...Warning Concerning Copyright Restrictions The Copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyright material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction not be "used for any purposes other than private study, scholarship, or research." If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excess of "fair use," that user may be liable for copyright infringement. CHAPTER ONE Once There was a Time An Introduction to the History and Ideology of Folk'and Fairy Tales To begin with a true story told in fairy-tale manner: Once upon a time the famous physicist Albert Einstein was confronted by an overly concemed woman who sought advice on how to raise her small son to become a successful scientist. In particular she wanted to know what kinds ofbooks she sll ould read to her son. "Fairy tales," Einstein responded without. hesitation. "Fine, but what else should I read to him after that?" the mother asked. "More fairy tales, "Einstein stated. "And after that?" "Even more fairy tales. " replied the great scientist, and he waved his pipe like a wizard pronouncing a happy end to a long adventure. It now seems that the entire world has been following Einstein's advice. By 1979 a German literary critic could...
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...Journal of Service Management Emerald Article: Exploring internal mechanisms forming customer servicescape experiences Jörg Pareigis, Per Echeverri, Bo Edvardsson Article information: To cite this document: Jörg Pareigis, Per Echeverri, Bo Edvardsson, (2012),"Exploring internal mechanisms forming customer servicescape experiences", Journal of Service Management, Vol. 23 Iss: 5 pp. 677 - 695 Permanent link to this document: http://dx.doi.org/10.1108/09564231211269838 Downloaded on: 29-11-2012 References: This document contains references to 67 other documents To copy this document: permissions@emeraldinsight.com Access to this document was granted through an Emerald subscription provided by UNIVERSITY OF GLOUCESTERSHIRE For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald is both COUNTER 3 and TRANSFER compliant. The organization is a partner of the Committee on...
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...carry out the diverse duties that are encountered by officers in any modern police agency. To improve it we must become more aware of the proper paths to take and the dead ends to avoid. Poor communications is a waste of everyone’s time and energy and, in reality, there is no excuse for it. Oral communication skills are necessary to talk with members of the general public, request assistance from other officers, advise suspects of their Miranda rights, and inform supervisors that certain actions have occurred. In addition, oral skills are needed for officers to understand and transmit statements made by citizens, suspects, and superiors. Written communication skills are required for law officers to fill out various police reports, draft narrative summaries, and understand written policy directives. Written reports are the basis for recalling past events, and police officers rely on them daily when they testify in court. Communication can thus be defined as “a process involving several steps, among two or more persons, for the primary purpose of exchanging information.” Communication is a process, not an isolated event and it requires (1) transmitting an idea, (2) sending the idea through a medium, (3) receiving the message, (4) understanding the idea, and (5) providing feedback to the message sender. If a failure occurs during any of these five steps, the communication process becomes flawed, and information will not flow in a smooth, accurate manner. The first step is to gather...
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...chapter begins by orienting the reader to the idea of "comparative study," or the area of study that strives to understand things within their broader cultural context. In the case of this book, the goal is to understand the Old Testament within the context of the Ancient Near Eastern milieu. Walton explains that over the years there has been much debate on the issue of comparative study and the way in which it is to be exercised. Scholars, always biased by their presuppositions, tend to enter the argument negating the importance of the Old Testament on the one side, or defending the inerrancy of Scripture so vehemently that the cultural context is lost. Walton poses a better way, namely, accepting the study of the Ancient Near Eastern cultures as important and academic in their own right while attempting to comprehend the Old Testament in light of what modern scholarship is learning about the ancient world. Studies of this time period often center around who borrowed what literature from whom, but Walton insists that this is not the main issue that ought to be dealt with. Rather, studies of the literature and literary genres of the ANE should assist in the broader understanding of the society. Walton observes several areas that the text will deal with in further details. He first puts...
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...instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1. Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures. II. GUIDING PRINCIPLES The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles. All languages...
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...standards, and English Language Learner (ELL) standards. By implementing these lesson plans in a unit format, the students are ensured to receive quality instruction under the following standards: Determining the central ideas or information of a primary or secondary source, and providing an accurate summary; writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; Understanding the influences of individuals and groups from various cultures on various historical and contemporary societies; understanding the impact of interactions between people and the physical environment on the development and conditions of places and regions; summarizing numerical data sets in relation to their context; identifying the mean, median, range and mode; Throughout the writing lesson plan, information is presented through reading, writing, listening, visual aid, and group discussion. Students are presented information in several different ways to help them make connections about the information that is presented. Students also document this information in their personal vocabulary journal. This way, new words and their definitions on hand whenever the student needs...
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...International Journal of Arts and Sciences 3(15): 238-254 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org Filipino Philosophy and Post-Modernity Raymundo R. Pavo, University of the Philippines Mindanao, Philippines Abstract: Post-Modernity, with its stress on freedom and creativity, is a vantage point that can dispose Filipino thinkers to philosophically formulate, construct and develop thought systems. This liberating milieu can be reckoned as a fertile occasion where Filipinos can explore the conditions of possibilities that grant a philosophical status to thoughts, statements or constructions that either come from or pertain to the Filipino mind. Such that when we use the concept Filipino Philosophy, we are well-conscious of these two interrelated points – The Identity and Referential Nature of the concept Filipino, and the connotation/intension of the term Philosophy. Is it Filipino? Is it philosophical? These are the questions that have guided the ruminations in this philosophical treatise. And as an initial insight to such questions, we propose a kind of vantage point that can address the identity and referential nature of the term Filipino in a Filipino Philosophy and the philosophical substance of its claim. This perspective, we shall argue, may be construed by a social-scientist-philosopher. As a social scientist, this thinker is mindful of the descriptions or characteristics that may be regarded as telling of the Filipino milieu. As a philosopher, this...
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...language and organisational discourses are presented from the empirical data on “Aspects of Organisational Culture and Change” in Lincolnshire and Nottinghamshire to demonstrate the epistemological and ontological dilemmas faced by researchers in organisational analysis. Symbolic interactionism and stories are also used to highlight the importance of speech actors within an organisational change context in order to surface some of these dilemmas in business studies in general and management research in particular. These two provide alternative positions to Strauss and Quinn’s “maintained” analysis of how organisations and managers implement change interventions and employees’ reactions to these. Amongst some of my principal objectives is to demonstrate what can be contributed when researchers focus on what can be considered credible and valid knowledge that can be generalised in organisational and management studies. Keywords: language, methodological dilemmas, epistemology, theory and practice. 1. Introduction This paper focuses on the exploration of some of the philosophical and practical dilemmas faced by researchers in business and management sciences. I examine Strauss and Quinn’s (1997) methodological approach to the study of organisational and management practices to point out some of these dilemmas especially in the context of how employees experience organisational culture change. I question the rather...
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...search of new markets or outsourcing some aspects of their production process. Management of employee cultural diversity, through the integration of suitable strategies plays a key role in improving the competitive advantage of the business, especially on the global platform. Globalization calls for specific approaches that promote harmonious working relationships within increasingly culturally diverse workplaces. Hansen (2002) observes that workplace diversity is critical to the existence of businesses and identifying key strategies to ensure harmonious working relationships among culturally diverse employees is integral to the survival of any business. Diversity in this case means the differences between individuals based on their culture, which influences their perceptions, values and beliefs. There is increased pressure on human resource departments to integrate culturally diverse employees, while at the same time maintaining high levels of motivation among the divergent groups. The main issue in a culturally diverse workforce is creating synergy, teamwork and...
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...Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education Paul C. Gorski Founder, EdChange Assistant Professor, Integrative Studies George Mason University http://www.EdChange.org gorski@EdChange.org December 2010 Unlearning Deficit Ideology and the Scornful Gaze 2 It is popular in the education milieu today to talk about the dangers of assuming a deficit perspective, approaching students based upon our perceptions of their weaknesses rather than their strengths. Such a perspective deteriorates expectations for students and weakens educators’ abilities to recognize giftedness in its various forms (Ford & Grantham, 2003). The most devastating brand of this sort of deficit thinking emerges when we mistake difference—particularly difference from ourselves— for deficit. If one concentrates best while sitting still it may be difficult to imagine that somebody else—a student or colleague, perhaps—concentrates more effectively while pacing or tapping a pencil. Similarly, if one always has lived among people who speak a certain language variation, such as what people commonly refer to as “standard English,” she or he might mistake somebody’s use of a different variation, such as the Appalachian variety spoken by my grandmother, as an indication of intellectual inferiority or, worse, deviance (Collins, 1988). Over the past ten or so years a critical discourse challenging the deficit perspective has emerged among educators....
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...INDIAN SCHOOL OF MANAGEMENT AND STUDIES Part I Guidance on Use of Case Method CASE METHOD INTRODUCTION Traditionally, the lecture method has been used as the basic pedagogy for teaching throughout the world. This method is based on the assumption that the teacher IS a fountain of knowledge and h is capable of disseminating this knowledge by telling students the historical facts regarding the discipline being taught. The concepts and principles which have been developed by scholars and researchers are communicated to the students and real life situations are sometimes quoted as examples for the validity of these concepts. The use of such examples is made more frequently by teachers of Medicine, Law and Business Administration. Since the start of the twentieth century, a gradual change in the traditional approach of teaching has been taking place. It has been observed that apart from knowing things it is necessary that the class room activity should also develop the quality of mind amongst the participants. The teachers have also started recognizing that such an enormous expansion has taken place in various disciplines, that complete knowledge regarding the subject cannot be provided in the classroom session, and due to increase in variables it is not possible for them to resolve the problems of their students fully. They have to include many "ifs" and "buts" in the principles and concepts, hence limiting the horizons of know edge. These methods, which...
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...The Florida State University DigiNole Commons Honors Theses Division of Undergraduate Studies Spring 2014 College Student Perception & Behavior Towards Sustainability: Results of A Campus Survey Heather Sadusky Florida State University, hms10@my.fsu.edu Follow this and additional works at: http://diginole.lib.fsu.edu/uhm Recommended Citation Sadusky, Heather, "College Student Perception & Behavior Towards Sustainability: Results of A Campus Survey" (2014). Honors Theses. Paper 354. http://diginole.lib.fsu.edu/uhm/354 This Open Access Honors Thesis is brought to you for free and open access by the Division of Undergraduate Studies at DigiNole Commons. It has been accepted for inclusion in Honors Theses by an authorized administrator of DigiNole Commons. For more information, please contact libir@fsu.edu. THE FLORIDA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES COLLEGE STUDENT PERCEPTION & BEHAVIOR TOWARDS SUSTAINABILITY: RESULTS OF A CAMPUS SURVEY By HEATHER SADUSKY A Thesis submitted to the Department of Geography in partial fulfillment of the requirements for graduation with Honors in the Major Degree Awarded: Spring, 2014 The members of the Defense Committee approve the thesis of Heather Sadusky, defended on April 18, 2014. Dr. Tingting Zhao Thesis Director Dr. Richard Feiock Outside Committee Member Dr. Jay Baker Committee Member Elizabeth Swiman Committee Member 2 College Student Perception & Behavior...
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...ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to Rereading America and help you to think through your class goals. We’ll examine some options for tailoring the book to fit your interests and the time constraints of your term. We’ll also take up some pedagogical issues. We’ll offer advice on how to broach particularly hot topics in your class. We’ll explore...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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