Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2003. / Title from first page of PDF document. Document formatted into pages; contains xv, 316 p. Includes bibliographical references (p. 265-280).

In the US, regulations on the writing of “Management's Discussion and Analysis of Financial Condition and Results of Operations” (MD&A) are being strengthened after the eruption of numerous financial scandals (e.g. Enron). For this reason, the traditional backward-looking reporting model gave way to a forward-looking one that is more reader-oriented. In this study, an investigation of the lexico-grammatical features used by organizations of different financial capabilities to present prospective information in the MD&A was conducted. Using Bhatia’s (2004) Critical Genre Analysis and an adapted legitimation taxonomy based on Castello and Lozano’s (2011) and Beattie, McInnes, and Fearnley’s (2004) studies, the lexical verbs, tenses, and aspect used by the top three (Exxon Mobil, Walmart, Chevron) and bottom three (Nash-Finch, KeyCorp, Molina Healthcare) companies on the 2012 Fortune 500 list were compared. The quantitative and qualitative findings showed that the linguistic practices of the top-performers and bottom-performers were largely similar. In terms of rhetoric types, strategic rhetoric dominated the corpora while dialectic and institutional rhetoric came in second and last respectively. As for lexical verbs, activity, existence, and occurrence verbs were found to be consistently used across rhetoric types and temporal spaces. With regard to tense and aspect, it was found that constructions that are typically used to refer to the present, such as the simple present and present progressive tenses, were more commonly used to express futurity rather than the simple future tense, modals, or conditionals. Although resembling features were shared by both groups, a few findings from the top-performers’ corpus did suggest that the top-performers were more assertive in their creation of possible futures. 2 / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

Using a quantitative approach, the purpose of this study was to examine the relationship between attendance and reading literacy attainment of Grade 4 students in an urban school division in Saskatchewan. The specific research questions were: 1. What is the correlation between attendance and reading literacy rates? 2. Is the relationship between attendance and reading literacy rates the same for FNMI as it is for the general population? The data used for this study were the attendance records and reading literacy scores of N=1141 Grade 4 students. The data were analysed using a non-parametric statistical analysis relying on Spearman’s Correlation Coefficient to assess the relationship between the two variables. Overall, the relationship between attendance and reading literacy rates was negligible as (N=1141) was rs= 0.08, p<0.01. However, a small effect size (N=286 was rs= 0.236, p<0.01) was indicated in the bottom quartile or students, based on attendance percentage. As well, for First Nation Metis and Inuit Students, the relationship between attendance and reading literacy attainment was also found to be small as (N=187) was rs= 0.212, p<0.01.

The ERIC database is the world's largest source of education information. The database contains more than 1 million abstracts of education-related documents and journal articles. If you are new to ERIC (or havenâ t used it for a while), this slide presentation is for you. This slide show can be used for Individual or training purposes.

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Contents of the standard: Information Literacy Defined; Information Literacy and Information Technology; Information Literacy and Higher Education; Information Literacy and Pedagogy; Use of the Standards; Information Literacy and Assessment; Standards, Performance Indicators and Outcomes; Appendix I: Selected Information Literacy Initiatives; Developers of the Information Literacy Competency Standards

In this paper, we described a study carried out to investigate whether the incorporation of information literacy standards explicitly in the learner outcomes of Project Work helped students build and achieve a high level of information literacy. In this study, the students self-assessed their acquisition and development of the information literacy competencies through the use of a five-scale Likert survey. Their reflections of the research experience were also analyzed. In addition, the teachers rated their stu-dentsâ achievement levels through the use of a rubric. Findings revealed that students attained a rela-tively good level of competency, extracted relevant information, synthesized the main ideas to construct new knowledge and seemed to concur with teachersâ perceptions of the studentsâ abilities to access, evaluate and use information more effectively.

This is a reprint of a paper (29 pages) published in the Journal of Documentation, 2001. The concepts of â information literacyâ and â digital literacyâ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, internet literacy and hyperliteracy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of â literacyâ , which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead to general concepts, such as information literacy and digital literacy, which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies.