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Determination of Importance as a Reading Comprehension Strategy
Determination of Importance as a Reading Comprehension Strategy
Name of Student:
Institution:
Determination of Importance as a Reading Comprehension Strategy
Based on what you have read, discuss how effective you think your strategy/practice/technique/intervention is going to be for your students.
Determination of importance can be used as a reading comprehension strategy for learners. Determination of importance for the purpose of comprehension allows the learner to concentrate on what absolutely necessary or extremely important and not just that which arouses their curiosity or interests. Determination of importance enables the learner to regard opinions as thoughts of the author and facts as pieces of true information. Through this, the effectiveness of determination of importance enhances acquisition of the right kind of information by the learners. Determination of importance can also be used as a strategy for reading and taking the approach of location of information which answer particular questions that the learner might have formulated. When students format their readings they will maximize the content that they grasp from the reading and will use this approach to write their examinations.
What are the challenges to implementing it?
During the implementation of this strategy the challenges faced are the fact that the strategy requires constant supervision so that the learners really determine what is important and that they do not regard what is essential as inessential. Valuable content might be overlooked if the learner disregards important content and focuses on that which is not.
How would it work in a general education setting, a resource setting, and a special day class?
In a general education setting, I would place the students in groups so that they combine efforts and determine the facts in the contents. In a resource setting, I would refer my students to the appropriate resources and advise them accordingly. In a special day class, I would read along with the students to see if they will be able to identify the important concepts. If they miss them then I would give the students clues on where to look.
How is your student likely to react to it?
The student is likely to show a positive reaction to this strategy. They will be excited by the idea that their reading has been simplified and they will not have to engage in too much reading in order to learn the concepts that are being taught.
What will his/her parents think of it?
The parents are also likely to approve of this strategy. Parents are easily persuaded when they see the results to be good and this strategy will deliver good results. They will be happy when they see their children acing their examinations.
How will you assess its effectiveness?
I will assess its effectiveness by determining if the right content has been delivered to the learners. Since this strategy focuses on ensuring that the learners get the essential content, I will ensure that the content that they get is right the first time. I will not generalize the concepts. Then I will ask the learners questions about important concepts through the tests, discussions, and activities.
Connect your work on this case study to articles or media you have examined in the class.
This case study connects with Tierney’s book titled Reading strategies and practices. A compendium. The book describes over 50 strategies and practices for reading instructions. The author talks about using determination of importance as a strategy for reading and taking the approach of location of information which answer particular questions that the learner might have formulated (Tierney, 2005).
References
Tierney, R. J. (2005). Reading strategies and practices. A compendium. Allyn and Bacon Order Dept., 200 Old Tappan Rd., Old Tappan, NJ 07675
2 parts Advertisement done with log for the financial review in Sydney and a case study report (2)
Name:
2 parts Advertisement done with log for the financial review in Sydney and a case study report
Professor:
Institution:
Date:
2 parts Advertisement done with log for the financial review in Sydney and a case study report
Introduction
Newman, (2008) states that an executive assistant plays a crucial role in an organisation. In the ever changing business environment, it is the executive assistant’s job is to assist the key decision maker to stay focused, effective, and a better leader. The key skills of this position are excellent communication, creativity, and ability to work independently.
Given that the tasks involve being in charge of managing most of the support activities within the administrative sector, that is, ascertaining that ideal operations of the senior management team carries out all the goals of the organisation. Normally this job entails being an office manager or working as a secretary to the managers of a company. Hancock Pty Ltd is a small firm wishing to recruit an office manager, this position has three direct report; the receptionist and two administrative staff (Hughes, 1997, p 149; Cantoni, 1997, p52-58)
Critical Skills of Senior Executive Assistants
In the ever changing office environment, the critical skills required of an effective senior executive assistant is communication. How the incumbent interacts with peers and other decision makers is paramount on how ideas exchange across the organisation. Other vital skills are interpersonal effectiveness, project management skills, financial planning abilities, and effective writing skills ((Chen, Sawyers, & Williams, 1997,pp 855-865).
Effective writing skills are particularly essential for an office manager to put the right words on paper quickly. Therefore, they must be able to communicate more clearly, concisely, and persuasively. Words matter and an effective office assistant must learn, develop, and enhance how to use them. The key areas that require effective principle of writing: successful correspondence, message shaping, writing to the point, avoiding writing traps, diplomacy and politics, refining the writing, and managing minutes in a meeting (Rosen, 2007; Sarah & Pizzigati, 2009; Schultz, 2009).
According to Elwood, et al, (1996, p7), an outstanding executive assistant should possess soft skills, and abilities to maximise appropriate communication skills for personal and professional potential. The positive traits needed include; self awareness, personal openness, conflict handling, frustration and stress control, assertiveness, and making commitments to development. Appropriate communication skills are key to developing a positive image, giving and receiving feedback, presenting ideas with confidence and clarity. Commitment to personal development is related to making choices and managing personal change, building self esteem and emotional intelligence, developing networks, having creative visioning abilities, and being results oriented. Being assertive implies being able to understand both external and internal sources of conflict, ability to gauge the expectations of others, developing self confidence, and having behaviours and words that count.
Project Management skills are a must for executive assistants, they must have the ability and structure to manage short term and long term projects (Leonard, 1996, pp 86-92; Letourneau, 1997, pp 37-41).
Pagoaga, & Williams, (1993,pp 22-29), argues that, The incumbent should act as a central partner interacting with all the departments, checking budgets and schedules. They should be aware of factors that affect projects success or failure, developing and implementing classic ways of managing them, understanding customer needs for effective project initiation, planning, implementation and control. The appropriate office manager should be able to deal with the unexpected, communicate the right things to the right people at the right time. They must also have excellent project closing skills, and must be able to appreciate the importance of communication within a project team. They must be confident and able to accept responsibility for new projects, ability to identify, and apply appropriate tools to effectively manage the processes. Hancock needs people who can stay in control of projects in dynamic business environments, and dealing with unexpected setbacks.
Basic financial skills are necessary for this position. An understanding of figures that give information on the business is key to better supporting the manager with preparing reports and analyses. The executive assistant must be able to talk the language of finance and accounting, financial statements, financing international business, business plan preparation, and preparing meaningful budgets (Rubino, 1995, pp 38-43; Smoot, & Duncan, 1997, pp 65-75).
Romano, (1998, pp 28-33), states that the incumbent should have a basic understanding of how financial tools are applied in planning, measuring, and controlling an organisation’s performance. They must possess a deep awareness of the economic environment and its impact on the company with sound abilities to spot facts and figures that might affect the business. Knowledge of the function and fundamentals of accounting is essential to the construction of the profit and loss accounts, balance sheets, statements of sources and uses of funds, and statements of retained earnings. Understanding the inter-relations between these statements is necessary coupled with the company’s annual financial report (Arthur 2009; Keen, 2009; Frydman, 2008)
Benefits, salary, and salary packaging options
The aims of salary options is to provide employees access to fringe benefits, support in house payroll staff, tax planning professional advice and information to employees regarding salary packaging to obtain best results from remuneration. Salary packaging varies across agencies, and subject to frequent changes. The tasks, roles, and duties of executive assistants will determine the salary range. Other factors are influence the wage are period, years of work, type of company, level of education of employee, current economic conditions, and work experience (Hersch, 2006)
The cost employment benefits is up to a maximum amount equal to fringe benefit tax free cap of $17000 per annum for public benevolent institutions under Australian taxation law. This amount is based on grossed up taxable value of the benefits given. Therefore, the maximum dollar value of benefits that employees can package without creating a fringe benefit tax liability is $9094 per annum (Gerhart, & Trevor, 1996, pp, 1692-1712; Heneman, & Eskew, 1998, pp 40-44).
According to National Salary Data, in the USA, the salary ranges from $31710 to $67605 per annum according to March 2012 data. Bonuses range from $194.95 to $7366 per annum. While profit sharing ranges from $507 to $6748 per annum. This makes the total pay to range from $30151 to $68963 per annum. However, these values will vary depending on the factors named above. Senior Executive assistants’ salaries range between $36220 to $78936. Executive Assistants to the CEO range between 31507 and $75228. Executive Secretaries or Administrative Assistants earn between $23498 and $53995. Gender also seems to affect the salary level with females earning more than males. The more educated one is the more the earnings and vice versa, and the pay is commensurate with years of experience (Stone, & Ziebart, 1995, p 250-261; Wilson, 1990, pp 25-29).
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OFFICE MANAGER
Our client is a small firm located in the prestigious offices in the Central Business District. The firm is seeking to recruit an experienced Office Manager to work fulltime. This role expects you to offer support to the CEO, Chair, and Board of Management.
THE RESPONSIBILITIES OF THIS ROLE:
Taking minutes of all organisational meetings and setting up the agendas
Organising internal and external meetings
Providing corporate support
Arrange appointments and meetings
Coordinate functions, events, and conferences
Preparation of submissions of expenses and invoices
Assist with implementing and reviewing of procedures and tasks relating to all administrative functions.
Maintaining accurate records by updating databases, corporate and electronic files
Respond to relevant queries from other officers, clients, and stakeholders.
CRITERIA
High sense of written and verbal communication skills
Excellent administrative, organisational, research, and analytic skills
Experience with a large organisation providing executive support to senior managers
Appropriate problem solving skills with proven ability to work independently, plan priorities, results oriented, and strict on deadlines
A dynamic team player, with highly developed interpersonal skills with demonstrated abilities to maintain effective work relations with broad range of staff, clients, and visitors.
QUALIFICATIONS
Minimum of 2 years experience in office management
Advance computing skills especially Microsoft office applications in Word, Excel, PowerPoint, and Access
Appropriate time management skills
Strong diary management abilities , and experience using Customer Management Systems
The successful candidate will be offered attractive remuneration commensurate with qualifications and experience. The role has flexible approach to working hours, and includes a car park and own office. For more information call Sheridan Bell on 08 9345 3765 quoting job Reference 56489.
Bibliography
Elwood F. Holton II, James W. Trott, Jr., (1996), Trends Toward a Closer Integration of Vocational Education and Human Resources Development, Journal of Vocational and Technical Education, Vol. 12, No. 2, p7
Kenneth Rosen, (2007). Who Killed Katie Couric? And Other Tales from the World of Executive Compensation Reform, 76 Fordham Law Review 2907
Sarah Anderson and Sam Pizzigati. (2009) “The CEO Pay Debate: Myths v Facts,” The Institute for Policy Studies, 12 February
Schultz, Ellen E. (2009). “Banks Use Life Insurance to Fund Bonuses” The Wall Street Journal.
Newman, Richard (2008). Banks make money from employees’ life insurance”. Northjersey.com.
Hersch, Warren S. (2006)”The Market For COLI—Still Strong And Robust”. National Underwriter. Retrieved 2009-05-21.
Postal, Arthur D. (2009). “Industry Gears Up To Fight Tax Changes”. National Underwriter. Retrieved 2009-05-21
Cathy Keen (2009). “Paying CEOs more than other CEOs results in stockholder dividends”. University of Florida News. ufl.edu.
Carola Frydman (2008) ‘Learning from the Past: Trends in Executive Compensation over the Twentieth Century’. Center for Economic Studies
Leonard, B. (1996). The economic state of the union, H R Magazine, December 1996: 86-92.
Letourneau, T. (1997). Getting with the (incentive) program. Bank Marketing, May: 37-41.
Pagoaga, J. & Williams, J (1993). Dynamic pay initiatives. Hospitals & Health Networks,
67(September 5): 22-29.
Romano, G. 1998, How not to run an incentive compensation program. Association Management, 50(4): 28-33.
Rubino, J. (1995). Achieving true “pay for performance”: A comprehensive approach, Journal of
Compensation & Benefits; 10: 38-43.
Smoot, D. & Duncan, P. (1997). The search for the optimum individual monetary incentive pay
system: A comparison of the effects of flat pay and linear and non-linear incentive pay on
worker productivity. Journal of Organizational Behavior Management, 17(2): 5-75.
Stone, D. & Ziebart, A. (1995). A model of financial incentive effects in decision making.
Organizational Behavior and Human Decision Process, 61: 250-261.
Wilson, T. (1990). Group incentives: Are you ready? Journal of Compensation & Benefits, 6: 25-29.
Gerhart, B. & Trevor, C. (1996). Employment variability under different managerial compensation systems. Academy of Management Journal, 39:1692-1712.
Heneman, R., Fox, J. & Eskew, D. (1998). Case study: Using employee attitude surveys to evaluate a new incentive program. Compensation and Benefits Review, 30(1):40-44.
Hughes, P. (1997). Developing a competitive pay plan. Sales and Marketing Management, 149): 69.
Cantoni, C. (1997). Learn to manage pay and performance like an entrepreneur. Compensation and Benefits Review, 29(1): 52-58.
Chen, A., Sawyers, R. & Williams, P. (1997). Reinforcing ethical decision making through corporate culture. Journal of Business Ethics, 16(8): 855-865.
Criminal justice is tied to social diversity and therefore, to understand criminology, one has to focus on the social history
Subject
Students Name
Institution of Affiliation
Date
Criminal justice is tied to social diversity and therefore, to understand criminology, one has to focus on the social history of the society. Over the course of the class, I have been able to learn a lot of things that are consistent with my personal perspective. Basing my opinions from the book Crime as Structured Action: Gender, Race, Class, and Crime in Making by James W. Messerschmidt (1997), there are various thoughts and claims that I tend to perceive as being true in relation to understanding criminal justice. The book is divided into four chapters under which case studies are discussed in relation to understanding crime as structured action. The case studies have been used in the book to shed more light on the basic elements of structured action theory, as for a person to get deeper infight on crime, they must have an understanding and as well appreciate how the structure and action are connected inextricably on the ongoing activity of doing gender, race, and class.
The structured action theory has been used in most of the historical and social settings defining two crucial components for understanding crime. The two components include; inseparability of structure and action, which stipulates that the social structures are realized only through social action and structure is the necessary condition for social action. The other component includes the situational salience of doing gender, race and class, for this component, gender, race, and class are not absolutes and are not equally significant in every social setting where crime has been committed. That is, the accountability to specific categories depending on the social setting is more salient that the accountability to other categories.
I do conform with the author’s claim that the understanding of crime as structured action calls for new forms of research as the framework of the structured action theory is essential in the provision of concepts that are relevant to a variety of methodological approaches that range from the historical and documentary research to life histories and ethnographies. The accomplishment of types of gender, class, race, and crime are all based in history, and as history is subjected to change over time, so do their meanings. Therefore, the key element to the future research could be tracing the historical transformation as well as the differences among gender, race, class, and crime. To further explain this concept, chapter one of the book illustrates how the reconstruction created a new social connect in which the alarming ideology regarding the African American male sexuality was constructed and consequently resulted to a pronounced public mob violence that was facilitated, white supremacist men. During the reconstruction period, race and gender grew particularly salient to actuating crime. The white supremacist men constructed a specific type of whiteness and hegemonic masculinity through lynching.
In America, African American men have long been associated with criminal offenses since the time of slavery (Gerstenfeld, 2017). But this trend has continued to be eminent over centuries with the main reason being racial discrimination. Criminal justice in the US does not promote equality, as most of the offenders are not subjected to justice. Taking a look back in history, the whites were the dominant race and thus committed all types of heinous crimes; unfortunately, none of them were brought to justice. The United States has the largest criminal justice system in the world, with more than 6.7 million individuals under the correctional units. Despite having the biggest rates of incarceration, the United States justice system is filled with disparities in regard to racial discrimination.
There is a high probability of African American men to be arrested in the United States, and once arrested, they are more likely to be convicted. In the event of conviction, there is a probability that the African Americans will face a lengthy prison sentence. According to statistics, African American adults are more likely to be incarcerated, around 5.9 times that the whites. One out of three African American born boys are more likely to go to prison in the course of their lifetime. Males have a higher probability of being imprisoned compared to females as the racial disparities in females are less substantial than among males. According to this, there is a clear explanation of why in relation to gender, males of the black community are at a higher risk of getting to prison than women. African American men are more aggressive, and this can be the reason they are targets of the law enforcement.
The United States, in effect, operates two distinct criminal justice systems that include one for the rich and the other for the poor and the people of color (Kadish et al. 2016). Due to this, the system can be deemed to be based on the class system that is more lenient to the rich than the poor. The rich in the US are able to access a vigorous adversary system replete with guarantees of constitutional protection for the defendants. In contrast, the experiences by the poor and the minority defendants within the US criminal justice system tend to differ significantly due to various factors that lead to overrepresentation. The US has created and at ten same times perpetuated policies that are aimed to allow racial disparities to exist in its criminal justice system for a long time, and therefore does not uphold the concept of fairness and equality to all. Thus, based on the above evidence, the criminal justice system is determined by the social diversity of the community, and this can be witnessed by the historical observations of the past criminal records. I thus do agree that crime is a structured action based on gender, race, and class.
References
Gerstenfeld, P. B. (2017). Hate Crime. The Wiley Handbook of Violence and Aggression, 1-13.
Kadish, S. H., Schulhofer, S. J., & Barkow, R. E. (2016). Criminal law and its processes: Cases and materials. Wolters Kluwer Law & Business.
Messerschmidt, J. (1997). Crime as structured action: Gender, race, class, and crime in the making. Sage.