passage will introduce students to how plants get their energy and how the chloroplast functions to make sure that the plant is...
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...Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. If the individual words don’t make the sense then the overall story will not either. Children can draw on their prior knowledge of vocabulary, but they also need to continually be taught new words. The best vocabulary instruction occurs at the point of need. Parents and teachers should pre-teach new words that a child will encounter in a text or aid her in understanding unfamiliar words as she comes upon them in the writing. In addition to being able to understand each distinct word in a text, the child also has to be able to put them together to develop an overall conception of what it is trying to say. This is text comprehension. Text comprehension is much more complex and varied that vocabulary knowledge. Readers use many different text comprehension strategies to develop reading comprehension. These include monitoring for understanding, answering and generating...
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...Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. If the individual words don’t make the sense then the overall story will not either. Children can draw on their prior knowledge of vocabulary, but they also need to continually be taught new words. The best vocabulary instruction occurs at the point of need. Parents and teachers should pre-teach new words that a child will encounter in a text or aid her in understanding unfamiliar words as she comes upon them in the writing. In addition to being able to understand each distinct word in a text, the child also has to be able to put them together to develop an overall conception of what it is trying to say. This is text comprehension. Text comprehension is much more complex and varied that vocabulary knowledge. Readers use many different text comprehension strategies to develop reading comprehension. These include monitoring for understanding, answering and generating...
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