Shellac 1000 Hurts

All good things come in threes. And so the albums of Shellac – the third one is a good thing. Since 1994, when the band was formed by Steve Albini with bassist Tom Weston and drummer Todd Trainer, â€Å"1000 Hurts† is the third album confirming the status of Shellac as an original, purposefully mean-spirited band.Albini, as some sort of an underground God, his band and their album did not need any promotion on the radio or TV, there were no interviews, no free copies for the press. 1000 Hurts is Shellac’s third and by far best album, which again and again let us enjoy Albini’s guitar pirouettes and his lunatic screaming voice, Trainer’s beating the hell out of his drums, and Weston’s unmatched bass tone.In this album one will find a number of new elements which were not heard from Shellac yet: the radio in â€Å"QRT†, Todd’s singing in â€Å"New Number One† or â€Å"Guitarsolo† in â€Å"Canaveral†. But as St eve Albini says: these all this new stuff was not planned, but this is something they just came up with accidentally. May be it is hard to believe that the two monsters of the music producing (Albini and Weston) did not plan anything to make this album really good in terms of commercial success of the album. But these guys do it for fun.What also makes this album different is the quality of the songwriting. It’s not a case of clinging to the verse chorus verse structure so much as an adherence to melody. â€Å"Song Against Itself† employs Shellac’s trademark meaty riffage, but it also incorporates its most melodic vocals yet. The riffs seem even more memorable this time- to the point where you would possibly hum them later. It is impossible to hum their older songs like â€Å"Doris† or â€Å"House Full Of Garbage†.The songwriting has polarized from the easily accessible rock and roll The songs on this album switch gears from straightforward 4/4 tim e rock to bizarre arrangements/time changes more quickly and at greater extremes than their past releases. To make the contrast even more blatant, the straightforward parts are very straightforward, and the crazy parts are even more crazy.The emotional content of lyrics has remained the same, just like Albini himself: mean and sarcastic. â€Å"Prayer To God† is an hysterical plea, in which Albini asks â€Å"the one true God above† to kill two people for him. The tone of his prayer is dripping with sarcasm but the point is simple enough: â€Å"her, she can go quietly by disease or a blow/to the base of her neck where her necklaces close/where her garments come together/where I used to lay my face/that’s where you ought to kill her/in that particular place.†The music rises to meet his anger. â€Å"Squirrel Song† is a â€Å"sad fucking song† that showcases Shellac’s incredible rhythmic precision. â€Å"Song Against Itself† starts out sounding almost as straightforward as pop punk, while â€Å"Mama Gina† starts with a dissonant melody being played over a slow rhythm section which then fades out to bass pulses and guitar beeps with Steve singing/talking about a woman who likes to dance.Shellac hasn’t lost an ounce of its brutality. Pounding rhythms, sharp but sparse guitars, and repetitive bass lines bust through the speakers with exquisite production. The songs and recording on 1000 Hurts don't deviate from the sound of their other releases so much as to shock the listener. The disk doesn't really break any new ground – like its predecessors, it's a collection of angular guitar lines, hypnotically repetitive rhythms, oddball time signatures, noise-rock squalls and twisted lyrics.Frankly, it's just nice to hear a record that you know was written without even the slightest thought for commercial potential, marketing or playlists. 1000 Hurts shows Shellac in prime form who seems to have real ized that 12-minute rock songs don't rock. This record's longest track, â€Å"Mama Gina,† clocks in at an appropriate 5:44, long enough to fully flesh out the song, but not so long that the groove gets tired.

Night school MBA Essay

For a film-maker, viewer’s perspective is all-important. Towards this end, he uses movements, contrasts, visual patterns, narrative emphasis etc. Mis En Scene refers to arrangement of all the visual elements of a theatrical production, within the fixed area allotted-the stage. It has 4 formal elements: 1. The physical setting and decor, 2. The staging of the action, 3. The manner in which these elements are framed. 4. The manner in which they are photographed Making movies a co-operative effort they represent the triumph not of a single department, but the blending of all. Setting: The story is set in the shark-infested waters of corporate mergers. The physical merger (romance) is the foundation of the story and increases the ‘share value’ of this movie. For Tess it is the far cry from the Staten Island Ferry to Manhattan. She was too brilliant for the low position that she occupied. Her ideas catch the imagination of her boss so much that she is willing to steal it as her own. She does it in a clandestine operation. The opening credits show the camera pans over the skyscrapers of New York City. The rousing tune about the â€Å"new Jerusalem† plays. For the modern materialistic generation like Tess, New York is the holy place. It aspires to reach the secret ambitions and achieve something substantial. But advancement is not all that easy and simple. Many are compelled to perform tasks and pursue careers, where there is no scope of advancement. But ‘fortune favors the brave,’ they say. Tess realizes that she needs to change and her talents will definitely help her at the appropriate stage. Her boss goes on medical leave, and she acts boss, goes beyond the instructions given to her. But her craze for success is so much; she is up to doing anything, including going to bed with her business associate. One of the crucial and interesting scenes in the film, as Tess’s boss forces Trainer to make a critical choice. Katherine recoups her original health, returns, comes to know about the business-adventures of Tess, she has no hesitation to send her to her place on the corporate food chain. The film has 7 important filming locations, viz. World Trade Center, Manhattan, New York City and New York etc. The story is creative and witty. Mike Nichols’ direction is laudable and in the highest form. The fine supporting cast also features Cusack and the always dependable Phillip Bosco. Carly Simon’s wonderful song won an Oscar. The soundtrack, featuring Carly Simon and the St. Thomas boys’ choir, is sublime. When ‘Let the River Run’ hits as the camera pulls away from Melanie within her new office in the World Trade Center you can only realize that how beautiful is life! Sit through and enjoy the magnificent helicopter shot of the New York Skyline and Staten Island Ferry during the opening credits, with Carly Simon’s award-winning theme playing on the soundtrack. You will feel elated and the first impact will be the everlasting impact. It is an unforgettable experience for the lifetime. 2. Lighting The use of mis-en-scene is most objectively utilized in the scenery, costumes and especially the lighting. The narrative compiles a majority of dark scenes with a careful use of low-key illumination and many shadows. These low-light settings make the viewer to express feelings toward the characters and their actions. The close-up camera shots of the character’s faces reveal the emotions they wish to portray whether they are talking or making a statement through silence. The lights whether focused upon a single performer or spread to include the entire scene, have been consistently good. The dancing scene has been done to perfection. Tess dances with happiness and uneasiness, and the light effect makes the audience concentrate its attention on this particular pair, and catch their expression beautifully right through the scene in the bedroom. The results of the light from source to object have been perfectly executed. There is no offensive and unreal glare. The loveliest light, the modern artist will say, and say truly, is reflected light. 3. Costumes and Make-up. Tess is a sex-pot with a night school MBA. From her baby hair, the transformation to new serious hair make-up, (to imitate her boss on sick-leave) and her access to Katherine’s wardrobe is an interesting part of the movie. She poses as a broker in her Donna Karan suits. Later it is fascinating to watch her rapid transformation to swirling ball gowns and dancing feet, which ultimately lead her to the bed. Tess McGill (Melanie Griffith) is one among the masses in Manhattan. She is yet to adopt the Manhattan style of life, happy with her huge blonde hair, an old wardrobe and for easy walking, she sports tennis shoes. This was not expected of the working girl of the 1980s. Her outfit blocks her progress. Her male colleagues make fun of her career ambitions. She has the intelligence of the genius, but success eludes her for sometime, but not for all time. When ultimately she becomes the ‘boss,’ her dress sense goes metamorphic change. Then modernization achieved as for her dress and hair is excellent. The stuffed rabbit that Tess sets on her desk when she arrives at her new job shows her child-like innocence. It was made by teddy bear artist Gae Sharp. It was purchased at the Mables in New York. Director Mike Nichols later visited the store and ordered five more rabbits to give to important cast members. Something about the Best Supporting Actress Cusack! She excels in more than one scene. Her reaction to the expensive dress from the wardrobe of the boss, as she tells Tess, with the line: â€Å"5000 dolluhs It’s not even leather,† the last word emphatically pronounced â€Å"LEH-thuh† as if the price tag on the dress were a working-class faux pas. In that scene, Griffith as Tess nearly faints. 4. Staging or actor’s movement and gestures. The gestures of the boss speaking out her mind very tactfully and yet you need not be a psychologist to understand what actually transpires within the secret chambers of her brain. Her seriousness is deceptive. There is a discerning mind at work, and the way it has been captured calls for admiration. Katharine Parker, a breezy, insensitive sexist who by now knows that her secretary is brilliant, pretends to help her. â€Å"I’d love to help you, but you can’t busy the quarterback with passing out the Gatorade,† Katharine says. â€Å"Tess, you know you don’t get anywhere in this world by waiting for what you want to come to you. You make it happen. â€Å"Katharine further asserts. And there’s more treachery, which can be called as the white-collar crime. â€Å"Bring me your ideas and we’ll see what we can make happen. † Some side-kicks make the movie hilarious and griping. No doubt, Tess is making the best of the destiny-sent opportunity to her, whereas her boss is waiting for the broken bones to come to terms. But the fear element is always there—what if she is exposed at the most unsuspected moment! In one touching scene, she gets up to fetch the coffee when she has in fact been offered some. Tess’ gum-popping sister (jazzy Joan Cusak) is alarmed over her pretend success: â€Å"Sometimes I sing and dance around the house in my underwear. That doesn’t make me Madonna,† she warns. Tess has her own problems relating to her ‘past-life. ’ She has a boy-friend (Alec Baaldwin), not very polished, by any standards. Just care-free! The movie is photographed by Michael Ballhaus. Structurally, the film has some parallels with â€Å"The Graduate,† Nichols’ 1967 classic – including a climactic scene where an important ceremony is interrupted by the wrong person bursting in through the door. The photography is luscious. The Statue of Liberty is often shown; it is the symbol of opportunity, which a girl like Tess is able to grasp. She has proved how sex and money go hand in hand. A girl’s best friend is Capitalism. The important aspect of the movie is the transformation of the mindset of Tess, and her realization that she is capable of achieving more with her life. She is seized of the issue that there are astounding opportunities in New York. The initial frustration and the eventual confidence have been ably handled by Melanie Griffith. She still maintains her fragile inner nature. But now she is the tough business executive. Somewhere in the corner of her mind, she visualizes the collapse of the whole edifice. In the meantime, her ex-boy friend is making desperate efforts to win her back, and earnestly looks forward to her failure. Tess is shown to be quite uncertain about the future eclipse of her career and what telling effect it will have on her life. All these uncertain situations and movement and gestures of the concerned actors around Tess, have been ably shown and acted. The main characters of the movie are not strong, the plot as such is pedestrian, and yet the movie provides one with the worthwhile experience, because it relates to the trials and tribulations of the working women. What makes the movie click is the element of humor and the romanticism. But this is not a serious classic plot. The great performances (Oscar award winning) and real-life dialogues, make viewing an interesting experience. The professional struggles of Tess mixed with romance, keep the story going. Element of suspense is interwoven throughout the story in one form or the other. The level of imagination in acting by the minor characters like the duplicitous boyfriend is memorable. (Portrayed with an adequate balance of arrogance and warmth, by Alec Baldwin). Conclusion: There are sterling individual performances, but what matters is the collective effort. The small and the big characters have rendered faultless justice to their respective roles and responsibilities, by taking charge of the small and big issues nicely. As for Tess, it is the same old story. ‘God sees the Truth, but how long is the man (woman) to wait! ’ Tess is no more willing to wait to enter the portals of success. They say; having gone for a sea-bath, don’t be afraid of the oncoming waves. If the waves are powerful, duck them; if the waves are friendly, dance with them; when the waves are normal swim further, deep into the sea. .. The opening song of the movie seems to set the goal in the forthcoming life of Tess. Tess takes off her sneakers and puts on her high-heeled shoes. She is up to begin a new life, the life of the working girl, to which sun-rise and sun-set will have special meanings. She will learn to budget her time and regulate her life. She will transform herself from an ordinary ‘yes Sir’, ‘yes Madam,’ secretary to a noticeable executive with powers. Her high pitched ambitions that were dreams now take concrete shape. Gone are the days, when she consoled her conscience that it is better to deserve without receiving, than to receive without deserving. Now the watchword of her life is –success at all times, and success at all costs! Women have more than one enemy. Women executives and the male colleagues, each one up to their special interests! In case of Tess, her boss would not tolerate or accept her brilliance. Her theory is– the boss is always right! Working Girl 1988 is a cheap romantic comedy, and yet it is not! The inner core of every individual desires and loves perfection, wishes to reach the portals of spirituality by transcending the mind barriers, live for the ideals which one cherishes, but Satan is up to his ways to perturb the one treading the right path. He doesn’t like the honest brilliance of Tess. He makes her compromise with her character.

Analysis and interpretation of ”Elephant”

When all hopes and dreams are abandoned from our lives, the only thing we can do is taking advantage of others lives and make it our own. A life well planned can cost us our freedom and our ability to make decisions which are radically different from our previous ones. When desire, lust and romance have been deselected and †the normal life† has taken its place. These obstacles are what William meets and sooner confronts in the short story by Polly Clark called †Elephant†. The story begins in media res, so as soon as the story begins we get engulfed. We are meeting William sitting at his desk surrounded by notes and facts, where his Muse has left him and he has trouble finding inspiration writing biographies of pop singers as Christine, who he finds most adorable and attracted to (l. 46 – 51). The character Christine can be interpreted as Christina Aguilera, who, with her voice and her sexual behaviour, usually is very appealing for average men. William is the typical American man, who has settled down with his wife and currently is trying to start a family. Their marriage is not filled with romance and love as one could expect, but more with expectations and compromises and it furthermore seems like William does not want a baby as much as his wife does. His mind is filled with thoughts of his biographies and how Christine must have wanted him to write about her (l. 71-72 and 76). He easily gets distracted from his thoughts and one could imagine that they are filled with his lost childhood and the things he had never been able to do in life. His flash-back to the moment when his mother gives him the blue elephant (l. 9-66) could easily be interpreted as the childhood his mother tries to give him. However, at first he could not remember the blue elephant from his childhood. It had vanished from his memory. The only thoughts that go through his mind are how he can revenge his lost childhood and regain consciousness of his identity. The narrator tells us at line 21-22: †William would have preferred the film stars (male, golden age of cinema) but those had been claimed by someone quicker of the mark †¦Ã¢â‚¬ . This specific passage shows that William was needed to give up his dream because someone got in his way. By writing about male actors it would have been possible for him to get famous and his life would thereby be complete. Happiness and celebrity goes hand in hand in his mind, but ever since he had to choose another career, his dreams fell apart and he was, in his own eyes, nothing but an ordinary man. That is why he is writing about the female pop singers so in that way he partly can fulfil his dreams through the women. Nevertheless, this solution does not satisfy his desires, since he cannot relate to these women. He can relate to the male actors because of their sex, but the difference between men and women in this context becomes a huge factor for him and that gives him reason to change the stories about the women. Christine gives him trouble because of her pure mind due to her relationship with Christianity (l. 49), and his urge to make her life as miserable as his becomes even stronger. Therefore he synchronizes his life with hers and mixes the blue elephant into her childhood. For him the elephant is a symbol of regret and grief and therefore he tries even harder to make the life of Christine miserable in the eyes of the readers. As he says at line 146-147: †He wanted to give Christine something she had never had, something important of himself. † – the aspects of life he wants to give Christine are defeat and loss because she, to him, never have had a change to experience it in her famous Christian life. But because the negative symbolism of the elephant only exists for him, his made up story about the life of Christine does not become a bad experience for the readers. His attempt to make Christine a bad person is not successful (l. 135-142). That is when he realizes that his profession is not what he wants to do. The name Christine has not been chosen by coincidence and it was solely that choice of name, which gave Christine power over him. The relationship Christine has with God has been transferred to William and through it he is able to confront his obstacles and by typing the untruth about her he learns that, that is not the person he wants to be, and by this realization he becomes complete. Even though he knows that someday he is going to be †vanished from the face of the earth† (l. 148), he feels ready to start living his life again, because he finally has triumphed over his lost childhood and he definitively has found himself. His last falsity gives him the strength to stop telling lies about others, stop living trough others and gives him power to live his own life (l. 142-144). Therefore, the truth is the main theme of this text. As a subcategory comes the blue elephant being a symbol of how important the childhood is for humans. If the blue elephant vanish from the life of a child, pain and regret will come later. Therefore, the story is a form of a aide-memoire in life to parents to teach them how to raise their children. Polly Clark has written this text to tell us how important it is to keep believing in something that helps us maintain our dreams in life pure.

Public Sector Finance & Control Assignment Example | Topics and Well Written Essays - 1250 words

Public Sector Finance & Control - Assignment Example The council had declares a policy that was to restrict the ‘Council Tax Band D’ charge to 5% above the 2011/12, increasing the charge from 155 to 162.75, consequently, the general revenue being 45, 768, 880. An increase of the charge from the 2011/12 level by 8.2% could be sufficient enough to cover the 53,469,500 general expenditures. Alternatively, certain expenditures can be reduced from the books of accounts so that revenue generated from taxes match the expenditures. Theater expenditure, capita programme expenditure, and environmental and health expenditure can be arrived at through public-private partnership. In fact, expenditure should match revenue in the non essential services. Transferring of certain essential services to be catered for by the central government can be a better alternative to managing the council bills, particularly expenditure on education and health. Through the councilors, the council should rally the members to pass the adjustment so that the desired council tax band d for 2012/2013 is achieved, otherwise at the projected rate of 5% would not achieve the projected revenue demands. A marriage of geographical positioning of the Council Tax Band D equivalent, increase in the charge and reduction in expenditures or a private public arrangement can aid in matching expenditure to revenue. In the United States, water and sewer service, garbage collections have been privatized and these reduce the overall expenditure budget. The budgeting process consists of fundamental chain of activities which can be considered in the following guidelines: budgetary framework, budgetary methodologies, and allocation of resources to the budget activities. A budget framework, on the other hand is defined by certain critical factors namely: timeframe, in the case study, budget as prepared for the 2012/13 financial year, while the previous one was prepared for the 2011/12

Wk10 Comment from Peers DQ1AE and DQ2 CK Assignment

Wk10 Comment from Peers DQ1AE and DQ2 CK - Assignment Example I also liked the comment you mentioned in your response which stated that companies that have good corporate governance are worth nearly 27% more. This statement clearly shows that ethical conduct is expected and rewarded in the marketplace by investors. â€Å"Ethical conduct is something that becomes inherent in an organization over a long period of time (Raymond, 2011). DQ2 - I agree with you that corporate officers did not have must accountability in the past. This all changed with the creation of the Sarbanes-Oxley Act of 2002. Today corporate executive officers such as CEOs which are found guilty of fraudulent behavior can receive up to 20 years of prison time (Sox-Online). Criminal penalties are covered by section 802 of the Sarbanes-Oxley Act. Now that corporate executives face such steep and severe penalties for white collar crimes they will think twice before committing this type of criminal behavior. I like and I believe in the Sarbanes-Oxley Act, but the costs to implement the Act are extremely high. It is estimated that first year compliance with Section 404 of the Sarbanes-Oxley Act can cost upwards of $4.6 million (D’Aquila, 2009). The SEC should look for ways to reduce the constraints and mandates that are driving cost upwards in the implementation of the Sarbanes-Oxley

Race. Race as an Essentialist Concept & Race as a Social Construction Essay

Race. Race as an Essentialist Concept & Race as a Social Construction - Essay Example This paper will give a describe ethnicity and race through the social construction approach and primadialist approach. Social constructionist perspective states that the idea of race, which is best understood as the classification of individuals in terms of skin color, hair or body shape, is a biological concept employed when rationalizing and approving the unjust behavior towards groups of individuals by others. The instrumentalist approach further asserts that, social environments enhance the concept of races. Race only exists as long as it is in the collective agreement, imposition and agreement among people. Even if, race fall short of ontological existence, in the society it is real (Ishiyama & Breuning 218). According to social constructionist approach, ethnicity is viewed to be a contemporary instrumentalist symbol that advances the materialistic interests of different groups. These groups’ composition is subject to change due to competitive opportunities. Through this theory, ethnicity and ethnic groups are inventions or creations by opportunistic elites with the intention of manipulating the concept of ethnicity for their personal gain (Ishiyama & Breuning 222). The essentialist theory is based on the principles that, race is a reflection of essence intertwined in biological genes. It further states that race is an indication of traits or abilities, and it is unchangeable. Race to a primordialist is inborn, and a natural phenomenon which man cannot influence (Spencer 43). The primordialist approach is embedded in the view that ethnicity is a permanent feature which is rooted deeply in all essential experiences and activities performed by groups of persons. The approach asserts that individuals in society are divided on a permanent basis and in a manner that is unchangeable. Ethnic groups according to essentialist perspective are unique units categorized on the concept of a common origin. The concept of a common

Organizational Human Resources Assignment Example | Topics and Well Written Essays - 1500 words

Organizational Human Resources - Assignment Example However an overall organizational diagnosis must be conducted to identify the needs and the areas of change. Organizational change can be defined as the initiative by the mangers to keep a constant creative, innovative and intelligent watch over the environmental forces and to audit the impact and influence on the business concerned and to find out action programs to find out appropriate strategies to maintain balance between the two different forces, controllable as well as non-controllable. The study has been conducted in lieu of analyzing the key areas of changes, dealing with the factors providing resistance to changes and the process of overcoming the changes. The study has been conducted by keeping Diamond Express, Inc and the organizational scenario of the company in mind (Goswami, 2010, p. 105). Background of the Study Diamond Express, Inc. is a two years old customer sales and service company. It has 150 employees. Very recently the senior management has hired a new HR manag er to develop a fully functional human resource department. This is a key strategic move considering the near future expansion plans of the company. Identifying Areas of Change The HR functions of the organization is scattered among individuals. This consists of some employees belonging to the administrative position looking after paper works and a management team looking after HR issues. Considering the mentioned landscape of the organization the key challenges of the newly appointed HR manager has been summed up. One of the major challenges to be faced by the manager is to achieve centralization. HR functioning is a very much core and specialized area. Therefore the company must have a fully functional HR department to look after the core areas. Therefore the manager may hire some HR executives to look after the core areas such as recruitment, payroll processing, performance management, etc. Also these executives act as a touch point to various departments. The employees looking a fter the admin work can also be a part of the HR department forming HR and admin division. This recommendation has been provided based on the assumption that the organization has the budget to afford recruitment new executives. Another challenge to be faced by the new HR manager is to keep a high morale among the employees. The hiring of a new manager may make some the employees to raise a few eye brows. This may lead to negative organizational grape vines lowering the moral of the employees. This may create insecurity among the employees and lead to attrition. Therefore the best way to avoid such unwanted circumstances is to communicate properly with the employees to build an environment of trust and employee engagement to ensure retention. As the management as well as the HR manager wants to achieve organizational change it is imperative for the employees to understand the role and responsibilities. Therefore the Hr manager must make sure that detailed Job descriptions are prepare d across the all departments. The HR manager should entrust the responsibility to the executives looking after different departments. The executive should carry out a job interview for specific job holders to prepare a detailed and appropriate job description. Along with job description the employees should be provided the KRA or key result areas, so that the employees can understand the parameters

Generation X,Y, etc age groups--working with them--pros & cons Term Paper

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Management Essay Example | Topics and Well Written Essays - 500 words - 3

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Schools of Thought Worksheet Essay Example for Free

Schools of Thought Worksheet Essay General Terms Ecology is the science that studies living beings in relationship with biotic and abiotic environments. (Desjardins) Environmental Justice is being defined as a pursuit to equal justice and equal protection under the law for all statues and regulations without any type of discrimination based on socioeconomic status, ethnicity, and/ or race. (Rajzer, 1997) Environmental Science is a study on the interaction of living and non-living elements in the surrounding environment with emphasis on the impact of humans and these elements. (College) Ethics consists of the general beliefs, values, attitudes, or standards that guide to a responsible behavior. (Desjardins, Environmental Ethics) Genetically Modified Organism (GMO) are plants, animals, and other living things created through genetic engineering. It means they take the DNA from different species, plants, animals and create cross breading that in normal circumstances wouldn’t occur in nature or in traditional cross breeding. (Green America) Renewable Energy is a source of energy that flows from on-going natural processes such as wind, flowing water, geothermal heat flows, biological processes and most common solar energy. (Science Daily) Sustainability basically creates and helps maintain effective habitats in which people and nature can co-exist in a productive, fulfilling and social economic environment for this and future generations. (EPA) Schools of Thought Anthropocentrism is the philosophical belief that human beings are the central most significant creatures in the world. Biocentrism is the thought that every living creature is of equal value in this grand purpose of nature. Ecocentrism is a perspective view that places essential value on all living organisms and their natural habitat, unmindful of their recognized usefulness or importance to humans. Ecophilosophy is a combination of philosophy and ecology. Hedonism is the pursuit or devotion to pleasure, especially those of the senses. Inherent Value also referred to as intrinsic value to be recognized rather then given. Its value is in itself and not for just its uses. Materialism is a tendency to think and feel as if material objects/possessions are more important then spiritual values. Metaphysical Ecology is a philosophical ecology that has been passed from a concrete scientific conception of ecology in a narrow sense to abstract a philosophical conception of ecology using a philosophical sense of thinking. Minimalism is the act of keeping things or interest very simple. Ethical Extensionism is a disagreement in environmental ethics that good standing should be extended to things such as animals, plants, earth and species that normally are not thought of as having moral standings. Pluralism is a theory that states there is more than one basic principal or substance. Naturalism is the deception of the physical environment mainly the landscape or the rural environment. Pragmatism a philosophical movement or system having numerous forms, but usually underlining consequences as constituting the crucial criteria in determining the meaning, truth or value. Relativism a theory holding that criteria of judgment are relative, fluctuating with individuals and their environments. Utilitarianism an ethical doctrine value that virtue is based on utility and that conduct should be directed toward promoting the greatest happiness of the greatest number of people. The local environmental issue I am talking about is renewable energy. The two schools of thought I am going to associate that with is naturalism and materialism. This particular community issue is affecting us in a way our climate changes and how much pollution there is. The rising heat and temperatures we experience here have an affect on our environment. One  article said that our temperature have increased by approximately 1.4 degrees Fahrenheit since the early twentieth century. (Pollution Green Energy) Our sea levels have risen at an accelerating rate of about 3.5 mm/year. (Pollution Green Energy) In order to preserve our natural community I feel we need to start thinking green. Speaking as a minimalist, I am all for going green and help protecting our environment. If we as responsible adults don’t teach our children and grandchildren about pollution and the effects of it how will this world be in another twenty years? I am twenty-seven and I can see how much change m y community has gone through. I remember as a kid walking to my grandmother’s house and looking down seeing nothing but pollution and trash all over the ground. The naturalist are all for keeping a clean and safe environment. Using renewable energy we can go green and start making plants and crops that are better for you and not full of chemicals. They believe that with using energy efficient appliances and even vehicles will in the long run help the community with this major energy problem we have. The materialistic people in my opinion don’t really care about preserving energy and not really care about the gas that pollutes our air. One of the biggest forms of pollution is from non-renewable gasses, which is a major cause for global warming. Ethically speaking the naturalist are trying to help better the community by having state and local leaders imply more sources of renewable energy sources for our use. The materialistic people can and probably will go on what ever is popular at the time. One of the biggest ethical and even materialistic concerns is the amount of money taxpayers, local and state legislatures will have to spend to add more solar paneled farms and streetlights. Ethics has influenced our way of thinking because the pros for renewable energy will do so good for not only our community but for our world as a whole; where as the pros for non-renewable energy benefit the need for having things done in the â€Å"now†. The biggest con for renewable energy is the cost and getting more people to believe that it can and will help our community. At the end of the day sit down and think about which option is better for our community. Should we spend the money to provide more useable renewable energy sources or continue to provide non-renewable energy sources that can harm our community and our future generations to come? (Conserve Energy Future)

Frederick Douglass Essay Example for Free

Frederick Douglass Essay Frederick Douglass was born a slave in 1818, a time when slaves were forbidden to have an education he succeeded in teaching himself to read and write. In Frederick Douglass’ Learning to Read, the audience was given a front row seat that allowed a glimpse inside the true depth and extent of slavery. Douglass expressed emphasis on literacy and the impact it had on slavery by revealing how slavery was detrimental not only to slaves but slave owners, how the path to educate himself caused mental anguish, and how literacy became his key to freedom. In the beginning, the master’s wife viewed Frederick as her equal and didn’t see anything wrong with educating him. Douglass said of his first teacher â€Å"She at first lacked the depravity indispensable to shutting me up in mental darkness (346), then she realized that educating a slave meant giving them a voice. Slavery had the power to turn a kind and caring person into a callous and cruel brute. â€Å"Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger like fierceness† (Douglass 346). She ceased to instruct him and made sure nobody else would. â€Å"Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking ell† (347). Frederick Douglass was a brilliant man and determined to learn how to read. Douglass turned children into teachers and through an exchange of bread successfully learned how to read. In Learning to Read, Douglass wanted to name the boys who helped him as â€Å"a testimonial of the gratitude and affection I bear them†(347), but instead stated where they lived. Douglass writes about the steps he took when learning to read and goes as far to include where the children lived that help him succeed establishes accurate logic. The path Frederick Douglass traveled to pursue his education was a roller-coaster of emotions. Douglass was twelve when he came across the book The Columbian Orator, it contained material that spoke out against slavery, and with hope at his fingertips he came face to face with reality. â€Å"behold! That very discontentment which Master Hugh had predicted would follow my learning to read has already come, to torment and sting my soul to unutterable anguish. †(Douglass 348). He was still a slave, no longer ignorant of the truth but still without the answer. â€Å"I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free† Slavery was so horrific that he envied the clueless slaves and even contemplated death, but it was hope that saved him. Douglass’ use of loaded language appeals to the emotions of the audience. In Learning to Read, Douglass is eager to hear the word abolitionists, although he didn’t know what it meant he associated the word with hope. â€Å"If a slave ran away and succeeded in getting clear, or if a slave killed his master, set fire to a barn, or did anything very wrong in the mind of a slaveholder, it was spoken of as the fruit of abolition†(348,349). From a city paper he reads about the petition to abolish slavery in the District of Columbia, and at the pier he is encouraged to runaway to the north, where he could be free. Douglass wrote â€Å"I consoled myself with hope that I should one day find a good chance. Meanwhile, I would learn to write. †(349) A lump of chalk, any solid surface and another clever method would provide Douglass with the tools necessary to learn how to write. Frederick Douglas was a slave who succeeded in learning to read and write establishes his credibility and authority. Douglass’ views on the importance of literacy and the impact it had on slavery was effective by accurately using logic, appealing to emotions, and establishing ethical credibility In Learning to Read, Frederick Douglass gives a first-hand account of the struggles he faced to free himself, mentally and physically, from slavery. Through his persistence to learn to read and write he discovers that knowledge is the key to freedom.

Reading Comprehension Strategies and Reading Skills

Reading Comprehension Strategies and Reading Skills GEPT: General English Profiency Test HP: Higher proficiency LP: Lower proficiency HETC: Harvard Education Training Center Rationale Hammadon (1991) says: â€Å"Reading comprehension is not just understanding words, sentences, or even texts, but involves a complex interartion of the readers prior knowledge, language profiency and their learning strategies† (p.30). So reading strategies are very important to achieve the comprehension. Many types of reading strategies are introduced to guide students of all different levels. However, there were few researchers who investigate the relationship of reading comprehension strategies and reading comprehension of students. At HETC, reading has a key place in any English courses when students study English not only as the interest but also the demand for improving their study and promoting in their careers to achieve the long-term goals, especially some of them were assigned to live and work abroad. In their learning process, almost the students meet great challenges when dealing with the reading texts. They usually do not understand texts and cannot complete the tas ks so they feel tired in reading lessons. Therefore, what are the main causes of this current situation? In order to find out the answer, the researcher started a survey on the reading comprehension strategy use. For teachers at HETC, it is hoped that this study may offer them the ways on how to identify strategies used by the students and then they can decide what they should do to promote their students reading comprehension and in their learning as well. Literature review 2.1. Reading comprehension strategies and reading skills Oxford (1990) gives a detailed definition of language learning strategies: â€Å" Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations† (p.8) and described concretely how learning strategies are applied to the four language skills: listening, speaking, writing and reading. According to her, four strategies: listening strategies, †¦, or reading strategies are those learning strategies themselves that applied to each of the four skills. Of course, skills and strategies are two big words and common terms of the reading activities, as well. Nutall (1982) pointed out that reading was certainly a process of the readers, who used strategies to work with the meaning of the texts actively and then made sense from them. By the interesting interactions from the readers and texts, more and more researchers keep working to research the relationship between the use of reading strategies and reading comprehension. However, strategy and skill, are they different? Yes, it was actually apparent that they were different. Strategy meant people used the planned methods and implements to achieve their goals, but skill was known as a routine. Moreover, strategy was the result of conciously work towards goals. It helped readers to understand the meaning of contents in order to find out the answer or obtain a certain performance level in reading that they want for themselves (Gagnà ©, 1985). However, it is not always easy to make such a clear differnces between these two terms. Grabe and Stoller (2002) said that â€Å"many abilities that are commonly identified as strategies are relatively automatic in their use by fluent readers (e.g. skipping an unknown word while reading, rereading to reestabilsh text meaning† (p.15) Paris et al (1991) supposed â€Å" an emerging skill can become more efficient and developmentally advanced when they become generated and applied automatically as skills† (p.61). Sometimes this difference is not clear at all because that is part of the nature of reading. In this study, reading strategies are used to show specific actions, steps and plans that students conciously apply in their reading process to improve their comprehension. 2.2. The relationship between reading strategies and reading comprehension Reading comprehension must occur rapid in almost any purposeful context, and the more rapidly a text is read, the better reading processes are to effect. Those specific processes must be implemented effectively in combination to ensure the reading comprhension. Reading comprehension requires the reader be strategic. The reader needs to identify processing difficulties, address balances between text information and background knowledge, decide for monitoring comprhension, and shifing goals for reading. When a good reader use strategies, they can read fluently, flexible in line with changing purpose and then continue monitoring the comprehension. Similarly, reading is an process that evaluating the reader, who must decide if the reading information is coherent and finds out the purpose for reading.Alderson (2003) said reading as the interaction of four things. He claimed that the reader and the text together must be fluent reading or â€Å" the ability to reach at an appropriate rate with adequate comprehension†, or â€Å" the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading† (p.149). So discovering the best methods and strategies are the way that a good learner apply during a reading process. 2.3. Previous research on reading comprhension strategies Grellet, F. (1981) wrote a book â€Å"Developing Reading Skills†. This book showed the important role of reading and provided some techniques which help learners improve their reading skill. Nutal, C. (1989) proved reading is â€Å" to enable students to read without help unfamiliar authentic texts at appropriate speed, silently with adequate understanding†. Ozek, O. (2006) researched â€Å" A study on the Use of Cognitive Reading Strategies by ELT Students†. This study carried out to find out which reading strategies are commonly employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and to continue academic studies successfully. San San Kung (2007) did an investigation into the relationship between reading comprehension and the use of reading strategies among EFL students in colleges in Taiwan. Through the study, the researcher knew what the reading strategies the EFL students use more or less and what the differences between different grade students. Methodology This chapter will describe research methods used to collect data to answer the research questions and then explain how and why the methods are used. 3.1. Research questions This study aims to find out reading strategy use of HETCs students. This also has objectives to discover if there are any differences in strategy use between lower and higher proficiency readers, as well. Then to suggest some recommendations to raise students awareness of using reading comprehension strategies in the classroom. It aims at answering the following questions: 1. What reading strategies are used by students at HETC? 2. What are the differences in the use of reading strategies between lower and higher proficiency readers? 3.2. Descriptions of variables 3.2.1. Independent variables In this study, the independence variables were the students at HETC. 51 students were chosen as representatives of this particular group sudents to collect needed data. These 51 students were divided into four groups in which students are the members of higher and lower proficiency groups. These 2 groups were chosen to get information to answer the second research question ( More details about these groups and about higher and lower proficiency readers will be found in 3.3.1 and 3.4.2) 3.2.2. Dependent variable: The dependent variable in this research were the strategies applied in reading comprehension, i.e. reading comprehension strategies. 3.3. The data collection instruments: This study employs a combibation of 3 data collection instruments: * General English Proficiency Test (GEPT) * Questionaire * Think-aloud interviews As one of the objectives of this study is to find out if there are any dfferences in the strategy use between higher proficiency (HP) and lower proficiency (LP) readers. The test was used to divide the subjects into difference groups in which groups of higher and lower proficiency were chosen to collect the data. Think-aloud interviews aimed at getting qualitative data and quesionaire was used to get quantiative data. The author can collect a large information of all mentioned strategies and the information from students who share their thought of strategy use in the think-aloud interviews. Of course, the think a loud interviews in this study can be one of the best ways to reaffirm the result got from the questionaire. For example, in the questionaire, the subjects report that they use life experiences to understand the meaning of texts or read the first and last paragraphs and then go back to read the paragraphs; the author will know they use these strategies or not in the interview. 3.3.1. Test A General English proficiency test is a procedure taken to collect data on students ability or the knowledge of disciplines as â€Å" Information about peoples language ability is often very useful and necessary† (Nunan, 1992). The GEPT was taken form the book â€Å"IELTS for Academic Purpose: A short insentive course† (see the appendix 3). Based on the result of the test, the subjects were classified into 4 groups. Group 1 consists students who just got from mark 1 to 2.5; group 2 has those who got mark from 3 to 5. The students in these 2 groups are LP learners. Meanwhile, the students who are in group 3 got mark from 5.5 to 6.5 – they are at medium levels. And the last group – group 4 consists of HP ones who got mark from 7 and over. After having the result of the test, the author decided to chose group 2 and 4 to collect the data to answer the second research question. So there are 51 subjects in these 2 groups. The author did not choose group 1 becaus e their proficiency were too low and they were only 1% of the subjects. Details of the test can be found in Appendix 1. 3.3.2. Questionaire: Questionaire is the second data collection instrument in this study. This is also a pretty popular means of data collection. Many researchers suppose that using questionaire in language research has many advantages. First, questionaire can be given to a great amount of students at the same time and it is self-administered. Second, to protect the privacy and keep the fairness, the subjects names might not be appeared on the questionaire. So subjects tend to share the information more naturally, even some sensitive information. Third, the data collected are more accurate because questionaire is usually given to all the subjects at the same time. This study used one survey questionaire to gather the information about reading strategies as well as the differences in strategy use between these two kinds of readers. According to the result of the questionaire (and interviews), the athor can make some recommendation to help students improve their reading abilities. The quesionaire was designed based on the questionaire of Shan Shan Kung (2007). This part consists 3 parts. Of couse, in this study, the author modified the first part personal information part. The next part – concept of reading had 3 questions to explore the perceptions of English reading. The last part had thirty – eight questions of strategy use. In the beginning of third section, thirty – four questions utilized a Liker – Scale point systems. The subjects were asked to respond to each statement by choosing among four answers: 1) usually; 2) sometimes; 3) rarely; 4) never. Each section has four to six questions (except section 1 has 10 questions because of discovering the reading process). Through the survey, the author found out which strategies actually actracted HP readers more than LP readers. 3.3.3. Think aloud interviews In addition to the quetionaire, interviews are used to obtain information by actually talking to the subject. The interviewer asks questions and the subject responds. Interviews are the good way for collecting data as Seliger, H.W. (1989) claimed â€Å" Interviews are personalized and therefore permit a level of in-depth information – gathering, free response and flexibility that cannot be obtained by other procedures† (p.166). However, it can be costly and time consuming. In this study, think – aloud interviews were used to collect the data about the students reading strategy. The Interviewer Guide for Reading Strategies developed by Honsenfeld et al. (1981). In oder to make the Guide appropriate for objectives of thi study, the researcher has made some changes in the strategies they posed ( see Appendix 3). 3.4. Participants in the study: At the time the study was carried out, the subjects had just finished an English course. Their textbook was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Therefore, their commonly assumed proficiency was intermidiate. They were members of three classes. One class included 25 students , 24 in the other class and 21 in the last one and they stuied the same textbook. Their ages ranged from 19 to 24. Almost all of students had at least 3 years of learning English before this class. They were delivered a reading proficiency test to be divided into higher and lower proficiency readers. In this study, gender has minimal effect on the results because the number of male students is quite small in the total of the subjects. 3.5. Procedure The data were collected by the researcher during a week in autum 2009. After contacting the English teachers of the subjects in person to get approval for asking their students to participate in the study, the researcher pre-arranged the time. The researcher went to English classes to administer the tests. The students were asked to complete the test in 60 minutes. The English teachers and the researcher supervised and marked the test papers later. The 2 days after, subjects were distributed the questionanires. The researcher gave some directions to the subjects and of then encouraged students to ask for any clarifications they might need and any other extra time when they filled out the questionaire. And of couse, the researcher wanted to protect the privacy and the students fairness, so the students names would not fill in the questionaires. In order to advoid misunderstanding the questions, the questionaire were translated into Vietnamese which were enclosed with the English version. The questionaire administration took about 30 minutes in each class. For days later, six chosen students were interviewed individually at the researcher s office in HETC. The reseacher pre-arranged the time and contacted to the students by the phone. Before the interview, the reseacher gave the instructions and explained the purpose of the study to students so they could understand what they had to do clearly. Each interview took from 10 to 15 minutes. Data analysis and findings 4.1. The result of the questionaire 4.1.1. Demographic Data Table 4.1 Demographic Information of Students (N=51) Subject Frequency Percentage Total N % Gender Male 9 17.6 51 100 Female 42 82.4 Level Lower proficiency 32 63.7 Higher proficiency 19 36.3 Years of English learning experience 2 3 5.9 51 100 4 9 17.6 5 15 29.4 6 11 21.6 7 6 11.8 8 2 3.9 9 4 7.8 10 1 2.0 Look at the table 4.1, of the 51 students participating in the study, 9 (17.6%) were males and 43 (82.4%) were females. Of the 19 HP students (36.3%) and 32 (63.7%) were LP students. When asking about years of English learning experience, just 1 students (2.0%) has been studying English for ten years. 9 students (17.6%) have been studying English for four years, 15 students (29.4%) have been studying English for five years, 11 students (21.6%) have been studying English for six years, 6 students (11.8%) have been studying English for seven years, 2 students (3.9%) have been studying English for eight years, 4 students (7.8%) have been studying English for nine years. Because foreign language in general and English in particular were given into school from sixth grade in secondary school, and from tenth grade in high school ( in some remote areas), the most students years of English learning experience were between four and seven years. To answer the second section of the questionnaire about concepts of reading, the results were presented in Table 4.2. Table 4.2 The Relationship between the Important of Reading for Language Learning and Reading Hours per Week by higher and lower proficiency students Reading hours per week 2 3 4 Over 4 N % N % N % N % Higher proficiency students (N =19) Very important 2 10.5 5 26.3 6 31.6 3 15.8 important 1 5.3 2 10.5 Not important Lower proficiency students (N =32) Very important 6 18.8 7 21.9 5 15.6 important 4 12.5 5 15.6 4 12.5 Not important 1 3.1 According to the illustration of Table 4.2, HP students who thought reading was very important for language learning were 2 (10.5%) spent two hours per week on reading, 5(26.3%) for three hours per week, 6 (31.6%), for four hours per week and 3 (15.8%) for over four hours per week. HP students who thought reading was important for language learning were 1 (5.3%) spent two hours per week on reading, 2 (10.5%) for four hours per week. There were not any students who thought reading was not important for language learning. In the LP group, 6 (18.8%) students thought reading was very important for language learning and spent two hours per week for it, 7 (21.9%) spent three hours for reading, 5 (15.6%) spent four hours for reading. These LP students supposed reading was important for language learning were 4 (12.5%) spent two hours per week on reading, 5 (15.6%) for three hours per week. There was 1 (3.1%) students said reading was not important for language learning but still spent two hours per week on it. 4.1.2. Findings for Research Question One The research question one was â€Å"What reading comprehension strategies are used by students at HETC ?† After collecting data, it showed what the same or different strategies were used more or less by HP or LP students for helping them understand the contents of the reading materials in different reading situations and were ranked from low to high to represent which strategy would be used more or less by the students during their reading process in different situations. The results were listed in the following by all of students reading ability levels when they used reading strategies in different reading situations. The total results came from the 51 students in Table 4.3, 4.4, 4.5 and 4.6. Table 4.3 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I read English materials, Mean Mean SD Rank 1. I read a table of contents, and then read the contents 1.82 1 .90 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.51 7 .12 3. I underline the main points when I am reading 2.03 4 .97 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 1.86 2 .90 5 I skim over the full text, and then read details 1.88 3 .92 6 I use life experiences helping me understand the meaning of texts 1.86 2 .90 7 I use the background knowledge of the English culture to understand the contents 2.57 8 1.03 8 I use key words or sentences to guess the main idea of the articles 1.88 3 1.08 9 After reading each paragraph, I ask myself if I understand what I read before, and paraphrase the main idea, then keep reading the next paragraph 2.25 5 1.09 10 I discuss what I read with classmates 2.45 6 1.05 In Table 4.3, the result indicated which strategies the 51 students used more or less when they read English materials. The table showed the data with mean, mean rank, and standard deviation. As illustration of Table 4.3, the mean was from 1.82 to 2.51 and the rank was S1 (1.82) Table 4.4 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a vocabulary, Mean Mean SD Rank 11 I check the dictionary immediately 2.37 3 1.1 12 I mark and pass it, keep reading and then go back 2.33 2 1.08 13 I use other words in the sentence to infer the meaning of vocabulary 2.09 1 .87 14 I analyze its suffix and prefix to get its meaning 3.00 4 1.21 Through Table 4.4, strategy 13 â€Å"I use other words in the sentence to infer the meaning of vocabulary† was most used by the students when they did not understand a vocabulary during the reading process. On contrary, strategy 14 â€Å"I analyze its suffix and prefix to get its meaning† was the strategy which most students used least in this reading situation. Table 4.5 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETC When I do not understand a sentence, Mean Mean SD Rank 15 I use the context (topic, subject) to derive the meaning of each sentence 1.86 1 .91 16 I translate word for word into Vietnamese to better understand the meaning of the sentences 2.35 4 1.12 17 I take grammar analysis (ex: finding subject and verb etc.) to understand the meaning of the sentences 2.33 3 1.02 18 I analyze the structure of sentences (ex: sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence 2.37 5 .97 19 I will analyze the verb tense (ex: past tense or future tense) or verb mood (ex: subjunctive mood or imperative mood) for better understanding 2.27 2 .95 In Table 4.5, those strategies had close mean scores between each other, but it also pointed out the differences from 2.27 to 2.37, except the strategy 15 had the mean score less 1.86. It described that strategy 15 â€Å"I use the context (topic, subject) to derive the meaning of each sentence† were the most used by the students when they did not understand a sentence during reading process. Vice versa, the means of the strategy 16 and strategy 18 to derive the meaning of sentence† meant that they were used least than other strategies in this section. Table 4.6 Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students When I dont understand (including vocabulary and sentences,) except above reading strategies, Mean Mean SD Rank 20 I check books (ex: grammar books or encyclopedia) for references 2.16 2 1.14 21 I go on the Internet to find related information 1.98 1 .92 22 I ask teachers or classmates for clarification 2.27 3 1.03 23 I read the difficult parts several times 2.63 5 1.12 24 I read the contents orally several times 2.47 4 .94 25 I will memorize the vocabulary pertaining to the contents before reading 2.16 2 .99 According to the data, it presented that strategy 21 â€Å" I go on Internet to find related information† was used by almost students. The information technology nowaday becomes quite popular to students so they would like to search information on the Internet. The S20 = S25 (2.16) both stood the second position. The strategy that students used least was strategy 23 â€Å" I read difficult parts several times†. 4.1.3. Findings for Research Question Two Research question two was â€Å"What are the differences in the use of reading strategies of the higher and lower proficiency students at HETC?† Through mean, standard deviation, t-tests and p value, the data analysis depicted detailed information about the differences of reading strategy performance between these two groups of students. The comparative groups focused on higher and lower proficiency student. Table 4.7 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC when I read English materials, Lower proficiency students Higher proficiency students T p (N=19) (N=32) Mean SD Mean SD 1. I read a table of contents, and then read the contents 2.00 1.054 1.72 .813 .999 .322 2. I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph 2.16 1.118 1.78 .792 1.288 .20 3. I underline the main points when I am reading 2.00 1.105 2.06 .914 -.208 .84 4. I write Vietnamese on the margin for vocabulary words I dont understand during reading 2.79 1.084 2.78 1.069 .026 .98 5. I skim over the full text, and then read details 2.05 1.026 1.78 .870 .965 .34 6. I use life experiences helping me understand the meaning of texts 1.89 .937 1.84 .917 .189 .85 7. I use the background knowledge of the English culture to understand the contents 2.05 1.129 2.86 .871 -2.729 .00** 8. I use key words or sentences to guess the main idea of the articles 2.37 1.261 1.59 .911 2.412 .02* 9. After reading each paragraph, I ask myself if I understand what I read before, and paraphase the main idea, then keep reading the next paragraph 2.00 1.202 2.53 .983 -1.630 .11 10. I discuss what I read with classmates 2.53 1.264 2.41 .946 .359 .72 p As indicated in Table 4.7, strategy 7 and strategy 8 attended to the significant difference level (p Table 4.8 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETC When I do not understand a vocabulary, Higher proficiency students Lower proficiency students t p (N=19) (N=32) Mean SD Mean SD 11. I check the dictionary immediately 3.32 .749 1.81 .896 6.432 .00** 12. I mark and pass it, keep reading and then go back 2.89 1.1 2.06 .878 2.809 .00** 13. I use other words in the sentence to infer the meaning of vocabulary 2.05 .911 2.13 .871 -.279 .78 14. I analyze its suffix and prefix to get its meaning 2.84 1.344 3.13 1.07 -.782 .44 p In table 4.8, strategy 11 and strategy 12 attended to the significant different level (p Table 4.9 Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students When I do not understand a sentence, Higher proficiency students Lower proficiency students t p (N=19) (N=32) Mean SD Mean SD 15. I use the context (topic, subject) to derive the meaning of each sentence 1.89 1.1 1.84 .808 .176 .86 16. I translate word for word into Vietnamese to better understand the meaning of the sentences 3.21 0.976 1.84 0.884 5.005 .00** 17. I take grammar analysis (ex: finding subject and verb etc.) to understand the meaning of the sentences 2.16 1.167 2.44 .948 -.885 .38 18. I analyze the structure of sentences (ex: sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence 1.84 .898 2.69 .896 -3.253 .00* 19. I will analyze the verb tense (ex: past tense or future tense) or verb mood (ex: subjunctive mood or imperative mood) for better understanding 1.84 .898

Jaguar :: Papers

Jaguar Creating world class performance in a Jaguar assembly plant Introduction In recent years, many UK manufacturing and service industries have transformed their production methods and processes. Businesses that have been at the leading edge of change have prospered, leaving their competitors behind. Key ingredients in this process of change have been an emphasis on creating total quality systems that involve: à ¢Ã¢â€š ¬Ã‚ ¢ getting it right first time at every stage of production à ¢Ã¢â€š ¬Ã‚ ¢ lean production to cut out waste and to simplify manufacturing systems à ¢Ã¢â€š ¬Ã‚ ¢ creating environmental management systems that guarantee: à ¢Ã¢â€š ¬Ã‚ ¢ the highest levels of environmental performance within an organisation à ¢Ã¢â€š ¬Ã‚ ¢ excellent relationships with the local community. This case study examines ways in which Jaguar has transformed its new assembly plant at Halewood to guarantee World Class Performance in its production systems. Today, the Halewood plant is dedicated to producing the new Jaguar X' Type. This is a car for the 21st century. It has been developed as a result of feedback from a massive global consumer research programme. The programme has ensured that the car's designers, engineers and marketers remain in tune with the needs and expectations of potential customers at every stage in the car's development. Developing the site In January 1960, Ford bought the 1390 hectare greenfield site in Halewood from Liverpool corporation and the British Transport Commission. The Halewood site quickly became established as a leading car manufacturing plant and was associated particularly with Ford Escort production. When Ford acquired Jaguar in the early 1990s, Halewood also began to produce body panels for Jaguar cars. In 1998, Halewood was announced as the production site for the all new Jaguar X' Type sports saloon. It would replace Ford Escort production, which was to be phased out by 2000. Halewood was chosen to produce the X' Type because: à ¢Ã¢â€š ¬Ã‚ ¢ existing Jaguar plant in the Midlands lacked sufficient capacity à ¢Ã¢â€š ¬Ã‚ ¢ the 'Britishness' associated with Jaguar made overseas production

Free Affirmative Action Essays - Affirmative Action is Against the Bibl

Affirmative Action is Against the Bible America was known as the Land of Opportunity. Then it became evident that "opportunity" was only available to white men. Later, laws were passed to ensure equal opportunity regardless of race, sex, or religion. These Affirmative Action laws were set in place by our government with the intent of correcting the social evil know as prejudice; but in doing so, they created a monster. Affirmative action has become an ineffective, outdated, and socially harmful policy that is weakening our great nation. "The adoption of Affirmative Action programs in the 1960s reflected our national aspiration to overcome long-entrenched injustices and become a society where equal opportunity, or at least a fair opportunity, was a reality for more of our citizens. These programs were a response to economic, political and cultural circumstances that demanded, then encouraged, and then tolerated widespread discrimination on the basis of such factors as color, gender and ethnic background. The common hope was that these programs would be transitory in nature and would enable us as a society to reach a point, at some future date, when they would no longer be needed" (Shapiro). It is my opinion that we have now reached that date. Continued use of the policy is much like continued use of a strong medication. When a patient is suffering from a terrible disease, as was the United States suffering from discrimination, strong medication is sometimes needed to cure the problem. But once the disease is taken care of, further use of the medication does not help... ...e right course of action. This is an ideal that has always been true, but is quite often broken, resulting is negative effects and more problems. A course of action that is morally wrong, ethically wrong, and economically wrong, is not the correct way, but an easier way. Often, the correct way is more difficult and requires more work, but nevertheless, it is the correct way. Two wrongs do not make a right, but they do make more problems and prolong an actual resolution to the problem. Works Cited Shapiro, Harold. "Affirmative Action: A continuing discussion / A continuing commitment" Internet Source. Available at: http://humanitas.ucsb.edu/projects/aa/docs/shapiro.html Websters Dictionary Harbor House Publishers Inc. Baltimore. 1984

Dubaya :: Essays Papers

Dubaya He brought his father's sterling name, degrees from Yale and Harvard, some $13,000 left in his trust fund, and his strongest personal asset — an exuberant charm spiked with wisecracks. Bush never found much oil in Texas, but he slowly found his way. He married and fathered twin girls, quit drinking, began studying Scripture, and made his an unsuccessful foray into the family business by running for Congress. He learned to court friends and political supporters of his father, the vice president. And he hooked up with the oil investors who would eventually help him become managing partner of the Texas Rangers baseball team. Bush used the Rangers post to cultivate celebrity status and prepare for a gutsy, winning challenge to Democratic Gov. Ann Richards in 1994. The Rangers deal also made him a multimillionaire. George Walker Bush was born July 6, 1946 in New Haven, Conn., where his father, already a flying hero of World War II, was charging through Yale. When he was 2, his parents moved West to chase the oil boom. But young George also endured great sorrow at age 7, when his little sister Robin died of leukemia. The next child, now Florida Gov. Jeb Bush, was seven years younger. Three others followed: Neil, stung by the S&L scandal of the 1980s and now a business consultant; Marvin, a venture capitalist; and Doro, wife of a Washington lobbyist and mother of four. None seems to have felt the weight of their father's successes as much as the eldest, often called ``Junior'' although he's one name short of George Herbert Walker Bush. He followed his father's path to prep school in Andover, Mass., and then Yale, but failed to live up to his legacy in academics or sports. Instead, he's remembered at Andover for organizing stickball tournaments and lavish pep rallies that brightened an otherwise rigid campus. At Yale, like his father, he was tapped for the secret Skull and Bones society and became president of Delta Kappa Epsilon. Fraternity brothers remember him as ``the life of the party'' among a group preoccupied by beer, sports, soul music and, of course, girls. Friends say Bush avoided the nascent Vietnam War protests at Yale and didn't brook criticism of his father, then a Texas congressman supporting the war. Shortly before graduation in 1968, Bush signed up for pilot training in the Texas Air National Guard, where it was unlikely he would be sent to Vietnam.

In Defence of Harry Flashman Essay

It is understandable why the first mention of the character of Harry Flashman – the opportunistic philanderer of his Majesty’s service who lied and cheated his cowardly way through the Victorian pages of his fictional memoirs by George MacDonald Fraser – is enough to deter the browsing lady, though far be it from anyone to say it should. Since patterns of book-buying snake across the sexes like a flailing sidewinder, it would be hopeless to say as to where on the shop shelf the hand might lay to rest. Nevertheless, for a series of stories far too overlooked for the public’s common good, what could the otherwise fairer sex also find to appreciate in a man whose charm seems as fictitious as the women who fall for it? To put it more simply: can this man – to borrow the blurb – be all bad? If the name â€Å"Flashman† is shouting forward from the back of your mind, dare the â€Å"Lord Flashheart† be named as the bothering heckler? Don’t think him an unwanted associate, for ‘Blackadder’s’ slavering womaniser could be seen as an exaggeration of the â€Å"Flashman persona† and certainly close to what Harry himself may have become had he not, by hand and boot of queen and empire, been thrown into the Flemingesque scenarios he haphazardly emerged from, some the wiser and better-shaped. Unlike the all-consuming debauchery of his comedic counterpart, Harry’s lechery is merely a tempered impetus; punctuating his desire for the English comforts that makes for the only form of patriotism you’ll see in him, if you can call it patriotism – the patriotism of Bond it most certainly is not. What differs Harry from James is awareness, and when taking stock, the idiom trumps the ammo. It would be daft to credit Harry’s decision making with the weighing of political consequence, however; that would be a laughable excuse; something he doesn’t begin to admit. It’s fear that has his mind running back to the jolly English riff-raff and the spread of beds that await. Though isn’t to think with your legs the best strategy for the reporter? Reluctant maybe, Harry is a better reporter than he is a soldier. This cowardice kept him alive ’til a time when he could afford to admit the truth. Concerning the First Afghan War, the truth about a man, General Elphinestone who single-handedly stripped the meat from his ranks as he rung them through the Khord-Kabul pass on their retreat from Afghanistan. Long after witnessing rom on high, the massacre of the regiments from which he had high-tailed the night before, Flashman verbally guts he whom he declares â€Å"No fate could be bad enough for†: â€Å"I still state unhesitatingly, that for pure, vacillating stupidity, for superb incompetence to command, for ignorance combined with bad judgement – in short for the true talent for catastrophe, Elphy outshines all as the greatest military idiot of our own or any other day†¦ † Now what a sorry waste of insightful wit it would have been to have it lost amidst the idiot pride of a fellow more gallant than Harry. Elphinestone is not alone; Harry considers many of the figures he meets to be – to varying degrees – morons, despite his care to concede a grace here and there. It’s no surprise that he met such a top-heavy pile of fools; he was, after all, involved in some of the worst disasters of British imperialism – all the more reason to flee when he could. But you know the fastidious type. Perhaps you’ve a friend whom fits this description, in which case, you’ll understand how empowering it feels to have them praise you – you’re worth a cheer! When chance encounter pairs Harry with one he considers of rare dignity, you too, as the reader, hold them as praiseworthy, or rather, worthy of investigation. It was in 1842 when he jumped into the carriage of Lola Montez – an Irish dancer girl turned adventuress of Europe whose life was spent â€Å"playing with kingdoms† as one might romantically say. Her appearances in ‘Royal Flash’ are glimpses; moments too brief to capture her entirety, yet he alludes to a life beyond the pages with so delicate a respect that one is inspired to follow. Whilst Harry never himself existed, he may as well have. It’s very easy to speak of his personality as anything but fictional. Perhaps to no great surprise considering we get to know the fellow through his own confessions, worded not merely to the benefit of his own authenticity, either. The true blue honesty rubs off well onto those he brushes shoulders with. It’s what we have to thank this bounder for – dramatising without disfiguring a past of characters pallid to most today and enriching the pursuit of history for ourselves. Harry once said about the Earl of Cardigan, that some human faults are military virtues; for Harry, some human faults are literary virtues.

Running head: WHAT ARE ADULT LEARNING PRINCIPLES?

Running head: WHAT ARE ADULT LEARNING PRINCIPLES? Title Principles about Adult Learning Author Michael McElrath Author Affiliation Liberty University Author Note This paper was prepared for INFT-101, B61, taught by professor K Abstract Adult learning theory became well known in the US during the 20th century. Industrialization resulted in substantial demands for training. Then, they continue education for adults for the one already completed their elementary and secondary education.There is several numbers of dimensions of learning. There are also several kinds of memory. The training performance should remember and exercise the independence of the trainee as a self-directed person. The training materials should guarantee the trainee as a self-directed person, as well as exercise the experiential base that the trainee brings to the training position. Adult learning theory can certain improve and format training activities. They should be carefully by being reviewed by both the traini ng staff and line manager. What Are Adult Learning Principle?A previous issue of â€Å"Effective GMP† (Journal of GXP Compliance, Summer 2009, Volume 13, Number 3) identifies and briefly discusses the following key points that should be considered in management of GXP training program: 1. Training policy, standards, and procedures documented. 2. Training process strategy and approach defined. 3. Principles of adult learning theory considered. 4. Training needs analyzed and prioritized by risk analysis. 5. Collaboration of affected groups with defined responsibilities and requirements for each group. 6. Trainees and their organizations are â€Å"customers† of training. . Training appropriate for task. 8. Training materials and materials and methods appropriate and effective. 9. Qualified training personal. 10. Training performance. 11. Training effective monitoring and maintenance. 12. Change training if needed. 13. Training documentation. 14. Efficient and cost-effecti ve training. 15. Senior management support training. Also, the authors of the Journal of GXP Compliance have received several questions about the principles of adult learning. The questions were combined into seven and they have important material for learning in them.Principles about Adult Learning Learning Theory Adult learning practice and theory became well known in the history and education in the new life age. There were so many reasons for this. Industrialization results in many requests for whose training and continuing education for their self as an adult. The requests were on the rise by the development of the science-based companies. Adult education became organize in the system and then they learned professional. †During the 1920s, Lindeman, proposed a set of adult learning principles† (see in Table 1) (Eduard C. Lindeman, 1926, p. 39-40).Implications For Training Persons are responsible for organizing the training programs to classify to the groups about the differences in conduct training. The questions that are considered: 1. Is this training for new hires or repeat training for people who have been doing the job for 20 years? 2. Will the trainees be doing this work for one week and then be released, or will they be doing this work for an extended period-like one year? 3. What are the perspectives of the individuals to be trained? 4. Are they highly educated and experienced pharmaceutical scientists or newly hired workers without any background in the industry?Each of these questions can highly affect the performance of your training or your work. Table 1: Lindeman’s principles of adult learning| MotivationOrientation to learn| As adults experience needs and interests that can besatisfied through learning, they are motivated to learn. Adults have a life-centric orientation to learning. | Experiential base| The richest source for adult learning is experience. | Self-direction| Adults need to be self-directed. | Individual diffe rences| Individual differences increase with age. | Adults Learn Differently Than ChildrenThis is a principle of adult learning theory that discuss that adult learns differently than children do. Pedagogy comes from a Greek name. 1Pedagogy means the teaching of children. The spokesman during the adult training was Malcolm Knowles. â€Å"Influenced by a Yugoslavian adult educator Dusan Svicevic, Knowles began to use the term â€Å"andragogy† (Malcolm S. Knowles, 1989, p. 8). 2Andragogy is the meaning of teaching of adults. â€Å"Knowles stressed the difference between the education and training of children (pedagogy) and the education and training of adults (andragogy)† (Malcolm S. Knowles, 1989, p. 79). He argued that there are a number of dimensions along which adult learning differs from that of children† (Malcolm S. Knowles, 1984, p. 12). †These include self-concept, experience, readiness to learn, orientation to learning, and motivation to learn† (see Table2). (Malcolm S. Knowles, 1970). Table 2: Dimensions of Andragogy vs. Pedagogy. | Self-concept| The maturing person’s self -concept moves from one of being a dependent personality toward one of being a self-directed human being. | Experience| | Readiness to learn| The maturing person’s readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. Orientation to learning| The maturing person’s time perspective changes from one orknowledge to immediacy of application, and accordingly the orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. | Motivation to learn| As a person matures, the motivation to learn is internal. | There are some many that are alike and different in Lindeman’s principles. The principles of Knowles are clear. There is a major difference in one of Knowles principle that he stresses it is called vocational learning. Implications for Training The i mplications of Knowles’ principles for training are also clear† (James C. Fisher and Ronald L. Podeschi, Oct-Dec. 1989, p. 345-353). †There are two implications that should especially be stressed† (Malcolm S. Knowles, Dec. 1979, p40-42). The trainee’s should understand remember the process of the training as a self-directed person. †The trainee’s experiential base† (D. Randy Garrison, Fall 1997, p. 18-33). The manager of the training materials should advance the material to involve the trainee as a self-directed person.They also applied the experience to the training program. An example to this is that when someone reads you something out loud that is poor approach to training -it means that the trainee can’t read for themselves. The program gives you least one or two days to read over the procedure. Then you can bring anything that you need to discuss with you during your training at your work. †Technical training is a response to some performance gap on the part of employees† (p. 18-33). 3No gap means no training is needed. When work places require unneeded training it has a negative effect on it that’s the bottom line.During, a training session let the employee test out in a training session. This way it will be cheaper, faster, and better for the employee’s to meet the training requirements. How Can We Tell If Employees Have Really Learned? The best way to discuss this question is to recognize the complex of the problem. † There are a number dimensions of dimensions of learning; there are several kinds of memory; there are multiple environmental and cultural factors; and there are methodological differences between various studies of learning across the lifecycle (Christopher Hertzog and John R.Nesselroade, 2003, p. 639-657). All of these factors are the answer to the question. †In 1950s,in a series of publications called the Taxonomy of Educational Objectives, Benjamin Bloom (1913-1999) and his colleagues distinguished three domains of learning: cognitive, affective, and psychomotor â€Å"(David R. Krathwohl and Lorin W. Anderson,2009,p. 107-110). † For instance, within the cognitive domain are the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation† (Benjamin S. Bloom, 1956, p. 62-200). These groups are ordered: to understand a fact.The affective departments are the groups of receiving, and responding are the inputs. The other groups are organizing, valuing, and internalizing values. The groups are also ordered to receive an input. † The knowledge dimension has four categories: factual knowledge, conceptual knowledge, procedural knowledge, and meta-cognitive knowledge† (Hugh Munby, Nancy L. Hutcchinson, and Peter Chin, 2009, p. 1765). All of them are nouns. †The process dimension has six categories: remembering, understanding, applying, analyzing, evaluating, and creatin g.These are all verbs. Like Bloom’s earlier categories, these categories are ordered†(Lorin W. Anderson and David R. Krathwohl,2001). This allows the development of a taxonomy table that handles the behavioral objectives. (see Table 3) Table 3: Taxonomy table for cognitive domain (2001). Categories of knowledge Categories of Categories of Categories of process Remembering process Understanding process Applying Factual Conceptual ProceduralMeta-cognitive Categories of knowledge Categories of Categories of Categories of process Analyzing process Evaluating process Creating The proper cell is identified in each of the training objectives. For example, the manger comes up to you at end of your shift to ask you to clean the machine. This way you can â€Å"identify† any visible residue on it. 4Identify refers to process category remembering, specifically to this particular behavioral objective. Visible residue refers to the knowledge category factual, specifically to the sub-category specific detail. To make sure as a trainer your train your trainee right way through the objectives and adult learning theory. How Can We Tell If Employees Will Remember The Training? You know you do a good job at training other people, but how do we know they are going remember and use the training that you taught them? This leads a long talk about the measurement of memory. Dimensions of Memory Turning from all the involvement of the learning domains and it is measurement.Turning all the groups into a learning department is a process of memory is just as difficult. † The supposition that exists a unitary memory has been abandoned decades ago in favor of the concept of the fractionation of memory (Alan D. Baddeley, 2007, p. 151-154). †Different kinds of memory involve different systems within the brain (Neuroscientists Ranganath and Robert S. Blumenfeld, August 2007, p. 208-291). Three of the systems are short term, long term, and working memory. We as an adult going have them sometime in our lifecycle. ConclusionsIn conclusion, the points have been discussed. There is a person responsible for all organizational training programs. They must make sure the groups they are training become most successfully in conduct training. There are so many differences among employees that can impact the effectiveness’ of training, and plus they should be taken into account to make training be as effective as possible. Reflection We are fixing to get into my point of view in adult learning theory. First I want to tell you what I have learned during while I am an adult.M y kids come in from school asking me questions that I didn’t even get to learn while I was in school. I think that’s why we as adult go back to school to get updated on the new things in education. Another thing I have learned when I got married to my wife now is I didn’t know how big of a challenge it is having an autistic child . I got on the computer research something’s on it. Then, my wife sat me down to explain how to do everything with him. The 2nd point of view I want to tell you about from my point of view is collaboration of affected group request responsibilities and requirements for each of their groups.You learn as an adult to make sure you clean and keep things clean where you won’t spread any germs. Kids don’t understand what germs are because they spread them easier than adults. That’s why you want to teach them to clean everything where they won’t spread germs to one thing to another. For example, you want teach your child to do good hand washing. That will reduce the spread of germs. You may get request to go do some type of cleaning while you are at work. This request helps us not to spread germs to everyone.For example, if you are working in a fast food place and you go to use the bathroom you have to wash your hands. This helps use not spreading germs to everyone even to the customers. While you are at home you always make sure things stays clean where you won’t spread or have germs. This helps with your kids not getting sick so much. The 3rd point of view I want to tell you about from my point of view is training needs analyzed and prioritized by risk analysis. By being in school, we all will have to have short term and long term memory. We have to use this to learn different things in life.You will use short term memory for a short period of time it can be for rest of your life. Sometimes, I go back ask myself if I really did do something I post to do for that day. What is that called? That means you has a short term memory lost for a short period of time during the day that you didn’t remember if you did it or not. When you get older you can have long term memory lost or even if you had head trauma you can also have it. The working memory has control over your behaviors that you do on a daily day. How do you control that? Nobody can con trol it but you.You have to control your own behaviors because nobody else can control them for you. There are some many principles in adult learning theory that you need to know. Adults have their ways learning differently and children have their ways of learning. We all have to learn the principles in life to be able to learn throughout life as we go. We as adults have our own ways of learning things. You have to find the way you like to learn. You have to ask yourself if you like learning by pictures, diagrams, voices, or even sound References (1. ) Eduard C.Lindeman, The Meaning of Adult Education, NY: New Republic, 1976, p. 39-40. (2. ) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p. 8. (3. ) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p. 79. (4. ) Malcolm S. Knowles, The Modern Practice of Adult Education: Andragogy versus Pedagogy, Englewood Cliffs, NJ: Prentice Hall, 1970. (5. ) Malcolm S. K nowles et al. , Andragogy in action. Applying Modern Principles of Adult Education, San Francisco: Jossey-Bass, 1984, P. 12. (6. ) James C.Fisher and Ronald L. Podeschi,†From Lindeman to Knowles: A Change in Vision, â€Å"International Journal of Lifelong Education, Vol. 8, No. 4, Oct-Dec. 1989, p. 345-353. (7. ) Malcolm Knowles, Training and Development Journal, Vol. 33, No. 12, Dec. 1979, p. 40-42. (8. ) D. Randy Garrison,†Self-Directed Learning: Toward a Comprehensive Model,† Adult Education Quartly, Vol. 48, No. 1, Fall 1997, p. 18-33. (9. ) Christopher Hertzog and John R. Nesselroade,†Assessing Psychological Change in Adulthood: An Overview of Methodological Issues, â€Å"Psychology and Aging, Vol. 8, No. 4, 2003, p. 639-657. (10. ) David R. Krathwohl and Lorin W. Anderson, â€Å"Bloom’s Taxonomy, â€Å"Psychology of Classroom Learning, Eric Anderman (ed. ), NY: Macmillian, 2009, Vol. 1, p107-110. (11. ) Benjamin S. Bloom (ed), Taxonomy of Edu cational Objectives. Handbook I: The Cognitive Domain, NY: David McKay, 1956, p. 62-200. (12. ) Hugh Munby, Nancy L. Hutchinson, and Peter Chin,† Workplace Learning: Metacognitive strategies for Learning in the Knowledge Economy, â€Å"International Handbook of Education for the Changing World of Work, 2009, p. 1765. (13. Lorin W. Anderson and David R. Krathwohl (eds), A Taxonomy for Learning, Teaching, and Assessing, NY: Longman, 2001. (14. ) Neuroscientist Ranganath and Robert S. Blumenfeld,†Prefrontal Cortex and Long-Term Memory Encoding; An Integrative Review of Findings from Neuropsychology and Neuroimaging,† Neuroscientist,Vol. 13 ,No. 3, 2007, p. 280-291 (15. ) Alan D. Baddeley,†Working Memory: Multiple Models, Multiple Mechanisms, â€Å"Science of Memory, Henry L . Roediger III, Yadin Dudai, and Susan M. Fitzpatrick (eds. ), NY: Oxford University Press, 2007, p. 151-154. | |