...CHAPTER I INTRODUCTION Background of the Study: Broken homes are experience by some of the students not only with those in poverty line families but same goes to middle and higher class families. Parents chose to live separately regardless how their children feel and its impact to their lives, however, there are still parents in spite of the situation still supports and care of their children in their studies, and others. It is worthy to note that majority of high school students in the country who got poor or failing grades in their academic subjects came from broken homes. Some of them as we saw were not just having poor academic performance but instead they let themselves be retained at their year level after dropping-out their respective subjects. It is timely to identify or to determine if students in high school who came from broken homes are greatly affected in their academic classes. To find out the answers of this query, the researcher aims to study “The Academic Performance of Students Coming from Broken Homes”. THE PROBLEM Statement of the Problem: This research study aimed to explore and determine the academic performance of high school students coming from broken homes. Likewise, it would found out whether students coming from broken homes affect their academic performance during the academic year 2010-2011. Specifically, this research sought to answer the following sub-problems: 1.) What is the profile of the respondents in terms of: ...
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...METHODS OF TEACHING LINGUISTICALLY DIVERSE STUDENTS LEDU 341/ SEED 541 SPRING 2015 ------------------------------------------------- PROFESSOR/CLASS INFORMATION Jenna Canillas Stein M.A. Course: LEDU 341/ SEED 541 Methods for Teaching Culturally & Linguistically Diverse Students Term: Spring 2015 Credit Hours/Units: 3 hours Class Time: Location: Section 01 – Thur. 4:30 -7:15 PM (Multiple Subject) ROOD 57 Section 02 – Thur. 7:20 - 9:50 PM (Single Subject) ROOD 57 E-Mail: Jennifer.stein@biola.edu Office Hours: T-12:45-4:15 PM; Office Location: SOE #20 W- 2:30-4 PM; TH 1-4 PM Meetings with Professor: Email or via SOE (Flora) Office Phone: x5651 School Website: www.biola.edu Dept. Website: http://education.biola.edu ------------------------------------------------- BIOLA UNIVERSITY MISSION STATEMENT TRUTH~TRANSFORMATION~TESTIMONY PATTERNS OF THOUGHT, HEART, AND ACTION The mission of Biola University is biblically centered education, scholarship, and service; equipping men and women in mind and character to impact the world for the Lord Jesus Christ. ------------------------------------------------- SCHOOL OF EDUCATION MISSION/VISION STATEMENT The mission of the School of Education is to equip Christian educators to impact, public, private, mission and homeschools through biblically centered education, scholarship, and service. The vision of the School of Education is to equip a generation...
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...GM 591: LEADERSHIP AND ORGANIZATIONAL BEHAVIOR COURSE PROJECT A. INTRODUCTION In Honduras, one of the 3 largest private companies is SABMiller, and it’s also one of the largest brewing companies in the world with a wide portfolio of premium beer brands and leading local brands. It is also one of the world’s largest Coca-Cola product bottlers. My role within the company is within the Marketing Department, in the Market Research division. In the marketing department we have a team made up brand managers, budget analysts, media planners, market research, innovation, sponsorship, public relations, events coordination, etc * In this research-based paper, I will be focusing on the company’s reward system for employees and the relationship this has with motivation. Currently, the company’s award system for the marketing department is based on each brand’s trimester performance, and the awards are given to the brand managers. The awards consist of recognition and a cash prize. * According to the Organizational Culture Inventory, SABMiller’s primary culture style is self-actualizing which indicates that the company values creativity, encourages employees to develop their skills, improve themselves and enjoy their work. The secondary culture style is Achievement, which indicates that the company encourages employees to set and accomplish goals (see figure 1.1). Organizational Culture Inventory Circumplex Figure 1.1 B. PROBLEM STATEMENT * SABMiller’s...
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...Problem Solution: Foundation Schools Foundations Schools is the largest provider of special needs education in the United States (UOP scenario, p. 1). There are three campuses, serving about 1000 students, increasing about 5% a year, but the board believes that number could be higher and has “adopted a new strategy that uses business development as the model to increase funding sources and revenue” (UOP, scenario, p. 1). They have outlined a three year program plan, with several new projects; however, they have developed some issues with formulating some aspects of the plan, because of the lack of strategic planning. The Foundation Schools wants to implement successfully the projects outlined in the business plan over the next two years. The implementation and process will need to satisfy the school’s mission and strategic plan for growth in both student population and revenue. The school’s faculty, board of directors and administration must be open to change and have the talent and resources to put these changes in motion. Successful program management creates both the structure and practices to: A. Guide the program and provide senior-level leadership, oversight, and control. B. Strategically, it encompasses the relationship between the oversight effort and the organization’s business direction. C. Foundation Schools will need to encompass the decision-making roles and responsibilities involved in executing the program effort through the project...
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...research design employed in a series of studi~s of giftedness in children and adults is presented, along w1th a summary of important results. Finally, implications of the design for both research and practice are outlined. Intelligence A central concept in many theories and definitions of intelligence is solving problems or adaptation to one's environment. Although the phrase "problem solving" is not always found, the concept of "adaptation" or "ability to adapt", a central concept in many definitions (Binet & Simon, 1909 (cited in Terman, 1916); Boynton, 1933; Colvin, 1921; French, 1962; Piaget, 1981; Pintner, 1921; Stern, 1914; Wechsler, 1941 ), implies that individuals encounter situations (problems) to which they must devise ways of reacting. Thus, they are solving problems. Later theorists and researchers revised these general concepts of "adaptation" by adding the idea of adapting to the cultural as well as the biological environment (Laboratory of Comparative Human Cognition, 1982_; Goodnow, 1976; Charlesworth, 1976; Olson, 1976; Ne1sser, 1976; Gardner, 1983). In an introduction to an edited book on conceptions of intelligences, Sternberg & Salter (1982) suggest "goal-directed adaptive behavior" (p. 3) as a definition that fits the body of ideas and research included in their book. Others (Spearman, 1927; Terman, 1921; Dehn & Schank, 1982) refer to the capacity to integrate information and experience or to do "abstract...
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...Amandeep Kaur BUSN 3200 UVO In regard to my level of self-knowledge: ___4__ 1. I seek information about my strengths and weaknesses from others as a basis for selfimprovement. ___6__ 2. In order to improve, I am willing to be self-disclosing to others (that is, to share my beliefs and feelings). ___6__ 3. I am very much aware of my preferred style in gathering information and making decisions. ___3__ 4. I have a good sense of how I cope with situations that are ambiguous and uncertain. ___5__ 5. I have a well-developed set of personal standards and principles that guide my behavior. When faced with stressful or time-pressured situations: ___6__ 6. I use effective time-management methods such as keeping track of my time, making to-do lists, and prioritizing tasks. ___6__ 7. I frequently affirm my priorities so that less important things don’t drive out more important things. ___3__ 8. I maintain a program of regular exercise for fitness. ___6__ 9. I maintain an open, trusting relationship with someone with whom I can share my frustrations. ___1__ 10. I know and practice several temporary relaxation techniques such as deep breathing and muscle relaxation. ___4__ 11. I maintain balance in my life by pursuing a variety of interests outside of work. When I approach a typical, routine problem: ___1__ 12. I state clearly and explicitly what the problem is. I avoid trying to solve it until I have defined it. ___5__ 13. I always generate more than one alternative...
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...systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been reported. The purpose of this Introduction is to clarify some of the key terminology that we use, to discuss some earlier reviews which define the...
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...systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been reported. The purpose of this Introduction is to clarify some of the key terminology that we use, to discuss some earlier reviews which define the...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...P R E FAC E W elcome to the evolving world of organizational behaviour! Social networks and virtual teams are replacing committee meetings. Knowledge is replacing infrastructure. Values and self-leadership are replacing command-and-control management. Companies are looking for employees with emotional intelligence and team competencies, not just technical smarts. Diversity and globalization have become challenges as well as competitive opportunities for organizations. Co-workers aren’t down the hall; they’re at the other end of an Internet connection located somewhere else on the planet. Canadian Organizational Behaviour, Seventh Edition is written in the context of these emerging workplace realities. This edition explains how emotions guide employee motivation, attitudes, and decisions; how values have become important for guiding workplace behaviour; how self-concept influences employee motivation, team cohesion, leadership, and behaviour; and how appreciative inquiry has become an important strategy for changing organizations. This book also presents the new reality that organizational behaviour is not just for managers; it is relevant and useful to anyone who works in and around organizations. Canadian and Global orientation Canadian Organizational Behaviour, Seventh Edition is written by Canadians for Canadians. It includes several Canadian cases, is anchored by Canadian and global scholarship, and is filled with Canadian examples of organizational behaviour in...
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...DreamWorks Animation Staffing Manual: A comprehensive guide for the staffing of an Animator. Dream Team: E00338839, E00297691, E00330974, E00445544, E00348316 East Tennessee State University Author Note This paper was prepared for Planning and Staffing – Management 4560, taught by Dr. Karen Ann Tarnoff. Abstract This staffing manual covers the staffing process of an Animator within the organization. The company’s profile, which includes the mission statement and financial information are also outlined in the manual, along with a Legal Compliance guide. Table of Contents Sections Page Company Profile………………………………………………………………………4-8 Job-Specific Information………………………………………………………………9-16 Staffing Models and Strategy………………………………………………………….17-21 Legal Compliance……………………………………………………………………...22-27 Human Resource Planning…………………………………………………………….28-37 Job Analysis and Rewards…………………………………………………………….38-47 External Recruitment………………………………………………………………….48-54 Internal Recruitment…………………………………………………………………..55-60 Internal / External Selection………………………………………………………….61-76 Decision Making……………………………………………………………………...77-83 Final Match…………………………………………………………………………...84-90 References…………………………………………………………………………….91-93 Annotated Bibliography………………………………………………………………94-95 Appendix A: Background Check..................................................................................96 Appendix B: Reference Check........................................................
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...Creative Problem Solving for Managers Second edition How can managers tackle complex problems? How do you encourage innovation? How do you implement new solutions? Is creativity the key to management success? This accessible text provides a lively introduction to the essential skills of creative problem solving. Using extensive case studies and examples from a variety of business situations, Creative Problem Solving for Managers explores a wide range of problem solving theories and techniques, illustrating how these can be used to solve a multitude of management problems. Thoroughly revised and redesigned, this new edition retains the accessible and imaginative approach to problem solving skills of the first edition. Features include: ■ ■ ■ ■ ■ Blocks to creativity and how to overcome them Key techniques including lateral thinking, morphological analysis and synectics Computer-assisted problem solving Increased coverage of group problem solving techniques New website containing in-depth cases and a PowerPoint presentation As creativity is increasingly being recognised as a key skill for successful managers, this book will be welcomed as a readable and comprehensive introduction for students and practising managers alike. Tony Proctor is Professor in Marketing at Chester University College Business School and was formerly Senior Lecturer in Marketing and Head of the Department of Management at Keele University. Creative Problem Solving for Managers Developing skills...
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...Intermediate textbooks published by CIPD in September 2012 Many of our centres are providing students with all the resources required to succeed in their chosen qualification. CIPD offer bespoke textbook collections written by chief examiners and module authors to meet the needs of your students. To organise a collection specifically relevant for your students please email publishingmarketing@cipd.co.uk for more information. Introduction These three titles cover the content of the CIPD intermediate level core units in human resource management and development. The books are written and edited by CIPD accredited experts and offer a wealth of experience in teaching, writing and examining, whilst covering the unit learning outcomes. They also include a wide range of learning features such as reflective activities, annotated further reading, and case studies. Reviews Studying Human Resource Management ‘Through the successful collaboration of the core modules of the intermediate qualification into one text, a valuable resource to both learners and tutors has been created. It enhances the continuing alignment of educational objectives and the CIPD’s professional development framework to deliver and develop outstanding HR professionals.’ Ian Chapman, CIPD course leader, Warrington Collegiate ‘This is a clearly written text which successfully bridges the gap between theory and practice. Coverage of the core modules of the CIPD Intermediate qualification is...
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...BTEC Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport For first teaching from September 2006 Issue 2 March 2007 Specification Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules...
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...BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922...
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