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Calub" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/30404063/14882255/113187193/s200_cecilia.calub.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Cecilia L . Calub</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://israelashvilibukobzakim2012.academia.edu/">Tarlac State University</a>, <a class="u-tcGrayDarker" href="https://israelashvilibukobzakim2012.academia.edu/Departments/College_of_Teacher_Education/Documents">College of Teacher Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Cecilia" data-follow-user-id="30404063" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" 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class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Dr. Calub is a retired English professor  of Tarlac State University, Tarlac City, Philippines.  She was  the former director of the TSU Office of Public Affairs (2009-2012), chair  of the CASS English Department (2012-2014), area head of the  MAEd English program (2014 - 2020), VP for Faculty - TSFPU (2016-2017)  in the same university.  She completed her BSEEd - English Language at PSU College of Education (1977), BSEd, major in English<br /><b>Address: </b>San Vicente, Tarlac City, Philippines<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div 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class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>37</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Talks" data-toggle="tab" href="#talks" role="tab" title="Talks"><span>3</span> <span class="ds2-5-body-sm-bold">Talks</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Teaching-Documents" data-toggle="tab" href="#teachingdocuments" role="tab" title="Teaching Documents"><span>4</span> <span class="ds2-5-body-sm-bold">Teaching Documents</span></a></li><li class="nav-chip more-tab" role="presentation"><a class="js-profile-documents-more-tab link-unstyled u-textTruncate" data-toggle="dropdown" role="tab">More  <i class="fa fa-chevron-down"></i></a><ul class="js-profile-documents-more-dropdown dropdown-menu dropdown-menu-right profile-documents-more-dropdown" role="menu"><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Conference-Presentations" data-toggle="tab" href="#conferencepresentations" role="tab" style="border: none;"><span>4</span> Conference Presentations</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Cecilia L . Calub</h3></div><div class="js-work-strip profile--work_container" data-work-id="108512901"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108512901/ENHANCING_STRATEGIC_COMMUNICATION_SKILLS_OF_EMPLOYEES"><img alt="Research paper thumbnail of ENHANCING STRATEGIC COMMUNICATION SKILLS OF EMPLOYEES" class="work-thumbnail" src="https://attachments.academia-assets.com/106874652/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108512901/ENHANCING_STRATEGIC_COMMUNICATION_SKILLS_OF_EMPLOYEES">ENHANCING STRATEGIC COMMUNICATION SKILLS OF EMPLOYEES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Strategic communication which is an important aspect of organizational communication involves th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Strategic communication which is an important aspect of organizational communication  involves the use of effective communication strategies to reach out to your stakeholders and ensure that the organization’s message is communicated effectively.<br />      This paper aims to help improve the workplace by providing managers and/or employees  with great ideas on how they can : 1)  enhance their communication skills;  2)  address the growing problem of incivility and lack of etiquette in their work setting; 3).  leverage and empower their use of language during communication; 4).  improve their management of emails in their office; and 5).    professionally develop themselves and grow in their career.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="97d16a4ef1c7ee34ea063eecb96d8f43" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106874652,"asset_id":108512901,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106874652/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108512901"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108512901"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108512901; 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Calub</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81516331"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81516331"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81516331; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81516331]").text(description); $(".js-view-count[data-work-id=81516331]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81516331; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81516331']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81516331]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81516331,"title":"ASSESSMENT OF LEARNING Author: Cecilia L. 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This is not to say...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Violation of women’s human’s rights would be the main focus of the discussion. This is not to say that gender-based violence against men does not exist. For instance, men can become targets of physical or verbal attacks for transgressing predominant concepts of masculinity, for example because they have sex with men. Men can also become victims of violence in the family – by partners or children. (Bloom 2008, p14) Women and girls victims of violence suffer specific consequences as a result of gender discrimination. As summed up by UNFPA Gender Theme Group, 1998: Gender-based violence is violence involving men and women, in which the woman is usually the victim; and which is derived from gender norms and roles as well as from unequal power relations between women and men. Violence is specifically targeted against a person because of his or her gender, and it affects women disproportionately. It includes, but is not limited to, physical, sexual, and psychological harm (including intimidation, suffering, coercion, and/or deprivation of liberty within the family or within the general community). 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Married worki...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Home and work are two different worlds for working women and are often in conflict. Married working women are faced with problems in performing different roles, such as being a wife, a mother, a housekeeper, and an employee. The major problem a married woman faces is the tension or conflict arising from her multiple roles. The study aimed to determine: 1) how the working wives (the participants) roles were described in terms of their basic orientations towards gender role in the family; 2) how pregnancy, parenthood, success in their career affect their relationship with their husbands; 3)who, between them and their husbands, do most of the housework and child care; 4) how working wives dual role affect their life; and 5) measures to be adopted to help working wives solve dual role conflict. Thus, this study focused only on the dual role conflict that arises between the wife and the husband.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81516321"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81516321"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81516321; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81516321]").text(description); $(".js-view-count[data-work-id=81516321]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81516321; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81516321']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81516321]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81516321,"title":"Marriage, Family, Career: Multiple Role Conflict of Married Women","internal_url":"https://www.academia.edu/81516321/Marriage_Family_Career_Multiple_Role_Conflict_of_Married_Women","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . Calub","url":"https://israelashvilibukobzakim2012.academia.edu/CCalub"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81516320"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/81516320/Doctor_of_Philosophy_in_Language_Education_A_Program_Proposal_in_the_Graduate_School"><img alt="Research paper thumbnail of Doctor of Philosophy in Language Education: A Program Proposal in the Graduate School" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81516320/Doctor_of_Philosophy_in_Language_Education_A_Program_Proposal_in_the_Graduate_School">Doctor of Philosophy in Language Education: A Program Proposal in the Graduate School</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81516320"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81516320"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81516320; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81516320]").text(description); $(".js-view-count[data-work-id=81516320]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81516320; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81516320']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81516320]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81516320,"title":"Doctor of Philosophy in Language Education: A Program Proposal in the Graduate School","internal_url":"https://www.academia.edu/81516320/Doctor_of_Philosophy_in_Language_Education_A_Program_Proposal_in_the_Graduate_School","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Calub","url":"https://israelashvilibukobzakim2012.academia.edu/CCalub"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81516313"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81516313/Breadth_of_Productive_Vocabulary_Knowledge_of_Pre_Service_Teachers_Basis_for_the_Proposed_Intervention_Strategies_in_Vocabulary_Enhancement"><img alt="Research paper thumbnail of Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement" class="work-thumbnail" src="https://attachments.academia-assets.com/87533287/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81516313/Breadth_of_Productive_Vocabulary_Knowledge_of_Pre_Service_Teachers_Basis_for_the_Proposed_Intervention_Strategies_in_Vocabulary_Enhancement">Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement</a></div><div class="wp-workCard_item"><span>IAFOR Journal of Language Learning</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research sought to determine the level of productive vocabulary knowledge of the students gr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research sought to determine the level of productive vocabulary knowledge of the students grouped according to type of school and curriculum year level; performance of the students in the vocabulary test categorized according to frequency levels; their breadth of productive vocabulary knowledge related to type of school enrolled in, curriculum year level, and exposure to information media; and the intervention strategies that may be proposed to enhance students' productive vocabulary knowledge. The Vocabulary Level Test (VLT) designed by Nation (1990) and widely used as a second language diagnostic test in New Zealand and other Englishspeaking countries, was adopted and used as a tool to measure selected pre-service teachers' breadth or size of productive vocabulary knowledge against word-frequency lists. The subjects were the pre-service teachers enrolled in state and private colleges. Only the freshmen and seniors taking up Bachelor in Elementary Education and Bachelor in Secondary Education were chosen to participate in the study. Results of the investigation suggest that: (1) Pre-service teachers in both public and private schools still lack the productive vocabulary knowledge in English to make them proficient and effective speakers and writers; (2) Students from state colleges have wider vocabulary knowledge than those from the private colleges. However, the breadth of their vocabulary knowledge is not sufficient to make them effective user of the language; (3) Longer exposure to the English language in the school helps increase vocabulary size; and (4) Exposure to information media helps widens breadth of productive vocabulary. It was recommended that: (1) Productive Vocabulary Levels Test by Nation (1990) should be used, then, in all tertiary institutions as an additional quantitative measure for students' vocabulary size; (2) Students should be provided adequate access to the computer/internet, cable network, English reading materials, and television in the school; and 3) Teaching time allotted for vocabulary development in all classes where English is used as the medium of instruction should be lengthened.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e13b3176084f8a593399f088ddb6a300" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87533287,"asset_id":81516313,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87533287/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81516313"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81516313"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81516313; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81516313]").text(description); $(".js-view-count[data-work-id=81516313]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81516313; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81516313']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e13b3176084f8a593399f088ddb6a300" } } $('.js-work-strip[data-work-id=81516313]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81516313,"title":"Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement","internal_url":"https://www.academia.edu/81516313/Breadth_of_Productive_Vocabulary_Knowledge_of_Pre_Service_Teachers_Basis_for_the_Proposed_Intervention_Strategies_in_Vocabulary_Enhancement","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Generally speaking, students are taught the grammar basics in primary education. They learn how to use punctuation, how to conjugate verbs, and how to think critically, among other lessons taught in their language courses. Yet the attention given to grammar has been replaced by an emphasis on comprehension. This unfortunate reality has created the misconception that one does not need proper grammar to convey an idea (Frederick, 2015). The effects of the devaluation of grammar coupled with the aforementioned texting culture can particularly be seen in the professional world. Despite the perceived change in grammar usage employer expectations remain unchanged. Grammar matters in business and professional formal writing. Formal writing is probably the most difficult type of writing. It is impersonal, is written without emotion. Some kinds of writing are always written in formal English-using appropriate punctuations, word usage, lay-outing and formatting, cohesion, coherence, unity, balance, and most of all, accuracy in grammar. Formal writing includes: business letters, formal essays, reports, official speeches, announcements, and professional emails. Both speaking and writing well involve a level of intelligence and thoughtfulness that is demonstrated through proper grammar. Grammar organizes the words that create big picture ideas, which, without structure, would be exceptionally less convincing. Grammar explains the forms and structure of words (called morphology) and how they are arranged in sentences (called syntax). In other words, grammar provides the rules for common use of both spoken and written language so we can more easily understand each other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81315326"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81315326"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81315326; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81315326]").text(description); $(".js-view-count[data-work-id=81315326]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81315326; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81315326']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81315326]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81315326,"title":"Fixing Grammar Mistakes in Functional Business Writing for Professionals","internal_url":"https://www.academia.edu/81315326/Fixing_Grammar_Mistakes_in_Functional_Business_Writing_for_Professionals","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Generally speaking, students are taught the grammar basics in primary education. They learn how to use punctuation, how to conjugate verbs, and how to think critically, among other lessons taught in their language courses. Yet the attention given to grammar has been replaced by an emphasis on comprehension. This unfortunate reality has created the misconception that one does not need proper grammar to convey an idea (Frederick, 2015). The effects of the devaluation of grammar coupled with the aforementioned texting culture can particularly be seen in the professional world. Despite the perceived change in grammar usage employer expectations remain unchanged. Grammar matters in business and professional formal writing. Formal writing is probably the most difficult type of writing. It is impersonal, is written without emotion. Some kinds of writing are always written in formal English-using appropriate punctuations, word usage, lay-outing and formatting, cohesion, coherence, unity, balance, and most of all, accuracy in grammar. Formal writing includes: business letters, formal essays, reports, official speeches, announcements, and professional emails. Both speaking and writing well involve a level of intelligence and thoughtfulness that is demonstrated through proper grammar. Grammar organizes the words that create big picture ideas, which, without structure, would be exceptionally less convincing. Grammar explains the forms and structure of words (called morphology) and how they are arranged in sentences (called syntax). In other words, grammar provides the rules for common use of both spoken and written language so we can more easily understand each other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81315266"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81315266"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81315266; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81315266]").text(description); $(".js-view-count[data-work-id=81315266]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81315266; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81315266']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81315266]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81315266,"title":"Fixing Grammar Mistakes in Functional Business Writing for Professionals","internal_url":"https://www.academia.edu/81315266/Fixing_Grammar_Mistakes_in_Functional_Business_Writing_for_Professionals","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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3).  leverage and empower their use of language during communication; 4).  improve their management of emails in their office; and 5).    professionally develop themselves and grow in their career.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="97d16a4ef1c7ee34ea063eecb96d8f43" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106874652,"asset_id":108512901,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106874652/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108512901"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108512901"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108512901; 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This is not to say...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Violation of women’s human’s rights would be the main focus of the discussion. This is not to say that gender-based violence against men does not exist. For instance, men can become targets of physical or verbal attacks for transgressing predominant concepts of masculinity, for example because they have sex with men. Men can also become victims of violence in the family – by partners or children. (Bloom 2008, p14) Women and girls victims of violence suffer specific consequences as a result of gender discrimination. As summed up by UNFPA Gender Theme Group, 1998: Gender-based violence is violence involving men and women, in which the woman is usually the victim; and which is derived from gender norms and roles as well as from unequal power relations between women and men. Violence is specifically targeted against a person because of his or her gender, and it affects women disproportionately. It includes, but is not limited to, physical, sexual, and psychological harm (including intimidation, suffering, coercion, and/or deprivation of liberty within the family or within the general community). It includes violence perpetuated by the state.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81516323"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81516323"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81516323; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81516323]").text(description); $(".js-view-count[data-work-id=81516323]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81516323; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81516323']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81516323]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81516323,"title":"Strengthening Women and Children's Responses to Gender-Based Violence: A Seminar Module","internal_url":"https://www.academia.edu/81516323/Strengthening_Women_and_Childrens_Responses_to_Gender_Based_Violence_A_Seminar_Module","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Married worki...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Home and work are two different worlds for working women and are often in conflict. Married working women are faced with problems in performing different roles, such as being a wife, a mother, a housekeeper, and an employee. The major problem a married woman faces is the tension or conflict arising from her multiple roles. The study aimed to determine: 1) how the working wives (the participants) roles were described in terms of their basic orientations towards gender role in the family; 2) how pregnancy, parenthood, success in their career affect their relationship with their husbands; 3)who, between them and their husbands, do most of the housework and child care; 4) how working wives dual role affect their life; and 5) measures to be adopted to help working wives solve dual role conflict. Thus, this study focused only on the dual role conflict that arises between the wife and the husband.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81516321"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81516321"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81516321; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81516321]").text(description); $(".js-view-count[data-work-id=81516321]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81516321; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81516321']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81516321]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81516321,"title":"Marriage, Family, Career: Multiple Role Conflict of Married Women","internal_url":"https://www.academia.edu/81516321/Marriage_Family_Career_Multiple_Role_Conflict_of_Married_Women","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Calub","url":"https://israelashvilibukobzakim2012.academia.edu/CCalub"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81516313"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81516313/Breadth_of_Productive_Vocabulary_Knowledge_of_Pre_Service_Teachers_Basis_for_the_Proposed_Intervention_Strategies_in_Vocabulary_Enhancement"><img alt="Research paper thumbnail of Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement" class="work-thumbnail" src="https://attachments.academia-assets.com/87533287/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81516313/Breadth_of_Productive_Vocabulary_Knowledge_of_Pre_Service_Teachers_Basis_for_the_Proposed_Intervention_Strategies_in_Vocabulary_Enhancement">Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement</a></div><div class="wp-workCard_item"><span>IAFOR Journal of Language Learning</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research sought to determine the level of productive vocabulary knowledge of the students gr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research sought to determine the level of productive vocabulary knowledge of the students grouped according to type of school and curriculum year level; performance of the students in the vocabulary test categorized according to frequency levels; their breadth of productive vocabulary knowledge related to type of school enrolled in, curriculum year level, and exposure to information media; and the intervention strategies that may be proposed to enhance students' productive vocabulary knowledge. The Vocabulary Level Test (VLT) designed by Nation (1990) and widely used as a second language diagnostic test in New Zealand and other Englishspeaking countries, was adopted and used as a tool to measure selected pre-service teachers' breadth or size of productive vocabulary knowledge against word-frequency lists. The subjects were the pre-service teachers enrolled in state and private colleges. Only the freshmen and seniors taking up Bachelor in Elementary Education and Bachelor in Secondary Education were chosen to participate in the study. Results of the investigation suggest that: (1) Pre-service teachers in both public and private schools still lack the productive vocabulary knowledge in English to make them proficient and effective speakers and writers; (2) Students from state colleges have wider vocabulary knowledge than those from the private colleges. However, the breadth of their vocabulary knowledge is not sufficient to make them effective user of the language; (3) Longer exposure to the English language in the school helps increase vocabulary size; and (4) Exposure to information media helps widens breadth of productive vocabulary. It was recommended that: (1) Productive Vocabulary Levels Test by Nation (1990) should be used, then, in all tertiary institutions as an additional quantitative measure for students' vocabulary size; (2) Students should be provided adequate access to the computer/internet, cable network, English reading materials, and television in the school; and 3) Teaching time allotted for vocabulary development in all classes where English is used as the medium of instruction should be lengthened.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e13b3176084f8a593399f088ddb6a300" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87533287,"asset_id":81516313,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87533287/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81516313"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81516313"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81516313; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81516313]").text(description); $(".js-view-count[data-work-id=81516313]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81516313; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81516313']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e13b3176084f8a593399f088ddb6a300" } } $('.js-work-strip[data-work-id=81516313]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81516313,"title":"Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement","internal_url":"https://www.academia.edu/81516313/Breadth_of_Productive_Vocabulary_Knowledge_of_Pre_Service_Teachers_Basis_for_the_Proposed_Intervention_Strategies_in_Vocabulary_Enhancement","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Generally speaking, students are taught the grammar basics in primary education. They learn how to use punctuation, how to conjugate verbs, and how to think critically, among other lessons taught in their language courses. Yet the attention given to grammar has been replaced by an emphasis on comprehension. This unfortunate reality has created the misconception that one does not need proper grammar to convey an idea (Frederick, 2015). The effects of the devaluation of grammar coupled with the aforementioned texting culture can particularly be seen in the professional world. Despite the perceived change in grammar usage employer expectations remain unchanged. Grammar matters in business and professional formal writing. Formal writing is probably the most difficult type of writing. It is impersonal, is written without emotion. Some kinds of writing are always written in formal English-using appropriate punctuations, word usage, lay-outing and formatting, cohesion, coherence, unity, balance, and most of all, accuracy in grammar. Formal writing includes: business letters, formal essays, reports, official speeches, announcements, and professional emails. Both speaking and writing well involve a level of intelligence and thoughtfulness that is demonstrated through proper grammar. Grammar organizes the words that create big picture ideas, which, without structure, would be exceptionally less convincing. Grammar explains the forms and structure of words (called morphology) and how they are arranged in sentences (called syntax). In other words, grammar provides the rules for common use of both spoken and written language so we can more easily understand each other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81315326"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81315326"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81315326; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81315326]").text(description); $(".js-view-count[data-work-id=81315326]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81315326; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81315326']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81315326]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81315326,"title":"Fixing Grammar Mistakes in Functional Business Writing for Professionals","internal_url":"https://www.academia.edu/81315326/Fixing_Grammar_Mistakes_in_Functional_Business_Writing_for_Professionals","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Generally speaking, students are taught the grammar basics in primary education. They learn how to use punctuation, how to conjugate verbs, and how to think critically, among other lessons taught in their language courses. Yet the attention given to grammar has been replaced by an emphasis on comprehension. This unfortunate reality has created the misconception that one does not need proper grammar to convey an idea (Frederick, 2015). The effects of the devaluation of grammar coupled with the aforementioned texting culture can particularly be seen in the professional world. Despite the perceived change in grammar usage employer expectations remain unchanged. Grammar matters in business and professional formal writing. Formal writing is probably the most difficult type of writing. It is impersonal, is written without emotion. Some kinds of writing are always written in formal English-using appropriate punctuations, word usage, lay-outing and formatting, cohesion, coherence, unity, balance, and most of all, accuracy in grammar. Formal writing includes: business letters, formal essays, reports, official speeches, announcements, and professional emails. Both speaking and writing well involve a level of intelligence and thoughtfulness that is demonstrated through proper grammar. Grammar organizes the words that create big picture ideas, which, without structure, would be exceptionally less convincing. Grammar explains the forms and structure of words (called morphology) and how they are arranged in sentences (called syntax). In other words, grammar provides the rules for common use of both spoken and written language so we can more easily understand each other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81315266"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81315266"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81315266; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81315266]").text(description); $(".js-view-count[data-work-id=81315266]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81315266; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81315266']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81315266]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81315266,"title":"Fixing Grammar Mistakes in Functional Business Writing for Professionals","internal_url":"https://www.academia.edu/81315266/Fixing_Grammar_Mistakes_in_Functional_Business_Writing_for_Professionals","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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This is not to say tha...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Violation of women’s human’s rights  is the main focus of the discussion. <br />This is not to say that gender-based violence against men does not exist. For instance, men can become targets of physical or verbal attacks for transgressing predominant concepts of masculinity, for example because they have sex with men. Men can also become victims of violence in the family – by partners or children. (Bloom 2008, p14)<br />Female  victims of violence, young and old,  suffer specific consequences as a result of gender discrimination. As summed up by UNFPA Gender Theme Group, 1998: “Gender-based violence is violence involving men and women, in which the woman is usually the victim; and which is derived from gender norms and roles as well as from unequal power relations between women and men. Violence is specifically targeted against a person because of his or her gender, and it affects women disproportionately. It includes, but is not limited to, physical, sexual, and psychological harm (including intimidation, suffering, coercion, and/or deprivation of liberty within the family or within the general community). It includes violence perpetuated by the state. “</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="847816d6988e9bcaab2922fdd342b120" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56853695,"asset_id":36901922,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56853695/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36901922"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36901922"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36901922; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36901922]").text(description); $(".js-view-count[data-work-id=36901922]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36901922; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36901922']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "847816d6988e9bcaab2922fdd342b120" } } $('.js-work-strip[data-work-id=36901922]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36901922,"title":"STRENGTHENING WOMEN AND CHILDREN'S RESPONSES TO GENDER-BASED VIOLENCE: A SEMINAR MODULE","internal_url":"https://www.academia.edu/36901922/STRENGTHENING_WOMEN_AND_CHILDRENS_RESPONSES_TO_GENDER_BASED_VIOLENCE_A_SEMINAR_MODULE","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Listening is the most frequently used language skill in the classroom (Ferris, 1998; Murphy, 1991; Vogely, 1998), a primary medium of learning at all stages of education that can facilitate the emergence of the other language skills (Oxford, 1990).    Thus, the key to acquire a language is to receive language input. Krashen, Terrell, Ehrman, & Herzog (1984) claim that acquisition takes place only when students absorb enough comprehensible input. The same claim was supported by Rost (1994) who confirmed that listening is vital in language classrooms because it provides input for learners. As an input skill, listening plays a crucial role in students’ language development. Krashen (1985) argues that people acquire language by understanding the linguistic information they hear. Thus language acquisition is achieved mainly through receiving understandable input and listening ability is the critical component in achieving understandable language input. Without understanding inputs at the right level, any kind of learning simply cannot occur. <br />              Listening is a fundamental language skill, and as such it merits a critical priority among the four skill areas for language students. It is an important element in the step toward competent second language  (L2) performance and is used more often than speaking, reading or writing during the course of a normal work day.（Van Duzer, 1997）Listening comprehension has become more central in the process of L２ learning. The shift toward emphasizing listening comprehension in the ESL/EFL classroom can be attributed to developments in L２ acquisition theory. <br />            Proponents of  comprehension approaches recognize the primacy of listening in the processes of comprehension, retention of information in memory , and acquisition of second language  competence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b4575f297b0a4b5c4f26f35e280c2560" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56853447,"asset_id":36901726,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56853447/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36901726"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36901726"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36901726; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36901726]").text(description); $(".js-view-count[data-work-id=36901726]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36901726; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36901726']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b4575f297b0a4b5c4f26f35e280c2560" } } $('.js-work-strip[data-work-id=36901726]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36901726,"title":"TEACHING LISTENING IN THE ESL CLASSROOM.docx","internal_url":"https://www.academia.edu/36901726/TEACHING_LISTENING_IN_THE_ESL_CLASSROOM_docx","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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This is not to sa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Violation of women’s human’s rights would be the main focus of the discussion.  This is not to say that gender-based violence against men does not exist. For instance, men can become targets of physical or verbal attacks for transgressing predominant concepts of masculinity, for example because they have sex with men. Men can also become victims of violence in the family – by partners or children. (Bloom 2008, p14)<br />Women and girls victims of violence suffer specific consequences as a result of gender discrimination. As summed up by UNFPA Gender Theme Group, 1998: Gender-based violence is violence involving men and women, in which the woman is usually the victim; and which is derived from gender norms and roles as well as from unequal power relations between women and men. Violence is specifically targeted against a person because of his or her gender, and it affects women disproportionately. It includes, but is not limited to, physical, sexual, and psychological harm (including intimidation, suffering, coercion, and/or deprivation of liberty within the family or within the general community). It includes violence perpetuated by the state.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1179190929eb099adf89d388055ee92" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52046079,"asset_id":31736622,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52046079/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31736622"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31736622"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31736622; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31736622]").text(description); $(".js-view-count[data-work-id=31736622]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31736622; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31736622']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a1179190929eb099adf89d388055ee92" } } $('.js-work-strip[data-work-id=31736622]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31736622,"title":"STRENGTHENING WOMEN AND CHILDREN'S RESPONSES TO GENDER-BASED VIOLENCE: A SEMINAR MODULE","internal_url":"https://www.academia.edu/31736622/STRENGTHENING_WOMEN_AND_CHILDRENS_RESPONSES_TO_GENDER_BASED_VIOLENCE_A_SEMINAR_MODULE","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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When is it appropriate to provide targeted intervention or remediation? When should teachers remediate instruction? What does remediated  learning look like, and when should educators implement a broader learning remediation  approach? Because each instructional approach requires a different learning environment, time investment, and resource allocation, it’s critical that educators employ the right approach, at the right time, for every student.<br />      This paper aims to heighten  educators' awareness on the importance of providing remedial instructions to struggling learners in the classroom. It also discusses in details the: 1) distinction between remediation and  special education, including  intervention; 2) the common process/steps  in conducting remediation; and 3) the components of remedial instruction.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8054dde35e36fd2d7333157f9584670f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106873966,"asset_id":108512006,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106873966/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108512006"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108512006"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108512006; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108512006]").text(description); $(".js-view-count[data-work-id=108512006]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108512006; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108512006']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8054dde35e36fd2d7333157f9584670f" } } $('.js-work-strip[data-work-id=108512006]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108512006,"title":"REMEDIAL INSTRUCTION: A WAY TO HELP STRUGGLING LEARNERS COPE WITH THEIR LEARNING DIFFICULTIES","internal_url":"https://www.academia.edu/108512006/REMEDIAL_INSTRUCTION_A_WAY_TO_HELP_STRUGGLING_LEARNERS_COPE_WITH_THEIR_LEARNING_DIFFICULTIES","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Journalists, educators, and scholars all take different routes in thinking productively about the subject, and the effort to define journalism consequently goes in various directions. <br />      The various terms of news, the press, the news media, and information and communication themselves suggest profound differences in what many think of  consider journalism and what they expect  from journalists. Although the term journalist in the past initially denotes someone who systematically keeps a public record of events in a given time frame, today it is applied to individuals with a range of skills, including publication, photography, field production, Internet provision, and blogging.<br />        This paper provides an overview of what campus journalism is - its meaning, scope, types, and functions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed06833c1b56920bcdac525ea6f4b257" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83953805,"asset_id":76237066,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83953805/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76237066"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76237066"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76237066; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76237066]").text(description); $(".js-view-count[data-work-id=76237066]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76237066; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76237066']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ed06833c1b56920bcdac525ea6f4b257" } } $('.js-work-strip[data-work-id=76237066]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76237066,"title":"CAMPUS JOURNALISM MEANING SCOPE TYPES AND FUNCTIONS","internal_url":"https://www.academia.edu/76237066/CAMPUS_JOURNALISM_MEANING_SCOPE_TYPES_AND_FUNCTIONS","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Introduction Reading is probably one of the most researched topics in education and the primar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A. Introduction Reading is probably one of the most researched topics in education and the primary focus of instruction at the elementary levels. There are many theories of reading and different reading programs (Chall, 1967; Pearson, 1984; Singer & Ruddell, 1976). The topic of reading is of great social importance because it pertains to the issues of literacy and intelligence. From a learning perspective, reading is closely related to many other cognitive processes or domains including: attention, concept formation, imagery, language, memory, and perception. This paper focuses on the different theories and models of reading. It also includes presentation of the stages of developmental reading and reading development. B. Theories on Reading 1. The Traditional View According to Dole et al. (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. • Readers are passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce meaning. • According to Nunan (1991), reading in this view is basically a matter of decoding a series of written symbols into their aural equivalents in the quest for making sense of the text. He referred to this process as the 'bottom-up' view of reading. • McCarthy (1999) has called this view 'outside-in' processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader then taken in. • This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced. The traditional bottom-up approach to reading was influenced by behaviorist psychology of the 1950s, which claimed learning was based upon " habit formation, brought about by the repeated association of a stimulus with a response " and language learning was characterized as a " response system that humans acquire through automatic conditioning processes, " where " some patterns of language are reinforced (rewarded) and others are not, " and " only those patterns reinforced by the community of language users will persist " (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language " habits " through drilling, repetition, and error correction. Today, the main method associated with the bottom-up approach to reading is known as phonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where " little attempt was made to explain what went on within the recesses of the mind that allowed the human to make sense of the printed page ". In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="33ac78d4cf370e13dd1ae4f299cab1ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56853470,"asset_id":36901747,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56853470/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36901747"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36901747"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36901747; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36901747]").text(description); $(".js-view-count[data-work-id=36901747]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36901747; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36901747']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "33ac78d4cf370e13dd1ae4f299cab1ed" } } $('.js-work-strip[data-work-id=36901747]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36901747,"title":"DEVELOPMENTAL READING:THEORIES ND MODELS","internal_url":"https://www.academia.edu/36901747/DEVELOPMENTAL_READING_THEORIES_ND_MODELS","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Introduction Reading is probably one of the most researched topics in education and the primar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A. Introduction Reading is probably one of the most researched topics in education and the primary focus of instruction at the elementary levels. There are many theories of reading and different reading programs (Chall, 1967; Pearson, 1984; Singer & Ruddell, 1976). The topic of reading is of great social importance because it pertains to the issues of literacy and intelligence. From a learning perspective, reading is closely related to many other cognitive processes or domains including: attention, concept formation, imagery, language, memory, and perception. This paper focuses on the different theories and models of reading. It also includes presentation of the stages of developmental reading and reading development. B. Theories on Reading 1. The Traditional View According to Dole et al. (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. • Readers are passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce meaning. • According to Nunan (1991), reading in this view is basically a matter of decoding a series of written symbols into their aural equivalents in the quest for making sense of the text. He referred to this process as the 'bottom-up' view of reading. • McCarthy (1999) has called this view 'outside-in' processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader then taken in. • This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced. The traditional bottom-up approach to reading was influenced by behaviorist psychology of the 1950s, which claimed learning was based upon " habit formation, brought about by the repeated association of a stimulus with a response " and language learning was characterized as a " response system that humans acquire through automatic conditioning processes, " where " some patterns of language are reinforced (rewarded) and others are not, " and " only those patterns reinforced by the community of language users will persist " (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language " habits " through drilling, repetition, and error correction. Today, the main method associated with the bottom-up approach to reading is known as phonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where " little attempt was made to explain what went on within the recesses of the mind that allowed the human to make sense of the printed page ". In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56a794fa12917284e9f8c5fb8d59a61a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56853376,"asset_id":36901629,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56853376/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36901629"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36901629"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36901629; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36901629]").text(description); $(".js-view-count[data-work-id=36901629]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36901629; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36901629']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "56a794fa12917284e9f8c5fb8d59a61a" } } $('.js-work-strip[data-work-id=36901629]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36901629,"title":"DEVELOPMENTAL READING:THEORIES ND MODELS","internal_url":"https://www.academia.edu/36901629/DEVELOPMENTAL_READING_THEORIES_ND_MODELS","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Communication, in general, is the backbone of any company or project. It is  what keeps things moving internally and keeps you connected to an audience. <br />        This paper intends to help civilian employees, leaders, and managers:  1) enhance their communication skills;  2) address the growing problem of incivility and lack of etiquette in the work setting; 3) gain  insights on how to leverage, manage up, and  empower  use of language during communication; 4) improve  management of emails in their office; and 5. get useful ideas on how they can professionally develop themselves and grow in their career.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="643a9c3ddc8c724db1ffbb4489112611" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106874879,"asset_id":108513198,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106874879/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108513198"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108513198"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108513198; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108513198]").text(description); $(".js-view-count[data-work-id=108513198]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108513198; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108513198']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "643a9c3ddc8c724db1ffbb4489112611" } } $('.js-work-strip[data-work-id=108513198]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108513198,"title":"ENHANCING STRATEGIC COMMUNICATION SKILLS OF EMPLOYEES","internal_url":"https://www.academia.edu/108513198/ENHANCING_STRATEGIC_COMMUNICATION_SKILLS_OF_EMPLOYEES","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Whether you're talking on the phone ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In today’s world, communication skills are essential. Whether you're talking on the phone or meeting someone face to face, communication  can help you better connect with others. It is the backbone of any company or project. It’s what keeps things moving internally and keeps you connected to an audience. <br />In connection to this premise, strategic communication is an important aspect of organizational communication, which involves the use of effective communication strategies to reach out to your stakeholders and ensure that the organization’s message is communicated effectively.    <br />      This paper aims to: 1). help civilian employees, leaders, and managers enhance their communication skills; 2). address the growing problem of incivility and lack of etiquette in their work setting; 3). provide them insights on how to leverage and empower their use of language during communication; 4). help improve their management of emails in their office; and 5). suggest ways on how they can professionally develop themselves and grow in their career.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="99ada294acac6f6fe036c773394c0c0c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106873739,"asset_id":108511707,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106873739/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108511707"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108511707"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108511707; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108511707]").text(description); $(".js-view-count[data-work-id=108511707]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108511707; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108511707']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "99ada294acac6f6fe036c773394c0c0c" } } $('.js-work-strip[data-work-id=108511707]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108511707,"title":"ENHANCING STRATEGIC COMMUNICATION SKILLS OF EMPLOYEES","internal_url":"https://www.academia.edu/108511707/ENHANCING_STRATEGIC_COMMUNICATION_SKILLS_OF_EMPLOYEES","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Some of us often do not like to construct test and statistically calculate the results of tests we administer, and if we do, we seem not altogether satisfied with the results of the test. <br />The ability to develop high-quality  assessments of students’ learning  is a fundamental part of professional accountability for us today.  We must know whether our methods of assessing our students’ learning are enhancing their’ ability to learn. We understand the critical role that assessment play in teaching the importance of  “establishing credible performance standards, communicating these standards to students, and providing feedback to students (sometimes even to the parents) on their progress and on the learning outcomes of our instruction. <br />              With the implementation of the K-12 curriculum, educators have shown greater  emphasis on the outcomes-based assessment.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a3cfda89536a1e2bab2c67ed3ba80b9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83955063,"asset_id":76240780,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83955063/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76240780"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76240780"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76240780; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76240780]").text(description); $(".js-view-count[data-work-id=76240780]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76240780; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76240780']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1a3cfda89536a1e2bab2c67ed3ba80b9" } } $('.js-work-strip[data-work-id=76240780]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76240780,"title":"ASSESSMENT OF LEARNING","internal_url":"https://www.academia.edu/76240780/ASSESSMENT_OF_LEARNING","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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Findings reveal that the innovative and  the traditional  types of feedback helped students improve the quality of their rewrites. However, the traditional feedback had greater positive effect on the students’ writings along grammar than that of the innovative process-oriented feedback. Teacher feedback significantly  affected the  quantity of students’ writings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="055a57e324533b824ca25328a9366748" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56853514,"asset_id":36901786,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56853514/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36901786"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36901786"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36901786; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36901786]").text(description); $(".js-view-count[data-work-id=36901786]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36901786; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36901786']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "055a57e324533b824ca25328a9366748" } } $('.js-work-strip[data-work-id=36901786]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36901786,"title":"EFFECTS OF TEACHER FEEDBACK ON STUDENTS WRITING Autosaved","internal_url":"https://www.academia.edu/36901786/EFFECTS_OF_TEACHER_FEEDBACK_ON_STUDENTS_WRITING_Autosaved","owner_id":30404063,"coauthors_can_edit":true,"owner":{"id":30404063,"first_name":"Cecilia","middle_initials":"L .","last_name":"Calub","page_name":"CCalub","domain_name":"israelashvilibukobzakim2012","created_at":"2015-04-27T18:52:29.749-07:00","display_name":"Cecilia L . 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